HOTEL ACAPULCO

Le mie mani, scarne, han continuato a batter testi,

trasformando in carta ogni voce di morto

che non abbia lasciato testamento,

dimenticando di curare

ciò che tutti definiscono il normale affare

d’ogni essere umano: ufficio, casa, famiglia,

l’ideale, insomma, di una vita regolare.

Abbandonata, nel lontano 2026, ogni difesa

d’un contratto a tempo indeterminato,

etichettato come squilibrato,

mi son rinchiuso nel centro di Milano,

Hotel Acapulco, albergo scalcinato,

chiamando a raccolta i sogni degli emarginati,

esaurendo i risparmi di una vita

nella pigione, in riviste e pasti risicati.

Quando i carabinieri faranno irruzione

nella stanza scrostata dell’Hotel Acapulco

e troveranno un altro morto senza testamento,

chi racconterà la storia, ordinaria,

d’un vecchio vissuto controvento?  

HOTEL ACAPULCO

My emaciated hands continued to write,

turning each voice of death into paper,

That he lefts no will,

forgetting to look after

what everyone defines as the normal business

of every human being: office, home, family,

the ideal, at last, of a regular life.

Abandoned, back in 2026, any defense

of a permanent contract,

labelled as unbalanced,

i’m locked up in the centre of Milan,

Hotel Acapulco, a decrepit hotel,

calling upon the dreams of the marginalized,

exhausting a lifetime’s savings

in magazines and meagre meals.

When the Carabinieri burst

into the decrepit room of the Hotel Acapulco

and find yet another dead man without a will,

who will tell the ordinary story

of an old man who lived windbreak?

LA BALLATA DI PEGGY E PEDRO

La ballata di Peggy e Pedro è latrata dai punkabbestia

di Ponte Garibaldi, con un misto d’odio e disperazione,

insegnandoci, intimi nessi tra geometria ed amore,

ad amare come fossimo matematici circondati da cani randagi.

Peggy eri ubriaca, stato d’animo normale,

nelle baraccopoli lungo l’alveo del Tevere,

e l’alcool, nelle sere d’Agosto, non riscalda,

obnubilando ogni senso in sogni annichilenti,

trasformando ogni frase biascicata in fucilate nella schiena

contro corazze disciolte dalla calura estiva.

Sdraiata sui bordi del muraglione del ponte,

tra i drop out della Roma città aperta,

apristi il tuo cuore all’insulto gratuito di Pedro,

tuo amante, e, basculandoti, cadesti nel vuoto,

disegnando traiettorie gravitazionali dal cielo al cemento.

Pedro, non eri ubriaco, ad un giorno di distanza,

non eri ubriaco, stato d’animo anormale,

nelle baraccopoli lungo l’alveo del Tevere,

o nelle serate vuote della movida milanese,

essendo intento a spiegare a cani e barboni

una curiosa lezione di geometria non euclidea.

Salito sui bordi del muraglione del ponte,

nell’indifferenza abulica dei tuoi scolari distratti,

saltasti, in cerca della stessa traiettoria d’amore,

dello stesso tragitto fatale alla tua Peggy,

atterrando, sul cemento, nello stesso istante.

I punkabbestia di Ponte Garibaldi, sgomberati dall’autorità locale,

diffonderanno in ogni baraccopoli del mondo la lezione surreale

imperniata sulla sbalorditiva idea

che l’amore sia un affare di geometria non euclidea.

THE BALLAD OF PEGGY AND PEDRO

The ballad of Peggy and Pedro barked out by the punkbestials

of the Garibaldi Bridge, with a mixture of hatred and despair,

teaches us the intimate relationship between geometry and love,

to love as if we were maths surrounded by stray dogs.

Peggy you were drunk, normal mood,

in the slums along the bed of the Tiber

and alcohol, on August evenings, doesn’t warm you up,

clouding every sense in annihilating dreams,

transforming every chewed-up sentence into a gunfight in the back

on armour dissolved by the summer heat.

Lying on the edges of the bridge’s ledges,

among the drop-outs of the Rome open city,

you opened your heart to the gratuitous insult of Pedro,

your lover, and toppled over, falling into the void,

drawing gravitational trajectories from the sky to the cement.

