The effectiveness of the technology of using logical exercises and tasks in primary school mother language lessons
Umarova Azizakhon Burkhonovna
Navoi State Pedagogical University
Faculty of Preschool and Primary Education
specialty 70110401-Theory and Methodology
of Education and Training (Primary Education)
1st year master’s student
Abstract: The technology of using logical exercises and tasks in primary school native language lessons involves identifying and evaluating innovative approaches that help develop students’ thinking skills and deeper mastery of the educational material. The study of the technology of using logical exercises and tasks in primary school native language lessons is relevant today due to the need to effectively organize the educational process, develop students’ critical and creative thinking skills, and adapt the educational content to modern requirements. Although logical exercises and tasks serve to develop students’ thinking skills and increase the effectiveness of the lesson, we have very little knowledge about the selection of those that can be most effective in the process of implementing these technologies in practice and the lack of sufficient scientific basis for their application. In this article, we analyze the effectiveness of the technology of using logical exercises and tasks in primary school native language lessons, their impact on students’ thinking skills and results in the learning process. We also focus on identifying specific approaches and recommendations for the practical application of these technologies. We studied the methodologies used in native language lessons, including an analysis of previous studies on the impact of logical exercises and tasks on students. In addition, we developed new, interesting and interactive exercises, games and tasks that correspond to the age and psychological characteristics of students. By creating our own new methods, we observed a significant improvement in students’ logical thinking and independent learning skills. We also noticed in experimental testing that interactive and innovative approaches further increased students’ interest in lessons and their level of success. In this article, we developed new methodological approaches aimed at developing logical thinking in primary school native language lessons. These methods are also designed to strengthen students’ analytical thinking and make the educational process more effective and interactive.
Keywords: Primary school, native language, logical exercises, logical tasks, interactive methods, logical thinking, increasing sentences, put words in place, find the extra word, pyramid of words.
Indroduction. Logical exercises and tasks help develop students’ thinking skills, as they increase the skills of analyzing, comparing, and drawing conclusions in the process of solving problems. Such tasks benefit students not only in mastering knowledge, but also in applying it in practice. In order to introduce effective methods for developing students’ thinking skills, Dilnoza Akbarova conducted scientific work on the topic “Using logical exercises and tasks in primary school native language lessons” in 2019 and published her book “Methodological approaches to developing logical thinking.” The effective use of logical exercises in the classroom was studied by Yulia Frolova in 2016 during her scientific research on the topic “The use of logical exercises and tasks in primary education”. As a result of her research, she wrote her book “Formation of students’ thinking in Russian language lessons”. The use of logical exercises and tasks in primary language lessons is one of the main elements of developing students’ thinking skills and effectively organizing the educational process.
Today, the use of logical exercises and tasks in primary education is of great importance in developing students’ thinking skills. Research and practice conducted by international organizations in this area confirm the effectiveness of this approach. UNESCO has implemented many programs to develop innovative technologies in primary education. The organization has developed special recommendations for developing students’ logical and critical thinking skills. UNESCO-developed educational materials are used in primary education programs around the world to develop students’ thinking processes and creative abilities. The OECD’s PISA program aims to assess and develop students’ thinking skills. These studies substantiate the need to include logical tasks and exercises in the educational process. PISA studies have led to the widespread use of tasks based on logical thinking in native language classes in many countries. This has helped to increase students’ ability to analyze texts in depth. The World Bank has financed many projects to develop primary education. Among them are the issues of introducing logical exercises into curricula and training teachers in this regard. World Bank programs have made a significant contribution to teaching students to think independently and solve logical problems. These projects have also been widely implemented in developing countries.
This article aims to show a phenomenon that has not been sufficiently studied so far. Dilnoza Akbarova (2019) studies the effectiveness of using logical exercises and tasks in primary grades and, based on these studies, publishes the work “Methodological approaches to the development of logical thinking”. John Dewey presents new methods aimed at developing logical thinking by teaching students independent learning and publishes the book “Experience and Education” in order to apply the methods in practice. The study of these works is very important, because the existing works are aimed at increasing the effectiveness of the lesson for use in primary school classes. This means that our knowledge about the technology of using logical exercises and tasks in native language lessons has not yet been fully studied and analyzed.
