Volume 03 Issue 05-2023
95
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
05
Pages:
95-98
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In this article reveals new directions of Russian language teaching methodology in the educational process. Various
pedagogical methods and forms that develop students' Russian language skills are discussed.
KEYWORDS
Methodology, Russian language, control lessons, didactic purpose, non-traditional, integrated lesson, traditional
school lessons, skills.
INTRODUCTION
Fundamental changes in the life of our society affected
all aspects of its life, including public education. Of
particular importance were the changes that took
place in national schools of various regions, where the
process of teaching all academic subjects, first of all,
the Russian language and literature, underwent
significant changes. The language situation in most
republics, insufficient attention to the teaching of the
mother tongue has led to a significant reduction in the
number of hours allocated to the study of Russian
language and literature. In this regard, the issue of
developing new programs based on the principles of
interrelated learning of the Russian language and
literature has become relevant on the agenda.
Today, a new approach to life, including new demands
on the education system, has been made. The main
goal of education is not only the accumulation of a
certain amount of knowledge, skills, and qualifications
of the student, but also the preparation of the student
as an independent subject of educational activity.
The activity of the teacher is at the center of modern
education. The Russian language takes a central place
in the primary education system. As a means of
knowing the truth, the Russian language provides not
Research Article
USE OF GAMES IN RUSSIAN LANGUAGE LESSONS
Submission Date:
May 16, 2023,
Accepted Date:
May 21, 2023,
Published Date:
May 26, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue05-19
Isroilova Nargiza Khusniddinovna
Uzbek State World Languages University Teacher Of The Modern Russian Language Department, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 05-2023
96
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
05
Pages:
95-98
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
only linguistic knowledge, but also intellectual
development of the child, forms the conceptual-
categorical apparatus, develops abstract thinking,
memory
and
imagination.
In
recent
years,
unfortunately, there has been a sharp decline in the
interest of students in Russian language classes, there
is no desire to expand children's language skills,
improve literacy and speech culture. Nowadays, the
most important problem that interests all teachers is
to improve the effectiveness of the Russian language
lesson as the main form of education and upbringing of
students.
Lessons held in the same form will tire the student. The
monotony of lessons for the student and the teacher
reduces the effectiveness of educational activities. Do
not force to teach, but arouse interest, it is the duty of
the teacher to create a desire for constant learning in
the student. A young student has specific age
characteristics: unstable attention, predominance of
visual-figurative thinking, increased motor activity,
desire for game activities, variety of knowledge. All this
complicates the teacher's work. In order to keep
children's attention during the lesson, it is necessary to
organize active and interesting thinking activities.
Since traditional educational methods cannot always
ensure the assimilation of the material by all students,
it is necessary to skillfully organize educational
activities in classes.
In order to create conditions for the formation of this
activity, it is necessary to form knowledge motivation.
A creative approach to the preparation and delivery of
lessons for teachers can make a positive difference to
children. In order to activate students, develop
interest, encourage them to acquire knowledge, the
teacher should implement work and other forms of
lessons - their interesting varieties, and as a result,
create authorship - non-traditional lessons. A Russian
language teacher cannot be guided only by formal
requirements for the lesson. In order to improve his
methodological activity, the teacher should know the
traditional and non-traditional forms of Russian
language lessons, their typology, and the specific
features of lessons in the educational system. A lesson
is a form of organization of education in order to
master the studied materials (knowledge, skills,
outlook and moral-aesthetic ideas). According to the
main didactic purpose, such lessons are divided as
follows:
•
a lesson to get acquainted with new materials;
•
a lesson to consolidate what has been learned;
•
knowledge and skills application lesson;
•
generalization and knowledge systematization
lesson;
•
knowledge and skills check and correction lesson;
•
combined (mixed) lesson.
•
The main stages of the educational process are
divided as follows:
•
Introductory lessons;
•
Initial familiarization classes with materials;
•
Concepts, laws, rules study lessons;
•
Lessons of practical application of knowledge;
•
Mixed or combination classes.