Pedro wasn’t drunk, a day’s journey away,

you weren’t drunk, abnormal state of mind,

in the slums along the bed of the Tiber,

or in the empty parties of Milan’s movida,

with the intention of explaining to dogs and tramps

a curious lesson of non-Euclidean geometry.

Mounted on the edge of the bridge,

in the apathetic indifference of your distracted pupils,

you jumped, in the same trajectory of love,

along the same fatal path as your Peggy,

landing on the cement at the same instant.

The punkbestials of the Garibaldi Bridge, cleared by the local authority,

will spread a surreal lesson to every slum in the world

centred on the astonishing idea

that love is a matter of non-Euclidean geometry.

L’ANTI-«PROMESSA» D’AMARE

Da anti-«poeta», vittima della mia anti-«poesia»

non sarei in grado di dedicarti che un’anti-«promessa» d’amore,

la mia anti-«promessa» d’amore avrebbe i tratti d’una sinestesia,

la durezza staliniana dell’acciaio e la dolcezza del colore,

la finezza dell’amicizia e la consistenza dell’amore,

i tuoi occhi, candidi, mi tramutano in cinico malato d’idrofobia,

e contro la rabbia – monamour– non esiste dottore.

Anti-«promessa» d’amore da leggere davanti all’ufficiale di stato civile,

come riuscire a convincere un mondo tecno-triviale

che ti ho amata dal Giugno del 1976, forse, addirittura, da Aprile,

io ero un embrione e tu, ancora, eri immersa nell’aurora boreale,

saresti stata sei anni un angelo, un fantasma, l’inessenza di un frattale,

senza fare una piega a attenderti, sei anni, trentasei anni, senza niente da dire,

i contemporanei montoni di Panurgo mi condannerebbero al silenzio totale.

Sei la mia anti-«promessa» d’amore e, magari, il concetto ti suona insensibile

ti osservo dormire, serena, come una briciola adagiata in un tostapane,

il mio amore – mi spogli dal ruolo di «guastatore»- è abissale come un sommergibile,

condannato a disseminar siluri sotto (mentita) spoglia di pesci-cane.

THE ANTI-PROMISE TO LOVE

Anti-poet, victim of my anti-poetry, 

all I could do is dedicate to you an antpromise of love,

my anti-promise of love would have the features of a synesthesia,

the Stalinist hardness of steel and the softness of colour,

the finesse of friendship and the consistency of love,

your white eyes turn me into a hydrophobic cynic,

and there’s no doctor for rage, my love.

An anti-promise of love to be read before a registrar,

as to convince a tecno-trivial world,

i’ve loved you since June 1976, perhaps, in truth, since April,

i was an embryo and you were still immersed in the aurora borealis,

for six years you would have been an angel, a ghost, the inessential of a fractal,

without batting an eyelid waiting for you, six years, thirty-six years, with nothing to say,

the sheep of Panurge’s contemporaries would condemn me to total silence.

You are my anti-promise of love, and the idea may seem imperceptible to you,

i observe you sleeping, serene, like a crumb abandoned in a toaster,

my love I am stripped of the role of ‘sapper’ – it is abyssal like a submarine,

condemned to scatter torpedoes under the (false) guise of a dogfish.

BALLATA DEGLI INESISTENTI

Potrei tentare di narrarvi

al suono della mia tastiera

come Baasima morì di lebbra

senza mai raggiunger la frontiera,

o come l’armeno Méroujan

sotto uno sventolio di mezzelune

sentì svanire l’aria dai suoi occhi

buttati via in una fossa comune;

Charlee, che travasata a Brisbane

in cerca di un mondo migliore,

concluse il viaggio

dentro le fauci di un alligatore,

o Aurélio, chiamato Bruna

che dopo otto mesi d’ospedale

morì di aidiesse contratto

a battere su una tangenziale.

Nessuno si ricorderà di Yehoudith,

delle sue labbra rosse carminio,

finite a bere veleni tossici

in un campo di sterminio,

o di Eerikki, dalla barba rossa, che,

sconfitto dalla smania di navigare,

dorme, raschiato dalle orche,

sui fondi d’un qualche mare;

la testa di Sandrine, duchessa

di Borgogna, udì rumor di festa

cadendo dalla lama d’una ghigliottina

in una cesta,

e Daisuke, moderno samurai,

del motore d’un aereo contava i giri

trasumanando un gesto da kamikaze

in harakiri.

