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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many scientists, is a kind of developing, social activity, a form of mastering social 
experience, one of the complex abilities of a person. Intellectual games are of particular 
importance for students of senior school age in the formation of broad cognitive motives - 
interest in obtaining knowledge. 
Cognitive motives: 

Each game has a close result (the end of the game) and stimulates the student 
to achieve the goal (win) and realize the way to achieve the goal (you need to know more 
than others). 

In the game, teams or individual students are initially equal (there are no 
honors and threes, there are players). The result depends on the player himself, his level of 
preparedness, abilities, endurance, skills, character. 

The situation of success creates a favorable emotional background for the 
development of cognitive interest. Failure is perceived not as a personal defeat, but a defeat 
in the game and stimulates cognitive activity (revenge). 

Competitiveness - an integral part of the game - is attractive to children. The 
pleasure received from the game creates a comfortable state in the classroom and enhances 
the desire to study science. 

There is always a certain mystery in the game - an unreceived answer, which 
activates the mental activity of the student, pushes the search for an answer. 

In game activity, in the process of achieving a common goal, mental activity is 
activated. Thought is looking for a way out, it is aimed at solving cognitive problems. 
Intellectual games are in our country one of the favorite forms of leisure activities in 
our country. International and regional festivals of intellectual games held under the 
auspices of the International Association of Clubs ―What? Where? When?" invariably 
attract a significant number of interested participants and spectators. The game itself evokes 
the most important property of learning - the need to learn, to know. ―Mind game is an 
individual or (more often) collective performance of tasks that require the use of productive 
thinking in conditions of limited time and competition. Intellectual games combine the 
features of both gaming and learning activities - they develop theoretical thinking, requiring 
the formulation of concepts, the performance of basic mental operations (classification, 
analysis, synthesis, etc.).‖ The simplest intellectual game is test games, which are a set of 
statements and a given number of answers to them - from 2 (this game is called "Believe it 
or not") to 5 ("Erudite-lotto"). This type of games is usually used as a warm-up, for games 
with the hall or in between "main" intellectual games. Their advantage is the high role of 
luck, which allows even not very prepared participants to achieve success, as well as the 
ability to vary the complexity of
 tasks. 
A game for a child is a huge world, moreover, a personal, sovereign world, where a 
child can do whatever he wants, everything that is forbidden to him by adults. Apparently, 
this is the way for the development of the intellect of children, and this is precisely what the 
use of intellectual games in the educational process contributes to. 

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