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Pedagogy

FORMATION OF CREATIVE ACTIVITY OF STUDENTS THROUGH GAMES IN CLASSES TEACHED IN KARAKALPAK LANGUAGE Eshimbetov Olimjon

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SPLITTING ODD NUMBERS INTO SUMMANDS WITH THE PARTICIPATION OF PRIME NUMBERS Evgeniy Amosov associate professor, Samara state technical university Russia, Samara

ABSTRACT It is shown that any odd number starting from 3 can be represented as the sum of a prime number and a multiple of 6. : , Keywords: prime numbers, decomposition into term. ё 6n±1 [1,2].

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DISTANCE LEARNING: FORM, TECHNOLOGY, TOOL Natalya Nikolaevna Zhadko school principal, Municipal state institution "Comprehensive school No. 4 of Shakhtinsk city akimat," Kazakhstan, Shakhtinsk –

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ABSTRACT The article analyzesthe article is devoted to the current problem of modern education - distance learning. The main task of the article is to justify and argue distance learning as a new form of training. The article provides an analysis of the forms of training, presents the main directions of the development of distance learning, shows the differences between distance learning and traditional. Problems solved by students and teachers in distance learning are highlighted. It is shown that the effectiveness of distance learning is determined by the use of pedagogical technologies that underlie the design and implementation of distance courses. : , , , . Keywords: distance learning, form, technology, tool. ,

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SOCIAL CONSEQUENCES OF DRUG ADDICTION Vostryakova Polina student, Sochi State University, Russia, Sochi -

. ABSTRACT The article provides information about the social consequences of such a bad habit as drug addiction. : , , , , , . Keywords: drugs, addiction, consequences, addiction, health, illness.

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INNOVATIVE APPROACHES TO PSYCHODIAGNOSIS AND PSYCHOCORRECTION PERSONALITY AT THE PRESENT STAGE Igor Lebedev doctor of psychology Professor of the Department of psychology of the Moscow University MVD, Russia, Moscow Alexander Kuznetsov Director General of the center for information and psychological security Associate member of the Psychological Institute of the Russian Academy of education, Russia, Moscow

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ABSTRACT The article deals with the practical aspects of innovative approaches to psychodiagnosis and psychocorrection of personality at the present stage. : , , . Keywords: PsyScanner, polygraph, personnel security, computer psychodiagnostics, psycholinguistics, psychosemiotics, psychocybernetics. ,

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ABSTRACT The connection between the laws of geometric optics, which are a consequence of Fermat's principle, and Bouguer's (Lambert's) law of light absorption is shown. : , , . Keywords: Fermat's principle, Bouguer's (Lambert's) law, propagation of light. ,

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VERBALCONCEPTUALISATION OF LOVE IN AMERICAN CULTURE (AS EXEMPLIFIED IN THE LYRICS OF MODERN POPULAR SONGS) Yuliya Surgay Candidate of Philology, associate Professor, Surgut State Pedagogical University, Russia, Surgut Kristina Lyubimova teacher of foreign languages, Surgut school with intensified instruction in sciences, Russia, Surgut “love”

BSTRACT The article is devoted to the research into the ways of verbal representation of the English concept “love” in the lyrics of modern English popular songs. The basic verbalisers of the concept under study are revealed, and their structure and semantic features are analysed. : , , . Keywords: concept, concept representatives, nomination field. , ,

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, (1) I love you too much; (2) You ever love somebody so much; (3) So deeply in love (4) So deeply in love. , , , . , , (1) And I just wanna give all my love I have; (2) To give me all your love (3) Give us a little love. , (4) I'm takin' back my love, my love, my love, my love My love. , , (5) I see the love in disguise.

: (1) I like the way it hurts; (2) I love the way you lie; (3) I can't tell you what it really is I can only tell you what it feels like And right now there's a steel knife In my windpipe I can't breathe; (4) I love it ; (5) Just thinking of you My body freaks out. , : (1) I want your ugly| I want your disease| I want your everything; |I want your love; (2) And I want your love; (3) You know that I want you; (4) And you know that I need you; (5) I want it bad 38

