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

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

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.137- 138.