QAYTA TIKLANUVCHI ENERGIYA MANBALARINING GIBRID TIZIMINI MATLAB/SIMULINK YORDAMIDA INTEGRATSIYALASH MODELI

ISSN: 3030-3931, Impact factor: 7,241 Volume 10, issue 1, Oktabr 2025 https://worldlyjournals.com/index.php/Yangiizlanuvchi worldly knowledge OAK Index bazalari : research gate, research bib. Qo’shimcha index bazalari: zenodo, open aire. google scholar. Original article 706 DEVELOPMENT AND FORMATION OF CREATIVE THINKING IN PRIMARY GRADE STUDENTS Arakulova Mohinur Yunus qizi Jizzakh State Pedagogical University [email protected] Abstract: This article considers creative thinking from the perspective of a systemic-structural approach, where creative thinking is characterized as a systemic feature with such features as multidimensionality, multilevelness, and dynamism. According to the principle of structuralism, creative thinking is a psychic function that is integrated into the structure of the individual and is structured in itself. Creative thinking is considered as a system of interconnected cognitivepersonal structures. Keywords. Mnemotechnics, student, creative thinking, activity, skill, creative ability, individual, conflict, creative process. Аннотация. В данной статье творческое мышление рассматривается с позиций системноструктурного подхода, где творческое мышление характеризуется как системное свойство, обладающее такими признаками, как многомерность, многоуровневость и динамизм. Согласно принципу структурализма, творческое мышление – это психическая функция, интегрированная в структуру личности и имеющая свою внутреннюю структуру. Творческое мышление рассматривается как система взаимосвязанных когнитивноличностных структур. Ключевые слова: Мнемотехника, студент, творческое мышление, деятельность, навык, творческая способность, личность, конфликт, творческий процесс. Introduction: Today, in a rapidly changing world, where people are required to act in new and often ambiguous, non-standard situations, an important task of schools is to maximize the development of students' creative abilities and develop creative thinking. However, in the modern education system and in the science of psychology, contradictions have emerged as factors that hinder the development and growth of students' creative thinking. First, there is a contradiction between the need for a creative approach to education and its predominant reliance on the reproductive activity of students. The educational process largely relies on the cognitive abilities of children: the assimilation of knowledge, the development of skills and abilities are based on perception, memory, thinking and imagination. However, children's cognitive abilities are not sufficiently used as a means of developing creative thinking. The second contradiction is the conflict between the orientation of the school to the individual development of students and the collective nature of the educational process. On the one hand, the central figure of education is the personality of the child, and the goal of education is to create conditions for the manifestation and development of the internal capabilities of each individual. On the other hand, children's education is by its nature mass and collective, which limits the possibilities of regulating creative thinking and developing personal mechanisms of self-regulation. ISSN: 3030-3931, Impact factor: 7,241 Volume 10, issue 1, Oktabr 2025 https://worldlyjournals.com/index.php/Yangiizlanuvchi worldly knowledge OAK Index bazalari : research gate, research bib. Qo’shimcha index bazalari: zenodo, open aire. google scholar. Original article 707 Consequently, the problem of developing the initial, fundamental principles of the scientific concept of the development and formation of creative thinking in primary school students, based on the cognitive and personal capabilities, remains relevant for the science of psychology. The solution of this problem is possible through an updated systemic-structural approach to creativity, according to which creative thinking is a multi-component, holistic activity, the functioning and development of which is determined by the nature of the interaction between cognitive and personal structures. The following questions arise: what are the components (components) of creative thinking, what is the nature of the relationship between the components and the whole, and what are the mechanisms for developing creative thinking as a multi-component, holistic activity. Methods: Questions related to the structure of creative thinking have been considered by many researchers. The following components of creative thinking have been considered in theoretical and empirical studies: intuitive and logical (Ya. A. Ponomarev), conscious and unconscious, verbalized and non-verbalized (L. L. Gurova, D. N. Zavalishina, O. K. Tikhomirov, etc.), visualfigurative and verbal-logical (L. N. G. dialect) thinking (L.N. E. Veraksa), highly developed cognitive processes (A. M. Matyushkin), motivational and emotional regulation mechanisms (I. A. Vasiliev, E. D. Telegina, O. K. Tikhomirov, E. L. Yakovleva, etc.). Despite the numerous works studying various aspects of the organization of the creative process, it should be recognized that the concept