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PAPERS IN ENGLISH PEDAGOGY FORMATION OF CREATIVE ACTIVITY OF STUDENTS THROUGH GAMES IN CLASSES TEACHED IN KARAKALPAK LANGUAGE Eshimbetov Olimjon assistant to the NDPI named Ajiniyaz, Uzbekistan, Xorazm ABSTRACT This article discusses the scientific, theoretical and practical aspects of teaching the Uzbek language using game technology in groups conducted in Karakalpak classrooms, and discusses some aspects of the activities of teachers and students. Game technology opens up a wide range of ways for students to form independent thinking, reflecting on the stabilization of speech and thinking exercises. Keywords: pedagogical technology, game technology, creativity, result, cause, effect, goal, task, classroom, collaboration, cognition, comprehension, speech, pronunciation, imagination. It is known that the method of play in primary school is one of the important factors in the formation of creative activity. An inquisitive, sharp-witted, knowledge-hungry reader experiences a very strong emotional thirst to understand social and material existence in what is happening around him. These include the change of seasons, the weather, changes in daily life, even the equipment of the classroom, the culture of the student's behavior, which are equally positive impressions. Organizing a game in this way allows students to gain time and learn the essence of things in a short period of time. At the end of the 19th century, the German scientist K. Gross tried to study games as a whole, while the German psychologist K. Buller studied games "as an important activity that creates satisfaction and ability" (journalpro.uz). Indeed, a student’s behavior is formed independently during the course of a game lesson. We classify games according to their form and types as follows: 1. Business games (implies professional activity and subject); 2. Didactic games (implying the realization of educational goals); 3. Collaborative games (teacher and student activities); 4. Stage games (assuming to be held in a dramatic form). The main purpose of these divisions is to increase students' connected speech through game technology, to cultivate mental perception, to stabilize speaking skills, to teach them to write correctly, to relieve psychological tension, to develop the skills of collaboration, to educate in the spirit of patriotism. Especially in groups where education is conducted in another language, the teaching of words and their meanings through game technology has a positive effect on the mindset of each student, further facilitating the effectiveness of teacher work. From this point of view, “Game to find the riddle” (5-7 minutes), “Game to describe the picture” (3-5 minutes), “I rate my friend” game (3-4) minutes, “I always love my country” game (4 minutes) -6 minutes).

It is through game technology that speech skills can be developed, and the skills of correct pronunciation, writing, thinking, and analysis can be gradually developed. The game "Who will create the first dictionary" also plays an important role in Karakalpak groups. For example, two students come to the board, and the students compile a dictionary based on the assignment given by the teacher. In it, the meaning of the word, the portable meaning, is explained by the teacher. The student who wins the most vocabulary wins. The main goal of this game is to improve the pronunciation skills of students. Didactic games are designed and adapted to achieve educational goals. The system of didactic games was first developed by F.Fribil and M.Montisori for use in the preschool process, while O. for primary education. Dikroli conducted research. From the 60s and 70s, it began to be used not only in primary education but also in general secondary education. In the 80's, especially business games began to become widespread. The main feature of business games is that the game plan is focused on the learning objectives, because the learning objectives are achieved within the game tasks. This means that games are the main type of activity for children, through which small school-age students learn and adapt to life, being, the environment. The following are important for the emergence of the game: - the emergence of a sense of satisfaction from the interaction with the participants of the game; - naturalness, the emergence of emotional feelings; - Players try to satisfy their natural needs during the game, and so on. In terms of socio-psychological significance, games mainly serve two functions; - Acquisition of certain social knowledge; - formation of necessary social rules. Also, when approached from a problem perspective, games enhance the student's creative ability by activating his or her creative activity ”1. Indeed, in all of these games, while ensuring the continuity of education and upbringing, it consists in the realization of important educational goals. Games also need to be chained together in terms of content, form. After all, only when a chain link is 49

№ 31 (160), 2020 .

formed will the teacher accomplish his task. This means that one game and another game must be interrelated. Because the teaching and learning unit basically has to be chained. Especially in the primary grades, this situation requires originality, which serves to raise pedagogical competence to an important stage. The content of education has traditionally been characterized mainly by thematic orientation, and there is a certain difficulty in distinguishing clear, unambiguous learning objectives. In order to facilitate the definition of tasks (identification of goals), verbs that express the learners' actions are used in their description. Based on these criteria, the teacher is expected to assign tasks to students according to their age and understanding. For example:  knows the exact fact;  knows the rule;  can turn the material described in words into a mathematical expression;  explains the scheme (graph, diagram, etc.);  draws conclusions from the available data;  can use the concept in a new situation;  demonstrates the rule (law, theoretical situation);  demonstrates the correct application of a familiar rule in a new situation;  distinguishes vague assumptions;  finds, finds errors and shortcomings in the logic of thinking; It should be noted that verbs can have both a general character and a more precise character. It should not be overlooked that play is an educational tool in primary school students. After all, the

educator must clearly define the purpose and how it is important to organize the game. This radically changes the attitude of students towards the topic and the problem. At first glance, which seems very easy, has its own significant challenges in each session. The following methods are useful in increasing student activity: 1. Involvement in the game with high spirits; 2. Carrying out the game with the kindness of the student, avoiding critical situations; 3. Encourage original ideas; 4. The teacher can use his personal experience in different problem situations: 5. Create opportunities for students to actively ask questions; 6. To be able to use playful exercises in extracurricular activities as well, M. Jumaev et al. Indeed, the main purpose of the division of game technology into conditional parts in this area is to increase the sociocultural activity of students, as well as to form in them the concepts of mutual friendship and cooperation. It should be noted that at the heart of every goal is a social cognition. A child can ensure his future only if he knows, understands, analyzes and observes the environment and the problems that occur in it from an early age. After all, the main purpose of education and upbringing seems to swell. The methodology of games of a recommendatory nature organized in Karakalpak classes can be expanded as desired. Depending on the environment and circumstances here, the teacher has ample opportunity to further demonstrate his or her creative ability. After all, the essence of education lies in education, the essence of education lies in education.