Potrei starvi a raccontare

nell’afa d’una notte d’estate

come Iris ed Anthia, bimbe spartane

dacché deformi furono abbandonate,

o come Deendayal schiattò di stenti

imputabile dell’unico reato

di vivere una vita da intoccabile

senza mai essersi ribellato;

Ituha, ragazza indiana,

che, minacciata da un coltello,

finì a danzare con Manitou

nelle anticamere di un bordello,

e Luther, nato nel Lancashire,

che, liberato dal mestiere d’accattone,

fu messo a morire da sua maestà britannica

nelle miniere di carbone.

Chi si ricorderà di Itzayana,

e della sua famiglia massacrata

in un villaggio ai margini del Messico

dall’esercito di Carranza in ritirata,

e chi di Idris, africano ribelle,

tramortito dallo shock e dalle ustioni

mentre, indomito al dominio coloniale,

cercava di rubare un camion di munizioni;

Shahdi, volò alta nel cielo

sulle aste della verde rivoluzione,

atterrando a Teheran, le ali dilaniate

da un colpo di cannone,

e Tikhomir, muratore ceceno,

che rovinò tra i volti indifferenti

a terra dal tetto del Mausoleo

di Lenin, senza commenti.

Questi miei oggetti di racconto 

fratti a frammenti di inesistenza

trasmettano suoni distanti

di resistenza.

BALLAD OF THE NON-EXISTENT

I could try to tell you

with the sound of my keyboard

how Baasima died of leprosy

without ever reaching the border,

or how the Armenian Meroujan

under a flutter of half-moons

felt the air in his eyes vanish

thrown into a mass grave;

Charlee, who moved to Brisbane

in search of a better world,

ends the journey

in the mouth of an alligator,

or Aurelio, named Bruna

who, after eight months in hospital

died of AIDS contracted

to hit a ring road.

Nobody will remember Yehoudith,

her lips carmine red,

erased by drinking toxic poisons

in an extermination camp,

or Eerikki, with his red beard, 

defeated by the turbulence of the waves,

who sleeps, scoured by orcas,

on the bottom of some sea;

the head of Sandrine, Duchess

of Burgundy heard the rumour of the feast

as it fell from the blade of a guillotine

into a basket

and Daisuke, modern samurai,

counted the revolutions of a plane’s engine 

transhumanizing a kamikaze gesture into harakiri.

I could go on and on

in the stifling heat of a summer night

how Iris and Anthia, deformed Spartan children

were abandoned,

or how Deendayal died of deprivation

attributable to the single crime

of living the life of an outcast

without ever having rebelled;

Ituha, an Indian girl,

threatened with a knife,

who ends up dancing with Manitou

in the anteroom of a brothel

and Luther, born in Lancashire

freed from the profession of beggar

and forced to die by His Britannic Majesty

in the coal mines.

Who will remember Itzayana

and her family massacred

in a village on the outskirts of Mexico

by Carranza’s retreating army,

and what of Idris, the African rebel,

stunned by shocks and burns

while untamed by colonial domination,

he tried to steal an ammunition truck;

Shahdi flew high into the sky

above the flagpoles of the Green Revolution,

landing in Tehran with his wings torn apart

by a cannon shot,

and Tikhomir, a Chechen bricklayer,

that fell among the indifferent faces

to the ground from the roof of Lenin’s Mausoleum,

without comment.

From objects of narrative

fractured into fragments of non-existence

transmits distant sounds

of resistance.

