KIRISH: o‘smirlar motivatsiyasi pasaygan sharoitda dramatizatsiya teatr elementlari va rolli hamkorlik orqali o‘quvchini faol subyektga aylantiradi. MAQSAD: dramatizatsiyaning o‘quv motivatsiyasini kuchaytirishdagi didaktik imkoniyatlarini asoslash va uni qo‘llash shartlarini belgilash. MATERIALLAR VA METODLAR: psixologik-pedagogik manbalar nazariy tahlil qilindi; rol o‘ynash, inscenirovka va improvizatsiyaning motivatsion mexanizmlari umumlashtirildi. Ixtiyoriy ishtirok, psixologik xavfsizlik va refleksiya asosiy prinsiplar sifatida belgilandi. MUHOKAMA VA NATIJALAR: dramatizatsiya emotsional boylik va dialogiklik orqali qiziqishni oshiradi, ichki motivatsiya va qadriyatli munosabatni shakllantiradi. Eng kuchli ta’sir muammoli va axloqiy dilemmani o‘z ichiga olgan vaziyatlarda kuzatiladi; samaradorlik tizimli va maqsadli qo‘llashga bog‘liq. XULOSA: dramatizatsiya tarbiya darslarida motivatsiyani oshirishning samarali vositasi bo‘lib, faol ishtirok va kommunikativ kompetensiyalarni rivojlantiradi.
INTRODUCTION: dramatization transforms adolescents from passive listeners into active participants and increases personal engagement. AIM: to justify the motivational value of dramatization and specify implementation conditions. MATERIALS ANDMETHODS: a theoretical review was conducted, and motivational mechanisms of role-play and improvisation were synthesized. Voluntary participation, psychological safety, and reflection were emphasized. DISCUSSION AND RESULTS: dramatization strengthens interest and intrinsic motivation, especially in problem-based moral dilemmas; effectiveness depends on systematic application. CONCLUSION: dramatization is an effective tool for enhancing motivation and communicative competence in adolescents.
ResearcherUz