References: 1. Kuchkinov A et al. Formation of creative activity of students through games in primary school // Eurasian scientific journal. 2018. №8. 2. Jumaev M et al. On the module of modern approaches and innovations in primary education. –T. 2018. –B.137138.

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O'ZBEK TILIDA MAQOLALAR

SIYOSIY FAN IROQ URUSHINING YUZAGA KELISHI VA UNING YAQIN SHARQDA YUZ BERGAN “ARAB BAHORI”GA TA’SIRI Jangchiddinov Ulug’bek Alisher o’g’li Jahon iqtisodiyoti va diplomatiya universiteti «Xalqaro munosabatlar» fakulteti, 1-kurs talabasi, O'zbekiston, Toshkent ANNOTATSIYA Bu maqola 2003 – yilda AQSH va Iroq o’rtasida yuz bergan urushni ilmiy ravishda tadqiq qilish, Iroqga uyushtirilgan ushbu intervensiya xalqaro diplomatik hujjatlarga, normalarga to’g’ri kelish kelmasligini o’rganish maqsadida yozildi. Kalit so’zlar: Iroq urushi, Al-Qoida, AQSH, Saddam Husayn, Markaziy razvedka boshqarmasi, Muammar Kaddafi, Nigeriya, neft, NATO. Iroqdagi urush – bu 2003-yil Iroqning 1973-2003yillardagi prezidenti Saddam Husaynning hokimiyatini ag’darib tashlash uchun NATO qo’shinlari jumladan Buyuk Britaniya va AQSH, Eron va bir qancha arab mamlakatlari tomonidan uyushtirilgan intervensiya. Bu urushni biroz ilmiy tomondan o’rganib, tadqiq qilib ko’ramiz. Iroqga AQSH o’z qo’shinlarini kiritganiga bir qancha sabablarni keltirib o’tadi. Bular: Iroqning xalqaro terrorizmni jumladan “Al-Qoida” ni qo’llabquvvatlagani (haqiqatda esa buning teskarisiga guvoh bo’lishimiz mumkin, ya’ni, Al-Qoidaning asosiy qurol va moddiy ta’minotchisi AQSH hisoblanadi), Iroqda ommaviy qirg’in qurollarining mavjudligi va eng to’gri hisoblanadigan sabab bu Iroqdagi neft ustidan o’z nazoratini o’rnatish. AQSH Markaziy razvedkasi Iroqda Ommaviy qirg’in qurollari rostdan ham mavjudmi yoki yo’qmi buni bilish maqsadida Saddam Husayn yaqinlari orasidagi ayg’oqchilaridan bu borada ma’lumotlar yig’ishadi. Markaziy razvedka direktori Jorj Tenet 2002-yil 18-sentyabrda Jorj Bushga bu haqidagi ma’lumotlar to’plamini olib kelib beradi. U ma’lumotlarda Iroqda qurollarning mavjud emasligini faktlar asosida keltirib berilgan edi. Lekin bu xabar Kongressga ma’lum qilinmaydi. Bundan tashqari 2002yil AQSH Markaziy razvedasi AQSH ning Nigerdagi sobiq elchisi Jozef Uilsonni Iroqliklar Nigeriyadan uran sotib olishgani haqidagi xabar rost yoki yolg’onligini tekshirib ko’rish uchun jo’natadi. U keltirgan ma’lumotlarda ham Iroq uran moddasini sotib olgani haqida hech qanday fakt topa olmaganini yozgan edi. Shunga qaramasdan, Jorj Bush ismli daho esa Iroq Nigeriyadan uran sotib olganini omma oldida jar solib e’lon qilishdan hech to’xtamadi.(Ayniqsa 2003-yil yanvar oyidagi Kongressga yillik murojaatida). Bilamizki, hozirgi kunda neft savdosi asosan dollarda olib boriladi. Lekin o’z vaqtida ya’ni XX asr boshlarida bir necha arab davlatlari neft savdosini dollarda emas balki, arab dunyosi uchun yagona valyuta o’ylab topib, u orqali amalga oshirishni rejalashtirishadi.