Ivan Pozzoni è nato a Monza nel 1976. Ha introdotto in Italia la materia della Law and Literature. Ha diffuso saggi su filosofi italiani e su etica e teoria del diritto del mondo antico; ha collaborato con con numerose riviste italiane e internazionali. Tra 2007 e 2018 sono uscite varie sue raccolte di versi: Underground e Riserva Indiana, con A&B Editrice, Versi Introversi, Mostri, Galata morente, Carmina non dant damen, Scarti di magazzino, Qui gli austriaci sono più severi dei Borboni, Cherchez la troika e La malattia invettiva con Limina Mentis, Lame da rasoi, con Joker, Il Guastatore, con Cleup, Patroclo non deve morire, con deComporre Edizioni. È stato fondatore e direttore della rivista letteraria Il Guastatore – Quaderni «neon»-avanguardisti; è stato fondatore e direttore della rivista letteraria L’Arrivista; è stato direttore esecutivo della rivista filosofica internazionale Información Filosófica; è, o è stato, direttore delle collane Esprit (Limina Mentis), Nidaba (Gilgamesh Edizioni) e Fuzzy (deComporre). Ha fondato una quindicina di case editrici socialiste autogestite. Ha scritto/curato 150 volumi, scritto 1000 saggi, fondato un movimento d’avanguardia (NeoN-avanguardismo, approvato da Zygmunt Bauman), con mille movimentisti, e steso un Anti-Manifesto NeoN-Avanguardista, È menzionato nei maggiori manuali universitari di storia della letteratura, storiografia filosofica e nei maggiori volumi di critica letteraria.Il suo volume La malattia invettiva vince Raduga, menzione della critica al Montano e allo Strega. Viene inserito nell’Atlante dei poeti italiani contemporanei dell’Università di Bologna ed è inserito molteplici volte nella maggiore rivista internazionale di letteratura, Gradiva.I suoi versi sono tradotti in francese, inglese e spagnolo. Nel 2024, dopo sei anni di ritiro totale allo studio accademico, rientra nel mondo artistico italiano e fonda il collettivo NSEAE (Nuova socio/etno/antropologia estetica).

Ivan Pozzoni was born in Monza in 1976. He introduced Law and Literature in Italy and the publication of essays on Italian philosophers and on the ethics and juridical theory of the ancient world; He collaborated with several Italian and international magazines. Between 2007 and 2018, different versions of the books were published: Underground and Riserva Indiana, with A&B Editrice, Versi Introversi, Mostri, Galata morente, Carmina non dant damen, Scarti di magazzino, Here the Austrians are more severe than the Bourbons, Cherchez the troika. et The Invective Disease with Limina Mentis,Lame da rasoi, with Joker, Il Guastatore, with Cleup, Patroclo non deve morire, with deComporre Edizioni. He was the founder and director of the literary magazine Il Guastatore – «neon»-avant-garde notebooks; he was the founder and director of the literary magazine L’Arrivista; he is the editor and chef of the international philosophical magazine Información Filosófica; he is, or has been, creator of the series Esprit (Limina Mentis), Nidaba (Gilgamesh Edizioni) and Fuzzy (deComporre). It contains a fortnight of autogérées socialistes edition houses. He wrote 150 volumes, wrote 1000 essays, founded an avant-garde movement (NéoN-avant-gardisme, approved by Zygmunt Bauman), with a millier of movements, and wrote an Anti-manifesto NéoN-Avant-gardiste. This is mentioned in the main university manuals of literature history, philosophical history and in the main volumes of literary criticism. His book La malattia invettiva wins Raduga, mention of the critique of Montano et Strega. He is included in the Atlas of contemporary Italian poets of the University of Bologne and figures à plusieurs reprized in the great international literature review of Gradiva. His verses are translated into French, English and Spanish. In 2024, after six years of total retrait of academic studies, he return to the Italian artistic world and melts the NSEAE Kolektivne (New socio/ethno/aesthetic anthropology).

USE OF INTERACTIVE METHODS FOR TEACHING NATURAL SCIENCES IN PRIMARY SCHOOL

BOSHLANG’ICH MAKTABDA TABIIY FANLARNI O’QITISH UCHUN INTERFAOL METODLARDAN FOYDALANISH.

ИСПОЛЬЗОВАНИЕ ИНТЕРАКТИВНЫХ МЕТОДОВ ПРЕПОДАВАНИЯ ЕСТЕСТВЕННЫХ НАУК В НАЧАЛЬНОЙ ШКОЛЕ.

The daughter of Muhammadjonova Farangizbegim Ma’mirjan,

 Student of Fergana State University. 

Abstract

This article examines the effectiveness of using interactive methods in the process of teaching natural sciences in elementary school. In modern education, due to the ability to attract and motivate students, methods based on the principles of learning the game are actively developing. The advantages of this approach include increasing students’ interest, activating the learning process, and focusing on developing critical thinking. The results of the research show the positive effect of interactive methods on the effectiveness of teaching natural sciences in elementary school, which confirms their potential as an innovative educational tool.

