CC BY
5
UDC: 378.1
Matkarimova G. teacher of department of foreign languages faculty of agro engineering and hydro melioration Andijan Institute of Agriculture and Agro technologies
Uzbekistan, Andijan
ANALYSIS OF PEDAGOGICAL ACTIVITY IN CONDUCTING DIDACTIC GAMES IN ENGLISH LESSONS IN ORDER TO INCREASE
INTEREST IN THE SUBJECT
Abstract: From variety of methods, methods of stimulating and motivating learning are distinguished into a special group. A valuable method of stimulating interest in learning is the method of using various games and game forms of organizing cognitive activity.
Key words: pedagogy, education, game, didactic, methods, students, pupils, to play, teaching.
Learning is the most important and most reliable way to get a formal education. Reflecting all the essential properties of the pedagogical process (two-sidedness, focus on the all-round development of the personality, the unity of the content and procedural sides), teaching at the same time has specific qualitative differences [2, 156].
Learning, like any other process, is associated with movement. It like an integral pedagogical process, has a task structure, therefore, movement in the learning process goes from solving one educational problem to another, advancing the student along the path of knowledge: from ignorance to knowledge, from incomplete knowledge to "transfer" of knowledge, skills and abilities, because learning is a two-way process in which teachers and students interact closely: teaching and learning.
Didactic games are a type of games with rules specially created by pedagogy in order to teach and educate learner. As mentioned above, games are aimed at solving specific problems of teaching students, but at the same time, the educational and developmental influence of play activities is manifested in them. The need to use didactic games as a means of teaching pupils at secondary school age is determined by a number of reasons:
1) Play activity as a leader has not lost its significance One can agree with Lev Semenovich Vygotsky, who wrote that "at school age, the game does not die, but penetrates into relations with reality. It has its own internal continuation in school education and work." Hence it follows that reliance on play activity, play forms and techniques is an important and most adequate way of involving learners in educational work.
2) The mastering of educational activity, the inclusion of learners in it is slow (many learners do not know at all what "learning" is).
3) There are age characteristics of learners. Associated with insufficient stability and voluntary attention, mainly the involuntary development of memory. The predominance of the visual-figurative type of thinking. Didactic games just contribute to the development of mental processes in learners.
4) Insufficiently formed cognitive motivation. The main difficulty in the initial period of education lies in the fact that the motive with which the pupil comes to school is not related to the content of the activity that he must perform at school. The motive and content of educational activities do not correspond to each other. The content that the pupil is taught at school should encourage learning. There are various difficulties in adaptation when a learner enters school (mastering a new role - the role of a student, establishing relationships with peers and teachers).
The use of the potential of play in pedagogical work is largely associated with the professionalism and creativity of the teacher himself. In order to successfully organize learners's games, he must have a kind of "sense of play", developed creative imagination and, in addition, a certain amount of knowledge and practical skills in the field of methodology of play. It is this knowledge that is lacking for most teachers working with learners of primary school age. Therefore, the success of the development, teaching and upbringing of primary schoollearners in general, as well as the final result of the professional activity of teachers will depend on how fully they will be prepared for:
• developing an optimal strategy and tactics for including play in the lesson and its use in extracurricular and extracurricular work with learners;
• conducting a psychological and pedagogical examination of games, a prospective and final analysis of their impact on various aspects of learner development;
• creative arrangement of traditional and design of new, "pedagogical" games, design of integral game programs.
The value of the game in the psychological and pedagogical context is obvious, however, the teacher does not ignore its absolute right in the life of student, that is, towards it with some caution, distrust, and apprehension. One of the main and common reasons for this position is the mistaken belief that the school is intended to teach, not play with him, which is equivalent in their view. The fact remains - a significant part of the teacher is not ready and does not know how to play with their students, it is easier and more convenient for them to teach them. Thus, at school there is a problem of increasing interest in learning, in particular, in the English language, which is one of the most difficult and by no means the most interesting.
Practical work was carried out on the basis of the theoretical approaches of advanced teachers and psychologists to solving the problem of increasing interest in English language lessons among learners, relying on the pedagogical
conditions for organizing and conducting games in English language lessons, which enhances interest in this subject. In the course of practical work, the following diagnostic techniques were carried out:
• Monitoring student activities;
• Conversation with the teacher;
• Questioning among students, who helped to identify the presence of this problem in the classroom and track the results obtained in the course of conducting and organizing lessons.
Education should be developmental, aimed at the formation of the cognitive interests and abilities of students. In this regard, playful forms of learning, in particular, didactic games, are of particular importance.
Didactic games provide an opportunity to develop in students the arbitrariness of processes such as attention and memory. Game tasks have a positive effect on the development of ingenuity, resourcefulness, ingenuity. Many games require not only mental, but also volitional efforts: organization, endurance, the ability to follow the rules of the game.
The main thing is that the game is organically combined with serious, intense work, so that the game does not distract from the study, but, on the contrary, contributes to the intensification of mental work.
Bibliography:
1. Karpova E.V. Didactic games in the initial period of study. Popular manual "Academy of Development", Yaroslavl, 1997.
2. Irgashev M.U. Modern pedagogical technologies as a resource of the modern lesson, ensuring the development of educational standards / - Journal: "Экономика и социум" -M., №6(73) 2020.
3. Babansky Yu.K., Slastenin V.A., Sorokin I.A. and others. Pedagogy: a textbook for students of pedagogical institutes / Education, Moscow, 1988.
4. Podlasy I.P. Pedagogy: a textbook for students of higher pedagogical educational institutions, Education Humanitarian publishing center VLADOS, 1996.
"Экономика и социум" №12(79) 2020
www.iupr.ru
173