Material and methods. Today, there is a lack of appropriate methods for the effective use of logical exercises and tasks in primary school native language lessons and difficulties in the correct implementation of these methods by teachers. This creates obstacles to the development of students’ thinking skills and necessitates the creation of new pedagogical approaches and methods. A lot of scientific research and methodological developments have been studied on the technology of using logical exercises and tasks in native language lessons in primary school. This topic is related to the importance of developing students’ logical thinking skills in education. Logical exercises develop students’ independent thinking, ability to identify logical connections, and draw conclusions. This type of training increases students’ activity and enhances the effectiveness of learning. This topic was studied by such scientists as H. T. Turakulov, Sh. G. Mavlonova, A. H. Bozorov and Vygotsky (ZPD theory), Bruner (constructivism), Piaget (cognitive development theory). Innovative educational technologies (Blended Learning, Gamification, Flipped Classroom) are widely used in native language lessons. Scientific work on the implementation of logical exercises in the teaching process using these methods was carried out by N. Nazarova in the works “Interactive methods for primary school students” and Z. M. Rakhimova in the works “Pedagogical foundations of the development of logical thinking”. Dilnoza Akbarova, who studied the age-appropriate features of the development of children’s logical thinking, studied methods for developing logical thinking in native language lessons for primary school students. R. G. Yusupov, on the other hand, developed modern approaches to teaching the native language in primary school.
Results and discussion. How does the technology of using logical exercises and tasks in native language lessons in primary school affect the language learning process of students, the development of logical thinking skills, and the effectiveness of the lesson?
We began our research with pilot testing among 3rd grade students from 5 schools. First, we developed new methods for using logical exercises and tasks for primary school students. Then, we tested these methods as an experiment in each class. In the pilot testing, we used the following new logical exercises and tasks.
1. “Increasing sentences”
Goal: To teach students to think logically and complete sentences.
How to conduct:
The teacher says a simple sentence: “A river is flowing.”
Students expand the sentence by adding new words:
“A big river is flowing.” → “A big river is flowing quietly on a summer day.”
Each added word must be logically related.
2. “Put the words in their place”
Goal: To study the order in constructing sentences.
How to conduct:
The teacher gives mixed words:
For example: “A flower bloomed in spring.”
Students arrange the words and construct the correct sentence: “A flower bloomed in spring.”
3. “Find the extra word”
Goal: To develop logical thinking and analytical skills.
How to conduct:
A set of words is given:
Apple, pear, tomato, peach.
Students find the extra word and explain why it is extra (tomato is not a fruit, but a vegetable).
4. “Pyramid of words”
Goal: To increase vocabulary and find similar words.
How to conduct:
The teacher gives one word, for example: “Book.”
Students write other words related to this word:
Book → cover → pages → text → reading.
The student who writes the most logical words wins.
5. “Decipher”
Goal: To improve the ability to understand the order and meaning of words.
How to conduct:
The teacher gives a coded sentence:
For example: “2 apples, 1 tree, 3 flowers.”
Students turn this coded sentence into a complete sentence:
“There are two apples and three flowers under the tree.”
6. “Finish the sentence”
Goal: To develop students’ ability to make logical conclusions.
How to conduct:
The teacher says the initial sentence:
“The sun rose and…”
Students continue the sentence: “…everywhere was lit up.”
Each student answers according to their creativity.
During the pilot test at the school, students were presented with new logical exercises and their effectiveness was monitored. The level of logical thinking of students, their activities in the lesson, and their mastery indicators were evaluated. Based on the data obtained from the test process, the effectiveness of the methods was analyzed and the necessary changes were made. Using the results of the pilot test, it was possible to measure the impact of modern methods on students and determine how they help improve the learning process. After that, improved technologies and recommendations were developed.
We paid special attention to the development of technology for using logical exercises and tasks in primary school native language lessons, helping to effectively improve students’ logical thinking skills. Through new methods, we contributed to improving students’ thinking processes and effectively organizing the learning process. These methods allow to increase students’ educational success and make the learning process more interactive and effective.
Conclusion. The technology of using logical exercises and assignments in primary school lessons is important in activating students, developing their analytical thinking skills and increasing the effectiveness of the learning process. Studies have shown that this technology teaches students to think logically, to form their observation and analytical skills. Logical exercises and assignments help to develop students’ speech and strengthen their ability to express their opinions in a clear and logical sequence. This will give positive results not only in the classroom, but also in the mastery of other subjects. The study found that logical tasks are one of the most effective ways to teach students to think independently. Logical exercises also showed high results in increasing students’ learning motivation, arousing interest in learning, and developing critical thinking in them. In the process of using this technology, it is important for teachers to organize the lesson correctly, gradually introduce the exercises and adapt them to the age and individual capabilities of students. In short, the technology of using logical exercises and assignments in primary school lessons will improve the quality of the learning process, but also serve the personal intellectual development of students. This approach is one of the most effective means not only to educate, but also to form active ways of mastering students. Therefore, one of the urgent tasks of the modern education system is to implement and further improve the technology of using logical exercises and assignments on a large scale.
Used literature:
1. Akbarova, D. (2019). Methodical approaches to the development of logical thinking. Tashkent: Publishing House of Uzbekistan.
2. Frolova, Y. (2016). Formirovanie myshleniya uchashchikhsya na urokah russkogo yazyka. Moscow: Russian Academy of Education.
