ROLE OF IMAGINATED THINKING IN INCREASING EDUCATION LEVEL

Abstract

In the organization of the educational process, the development of the student's personal qualities on the basis of an individual approach is of particular importance. In school practice, the level of development of a child's logical thinking is mainly associated with his natural genetic processes. Hence, the ways of raising the level of education and development of the student have the same, traditional approaches aimed at mastering the content of the studied subject, taking into account the peculiarities of theoretical thinking. The importance of practical thinking associated with figurative, visual-effective and intuitive thinking is practically not considered. However, the developmental nature of the educational process will have not only with a careful selection of the content of the studied material, but also with the active learning activity of students. A high level is achieved in conditions of active perception and understanding of the content of the studied subject and is manifested in the student's ability to apply the theoretical knowledge of the educational material in practical actions. For this, it is necessary to use modern methods, teaching aids, allowing to develop the psychological qualities of the child, aimed at the development of thought processes. For the correct formation of scientific concepts, it is necessary to ensure the transition from images to theory. At the same time, the child should be able to combine visual-figurative, visual-active thinking, visual representations and imagination. Understanding the nature of the development of figurative thinking and the stages of its formation in students contributes to a more durable and faster assimilation of knowledge. But this requires the full and dynamic development of figurative thinking at all stages of training. Relying on verbal-logical thinking, modern pedagogical practice as a whole does not consider the importance of visual-effective and visual-figurative thinking. Moreover, the predominance of theoretical concepts in the content of the school subject depletes the child's ability to think in images, intuitively, showing his individuality. The article proposes approaches to solving the problem.