Bu rejaning asosiy mualliflari esa Liviya Jumhuriyati Birodarlik rahbari va inqilob yetakchisi Muammar Kaddafi va Iroq prezidenti Saddam Husaynlar edi. Neft dunyodagi asosiy qazilma boylik edi. Va ushbu asosiy mahsulotning dollarda sotilishi u(dollar) ning qadrini ko’tarayotgan edi. Bu holatda ular dollar siyosatini sindirish rejasini tuzib chiqishdi. Ammo AQSH ning priventiv urushlari natijasida bu amalga oshmay qoldi. Zero AQSH bu yangilikdan xabardor bo’lgach Iroqga kirish yo’llarini izlay boshlaydi. Neftni dollardan boshqa valyutada sotish haqida fikr yuritilar ekan Saudiya Arabistoni boshqa arab mamlakatlariga nisbatan hiyonat yo’lini tutdi va neftni dollarda sotishda davom etishini ma’lum qildi. Saudiya Arabistonining bu siyosiy qarorining sababini anglashda chuqurlashib o’tirmaymiz zero bu juda uzoq tarixga ega. Shu orada AQSH arab davlatlarini bir-birirga qarshi qo’yib ularni alohida alohida mahf etish siyosatini yurgiza boshladi. Zero bir rivoyatda kelganidek, birlashib turgan aka-ukalarni yengishning, barini bir vaqtda mag’lub etishning iloji yo’q, ularni bir-biriga qarama-qarshi qilib qo’yib so’ngra ularni har birini alohida mag’lub etish mumkin edi. Xuddi shunday bo’ldi ham. AQSH va Buyuk Britaniya Xavfsizlik kengashida ushbu masala ovozga qo’yildi. Ovoz berish natijalariga ko’ra Fransiya, Rossiya va Xitoy ularni bu borada qo’llab-quvvatlamadi. Ular Iroqga qarshi urush uchun qilinishi mumkin bo’lgan har qanday bayonotga qarshi ekanliklarini bildirib o’tishdi. 2003-yil 20-mart sanasida AQSH qo’shinlari Iroq hududiga bostirib kirishdi. Bu bosqinchilik yurishi BMT Xavfsizlik kengashining 687va 1441-bayonotlari asosida olib borildi. Bu orada Jorj Bushning elchisi Minskga kelib Aleksandr Lukashenkodan ushbu urushda AQSH ni qo’llabquvvatlashini so’rashdi. “Oltin tog’lar” va’da qilinishiga qaraman Belarusiya rahbari Iroqga qarshi urush harakatlarini qo’llab-quvvatlamasligini ma’lum qildi. AQSHning 157 982 nafar askari va ofitseri, 45 ming britan askari, 2000 avstraliyalik askar, 194 nafar polyaklar Quvaytga bostirib kirishga yo’naltirildi. Bu 54

№ 31 (160), 2020 . 2019-yildagi Germaniya masjidlarining birida amalga oshirilgan teraktni keltirishimiz mumkin. Hozirgi kundagi jahonga taniqli jo’plab prokuror va sudyalar ham bu sudning legitimligiga shubha bildirishkan. Zero bu vaqtda Iroqda bosqinchilarning qo’shinlari hali ham mavjud edi. Ular esa o’z navbatida sud jarayoniga bevosita ta’sir etishgani aniq [2, c. 68]. Saddam Huseyn sudining va qatl etilishining bevopsita guvohi bo’lgan Muvaffaq Al-Rabai ushbu sudda ularga nisbatan jahon hamjamiyati tomonidan juda katta bosim o’tkazilganini ochiqchasiga tan oladi. Bundan tashqari ekspertlar bu sud jarayonida ayblanuvchining ko’plab haq huquqlari poymol etilganini ham takidlab o’tishgan. Agar sud jarayoning videosini kuzatadigan bo’lsak sudya Saddam Husaynning so’zlarini hatto eshitishni istamaganiga guvoh bo’lishimiz mumkin. U bir necha marotaba bu sudning avvaldan rejalashtirilgan ssenariy asosida kechayotganini ta’kidlaydi. Kelajakda u buning uchun Iroq yoshlari oldida javob berishini ham qo’shimcha qilib o’tadi [3, c. 43]. Sud qaroriga ko’ra Saddam Husayn o’limga hukm qilinadi. Butun boshli bir mamlakatning prezidenti 2006-yil 30-dekabr kuni musulmonlarning ulug’ bayrami hisoblanmish Qurbon hayiti kuni jonli efirda dorga osiladi. Aynan bu kunning tanlanishi ham bejiz emas. Boshqa bir davlat qaysidir davlatga bostirib kirib, uning prezidentini har qanday ravishda bo’lishidan qat’iy nazar, dorga osishi bu kechirilishi mumkin bo’lmagan jinoyat va bu xalqaro huquqiy normalarga tog’ri kelmaydi. Ushbu holat borasida Liviya Jumhuriyati Birodarlik rahbari va inqilob yetakchisi Muammar Kaddafining 2008-yildagi Damashqda bo’lib o’tgan Arab Millatlari Ligasi sammitidagi fikrini keltirib o’tamiz: “ Ho’sh qaysi sababga ko’ra Iroqga bostirib kirib millionlab iroqliklarni o’ldirishdi ? Bizning amerikalik do’stlarimiz quyidagi savolga javob berishsin: Nima uchun Iroq ? Nima sababdan ? Ben Laden Iroqlikmi ? Yo’q. Nyu-Yorkdagi teraktni Iroqliklar amalga oshirishdimi ? Yo’q ular emas. Pentagonga Iroqliklar hujum qilishdimi ? Yo’q ular emas. Iroqda ommaviy qirg’in quroli bormidi ? Yo’q edi. Agarda Iroqda ommaviy qirg’in quroli bo’lgan taqdirda ham, ushbu qurol Pokistonda ham bor, Hindistonda ham bor, Xitoyda ham, Fransiya, B.Britaniya, Rossiya, AQSH da ham bor. Ho’sh endi ularni ham ushbu qurolga ega bo’lganliklari uchun yo’q qilishimiz kerakmi ? Yaxshi, kelinglar unda ushbu qurol mavjud bo’lgan barcha mamlakatlarni yakson qilib tashlaymiz. Kelgindi mamlakat, arab mamlakatini okkupatsiya qilmoqda va uning prezidentini osib o’ldirmoqda. Biz esa chekkada kulib o’tiribmiz. Nima uchun Saddam Husayning qatl qilinishi bo’yicha tekshiruv olib borilmayapti ? Qanday qilib harbiy asir bo’lgan Iroq prezidenti va Arab Millatlar Ligasining teng mavqeli a’zosini osish mumkin ? Bu yerda Saddam Husayn yurgizgan siyosat haqida yoki u bilan oramizdagi ziddiyatlar haqida gap ketayotgani yo’q. Barchamizning oramizda bo’lgani kabi u bilan barchamizning oramizda siyosiy ziddiyatlar mavjud edi. Bu zalning tashqarisida bizni hech nima birlashtirmaydi.(Bashar Asad kulmoqda!) Nima uchun Saddam Husaynning o’ldirilishi bo’yicha tadqiqotlar o’tkazilmayapti ? Butun boshli arab davlatining huku-

