USING DIDACTIC GAMES BASED ON THE 3Q MODEL: DEVELOPING PUPILS' CREATIVE ACTIVITY IN PRIMARY-SCHOOL MOTHER-TONGUE LESSONS

This article examines the organization of didactic games in primary-school mother-tongue lessons as an integrated methodological mechanism aimed at developing pupils’ creative activity. As its conceptual innovation, the article proposes the “3Q Model,” a game-based learning model consisting of three stages: Qiziqish (Interest), Qidiruv (Inquiry/Search), and Qayta yaratish (Re-creation/Creation). The model differs from approaches that use games merely to make lessons more engaging: it leads pupils from observation and problem identification to searching for language units, comparison, restructuring, and ultimately the creation of a new language product. The article reviews contemporary scholarly literature on game-based learning, teacher scaffolding, creative thinking, and language competence. Methodologically, the study follows a design-oriented educational research logic and develops the components of the 3Q model, lesson scenarios, assessment criteria, and an experimental design. Where empirical results are unavailable, numerical data are not artificially introduced; instead, a clear pre-test/post-test protocol, control and experimental groups, and statistical analysis procedures are proposed for subsequent school-based validation. The article argues that the effectiveness of a didactic game should be assessed not by the mere presence of a game, but by the degree to which it is connected with educational objectives, teacher guidance, and the creation of a creative product.