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№ 31 (160), 2020 .
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