paytga kelib Quvayt Iroq hududiga kiritilgan edi. Quvaytga uyushtirilgan intervensiyani kurd militsiyasi(peshmerga) ham qo’llab quvvatladi. Ularning soni 70 mingdan ortiq edi. Intervenmsiyaning oxirgi bosqichlarida Iroqning mavjud hukumatiga muxolif hisoblangan 620 nafar harbiy xizmatchilar Iroqning janubiga yo’naltirildi. AQSH markaziy boshqaruvi, AQSH Harbiy havo kuchlari (bundan keyin HHK) rahbarining xabariga izoh berar ekan shuni takidlab o’tadi, 2003-yil 30-aprel holatiga ko’ra “Iroq mustaqilligi” operatsiyasiga 466 985 nafar AQSH Harbiy Kuchlari askarlari jalb qilingan. Ularning safiga 54 955 HHK, 2084 HHK zaxirasi, 7207 Milliy gvardiya HHK, 74 405 Dengiz qo’shini korpusi (bundan keyin DQK), 9501 DQK zaxirasi, 61 296 nafar Harbiy-dengiz kuchlari (HDK), 2056 nafar HDK zaxirasi askarlari va boshqa qismlar askarlik qismlari yo’naltirildi. Aprel boshlaridayoq AQSH qo’shinlari Bag’dodgacha yetib kelishdi. 7-aprel kuni Iroq taktik raketa kompleksi AQSH 3-mexanizatsiyalashgan diviziyasi 2-brigadasining boshqaruv markaziga zarba berildi. Buning oqibatida AQSH harbiy texnikalariga zarar yetkazildi. Shunga qaramay 9-aprel sanasida Bag’dod jangsiz egallandi. Bu egallash davomida Saddam Husaynning haykallari buzib tashlandi. Saddam Husayn hukumati 17-aprel kuni rasman quladi. 2003-yil 13-dekabr kuni Ad-Daur qishlog’idagi bir uyda Saddam Husaynni qo’lga olishdi. 2005-yil 19oktyabr kuni esa Iroqda uning ustidan sud jarayonlari boshlandi. Shaxsan Saddam Husayn uchun Iroqda o’lim jazosi qayta tiklandi. Iroqning yangi hukumati AQSH ning buyruqlarini bajarishga majbur bo’ldi. Sud jarayonida Saddam Husaynga bir qancha ayblar qoyildi. Albatta bu ayblovlarning ko’pi asossiz bo’lganini takidlab o’tishimiz lozim. Jumladan: • 1987-88-yillardagi kurdlar qirg’ini; • Kirkukni o’qqa tutishda minomyotlardan foydalanish; • 1991-yildagi shialar qo’zg’olonini bostirish; • Bir necha ming shia-kurdlarini majburan Eronga ko’chirish; • 1988-yilda Xalabda kurdlarga qarshi kimyoviy qurol ishlatish; • 1983-yilda barzan qabilasi kurdlaridan 8000 tasini qatl qilish; • 1990-yilda Quvaytga bostirib kirish; • Diniy ulamolarning qatl etilishi; • Siyosiy shaxslarning qatl etilishi; • Diniy harakatlarga qarshi jinoyat; • Siyosiy partiyalarga qarshi jinoyat; • Bag’rikenglik harakatlarga qarshi jinoyat; • 1991-yilda Iroqning janubida suv omborlari, kanallar qurganligida ayblash. Buning oqibatida Mesopatamiya botqoqliklari qurib qolib uyerlar sho’r yerlarga aylangan ekan [1, c. 12]. E’tibor beradigan bo’lsak ko’p ayblar shialar va kurdlarga oid. Bu esa bizga Kurdiston ishchi partiyasi terroristik tashkilotining ham AQSH tomonidan moliyalashtirilishiga isbot bo’lib xizmat qiladi. Bu tashkilot hozirgi kunda nafaqat Iroq balki Suriya, Turkiya va ya’na ba’zi davlatlarda ham faol terraristik teraktlar amalga oshirish bilan mashxur. Bunga misol tariqasida 55