3. UNESCO. Education for Sustainable Development Goals: Learning Objectives (2017).
4. OECD. PISA 2018 Results: What Students Know and Can Do (2019).
5.World Bank. World Development Report 2018: Learning to Realize Education’s Promise (2018).
Meet Samuel Beckett With Richard Wilson 2015 Manufacturing Intellect Princeton University Library Playing the Spectator While Waiting For Godot, Kimberly Bohman-Kalaja, The Princeton University Library Chronicle, Vol. 68, No. 1-2 Winter 2007, Princeton University Library Publishers.
Discuss the use of repetition and doubling as dramatic devices in Beckett’s Waiting for Godot. Or Bring out the significance of the stage setting in Waiting for Godot or in Look Back in Anger. Or Discuss the theatre of the absurd and connect it to some of its social and philosophical antecedents.
That postmodernist Irish tragicomical Waiting For Godot is a poetic drama of the Anglo-Franco absurdist tradition that evades both the meaning of life and purpose and that of memory and jurisdiction as envisioned by the vaudeville stock buffoon archetypal everyday humanity country bumpkins and fool-like jester tramps.
These protagonists Vladimir and Estragon’s histrionic rhetorics “Yesterday’s evening it was black and bare. Now it’s covered in leaves” and “It must be the spring” respectively delineate the trajectory of stage directions behind the stage and alleyways of a baffling generation of scholarly drama critics. Time is a patterning of memories in a narrative sequence as observable by these characters’ microcosmic natural world amidst blasted heaths and ruined countryside. Representations of recurrent imageries associated with boots and hats, gastric inflammation, and pouches of belching bear resemblance to outfit wardrobe and food crises prevalence of French resistance of the post world war epoch.
Emissary’s implication of Godot’s continual dismissal is lachrymose news to the readers of existentialism and nihilism. After all Pozzo’s declarative “Have you not done tormenting me with your accursed time?” postulates that the natural world is a purgatory without a promissory note of salvation as envisioned by these tramplike vagabonds; they cannot reminisce on past memories and are thus entwined within this gossamery of past and present spatiotemporality to be certain about who they are, where they are and why they are like rhetorical questions.
Estragon’s and Vladimir’s hanging upon the tree is a figurative trope of melodramatic hyperbolism that concerns finding meaning within a meaningless world. Lucky’s beastly burdensome stoicism [lifting of sand bags every now and then and then dragging them down to relift them] subjective to Pozzo’s tyrannical regime upon the behest of mindless and purposeless errand is symbolic of power dynamics concerning humanity’s enslavement to chasmic maze.
Lucky being deafened and Pozzo being blind incriminate subversion of power polity through the inversion of power dynamics, through banishment of colonial hegemony and thus proclaim emancipation to freedom by resistance and rebellion. That literature laureate absurdist and existentialist playwright Samuel Beckett crafts electrifying and spellbinding aural specks of allegorical enchantment in canonizing the fiction of absurdist poetic drama. After all, this is an allegory of the human condition for eternity as if we are cataclysmically falling with the rolling boulders from the cliff.
Fatalistically these tramp protagonists are eternalized for waiting and Beckett has transformed the destitution of mankind into exaltation through Lucky’s personae: “He’s Lucky to have no more expectations.” Furthermore, the polar binaries between the powerful Pozzo and the powerless Lucky, Estragon, and Vladimir insinuate extended metaphors of the Cold War, the French Resistance, and the Irish rebellious spirits of the nationalist freedom movement.
“Let us not waste our time in idle discourse! Let us do something while we have a chance.” Vladimir’s speech is evoked in implication of salvaging the quagmire of Pozzo and Lucky’s funebrial crisis. Angst and pangst of existentialist crisis has been translated to the traumatic psyche of these priggish and prudential beings. However the stage directions of being stationary connotes their dwarfish dormancy and alienated stagnation. That the pointlessness of existence is implicated in salvation being awaited by external force and that self is incapable of self-knowledge. In cloak and dagger connotations of Estragon and Vladimir symbolically represents ego and id while Pozzo and Lucky symbolically represents superego.
As a result these characters are alter egos or shadows or persona soul image of themselves weaved by the gossamery of existentialist crisis. In this context, Lucky is the shadow of the superego of the egocentric Pozzo whose emotion becomes repressed pouring forth of the unconscious state through monologue.
Estragon is feminized with sensitive, irrational and poetic traits while Vladimir is masculinized with rational, contemplative and intellectual traits. Godot is a political satirical idiom of modern popular culture symbolic of the gothic monsterish figure of loathsome whangdoodle as dracula macabre. Pathos of nothingness is a dire catharsis by the crucial existentialists’ plight engendering from being sublime to travesty within universalistic spatiotemporality by the indication of “A country road”. “A tree”. “Evening”.
