Bo‘lajak boshlang‘ich sinf o‘qituvchilar ijodiy qobiliyatlarining individual-psixologik xususiyatlari

Ushbu maqolada bo‘lajak boshlang‘ich sinf o‘qituvchilar ijodiy qobiliyatlarini rivojlantirish, fanga oid muammolarni yechish usullarini o‘rgatish, fikrlash qobiliyatlarini rivojlantirish, ijodiy masalalarni evrestik yo‘llar bilan ishlash, faoliyatining tanish usullaridan yangi vaziyatlarda kompetensiyalarini qo‘llay olish, emotsional-integrativ kasbiy tayyorgarlik darajalari, samarali fikrlash, tasavvur, kognitiv motivatsiya, intellektual his-tuyg‘ular uzviyligini diagnostik aniqlash asosida takomillashtirishga qaratilgan. Muallif tomonidan maqolada bo‘lajak boshlang‘ich sinf o‘qituvchilar ijodiy qobiliyati pedagogik faoliyati davomida davriy va uzluksiz didaktik tayyorgarligini ta’lim mazmunining shakli hamda uzluksizligiga bosqichma-bosqich uyg‘unlashtirish asosida takomillashtirishga oid taklif va tavsiyalar aytib o‘tilgan. Maqolada hozirgi zamon adabiyotlarida ijod, ijtimoiy yoki ijtimoiy-tarixiy ulkan ahamiyatga ega faoliyat turi sifatida e’tirof etilgan. Bu nuqtai nazarni qo‘llabquvvatlagan holda odatda tadqiqotlarda ijod mahsulining ob’ektiv va sub’ektiv tomonlarini alohida ajratib ko‘rsatilgan, sub’ektiv holatda esa ijodning ijtimoiy emas, balki faqat shaxsiy ahamiyatiga e’tibor qaratilgan.

In this article, future elementary school teachers will be taught to develop their creative abilities, to learn how to solve problems related to science, to develop their thinking skills, to work with creative problems in heuristic ways, to be able to apply their competences in new situations from the familiar methods of their activities, emotional - aimed at improving the levels of integrative professional training, effective thinking, imagination, cognitive motivation, integrity of intellectual feelings based on diagnostic determination. In the article, the author mentioned suggestions and recommendations for improving the creative ability of future elementary school teachers during their pedagogical activity based on the gradual harmonization of periodic and continuous didactic training with the form and continuity of the educational content. In the article, creativity is recognized as a type of activity of great social or sociohistorical importance in contemporary literature. In support of this point of view, studies usually distinguish the objective and subjective aspects of the product of creativity, and in the subjective case, attention is paid to the personal, not social, importance of creativity.