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DIDACTIC GAME LESSONS
Gulbahor Eshmuradova
Pedagogical sciences candidate, associate professor
Information technology and management university
Berdiyarova Mahfuza
1st year master's student in the field of educational theory and methodology,
University of Information Technology and Management
Republic of Uzbekistan, Karshi city.
Annotation:
This article details the use of didactic play methods in the classroom, which help
students to develop professional knowledge, skills and abilities, intellectual development, and
creative thinking.
Key words:
knowledge, skills, abilities, methods, game lessons, role-playing games, creative
games, business games, conferences, games, methods, technology.
Introduction. This is one of the important requirements for the organization of modern education
is to achieve high results in a short time without spending excessive mental and physical effort.
Delivering certain theoretical knowledge to students in a short period of time, forming certain
skills and competencies in them, as well as monitoring the activities of learners determination of
the level of knowledge, skills and competences acquired by them depends on the educational
method.
The teaching method is the basis of such a complex process as the interaction between the
teacher and the student in order to achieve the educational goal. The main rule for choosing a
teaching method is its compliance with the educational goal. For example, the use of didactic
game methods in educational activities helps to form and develop professional knowledge, skills
and qualifications in students, and to develop the ability to think creatively. In such lessons, the
learning process of students is combined with game activities. The combination of students'
learning activities with game activities represents didactic game activities.
plot-role-playing games; creative games; business games; conferences, and game-exercises,
depending on the learning and game activities of students. In didactic game exercises, students
actively participate in the lesson. For this, students must have the necessary knowledge, skills,
and qualifications, and in addition, they must have formed the concepts of cooperation and
mutual assistance within a group. Didactic game exercises help students to correctly organize the
sequence of actions, think logically, and choose the necessary one from a large number of
different ideas and information based on the subject being studied.
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Didactic playful education method efficiency main criteria are as follows:
its suitability and efficiency in its application for solving the set tasks; its simplicity and ease of
use; its ability to provide not only good results, but also high reliability of achieving them.
Teacher - teacher didactic playful exercises to transfer thorough preparation is required to see
and comply with the following didactic requirements when conducting it:
didactic playful exercises on the program record done of topics to be aimed at solving
educational, educational and developmental goals and tasks;
in society and everyday in life important to problems dedicated, them to be resolved during the
game;
perfect education of the individual to the principles and oriental to moral standards compatibility ;
game structure in terms of logical in sequence to be;
Didactic principles are followed during the lesson and the minimum time and effort are spent.
achieve consumption.
In didactic game activities, the scope of the teacher's activity and the student's activity are clearly
defined, education organization verb technology, methodology will be shown. For example,
"Football" didactic playful of the exercise structural elements from the following consists of:
- stage. Goal setting. This is where the main goal and objectives of the exercise are stated, and
the purpose of the game is explained. In the didactic game exercise “Football”, the “ball” task in
a real-life football game is replaced by a “question”. Certain game conditions are adopted in the
exercise. For example, each player can only ask one question. to give to the right owner; every
one to the player only one question to be given possible; The given question is not discussed
within the team; the number of students is divided equally between both teams and there may be
no limit to their number.
- stage. Preparation. At this stage, roles are assigned, rules are explained, and the procedure for
conducting the game is explained. The group of students is divided into two teams. Students are
assigned roles. The most active and excellent student from each team is appointed as the
goalkeeper.
- stage. Conducting the game. In this stage, students play the game, correcting misunderstandings
and mistakes. After the game starts, a member of the first team asks a question to a numbered
member of the second team. If a member of the second team answers the question if you give,
the ball is returned. If the reader questions answer give if not, this The goalkeeper of the team
must answer the question. If the goalkeeper answers the question, the ball is caught. is
considered. If goalkeeper also to the question answer give if not, to the gate the ball The score is
counted as a “goal”. Then the members of the other team ask questions and the process continues
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in sequence. The results are calculated.
- phase. Analysis to do This in phase process analysis is done,
the results are discussed, the
game is compared with real life, the connection between them is studied, and a general
conclusion is drawn.
Conclusion. The use of didactic game-based learning activities as a means of education and
upbringing arouses great interest in both teachers and students. A distinctive feature of didactic
game-based learning activities is that during the game, the internal abilities, abilities, and activity
of each student are directly visible.
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Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
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