USING OF INTERACTIVE METHODS IN MOTHERLAND LESSONS

ABSTRACT

This article scientifically explains the developmental value of the interactive method among pupils, as well as the creative features of the education system. In particular, it emphasizes also the importance of interactive games in shaping the advantages and criteria of this method.

Keywords: lessons, distance learning, creativity, interactive method, information technology, education, course process, didactic games

“A person's thinking and intellectual potential is a social asset.  They determine the socio-economic development of any society.  We have children who demonstrate their talents in a certain direction in the process of general secondary education.  It is necessary to use this wealth wisely, to direct it in the right direction” said I.A.Karimov in his “The dream of Competent Generation” book.

Mother tongue, mathematics, reading, etiquette, science lessons in primary school have a special place in the education system due to their nature, goals and objectives.  Because they are based on literacy and moral education.  Therefore, special attention should be paid to increasing the interest of students in primary education.  Because children should not be tired of the sacred word "lesson" from primary school.  Today, experienced teachers use a variety of didactic games to increase students' interest in the lesson.

Interactive method is aimed at the development of personal qualities, ensuring the acquisition of knowledge under the influence of their interaction by increasing the activity between teachers and students in the educational process. The use of these methods increases the quality and effectiveness of the lesson.  Its main criteria are informal debates, free expression of educational material, independent reading, study, seminars, opportunities for students to take the initiative, small group, large group, assignments, written assignments, etc. to work as a class team.

Interactivity is the interaction of two people, that is, the learning process takes place in the form of a dialogue (computer communication) or on the basis of teacher-student interaction.  Interactivity - interaction, movement, sensitivity, occurs in student-teacher, student-student conversations.  The main purpose of interactive methods is to create the most favorable environment and conditions for the learning process, to create an environment for active, free, creative thinking of the student, to use his needs, interests, inner potential.  Such lessons are held in such a way that in the process, no student is left out, and has the opportunity to openly express their views on what they have heard, read and seen.  There is a process of mutual exchange of views. Children develop an interest in learning, and friendly relations are formed.

Interactive learning is characterized by heuristic (thinking, searching, finding) conversations through didactic games - the creation of creative problem-solving through the design of the lesson process and includes the creation of solutions to problems using information and communication technologies.

On the basis of information and communication technologies, in turn, education includes computer-assisted learning, distance learning, Internet-based learning, media-educational methods.

Methods based on the design of heuristic conversations through didactic games are widely used in primary education according to the age characteristics, literacy levels, personal nature of students.  If in the process of teaching each student took assignments at the level of his ability, he would ensure high quality and efficiency.  This can only be done through differentiated education.  Now let's think about the implementation of educational processes through didactic games:

Interactive game methods are based on the activation and acceleration of student activity. They play an important role in identifying and implementing practical solutions for the realization and development of creative potential of the student.

The main types of interactive games are: intellectual and mobile, as well as mixed games. They help students to develop mental, physical, moral, spiritual, educational, psychological, aesthetic, artistic, entrepreneurial, creative, labor, professional skills.

This method leads the student to use his inner potential, to think, to think freely, to communicate, to be creative.  In particular, it increases the interest in learning about the environment, life, the difficulties encountered, how to overcome obstacles and develop critical thinking skills.

In the process of education, it is advisable to use interactive didactic games, which increase the motivation of students to learn, their abilities and interests in different types of professions, show a tendency to a profession.

Interactive games are divided into theoretical, practical, physical, role, business and other types.  They develop students' analysis, calculation, measurement, construction, testing, observation, comparison, inference, independent decision-making, group or independent team work, speech development, language teaching and new learning activities.

According to the general theory of games, the classification of all available types of games is divided into functional, thematic, constructive, didactic, sports and military games.

Adherence to the following criteria in the selection of interactive games gives good results.

• games for participants, for boys, girls or mixed groups.
• by number of participants - singles, pairs, small groups, large groups, class teams, inter-class and mass games.
• thinking about the game process, thinking, resourcefulness, action-based, competition-oriented, and etc.
• by time norm - lessons, part of the training time allocated according to the plan, games that last until the goal of the game is achieved, the winners are determined.

All this serves to develop students' creative thinking, to form a complete understanding of the scientific basis of the structure of the universe and the formation of scientific worldviews by teaching students interdisciplinary connections.

In conclusion, these interactive methods are intended to provide future generations with a comprehensive and solid knowledge and skills in a variety of similar ways, to support their progressive ideas, and to improve the quality of future education. For all of we must be worthy of the name of the generation of our great ancestors.

References:

1. Qosimova K., S. Matchonov, X. G’ulomova, Sh. Yo’ldosheva, Sh. Sariyev “Onatili o’qitish metodikasi”- T. :” Noshir”, -2009.352-b
2. Hamdamova M, “Yoshlarni intelektual salohiyatini rivojlantirish mexanizmining pedagogic-sixologik asoslari”, Toshkent 2007.