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Game technologies as a means of developing cognitive activity in computer science lessons. Center for training teachers for certification Game technologies as a means of development

Gaming technologies

Human culture arose and unfolds in play, like a game.

J. Huizinga

Play, along with work and study, is one of the main types of human activity, an amazing phenomenon of our existence.By definition, a game isThis is a type of activity in situations aimed at recreating and assimilating social experience in which self-government of behavior is formed and improved.

In human practice, gaming activity performs the following functions:

- entertaining (this is the main function of the game - to entertain, give pleasure, inspire, arouse interest);

- communicative: mastering the dialectics of communication;

- self-realization in the game as a testing ground for human practice;

- play therapy: overcoming various difficulties that arise in other types of life;

- diagnostic: identification of deviations from normative behavior, self-knowledge during the game;

Function corrections: making positive changes to the structure of personal indicators;

- interethnic communication: the assimilation of socio-cultural values ​​common to all people;

- socialization: inclusion in the system of social relations, assimilation of the norms of human society.

Most games have four main features (according to S.A. Shmakov): free developing activity, undertaken only at the request of the child, for the sake of pleasure from the process of activity itself, and not just from the result (procedural pleasure);

creative, highly improvisational, very active character this activity (“field of creativity”);

, R.G. Khazankina, K.V. Makhova and others.

emotional elation activities, rivalry, competitiveness, competition, attraction, etc. (sensual nature of the game, “emotional tension”);

Availability direct or indirect rules reflecting the content of the game, the logical and temporal sequence of its development.

The structure of the game is like activities organically includes goal setting, planning, goal implementation, as well as analysis of the results in which the individual fully realizes himself as a subject. The motivation of gaming activity is ensured by its voluntariness, opportunities for choice and elements of competition, satisfying the need for self-affirmation and self-realization.

The structure of the game is like process includes:

a) roles taken on by those playing;

b) game actions as a means of realizing these roles;

c) playful use of objects, i.e. replacement of real things with game, conditional ones;

d) real relationships between the players;

e) plot (content) - an area of ​​reality conditionally reproduced in the game.

The value of the game cannot be exhausted and assessed by its entertainment and recreational capabilities. This is its phenomenon that, being entertainment and relaxation, it can develop into learning, creativity, therapy, a model of the type of human relationships and manifestations in work.

Game like teaching method, People have been using this technique to transfer the experience of older generations to younger ones since ancient times. The game is widely used in folk pedagogy, in preschool and out-of-school institutions. In a modern school that relies on the activation and intensification of the educational process, gaming activities are used in the following cases:

As independent technologies for mastering a concept, topic, or even a section of an academic subject;

As elements (sometimes quite significant) of a larger technology;

As a lesson (lesson) or part of it (introduction, explanation, reinforcement, exercise, control);

As technologies for extracurricular activities (games such as “Zarnitsa”, “Eaglet”, KTD, etc.).

Concept "game pedagogical technologies" includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.

Unlike games in general A pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be justified, identified explicitly and characterized by an educational and cognitive orientation.

The game form of classes is created in lessons with the help of game techniques and situations that act as a means of inducing and stimulating students to learn.

The implementation of game techniques and situations in the lesson form of classes occurs in the following main directions: a didactic goal is set for students in the form of a game task; educational activities are subject to the rules of the game; educational material is used as its means, an element of competition is introduced into educational activities, which transforms the didactic task into a game one; successful completion of a didactic task is associated with the game result.

The place and role of gaming technology in the educational process, the combination of game and learning elements largely depend on the teacher’s understanding of the functions and classification of pedagogical games.

First of all, you should separate the games by type of activity on physical (motor), intellectual (mental), labor, social and psychological.

By the nature of the pedagogical process The following groups of games are distinguished:

a) teaching, training, controlling and generalizing;

b) cognitive, educational, developmental;

c) reproductive, productive, creative;

d) communicative, diagnostic, career guidance, psychotechnical, etc.

The typology of pedagogical games is extensive by the nature of the gaming technique. We will indicate only the most important types used: subject, plot, role-playing, business, simulation and dramatization games. Games in all school disciplines are distinguished by subject area.