Annotatsiya

Mazkur maqolada boshlang’ich maktabda tabiiy fanlarni o’qitish jarayonida interfaol metodlardan foydalanish samaradorligi ko’rib chiqiladi. Zamonaviy ta’limda o’quvchilarni jalb qilish va rag’batlantirish qobiliyati tufayli o’yinni o’rganish tamoyillariga asoslangan usullar faol rivojlanmoqda. Ushbu yondashuvning afzalliklari, jumladan, o’quvchilarning qiziqishini oshirish, o’quv jarayonini faollashtirish va tanqidiy fikrlashni rivojlantirishga alohida e’tibor qaratiladi.Tadqiqot natijalari interfaol metodlarning boshlang’ich maktabda tabiiy fanlarni o’qitish samaradorligiga ijobiy ta’sirini ko’rsatdi, bu ularning innovatsion ta’lim vositasi sifatida salohiyatini tasdiqlaydi.

Аннотация

В данной статье рассматривается эффективность использования интерактивных методов в процессе преподавания естественных наук в начальной школе. В современном образовании благодая способность привлекать и мотивировать учащихся активно развиваютсия методы, основанные на принципах обучения в игре. К преимуществам такого подхода можно отнести повышение интереса учащихся, активизацию процесса обучения и ориентацию на развитие критического мышления.Результаты исследования показали положительное влияние интерактивных методов на эффективность преподавания естественных наук в начальной школе, это подтверждает их потенциал как инновационного образовательного инструмента.

Key words: Interactive method, teaching science, educational events, primary school, attract students, active learning, educational technologies, motivation to learn, academic performance, educational innovation, game technologies.

Kalit so’zlar: interfaol metod, fanni o’qitish, ta’lim o’yinlari, boshlang’ich maktab, o’quvchilarni jalb qilish,faol o’rganish, ta’lim texnalogiyalari,o’rganish motivatsiyasi, o’quv samaradorligi, ta’lim innovatsiyasi,o’yin texnalogiyalari.

Ключевые слова: Интерактивный метод, преподавание науки, образовательные мероприятия, начальная школа, привлекать студентов, активное изучение, образовательные технологии, мотивация учиться, академическая успеваемость, образовательные инновации, игровые технологии.

Enter:

In the modern world, education is increasingly interactive and adapted to the needs of students. One of the main methods successfully integrated into the educational process is game technology. In particular, the use of various interactive methods in the teaching of natural sciences in primary school brings great benefits for both students and teachers. Interactive methods have a unique ability to interest and motivate students. Instead of the traditional approach of boring kids into science, gamified apps offer an interactive and immersive experience. Children have the opportunity to learn through play, which helps to master the material more deeply and increases the motivation to learn subjects. The use of interactive methods during the lesson allows students to apply their knowledge in practice.

Virtual labs, simulations, and scenario labs produce and experiment with physical experiments in a controlled environment to provide scientific research[1]. It helps children to develop abstraction. Inreactive methods make it possible to adapt the educational process to the individual production of each student. Many game programs create a personalized, personalized offering that allows students to learn the material within the program and document based on their skill level. This is especially easy in a co-ed school, where students’ knowledge and skill levels may vary.

Many interactive methods help develop cooperation and teamwork skills. Students can work together to solve problems by sharing ideas and strategies. Not only does this help develop social skills, it also teaches children to work effectively in a group, which is important for their future success in school and in life. Interactive methods not only help students learn scientific concepts, but also teach them the skills of working with modern technologies. In today’s digital world, the ability to use computers and software is becoming increasingly important. Games help children develop digital literacy and confidence in using technical devices[2].

In today’s world, technology plays an important role in education, especially when it comes to teaching science in elementary school. Interactive methods become a powerful tool for engaging students in the learning process by stimulating their interest in science and teaching them basic concepts and skills. In this article, we will consider how the use of interactive methods can increase the effectiveness of learning science in elementary school. One of the main problems of teaching science in primary school is the insufficient attention of students and their low level of motivation. Interactive methods offer a solution to this problem by providing interactive and interesting ways to learn scientific concepts.

Interactive methods can offer students a variety of tasks, including solving puzzles, conducting experiments, and interacting with virtual models. Such tasks not only make the learning process more interesting, but also allow students to actively participate in the learning process, which helps to better master the material. Interactive methods, as well as the basic necessary for learning science helps develop skills[3]. For example, solving problems in a playful way requires students to think analytically, logically, and to work in a team. These skills are important not only for the successful acquisition of scientific knowledge, but also for further academic and professional activities.