Domineering colonizer master Pozzo with his whip and the subservient colonized subaltern Lucky’s servility in burdensome stoical endurance is the inversion of the amnesty between Estragon and Vladimir despite these individualists’ nihilistic despair with insurmountable frustrations. Antiphrasis of stage directions hint to “They do not move” despite speech acts of voluntary action: “Let’s us go” furthermore metaphorically suggestive of philosophical pessimism as embodied silence, stasis, absence and negation.
Becket’s poignant revelatory envisioning from Biblical allusions point out that “Do not despair, one of the thieves was saved; do not presume, one of the thieves was damned.” Although the tragicomedy lacks female reproductive machinery however, the tree is symbolic of that utopian hope in a world of futility.
Frugal and mundane existence in a characteristic bleak landscape in expectation and anticipation of the messianic Saviour Christ through the mediation of the emissarial convoy exhibit the maudlin encumbrance of these stock characters like vaudeville fools and country bumpkins in mainstream absurdist realism. “I’ll never forget this carrot. The more you eat, the worst it gets. I’ll get used to the muck as I go along.”
These dialects are philosophical prompts propounded by the childish, materialistic, feminist, poetic, melodramatic Estragon and rational intellectualist wimpy guffaw of Vladimir contrasting differences of their outlook in life. The essence of struggling and wriggling is both bogus and vague as contemplated by these speculative skeptical states of affairs. Godot might be a satirical human condition of both waiting and achievement throughout Christmas, birthday celebration, job prospect, love of the life, funeral anniversary and so forth. Sadomasochism of Pozzo and Lucky are allegorically satirized by brevity of intertextual allusions that mirrors habitual distraction and interruption that embodies Didi and Gogo’s world of nihilistic pessimism, stasis and repetition, skepticism and ambiguity.
Their forlorn and obscuring of train of thoughts and chain of events, forgotten memories, obliviousness of dreams, discarding of dialogues and abandonment of suicide attempts are verily brought to the foray of this justification. Language has lost the essence of the core of communication by the farrago of charlatantry and buffoonery in Lucky’s monologue. Audiences would walk out by the off stage characters’ frustration and oppression after all in correspondence with the effect of defamiliarization. Lucky isolated island of retreat from dialogism critiques the purgatorial nightmare pestering into the infested microcosmic existence of these slapstick vaudeville country bumpkins tramps. Lucky is the symbolic thinktank Beckettian institution which dismantles establishment of linguistic games and sheds light on the furthering of ideas into the dialogic proximity.
After being traumatized and tortured by these existentialist characters, Lucky is doomed into thinking and functioning as Pozzo’s porter.
Further References Youtube Podcasts and Documentary Films and Lecture Presentations Seminary Samuel Beckett’s Waiting for Godot, Professor Dr. Nick Mount, Department of English, University of Toronto The Meaning of Godot, Professor Dr. David Pattie, Department of Drama and Theatre, University of Birmingham Theatre and Language: Samuel Beckett’s Waiting for Godot, Professor Dr. Belinda Jack, Gresham Professor of Rhetoric, Gresham College, London, UK Cambridge PhDcasts John Gallagher presents Any Wimbush’s Samuel Beckett and Quietism Ian McKellen Discusses “Waiting For Godot” Staging Shakespeare
The two extraterrestrials went to a diner near the entrance to Manhattan’s Lincoln Tunnel to try classic earth food. They took a booth. The waitress, whose name was Florence, and who would refuse service to anybody who called her Flo, gave them a couple of menus and said, “I’ll be back in a few minutes, Hons.”
“Does she think we’re Hons?” one extraterrestrial asked the other, in their own language, of course.
“I don’t know why she would,” the other replied. “We don’t have scales or wings.”
They perused the menus, and soon Florence returned to take their order.
“So, what can I get you?” Florence asked.
“I’ll have a grilled cheese sandwich,” one said.
“I’ll have a hamburger,” the other said.
“How would you like your burger?”
“Probably very much,” the extraterrestrial said.
“No, how would you like it cooked. Rare? Medium? Well?”
“Rare sounds expensive, so I guess well sounds good.”
“All right, one grilled cheese, and one burger, well. I’ll be back shortly with your orders.”
The two extraterrestrials looked around the diner and commented on how funny all the diner diners looked. Then Florence returned with their food.
“Thanks,” both extraterrestrials said in unison.
“Can I ask you folks something?” Florence asked.
“Sure,” the grilled cheese extraterrestrial said.
“Where are you folks from?”
The burger extraterrestrial told her the name of their planet.
“Sorry, I didn’t catch that.”
Burger extraterrestrial repeated the name of their planet. It was nothing like Florence had ever heard before.
“Don’t know it,” Florence said. “Must be in Jersey.”
Peter Cherches’ latest book is Everything Happens to Me, an episodic novel about the misadventures of a Brooklyn writer named Peter Cherches.