Supervision classes serve to form the educational
process and its results, the level of mastering the
knowledge system (by subject, department, the entire
course), students' educational and educational activity
skills. Control can be carried out verbally and in writing.
Any lesson, traditional or challenging, interesting or
boring, has its own structure. The stages of the lesson
include the concepts of goals and didactic tasks aimed
at the implementation of educational, educational and
developmental functions of the lesson. There are
different approaches to choosing the main structural
elements of the lesson. At the same time, the general
Volume 03 Issue 05-2023
97
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
05
Pages:
95-98
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
didactic structure of the lesson is distinguished by
three main (generalized) structural elements:
updating previous knowledge and methods of action;
formation of new knowledge and methods of action;
applying knowledge and building skills and abilities.
It is clear to all of us that traditional school lessons
include learning new materials, strengthening
knowledge, skills and abilities, checking and
considering acquired knowledge, analyzing control
work, summarizing and systematizing what has been
learned, repeating a topic or section. Recently, along
with these forms of education, non-traditional or non-
standard ones are also widely used. These are:
competitions, trips, integrated lessons, fairy tales,
themed game lessons, theater performances, "Fun and
smart" contests, excursions, students learn program
materials faster and better. A non-standard lesson is an
educational lesson with a non-traditional (undefined)
structure, which primarily contributes to the
development of students' interest, their creative
potential, their optimal development and education.
Non-traditional forms of lessons include unlimited
opportunities to eliminate the overload of students
with homework by using different methods of learning
new materials in the lesson. As an example of non-
traditional lessons, we give the following: Types of
lessons, forms of lessons:
-
lessons of formation of new knowledge,
-
lessons for teaching skills and competencies,
-
knowledge repetition and generalization lessons,
-
skills strengthening, knowledge verification and
accounting lessons, expedition lessons (travel);
-
integrated lessons-creative seminars, practical
work role-playing games: KVN. "What? Where?
When?", "Field of Miracles", "Happy Coincidence"
integrated
theatrical
lessons
-
lessons-
competitions: tests, competitions Children lesson-
dialogue, lesson-concert, lesson-scene, lesson-
excursion, lesson-trip, lesson- they love lessons like
games.
Integrated lesson. Integration, on the one hand, allows
to show the "whole world" to students. The
methodological basis of the integrated approach to
education is the formation of knowledge about the
environment and all its laws, as well as the
establishment of inter-disciplinary connections in
mastering the basics of science. The effectiveness of
the educational process mainly depends on the
teacher's ability to properly organize the lesson and
choose the correct form of the lesson. Non-traditional
forms of conducting lessons allow not only to increase
students' interest in the studied topic, but also to
develop their creative independence and teach them
how to work with different sources of knowledge.
CONCLUSION
In conclusion, taking into account the age and
individual characteristics of children in the study of the
topic in Russian language classes, the effective use of
poems, games, proverbs, quick sayings, riddles, fairy
tales that are easy for the child to master is also
effective in their language learning. we believe that it
allows full implementation of integration.
REFERENCES
1.
Babkina N.V. Use of developing games and
exercises in the educational process // Primary
school-1998.
2.
Barinova E.A., Bozhenkova L.F., Lebedev V.I.
Methodology of the Russian language.
—
M., 1974.
3.
Bondarenko S.M. Methodology of teaching the
Russian language at school.
—
M., 1979.
Volume 03 Issue 05-2023
98
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
05
Pages:
95-98
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
4.
Gubanova O.V. Levkina I. S. Use of game
techniques in the classroom // Elementary school,
1997.
5.
Kharatova, S. K., & Ismailov, T. X. O. G. L. (2022).
Use of innovative technologies in the educational
process. Science and Education, 3(3), 713-718.
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S.O.Sharifzoda. Possibilities of using an integrative
approach in the formation of key competences of
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