№ 31 (160), 2020 . mashxur qo’zg’alonlar orqali AQSH hukumati Tunis, Liviya, Misr hukumatlarini ag’darib tashladi [6, . 71]. Xulosa qilib aytadigan bo’lsak Iroqga AQSH va NATO qo’shinlarining kiritilishi Al-Qoida terroristik tashkilotiga yoki, Iroqda mavjud deyilgan yadroviy, biokimyoviy qurol vositalariga bog’liq emas edi. Zero shu kunga qadar ham Iroq hududidan hali hanuz yadroviy, biokimyoviy qurollar topilganicha yo’q. Ushbu priventiv urushdagi asosiy maqsad Saddam Husayn hukumatini ag’darish ekanligiga hozirgi kunda hech qanday shubha qolmadi. AQSH prezidenti Donald Tramp ham ushbu urushning AQSH tashqi siyosatidagi eng katta xatolardan biri bo’lganini aytib o’tdi. Buning sababi esa, Saddam Husayn rejimi ag’darilgach Iroqda vaziyat juda ham yomon tarafga o’zgardi. Iroq bir necha yillar terroristik hurujlar markaziga aylandi. Bu esa o’zini dunyo politsiyasi deb hisoblovchi AQSH ning mavqeyiga katta zarba hisoblanadi.

mat boshlig’ini osib qo’yishmoqda, biz esa chekkada o’tiribmiz. Nima uchun ? Har qaysingiz keyingisi bo’lishingiz mumkin. (Butun zal kulmoqda) Bo’lishi mumkin. AQSH yelkama-yelka turib Homayniga qarshi Husayn bilan birga jang olib borgan edi. Husayn ularning do’sti edi. Dik Chini Saddam Husayn bilan do’st edi, Donald Transfeld AQSH ning Mudofaa vaziri ham Iroqni yo’q qilishayotganda uning yaqin do’sti edi. Oxirida esa ular uni sotishdi va dorga osishdi. Siz AQSH bilan do’stsiz [4, c. 53]. Ha yo’q, biz barchamiz AQSH bilan do’stmiz. Lekin bir kun kelib u bizni ham bir nima qilishi mumkin ! ” Bu XX asr oxiri- XXI asr boshlarida yashab o’tgan donishmand Muammar Kaddafining haqiqiy bashorati edi [5, . 44]. Zero 2011-yilda Liviyaga NATO hujumi vaqtida u o’ldirildi. O’sha zalda uning ustidan kulib o’tirganlar jumladan Bashar Asad, Hosni Muborak larning taqdiri bizga ma’lum. Tunisni ham bu narsa chetlab o’tmadi. “Arab bahori” degan nom bilan

Foydalanilgan adabiyotlar: 1. . https://ru.wikipedia.org/wiki/ _ 2. On Democracy by Saddam Hussein. // Edited by Paul Chan.//Greece, 2012 3. " " , 2007. 4. : « ». https://www.youtube.com/watch?v=qUcq9nPzgN8 5. . https://www.youtube.com/watch?v=hbyl1TujHxA 6. Social and foreign affairs of Iraq. Saddam Hussein.