of the structure of creative thinking of primary school students is incomplete, as it is still in the process of formation. The works of L.S. Vygotsky, A.G. Azaryan, O.M. Dyachenko, A.Ya. Dudetsky, V.P. Zinchenko, V.V. Znakov, A.M. Matyushkin, A.V. Petrovsky, S.V. Fateev, V.D. Shadrikov, K. Dunker, O. Zelts, N. Mayer, T. Ribot and others have shown that cognitive abilities make a significant contribution to the creative process and act as elements of creative thinking. However, an analysis of the factors influencing the manifestation of creative thinking in primary school students showed that perception, memory and imagination are not considered as cognitive structures of creative thinking in primary school students. This shows that in most cases, the cognitive and creative abilities of primary school students are still studied separately. As a result, the following questions remain open: 1) the functions of cognitive abilities at different stages of the creative process; 2) the characteristics of the connection of creative thinking of primary school students with perception*, memory and imagination; 3) the role of the organization of cognitive experience in the development of creative thinking of primary school students.[2] In the studies of E.P. Torrens, E.L.I. Baryshnikova, N.V. Kochelaeva, M.I. Fidelman, V.S. Yurkevich, E.L.L. Yakovleva and others, individual constructs of creative thinking of primary school students are represented by separate mental formations, including motivation, emotions, moral qualities, behavioral and communicative features. In the works of E.D. Telegina, motivational regulation has been shown to serve as the main mechanism for regulating a person's creative mental activity. However, to date, cognitive interests and emotional-volitional processes have not been studied together as motivational mechanisms of individual regulation of creative thinking in primary school age. The problem of the influence of emotional stability as an emotional mechanism of activity regulation on the productivity and individual identity of creative thinking in primary school age has not been reflected in the psychological literature. The role of volitional regulation in the creative thinking of primary school students has also not been studied. ISSN: 3030-3931, Impact factor: 7,241 Volume 10, issue 1, Oktabr 2025 https://worldlyjournals.com/index.php/Yangiizlanuvchi worldly knowledge OAK Index bazalari : research gate, research bib. Qo’shimcha index bazalari: zenodo, open aire. google scholar. Original article 708 Results: Thus, it is necessary to study the relationship between creative thinking and cognitive interests, emotional stability and volitional qualities in primary school age. Cognitive and personality factors are often studied as independent determinants of creative thinking. This situation is a consequence of the limitations of existing theoretical concepts of creativity, developed within the framework of the cognitive approach (G. Yu. Eysenck, L. I. Termen, N. S. Leites, M. A. Kholodnaya, etc.). [3] - from the perspective of an individual approach (A. Maslow, K. Rogers, L. B. Ermolaeva). Tomina, V. N. Kozlenko, V. A. Petrovsky, etc.). The possibilities and some methods of overcoming existing limitations were substantiated in the study of creative thinking from the perspective of a synthetic approach (D. B. Bogoyavlenskaya, L. L. Gurova, A. M. Matyushkin, I. N. Semenov, etc.). Discussion: In Russian psychology, there are studies devoted to the development of specific methods for developing creative thinking in primary school students. The following are proposed as development technologies: the development of a specific mental technique (A.A. Lyublinskaya, N.A. Menchinskaya, E.N. Kabanova-Meller, A.I. Raev, etc.), the formation of general methods of action for directing the relevant subject activity (V.V. Davydov, A.K. Markova, the process that formed D.B.), D.B. students acquire the ability to (for theoretically meaningful generalization and dialectical thinking (N.E. Veraksa, A.Z. Rakhimov, etc.), the construction of classes on the principles of an interdisciplinary approach (N.B. Shumakova), the formation of means of self-regulation of creative thinking activity in the process of implementing effective thinking actions. emotional (E.L. Yakovleva), etc.[1] However, the development and formation of creative thinking in primary school students, in comparison with the development of cognitive abilities and motivational-volitional regulation, has not yet been the subject of extensive research, although the need to consider this problem is undeniable. Conclusion: It can be said that targeted work on the development of creative thinking, taking into account its cognitive-personal structure, helps to increase the level of development of visual and verbal creativity, cognitive abilities and cognitive interests in primary school students in the form of questioning. REFERENCES 1. Ермолаева-Томина Л.Б. Изучение факторов, определяющих индивидуальные различия в проявлении творческой активности // Психология творчества: общая, дифференциальная, практическая / Под ред. Я.А. 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