Science and Education in Karakalpakstan issn 2181-9203 Science Magazine chief editor

Science and Education in Karakalpakstan. 2023 №2/1 ISSN 2181-9203 
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The importance of individualization is also con-firmed in terms of value theory. Value is the 
significance of objects that they acquire for a person on the basis of practical activity, satisfying 
his/her needs. Social, universally valid values, in order to become incentives for action, must be 
realized by the personality as his/her own.
The practicability of individualization is also con-firmed by the need to take into account the 
emotional factor in the learning process. Speech, feelings and thinking are one and interdependent. 
The degree to which emotions can be used in the learning process is determined by the nature of 
individual needs. This factor seems to be very important, since individualization allows you to take 
into account and to some extent predict the students’ emotional state, as well as to form, to a certain 
extent, the students’ attitude to study, increasing the intensity of learning [3, p. 78].
So, we can say that understanding individualization ideas opens up a wide field of activity: 
opportunities are established for the development of a creative, purposeful personality that is aware 
of the ultimate goal and specific learning objectives; the motivation of learning is increasing, a new 
progressive pedagogical thinking is being formed. Individualization in teaching is based on the 
teacher’s good knowledge of the students, what are the students ’natural data, the students’ abilities, 
their interests, and friends. The need for individualization of teaching is caused by various reasons, 
and the main of them are: different level of students’ knowledge when entering the university, 
students’ various educational needs, and also the achievement of one of the most important tasks of 
education - the students’ personal development.
Based on the aims of the individual aspect (to develop what plays the most important role 
for the processes of cognition, upbringing and learning), as well as on the essence of the process of 
person’s development, it would be logical to consider that the objects of development should be 
abilities that would allow the successful functioning of the cognitive, emotionally-evaluative and 
activity-transforming areas of student’s activity. It is precisely abilities that can develop from the 
inclinations available to the person, and they can develop only in activity.
A.A. Leontyev reveals one of the interpretations of language abilities as follows: “Language 
abilities of-ten mean differences in personality traits associated with communication. A child may 
experience difficulties not in the mastery of the language itself and not in the formation of foreign 
language, but in social and psychological relations with the tutor, school teacher, and other children. 
He/she would be happy to speak, but the “psychological barrier” interferes with him/her. By the 
way, this is a very frequent case in pedagogical practice, but such difficulties with the goodwill of 
an adult are quite superable. “Thus, according to A.A.