2313-8971Research result. Pedagogy and Psychology of Education2313-897110.18413/2313-8971-2020-6-3-0-4.2125PEDAGOGICS<strong>Experience in conducting extracurricular activities in Azerbaijani schools and in the near and far abroad</strong><strong>Experience in conducting extracurricular activities in Azerbaijani schools and in the near and far abroad</strong>IsmayilovaBahar IsmaylIsmayilovaBahar Ismaylbahar_ismayilova@yahoo.comInstitute of Information Technology of ANAS at the Institute of Education20206300

Experience shows that purposeful extracurricular and after-school activities have a significant impact on the intellectual development of pupils, contributes to the achievement of good learning outcomes in the educational process at school. The purpose of the article was to describe some of the cognitive forms of organizing extracurricular and after-school activities, the problems arising during their implementation, as well as consideration of the international experience and experience of Azerbaijan in conducting extracurricular and after-school activities. A content analysis of international documents on the experience of extracurricular and after-school activities was carried out, and a survey of schoolchildren of 5 city, regional and rural schools of Azerbaijan was carried out before and after the formative experiment. In the course of the study, some cognitive forms of organization of extracurricular and extracurricular activities were considered: educational intellectual games, role-playing games, and disputes, whose purposeful use enabled adolescents to acquire life experience, to enrich their inner world, and to expand their worldview. Games are one of the cognitive forms of extracurricular and after-school activities. The use of mind games has a significant impact on understanding topics and improving the practical skills of pupils. The article identifies the problems that arise in the organization and implementation of extracurricular and after-school activities. The international experience of carrying out extracurricular and after-school activities is described. The author proposes some recommendations for effective organization of extracurricular and after-school activities in accordance with the requirements of the XXI century. The experience of Azerbaijan in organizing extracurricular and after-school activities is described. In Azerbaijan, extracurricular and after-school activities are organized in accordance with the requirements of state education and youth policy. These activities are carried out on the basis of the principle of voluntariness in cooperation with the family, educational institutions, various organizations or at the initiative of individual citizens. In connection with the relevance of this topic, theoretical and practical research related to various forms of extracurricular and after-school activities and the solution of problems related to their organization and implementation will be continued.

Experience shows that purposeful extracurricular and after-school activities have a significant impact on the intellectual development of pupils, contributes to the achievement of good learning outcomes in the educational process at school. The purpose of the article was to describe some of the cognitive forms of organizing extracurricular and after-school activities, the problems arising during their implementation, as well as consideration of the international experience and experience of Azerbaijan in conducting extracurricular and after-school activities. A content analysis of international documents on the experience of extracurricular and after-school activities was carried out, and a survey of schoolchildren of 5 city, regional and rural schools of Azerbaijan was carried out before and after the formative experiment. In the course of the study, some cognitive forms of organization of extracurricular and extracurricular activities were considered: educational intellectual games, role-playing games, and disputes, whose purposeful use enabled adolescents to acquire life experience, to enrich their inner world, and to expand their worldview. Games are one of the cognitive forms of extracurricular and after-school activities. The use of mind games has a significant impact on understanding topics and improving the practical skills of pupils. The article identifies the problems that arise in the organization and implementation of extracurricular and after-school activities. The international experience of carrying out extracurricular and after-school activities is described. The author proposes some recommendations for effective organization of extracurricular and after-school activities in accordance with the requirements of the XXI century. The experience of Azerbaijan in organizing extracurricular and after-school activities is described. In Azerbaijan, extracurricular and after-school activities are organized in accordance with the requirements of state education and youth policy. These activities are carried out on the basis of the principle of voluntariness in cooperation with the family, educational institutions, various organizations or at the initiative of individual citizens. In connection with the relevance of this topic, theoretical and practical research related to various forms of extracurricular and after-school activities and the solution of problems related to their organization and implementation will be continued.

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