This article examines the theoretical aspects of developing primary school students’ skills of analysis, comparison, and generalization through the use of logical problems. The study substantiates the role of logical tasks in activating students’ cognitive activity and in forming their analytical and synthetic thinking. The classification of logical problems, their didactic potential, and effective ways of applying them in primary education are also analyzed. The article highlights the interrelation of thinking operations such as analysis, comparison, and generalization, demonstrating that logical problems serve as an important pedagogical tool for their development. The findings emphasize the necessity of the systematic use of logical problems to foster independent and creative thinking in primary school students.
| Mualliflar | Jamoldinova, Dildora, Жамолдинова, Дилдора, Jamoldinova, Dildora |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2026-03-25 |
| Jild | 4 |
| Son | 3/S |
| Betlar | 51-57 |
| Til | O‘zbek |
| DOI | 10.47689/2181-3701-vol4-iss3/s-pp51-57 |
DOI: 10.47689/2181-3701-vol4-iss3/s-pp51-57 · Maqolaning asl sahifasi
mantiqiy masalalar, boshlang‘ich ta’lim, tafakkur, tahlil, taqqoslash, umumlashtirish, mustaqil fikrlash, didaktik vosita, kompetensiya, metodika, логические задачи, начальное образование, мышление, анализ, сравнение, обобщение, самостоятельное мышление, дидактическое средство, компетенции, методика, logical problems, primary education, thinking, analysis, comparison, generalization, independent thinking, didactic tool, competence, methodology
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