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ȺԔɍɕɁȾɕҢ ԔԜɊɕɅɕɆɕ ɂɫɚɟɜɚ Ԕԝɪɚɥɚɣ ɋɦɟɬԕɚɧԕɵɡɵ Ɍɟɦɢɪɠɚɧɨɜ ɇɭɪɝɢɫɚ Ɍɚɥɝɚɬɨɜɢɱ

FORMATION OF CREATIVE ACTIVITY OF STUDENTS THROUGH GAMES IN CLASSES TEACHED IN KARAKALPAK LANGUAGE Eshimbetov Olimjon

ȼɅɂəɇɂȿ ɉɊȺȼɈȼɈȽɈ ɋɈɁɇȺɇɂə ɇȺ ɋɈɐɂȺɅɖɇɕȿ ɈɌɇɈɒȿɇɂə ɂ ɊȺɁȼɂɌɂȿ ɈȻɓȿɋɌȼȺ Ⱥɛɞɭɥɥɚɟɜ ɒɨɯɪɭɯɛɟɤ ɍɦɢɞɠɨɧ ɭɝɥɭ

ɊɈɅɖ ɋɍȾȿȻɇɈȽɈ ɉɊɂɄȺɁȺ ȼ ɈɉɌɂɆɂɁȺɐɂɂ ȽɊȺɀȾȺɇɋɄɈȽɈ ɋɍȾɈɉɊɈɂɁȼɈȾɋɌȼȺ ɉɟɪɟɩɟɥɢɰɚ ɘɥɢɹ Ⱥɥɟɤɫɚɧɞɪɨɜɧɚ

ɉɊȺȼɈȼɈȿ ɊȿȽɍɅɂɊɈȼȺɇɂȿ ɋɌɊȺɏɈȼɕɏ ɉɊȺȼɈɈɌɇɈɒȿɇɂɃ ɉɊɂ ɆɇɈȽɈɍɄɅȺȾɇɈɃ ɎɈɊɆȿ ɏɈɁəɃɋɌȼɈȼȺɇɂə ɒɚɢɦɨɜ ɏɭɫɟɢɧ

ȼɈɄȺɌɂȼɇɕȿ ɉɊȿȾɅɈɀȿɇɂə ȼ ɊɍɋɋɄɈɆ əɁɕɄȿ ɇȺ ɆȺɌȿɊɂȺɅȿ ȾɊȺɆȺɌɍɊȽɂɂ Ⱥ.ɉ.ɑȿɏɈȼȺ ɑɨɪɢɟɜ Ȼɚɯɨɞɢɪ Ⱥɛɞɢɥɯɨɦɢɞɨɜɢɱ

əɁɕɄɈȼȺə ɄɈɇɐȿɉɌɍȺɅɂɁȺɐɂə ɅɘȻȼɂ ȼ ȺɆȿɊɂɄȺɇɋɄɈɃ ɄɍɅɖɌɍɊȿ (ɇȺ ɆȺɌȿɊɂȺɅȿ ɌȿɄɋɌɈȼ ɋɈȼɊȿɆȿɇɇɕɏ ɉɈɉɍɅəɊɇɕɏ ɉȿɋȿɇ) ɋɭɪɝɚɣ ɘɥɢɹ ȼɚɥɟɪɶɟɜɧɚ Ʌɸɛɢɦɨɜɚ Ʉɪɢɫɬɢɧɚ Ɉɥɟɝɨɜɧɚ

ɎɍɇɄɐɂɂ ȻȿɅɄȺ ɂɫɚɟɜɚ Ʉɭɪɚɥɚɣ ɋɦɟɬɤɚɧɨɜɧɚ Ɍɟɦɢɪɠɚɧɨɜ ɇɭɪɝɢɫɚ Ɍɚɥɝɚɬɨɜɢɱ

ɋɈɐɂȺɅɖɇɕȿ ɉɈɋɅȿȾɋɌȼɂə ɉɊɂɋɌȺɋɌɂə Ʉ ɇȺɊɄɈɌɂɄȺɆ ȼɨɫɬɪɹɤɨɜɚ ɉɨɥɢɧɚ ɋɟɪɝɟɟɜɧɚ

ɉɊɂɇɐɂɉ ɎȿɊɆȺ ɂ «ɋȺɆɈɋɈɏɊȺɇȿɇɂȿ» ɋȼȿɌȺ Ⱥɦɨɫɨɜ ȿɜɝɟɧɢɣ Ⱥɥɟɤɫɚɧɞɪɨɜɢɱ

PSYSCANNER ɂɇɇɈȼȺɐɂɈɇɇɕɃ ɉɈȾɏɈȾ Ʉ ɂɁɍɑȿɇɂɘ ɉɋɂɏɈɅɈȽɂɑȿɋɄɈȽɈ ɋɈɋɌɈəɇɂə ɇȺ ɋɈȼɊȿɆȿɇɇɈɆ ɗɌȺɉȿ Ʌɟɛɟɞɟɜ ɂɝɨɪɶ Ȼɨɪɢɫɨɜɢɱ Ʉɭɡɧɟɰɨɜ Ⱥɥɟɤɫɚɧɞɪ ɘɪɶɟɜɢɱ

