SCIENTIFIC-PEDAGOGICAL AND PSYCHOLOGICAL NATURE OF INHERITANCE

Abstract

Success cannot be achieved without knowing the psychological basis of learning morphological rules in elementary grades, without taking into account the psychological requirements. For this, first of all, it is necessary to turn to the explanation of language and speech from the psychological aspect, to be familiar with the mechanism of comprehension of grammatical concepts. Speech is closely related to thinking. When facing a problem, the student inevitably turns to speech. Forms of thinking (judgments, mental conclusions) gradually form in students and reach a certain level, but also manifest themselves prominently in intellectual processes (analysis, composition, generalization, comparison, etc.).

For the mental activity of a person, it is of great importance not only to the hereditary cognition, but also to the speech. The development of children's speech skills is in focus from the time they start training. During this period, they practice the correct pronunciation of most sounds and words of their mother tongue, and significantly expand their vocabulary. During communication, they strive to control the expressiveness, speed, tempo, and intonation of speech.

Observations and experiences show that the success of all training and educational work at school depends very much on the student's success in learning his mother tongue. It should also be noted that the enrichment of the vocabulary and the expansion of the sphere of communication does not mean mastering the grammatical structure of the language. Preschool period is a period dominated by imitation. Only on the background of school education, the formation of a conscious relationship with the language begins. S.P. Juykov writes: Developing the student's thinking in "Mother" language classes is of primary importance. K. D. Ushinski once said that whoever wants to develop the student's language ability, he should first of all develop the ability to judge and think.