Интернаука №16 (часть3) 2020 - [25]

 travel lesson;

optimality, effectiveness, applicability in the real condi-

 "Visiting a fairy tale";

tions of the educational process.

 "Mysterious Island".

Consider an example: Theme. Active learning

2. Educational fantasy games. In these lessons,

methods. Business games.

with the help of imagination, a high emotional uplift and

The purpose of the lesson: Methodological and or-

mental tension are created, with the help of the game the

ganizational forms of independent work of students in most difficult concepts are remembered.

the academic lyceum;

Most often, these are generalized lessons:

Keywords: technology of alternative education, sit-

 fantasy lesson;

uation modeling.

 a lesson in creative thought;

Methodology of role-playing games (steps).

 cartoon lesson;

1. The choice of a game situation. There are many

 drawn film lesson;

situations that can serve as material for role-playing

 lesson "In the world of animals";

games. During the game, students develop the skills of

 lesson “Binom-fantasy”.

interviewing negotiations, research and decision mak-

3. Business games. Business games are built on

ing, the ability to fend for themselves.

playing professional roles. In these games, the condi-2. Preparation and warm-up. Students become fa-

tions of professional activity are psychologically mod-miliar with the problem, and roles are distributed among

eled, reproduced with the necessary modifications (ac-

them. A warm-up is being held.

cording to the level of children, the topic of the lesson).

3. The choice of participants.

Lessons based on the principle of a business game

4. Holding the game. Students themselves choose

allow at least occasionally shifting the needs for crea-the style of their behavior in the framework of the game

tion. Indeed, when in the process of the game the stu-in accordance with how a person who got into this situa-

dents help each other, their actions acquire socially sig-

tion would act in life. Conducting a game is role-

nificant value, they are driven not only by consumer, playing.

but also by productive motivation.

5. Modeling the situation. Participants respond to a

These are the types of lessons:

specific problem in a given situation.

 Business game "Edition";

Purpose: role-playing and modeling of situations -

 Offsetting lessons;

these two approaches are qualitatively different, they

 Lesson dialogue;

complement each other and have common goals:



 Literary portrait;

The strongest development of imagination and



rhythmic thinking skills;

"Investigators are experts";



Lesson-meeting of the "expert group";

encouraging expression, attitude and apprecia-

Lesson comparison;

tion;



 Lesson panorama;

education of the ability to develop and think



through;

Oral journal;





alternative modes of action;

"Live newspaper";



Lesson study;

development of empathy.

Lesson-holiday;

Teaching tips for the teacher:

Lesson excursion;

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Журнал «Интернаука»

№ 16 (145), часть 3, 2020 г.

Cinema Travel

voluntary submission of all participants to certain (spe-

II. Educational and role-playing (business) games.

cial) rules.

In the training and education of the young genera-

Thirdly, the game should be characterized by un-

tion, the central place is occupied by lessons built in the

certainty of the outcome and thus intrigue.

form of a game.

Fourthly, the game should provide higher, in com-

Educational games are a fairly diverse phenome-

parison with the usual forms of the lesson, training, de-

non, but all of these games have many common features

veloping effectiveness.

that have a psychological nature.

The game animates many pedagogical processes, it

Firstly, this is a pronounced motivation for

stimulates students to be creative, comprehend problem

achievement, subordinate to a specific game task: to

situations, makes them think about their behavior, their

carry out a search using creative abilities, imagination.

style of communication. Learning in the form of a game

Secondly, the game should be distinguished by a

involves thinking. Many dormant properties of the psy-

pronounced voluntary nature. Associated with this is the

che: imagination, emotions.

References:

1. J.G’.Yòldoshev, S.Usmonov. Ilg’or pedagogik texnologiyalar. T.: Òqituvchi, 2004.-101 b.

2. Э.С.Назаров, Г.Х.Ризаева, Х.O.Джураев. Вопросы интеграции в среднем профессиональном образовании.

ООО «Издательство Молодой ученый», научный журнал «Молодой ученый», Казань, №8 (67), июнь -

1/2014. c.839-842.

3. Э.С.Назаров, И.Б.Тўраев, Б.Б.Қобилов. Особенности интегрирования информационных технологий в пре-

подавании предмета физики. «Олий ва ўрта махсус, касб-ҳунар таълимида аниқ ва табиий фанларнинг ўза-

ро алоқадорлик ва узвийлиги масалалари» мавзуидаги Республика илмий-назарий анжумани мақолалар

тўплами, (25-26 март), Қарши-2014, 37-39-б.

4. E.S. Nazarov, T.R. Ruziyev. Innovative technologies in academic lyceum education. Proceedings of the Republican Scientific-Practical Conference "Using Innovative Pedagogical Technologies in Academic Lyceums - General Strategy of Modern Education" (May 16-18), Bukhara-2016. Pp. 47-49.