ɆȿɀɅɂɑɇɈɋɌɇɕȿ ɈɌɇɈɒȿɇɂə ȼ ɉɈȾɊɈɋɌɄɈȼɈɆ ȼɈɁɊȺɋɌȿ Ʉɚɪɬɚɲɨɜɚ ȿɥɟɧɚ ɇɢɤɨɥɚɟɜɧɚ

ɉɋɂɏɈɋɈɆȺɌɂɄȺ ɍ ȾȿɌȿɃ ȼɨɫɬɪɹɤɨɜɚ ɉɨɥɢɧɚ ɋɟɪɝɟɟɜɧɚ

ɆȺɌȿɆȺɌɂɑȿɋɄȺə ȽȺɊɆɈɇɂə» ɈɄɊɍɀȺɘɓȿȽɈ ɆɂɊȺ ɇȺ ɍɊɈɄȺɏ ɆȺɌȿɆȺɌɂɄɂ Ⱥɥɟɤɫɚɧɞɪɨɜɚ ɗɥɶɡɚ ɇɚɢɥɟɜɧɚ

ȾɂɋɌȺɇɐɂɈɇɇɈȿ ɈȻɍɑȿɇɂȿ ȼ ɒɄɈɅȿ ɀɚɞɶɤɨ ɇɚɬɚɥɶɹ ɇɢɤɨɥɚɟɜɧɚ

ɉɈɅɂɌɂɄȺ ɋɈɐɂȺɅɖɇɈɃ ɁȺɓɂɌɕ ȼ ɊɕɇɈɑɇɈɃ ɗɄɈɇɈɆɂɄȿ Ɍɭɪɫɭɧɦɭɪɨɞ Ɇɚɦɚɬɤɨɛɢɥɨɜ

ɗɎɎȿɄɌɂȼɇɈȿ ɂɋɉɈɅɖɁɈȼȺɇɂȿ ɂɇɎɈɊɆȺɐɂɈɇɇɕɏ ɂ ɄɈɆɆɍɇɂɄȺɐɂɈɇɇɕɏ ɌȿɏɇɈɅɈȽɂɃ ȼ ɈȻɍɑȿɇɂɂ ɇȺɑȺɅɖɇɈɃ ɒɄɈɅȿ ɏɨɞɠɚёɪɨɜɚ Ⱦɢɥɶɪɚɛɨ Ⱥɲɭɪɨɜɧɚ ɏɚɫɚɧɨɜɚ Ɋɚɧɨ Xɨɧɛɨɟɜɧɚ

Ɉ ɊȺɁȻɂȿɇɂɂ ɇȿɑЁɌɇɕɏ ɑɂɋȿɅ ɇȺ ɋɅȺȽȺȿɆɕȿ ɋ ɍɑȺɋɌɂȿɆ ɉɊɈɋɌɕɏ ɑɂɋȿɅ Ⱥɦɨɫɨɜ ȿɜɝɟɧɢɣ Ⱥɥɟɤɫɚɧɞɪɨɜɢɱ

ɁȾɈɊɈȼɖȿɋȻȿɊȿȽȺɘɓɂȿ ɌȿɏɇɈɅɈȽɂɂ ɇȺ ɍɊɈɄȺɏ ȺɇȽɅɂɃɋɄɈȽɈ əɁɕɄȺ Ƚɨɧɱɚɪɟɧɤɨ ȿɤɚɬɟɪɢɧɚ ȼɚɥɟɧɬɢɧɨɜɧɚ Ɏɟɞɸɤɨɜɚ ȿɤɚɬɟɪɢɧɚ ȼɥɚɞɢɦɢɪɨɜɧɚ

ɂɋɉɈɅɖɁɈȼȺɇɂȿ ɂɇɌȿɊȺɄɌɂȼɇɕɏ ɆȿɌɈȾɈȼ ȼ ɇȺɑȺɅɖɇɈɃ ɒɄɈɅȿ ɏɨɞɠɚёɪɨɜɚ Ⱦɢɥɶɪɚɛɨ Ⱥɲɭɪɨɜɧɚ ɏɚɫɚɧɨɜɚ Ɋɚɧɨ Xɨɧɛɨɟɜɧɚ

ɆɈɌɂȼȺɐɂɈɇɇɈ ɐȿɇɇɈɋɌɇɕȿ ȾȿɌȿɊɆɂɇȺɇɌɕ ɇɊȺȼɋɌȼȿɇɇɈȽɈ ȼɕȻɈɊȺ ɅɂɑɇɈɋɌɂ ȼ ɉɈȾɊɈɋɌɄɈȼɈɆ ȼɈɁɊȺɋɌȿ Ƚɚɪɚɩɟɧɱɭɤ ɋɟɪɝɟɣ ȼɚɫɢɥɶɟɜɢɱ