THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
113
DEVELOPING STUDENTS’ CREATIVE APPROACH THROUGH
INTERACTIVE EXERCISES AND GAMES
Vakhobov Anvar Abdusattor ugli
Doctor of philosophy (PhD) in pedagogic sciences of the “Pedagogy” department,
associate professor of the National University of Uzbekistan named after
Nizomiy The phone number: +998908056001 e-mail: anvar.vahobov92@mail.ru
Ahmedova Dildora Shoirjon qizi
a 4th grade student of National University of
Uzbekistan named after Nizomiy
https://doi.org/10.5281/zenodo.15549757
Abstract.
This article analyzes the role and importance of interactive
technologies in developing the creative potential of gifted students. The study
explores the opportunities to enhance students’ independent thinking, problem-
solving, and innovation skills through the use of interactive methods.
Keywords:
methodology, education, interactive technologies, gifted
students, creativity, independent thinking
Анотатция.
В данной статье анализируются роль и значение
интерактивных технологий в развитии творческого потенциала
одарённых учащихся. В работе рассматриваются возможности развития у
учащихся навыков самостоятельного мышления, решения проблемных
ситуаций и создания новизны с помощью интерактивных методов.
Ключевые
слова:
методика,
образование
,интерактивные
технологии, одарённые учащиеся, креативность, свободное мышление
Annotatsiya.
Mazkur maqolada iqtidorli o‘quvchilarning ijodiy salohiyatini
rivojlantirishda interfaol texnologiyalarning o‘rni va ahamiyati tahlil qilinadi.
Ishda interfaol usullar orqali o‘quvchilarning mustaqil fikrlash, muammoli
vaziyatlarni hal qilish, yangilik yaratish qobiliyatlarini rivojlantirish
imkoniyatlari ko‘rib chiqiladi.
Kalit so‘zlar:
metodika, ta’lim, interfaol texnologiyalar, iqtidorli
o‘quvchilar, kreativlik, erkin fikrlash
One of the main goals of today’s education system is to develop students’
creative approach. Creative thinking involves not only acquiring knowledge but
also generating new and unique ideas, finding innovative solutions to existing
problems, and adapting to different situations. Interactive exercises and games
play a significant role in fostering such an approach.
In the educational process, interactive exercises are applied in the form of
didactic game-based lessons. In these lessons, students’ learning activities are
integrated with game activities. Therefore, such lessons, in which educational
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
114
activity is harmonized with gameplay, are referred to as didactic game-based
lessons.
The main criteria of interactive learning include: conducting informal
debates, providing the opportunity to freely present and use learning materials,
minimizing lectures while increasing seminars, creating opportunities for
students to take initiative, assigning tasks to be completed in small groups, large
groups, or as a whole class, engaging in written work, and using other methods
that enhance the effectiveness of the educational process.
In human life, the following tasks are achieved through game activity:
Games increase students’ interest in learning and work;
Games help students develop communication skills and cultural
interaction;
Games allow students to express their talents, interests, knowledge, and
identity;
Games assist in overcoming real-life and gameplay challenges and
developing goal-setting skills;
Games help students adopt socially acceptable behavior and correct
deficiencies;
Games support the development of students’ positive qualities;
Games focus on instilling important values—especially social, spiritual-
cultural, national, and universal values;
Games aim to develop collective communication culture among
participants.
Interactive activities can be categorized based on the harmony between
students’ learning and gameplay: role-playing games, creative games, business
simulations, conferences, and game-exercises.
Interactive teaching is based on cooperation and active dialogue among the
key participants of the learning process: the teacher, individual students, and
student groups. It is characterized by free thinking, confident expression of
personal opinions, collective problem-solving, close peer collaboration, mutual
respect, understanding, support, sincere interaction, and psychological unity.
Teachers should first prepare students for individual games, then for group
games, and later for mass participation once initial stages are successful. This is
because students need to acquire the necessary knowledge, skills, and
competencies to actively participate in interactive sessions. Furthermore,
cooperation and mutual support within the group must be established.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
115
Creative games play an important role in developing students' logical
thinking, curiosity, and desire for further knowledge. Games that prepare
students to apply previously acquired knowledge and skills in solving problem-
based scenarios in a collaborative and creative manner are considered
interactive methods.
Currently, the following most common technologies are being used to
implement interactive education in educational institutions across the Republic
[28]:
1.
Interactive methods
: “Case study”, “Blitz survey”, “Modeling”,
“Creative task”, “Attitude”, “Plan”, “Dialogue”, and others.
2.
Strategies
: “Brainstorming”, “Boomerang”, “Gallery”, “Zigzag”, “Step
by step”, “Moderator”, “Rotation”, “T-chart”, “Snowball”, etc.
3.
Graphic organizers
: “Fishbone diagram”, “K-W-L chart”,
“Conceptual table”, “Venn diagram”, “Insert”, “Cluster”, “Why?”, “How?”, and
others.
In creative game sessions, all group members work together and apply their
knowledge in new contexts. This builds students’ confidence in their own
abilities and talents.
A creative approach to the educational process involves the ability to
develop new, realistic, and innovative ideas, apply knowledge in alternative
ways, and solve problems using non-repetitive strategies. Interactive methods
provide students with opportunities to perceive the world in unique ways and
interpret it through new perspectives. Moreover, they enhance the effectiveness
of the educational process, as students not only absorb information but also
strive to generate ideas and expand their knowledge.
Carefully studying and applying each interactive method used in
educational practice broadens students’ thinking capacity. Additionally,
problem-based questions posed by teachers encourage students to find
appropriate solutions to various learning challenges.
Interactive exercises and games are highly effective tools for developing
students’ creative abilities. They stimulate thinking, promote interaction, and
offer opportunities to experiment with new ideas.
Interactive lessons help students:
Think independently and freely;
Feel confident within their student community;
Improve memory retention;
Expand and deepen their knowledge base;
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
116
Actively engage in socially beneficial activities;
Improve communication culture;
Enhance oral and written speech;
Express their thoughts freely, creatively, and meaningfully;
Collaborate effectively with classmates and teachers.
Scientific research confirms that games and interactive exercises are
effective in fostering students’ creativity. They help create new situations,
promote diverse perspectives, and solve problems. Furthermore, they allow
students to express themselves freely and learn how to work collaboratively in
groups.
References:
1. U.I. Inoyatov, N.A. Muslimov, M. Usmonboeva, D. Inogomova. Pedagogy: 1000
Questions – 1000 Answers / Methodical Manual. – Tashkent: Tashkent State
Pedagogical University named after Nizami, 2012.
2. Abdullaeva, Nafisa. Fundamentals of Developing Students’ Productive
Thinking. Lifelong Education: Continuous Learning for Sustainable
Development. Moscow, 2012.
3. N. Saidahmedov, New Pedagogical Technologies: Theory and Practice.
Tashkent: “Moliya” Publishing House, 2003.
4.M.R. Otaboyeva, "Using Modern Innovative Technologies in Foreign Language
Teaching and Their Effectiveness."
5.N.A. Muslimov, M.H. Usmonboeva. Educational and Methodological Package on
the Module “Innovative Educational Technologies and Pedagogical Competence”.
Tashkent: Center for Retraining and Advanced Training of Pedagogical Staff
under Tashkent State Pedagogical University named after Nizami, 2016.