One of the main advantages of interactive methods is the ability to adapt the educational material to the individual needs of each student. Many gamification programs offer a personalized approach that allows teachers to create learning programs that match each student’s learning level and ability. This is especially important in elementary school, where the difference in student readiness can be significant[4]. Interactive methods also help to develop students’ creative thinking. Many games offer the opportunity to create their own projects or experiments, allowing students to put their knowledge into practice and develop their unique creative abilities. The use of interactive methods in teaching science in primary school is an effective and promising approach. They help engage students in the learning process, develop basic skills, and stimulate creative thinking.

In modern education, games cease to be just entertainment and become a powerful educational tool, opening up new opportunities for the development of students and improving the quality of education. In the modern world, where computers and gadgets have become an integral part of everyday life, primary school education will have new forms and methods. This applies especially to the subjects of the natural-scientific cycle. In recent years, there is a tendency to actively introduce interactive methods into the educational process [5]. The use of games becomes not only an effective educational tool, but also a way to motivate students.

One of the main advantages of using game technologies in teaching science in primary school is the fun and interactive nature of teaching. Rather than the traditional methods of reading a textbook and completing paper-based tasks, students can immerse themselves in virtual worlds where knowledge is acquired through play. This allows them to better understand the material and memorize the educational material more effectively. Inreactive methods also help students develop basic skills such as problem solving, critical thinking, cooperation and communication. After all, many educational games require students to analyze situations, make decisions, and interact with other participants. This helps them not only to master a certain material, but also to develop universal skills that are useful in life. An example of the successful use of interactive methods in teaching science in primary school is the development of specialized curricula and programs. Such applications are interactive tasks, experiments, quizzes and simulations that allow students to experiment, learn and teach through a game experience. In addition, interactive methods can be successfully integrated into the educational process using special equipment such as interactive whiteboards or virtual reality. This allows students to literally immerse themselves in the material being studied, which makes the lessons more memorable and interesting. However, it should be remembered that game technology should be used in moderation and in accordance with educational goals.

Frequent use of methods can cause students to lose attention and distract them from the main material [6]. In general, the use of interactive methods in teaching science in elementary school opens up new learning opportunities and makes lessons more interesting and interactive. It helps to master the material better and develop the basic skills of students, which makes this approach an important element of modern education. The introduction of technologies in modern education has become an integral part of education. This is especially important in primary school, where the foundations of knowledge and skills are formed on which further education is built [7]. Interactive methods play an important role in the educational process, especially in subjects related to natural sciences. Interactive methods are an innovative approach to learning, which includes the use of various game elements and techniques in educational tasks.

Advantages of using game technologies

1.Motivation hobby 

Game elements such as tasks, achievements, scores and levels can motivate students and make the learning process more interesting and exciting.

2.Interactivity 

Interactive methods allow creating interactive environments where students can interact with the material and receive quick feedback.

3.Visual and audio effects 

The use of graphics, animations and sound effects helps to better memorize the material and understand the concepts.

4.Individualization of education 

Interactive methods allow to adapt the educational material to the individual needs of each student, while providing a personalized learning experience. 

Using Game Technologies in Elementary School Science Teaching

1.Virtual Labs 

Using computer simulations, students can conduct experiments and research without leaving the classroom, which is especially important for schools with limited resources

2.Education games 

Games in which students solve problems and problems related to natural sciences help them better understand and remember the learning material

3.Visualize abstract concepts 

Use interactive programs and animations to visualize complex concepts such as diffusion, magnetism, and electricity will help.

4.Creating role-playing games

Role-playing games in which students play the role of scientists or researchers allow them to enter the image of the scientific community and understand the principles of the scientific method.

In recent decades, the world of education has witnessed a revolution in the use of technology for teaching. Interactive methods, game technologies, in particular, have become a powerful tool for attracting students’ attention and effective learning. The use of various interactive methods in the teaching of natural sciences in primary school, where the foundations of knowledge and skills are formed, plays an important role in stimulating children’s interest in science and forming their basic competencies. One of the main challenges faced by primary school teachers is to attract children’s attention and make the learning process interesting and fun. Interactive methods provide different tools to solve this problem. Through games designed specifically for learning, students can immerse themselves in interactive and fun scenarios where they not only learn new concepts and facts, but also apply them, solve problems and solve problems.

