HISTORICAL THINKING THROUGH THEATRICAL ELEMENTS: AN INNOVATIVE APPROACH FOR FUTURE TEACHERS

Аннотация

This article discusses thetheoretical and practical aspects of developing thehistorical thinking of future teachers through the use of elements of theater pedagogy. The importance of theatrical lessons, dramatic play, role-playing and interactive staging as innovative methods in history is analyzed. The study reveals the influence of personal participation, emotional experience and creativeexpression ontheacquisition ofhistorical knowledge. Keywords: theater pedagogy, historical thinking, future teacher, interactive method, dramatization,innovativeapproach. Today's education system requires not only memorizing facts or mechanically repeating them, but also developing the ability to analyze them in depth, understand historical events in their social, political, and cultural context, and critically evaluate them1. Modern pedagogy shows that historical knowledge is not limited to knowing dates and the sequence of events, but rather should be used to develop the skills of logical thinking, understanding the cause-and-effect relationships of historical events, comparing information from different sources, and connecting historical processes with today's life. Historical thinking is the process of understanding the past not only through memory, but also through analysis, logical coherence, and the ability to imagine a comprehensive historical picture. This process requires students to think independently, evaluate different pointsofview, and draw objective conclusions. From this perspective, theater pedagogy is one of the powerful tools that increase the effectiveness of education. It combines art and education, directly affecting the cognitive (knowledge), emotional (feelings) and social (communication, cooperation) development of the individual. Elements of theater in history allow us to “revive” complex historical events, recreate their social environment, and make students feel the inner world of historical figures. As a result, the student participates in the lesson process not as a passive listener, but as an activeparticipant, which helps toconsolidateknowledge in long-term memory. In addition, teaching history through theater pedagogy includes elements of personal participation and creative expression. For example, in the process of staging a historical event, students not only learn the text, but also feel the content of the event, enter the image, experience the culture, traditions and psychological environment of that era. This not only develops their historical thinking, but also forms the skills of using interactive and lively methodsin theirlessons as future teachers2. The use of theatrical elements in the educational process is a creative method that activates the learning process of a student, turning him from a passive listener into an active 1ResolutionoftheCabinetofMinistersoftheRepublicofUzbekistanNo.187datedApril6,2020.Stateeducationalstandardsforgeneral secondaryandsecondaryspecializededucation. 2Abdullaeva,M.(2022).Innovativepedagogicaltechnologiesinthedevelopmentofhistoricalthinking.Tashkent:Science. 137 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue08,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai participant. This approach directs the expressive capabilities of art to a pedagogical goal and serves the comprehensive development of the student's personality. The process of teaching history through theatrical elements allows not only to provide information, but also to feel the spirit of that era, to understand the inner world of historical figures, and to analyze their decisions. 1. Role-playing and performance - students enter the image of historical figures of the period under study, expressing their style of speech, way of thinking and emotions. For example, by performing the image of Amir Temur, Zakhiriddin Babur or the authors of the Constitution, the student feels the political and social context of that period more deeply. This process allows forassimilation through personal experience. 2. Dramatic games - a means of recreating historical events through the stage and studying social relations in it. Such games help to perceive the event not as a fact, but as a process. For example, by dramatizing the topic "Jadids and colonial policy", the student understands the contradictions of that period, interpersonal communication and social pressure moredeeply3. 3. Improvisation - students act creatively in accordance with the situation, regardless of the prepared text. This method is very important for historical thinking, because each event in history was formed not according to a predetermined scenario, but in unexpected situations. For example, students improvise by asking questions such as “If you were a historical figure, what decision would you make?” 4. Scenery and props are a means of recreating the material and cultural environment of a historical period. Using scenery, clothing,