DESCRIPTION OF TEACHERS' SKILLS IN USING DIDACTIC GAME METHODOLOGY IN ART LESSONS

Abstract

In the state directives on educational reforms implemented in Azerbaijan, the development of aesthetic culture of primary school students, the formation of artistic tastes and the effective organization of their leisure time set important tasks for subject teachers. The successful implementation of these tasks is conditioned by the preparation of competency-based activity programs by primary school teachers. Because the correct determination of the directions of activity of primary school teachers in relation to the creation of the content of competency-based education is of great relevance. The teachers' reliance on competencies creates conditions for the creative organization of didactic games. The creative organization of didactic games, when taken separately, attracts attention with its relevance. A responsible approach to such an urgent issue also gives the right direction to the creation of the content of personality-oriented education by primary school teachers. It is no coincidence that one of the main directions in the “State Strategy for the Development of Education in Azerbaijan” is related to the creation of the content of personality-oriented education. This issue, characterized by its significant relevance, is also a priority for primary school teachers. Because primary school teachers ensure the comprehensive development of children, as well as the formation of their artistic creative abilities, by taking a purposeful, planned, and organized approach to the creative organization of didactic games in the process of teaching subjects. From this point of view, it is necessary and desirable to conduct research on the formation of artistic creative abilities of younger schoolchildren during the organization of didactic games. Firstly, because the directive documents on educational reforms implemented in Azerbaijan specifically emphasize the creative approach to the organization of games in the learning process. Secondly, the organization of games in accordance with the topics in the learning process under the National Curriculum, which is successfully implemented in our country, is itself a relevance. It is no coincidence that the curriculum materials especially emphasize the importance of using role-playing games in teaching 4 humanitarian subjects. Because role-playing games, in addition to teaching children the basics of knowledge, increase their physical and physiological development, intellectual activity and, most importantly, the level of personality orientation. Encouraging elementary school students to be creative in the educational process serves to increase their levels of creative thinking and imagination. Revealing students' abilities in this process also helps to increase their level of talent and giftedness. Because the formation of artistic creative abilities of elementary school students during the creative organization of didactic games turns into the successful implementation of their purposeful activities. When teaching humanitarian subjects in elementary schools, including the Azerbaijani language, life science, fine arts, music and foreign language lessons, it is necessary to approach the formation of students' artistic creative abilities in a purposeful, planned and organized manner. Prominent Azerbaijani pedagogical scientists Aliheydar Hashimov, Vidadi Khalilov, Sabir Guliyev, Ogtay Rajabov, Farahim Sadigov, Nuraddin Kazimov and other researchers have expressed their opinions on the importance of didactic games in terms of aesthetic education in their works. However, none of them have conducted extensive research on the organization of didactic games and have put forward scientific ideas on the fact that these games are a means for the formation of artistic creative abilities of younger schoolchildren. Taking all this into account, we have dedicated our to the problem of the formation of artistic creative abilities of younger schoolchildren by didactic games