In conclusion, the use of game technologies in elementary school science teaching is an effective and innovative approach that not only improves understanding of scientific concepts, but also helps students develop cooperation, critical thinking, and problem solving. This approach makes it possible to create an interesting and stimulating learning environment where every child can use their potential and become interested in the world of science. The use of interactive methods in teaching science in primary school is an effective and innovative approach that helps students to actively participate, develop their skills, and increase their motivation to learn science. This method not only makes learning more interesting and exciting, but also prepares children for the modern digital world where technology plays an increasingly important role.

List of used literature:

1.Decree of the President of the Republic of Uzbekistan on the Action Strategy for Further Development of the Republic of Uzbekistan (Collection of Legislative Documents of the Republic of Uzbekistan, 2017, No. 6, Article 70

2.SH.M. Mirziyoyev Decision No. PQ-4391 on July 11, 2019 “On measures to introduce new management principles into the system of higher and secondary special education”. 

3.Son of Achilov Nurbek Norboy (2020). Pedagogical and psychological fundamentals of formation of space imagination and creative ability in students. European Journal of Research and Reflection in Educational Sciences, 8 (4), Part II, 38-40.

4.Khudaykulov, Abdulla Eshkuvvatovich, and Zilola Shavkatovna Zhurakulova. “The use of gaming technologies in teaching English in primary school.” Pedagogy and psychology in the context of modern research into problems of personality development. 2015. 

5.Alexandrova, Liliya Minikhaevna, and Ksenia Ildusovna Filatova. “The use of gaming technologies in fine arts lessons in elementary school.” Symbol Science 4-2 (2016): 72-73. 

6.Anisimova, Alena Anatolyevna. “Using gaming technology as a means of bilingual education.” Municipal Education: Innovation and Experiment 3 (2012): 49-51

7.Y.U. Egamberdiyeva. Cooperation of students in the educational process and its importance, current problems of preschool and primary education. International scientific-practical conference 18.11.2022 (529-531b)

8.Y.U. Egamberdiyeva. Historical development of approaches directed to increasing student cooperation in the educational process. Ethiopian international journal of

multidisciplinary. https://www.ijmrd.in/index.php/imjrd/11.11.2023y.(359-364b)

9.Y.U. Egamberdiyeva. Preparation of a Future Primary Educational Teacher to Professional Activities. International Interdisciplinary Research Journal Volume2 Issue 4, Year 2023 ISSN: 2835-3013 https://univerpubl.com/index.php/synergy

Varnish


“Hold me oldly,” she
says. for

love, not for 

long. dipped in the

darkness 
of the dancing night.




Ephemera


Once we 
were. once there was  
a sensation of stillness in a kiss. once

the air 
lapsed 

pinkly
before your lips—collapsing 
camellias. 




Tryst


A room awash 
in the wan androgyny

of the moonlight. she
tells him, “Say

little words, they 

end 
quickly but
last longer.”


Eric Mohrman is a writer living in Orlando, Florida. He's the author of the chapbook Prospectors (Locofo Chaps, 2017), and his work has appeared in The Citron Review, Otoliths, One Sentence Poems, M58, Moss Trill, Gone Lawn, BlazeVOX, Eunoia Review, and other journals.

Sri Lanka, Again

He’s just booked

His next flight

To Sri Lanka

And is bound

To sleep well tonight.

Taylor Dibbert is a writer, journalist, and poet in Washington, DC. “Rescue Dog,” his fifth book, was published in May.

Dreams, not the Dreams Only

Would I be able to stand before you?

You are living in my world

Reading your eyes I proceed to hug

The doves on the branch I see now and then

I think of the birds’ life

So loving and caring for each other

Like the Hercules I start my journey

And build a castle of love on our ground

Everyday our hearts visit the heaven

When the eyes are closed

We engage ourselves like the doves in the garden

Our dreams are not the dreams only

When heaven opens the doors to sustain.

Chapainawabganj,  Bangladesh

25 October, 2024

     The sun 

Light shines in the sky
Makes the word happy.
People are happy
When the sun rises in the morning.

Crops keep alive,
People are centuries old 
When the cloud comes down.
When the sun rises in the morning.

It lights up the word,
Governs the whole body 
Rooster is thick.
When the sun rises in the morning 


Maftuna Rustamova.
Bukhara region 
Jondor district 
Ravot village.
30 school
8-"a" class.