Zamonaviy ta‟lim tizimini rivojlantirish va unga qaratilgan kreativ g„oyalar, takliflar va yechimlar

“ZAMONAVIY TA‟LIM TIZIMINI RIVOJLANTIRISH VA UNGA QARATILGAN KREATIV G„OYALAR, 
TAKLIFLAR VA YECHIMLAR” MAVZUSIDAGI 37-SONLI RESPUBLIKA ILMIY-AMALIY ON-LINE 
KONFERENSIYASI 
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THE ROLE OF INTELLECTUAL GAMES IN THE FORMATION OF COGNITIVE 
NEEDS IN HIGH SCHOOL STUDENTS 
Professor:
 Yaxshiyeva Zuhra Ziyatovna 
Makhkambaeva Ozoda Khusanovna 
JDPI student 
 
Annotation: 
This article describes the use of intellectual games in teaching English.
 
Keywords:
method, game, technology, innovation, interactive method, attention, 
talent. 
 
These games are not just an entertaining organization of students' leisure, but a way of 
organizing educational material. The game has a huge heuristic and persuasive potential. It 
precedes scientific foresight, forms social competence in the development of knowledge, the 
need for lifelong learning. Society especially needs people with a high general educational 
and professional level of training, capable of solving complex social, economic, political, 
scientific and technical issues. Cognitive activity is a socially significant quality of the 
individual and is formed in schoolchildren in educational activities. 
The search for new forms and methods of teaching in our time is not only a natural 
phenomenon, but also a necessary one. Education should be aimed at the formation of a 
strong personality capable of living and working in a continuously changing world, able to 
boldly develop their own strategy of behavior, make a moral choice and bear responsibility 
for it, i.e. self-developing and self-actualizing personality. 
This can be successfully solved through the technology of game forms of learning. The 
game is of great importance in the life of a child, it has the same meaning as an adult's 
activity, work, service. The game only looks carefree and easy on the outside. But in fact, 
she imperiously demands that the player give her the maximum of his energy, intelligence, 
endurance, independence. Children repeat in games what they treat with full attention, what 
is available to them to observe and what is available to their understanding. That is why the 
game, according to many scientists, is a kind of developing, social activity, a form of 
mastering social experience, one of the complex abilities of a person. 
The older and more developed the children, the more demanding they are for the 
objects of the game, the more they look for similarities with reality. From this naturally 
arises the desire to do the right things ourselves. One of the trends in the development of the 
game is its ever greater connection with learning. The task of the teacher is to support the 
child's desire for an independent desire to learn and help him in this. 
Team play is of particular importance. It develops a sense of duty and responsibility, 
the desire for mutual assistance, solidarity, the habit of subordinating personal interests to 
the interests of the team. The use of intellectual games contributes to the development of 
cognitive interests, thought processes and positive motivation for learning in schoolchildren. 
Children repeat in games what they treat with full attention, what is available to them 
to observe and what is available to their understanding. That is why the game, according to 

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