And finally, the specifics of gaming technology are largely determined by the gaming environment: there are games with and without objects, tabletop, indoor, outdoor, on-site, computer and with TSO, as well as with various means of transportation.

Classification parameters of gaming technologies

By level of application: all levels. On a philosophical basis: adaptable. According to the main development factor: psychogenic.

According to the concept of learning experience: associative-reflex + gestalt + suggestion.

By orientation to personal structures: ZUN + COURT + SUM + SEN +

SDP

By the nature of the content: all types + penetrating.

By type of control: all types - from a consultation system to a software one.

By organizational form: all forms.

On approach to the child: free education.

According to the prevailing method: developing, exploratory, creative.

In the direction of modernization: activation.

Spectrum of goal orientations

Didactic: broadening horizons, cognitive activity; application of ZUN in practical activities; formation of certain skills and abilities necessary in practical activities; development of general educational skills; development of labor skills.

Educating: nurturing independence, will; the formation of certain approaches, positions, moral, aesthetic and ideological attitudes; fostering cooperation, collectivism, sociability, and communication.

Developmental: development of attention, memory, speech, thinking, skills to compare, contrast, find analogies, imagination, fantasy, creativity, empathy, reflection, ability to find optimal solutions; development of motivation for educational activities.

Socializing: familiarization with the norms and values ​​of society; adaptation to environmental conditions; stress control, self-regulation; communication training; psychotherapy.

Conceptual foundations of gaming technologies

The psychological mechanisms of gaming activity are based on the fundamental needs of the individual for self-expression, self-affirmation, self-determination, self-regulation, and self-realization.

Game is a form of psychogenic behavior, i.e. internal, immanent of the personality (D.N. Uznadze).

Game is a space for a child’s “internal socialization”, a means of assimilating social attitudes (L.S. Vygotsky).

Game is the freedom of the individual in the imagination, “the illusory realization of unrealized interests” (A.N. Leontyev).

The ability to engage in a game is not related to a person’s age, but at each age the game has its own characteristics.

In the age periodization of children (D.B. Elkonin), a special role is assigned to leading activities, which have their own content for each age. In each leading activity, corresponding mental new formations arise and are formed. Play is the leading activity for preschool age.

Features of gaming technologies

All age periods following preschool with their leading types of activities (primary school age - educational activities, middle school age - socially useful, senior school age - educational and professional activities) do not displace play, but continue to include it in the process

Gaming technologies in the preschool period

The child masters role play by the third year of life, becomes familiar with human relationships, begins to distinguish between the external and internal aspects of phenomena, discovers the presence of experiences and begins to navigate them.

The child develops imagination and the symbolic function of consciousness, which allow him to transfer the properties of some things to others, orientation in his own feelings arises and skills of their cultural expression are formed, which allows the child to be involved in collective activities and communication.

As a result of mastering play activities in the preschool period, readiness for socially significant and socially valued learning activities is formed.

Technology of educational games B.P. Nikitin

The game activity program consists of a set educational games, which, with all their diversity, proceed from a common idea and have characteristic features.

Each game is set of tasks which the child solves with the help of cubes, bricks, squares made of cardboard or plastic, parts from a mechanical designer, etc. In his books, Nikitin offers educational games with cubes, patterns, Montessori frames and inserts, unicube, plans and maps, squares, “Guess” sets, hundred tables, “dots”, “clocks”, thermometer, bricks, cubes, constructors . Children play with balls, ropes, rubber bands, pebbles, nuts, corks, buttons, sticks, etc. and so on. Subject-based educational games are the basis of construction, labor and technical games, and they are directly related to intelligence.

Tasks are given to the child in various forms: in the form of a model, a flat isometric drawing, a drawing, written or oral instructions, etc., and thus familiarize him with with different ways of transmitting information.

The tasks are very wide range of difficulties: from those that are sometimes accessible to a two or three year old child to those that are beyond the reach of the average adult. Therefore, games can excite interest for many years (until adulthood). A gradual increase in the difficulty of tasks in games allows the child go ahead and improve on one's own, those. develop their Creative skills, in contrast to education, where everything is explained and where, basically, only the performing traits in the child are formed.

The solution of the problem appears before the child not in the abstract form of the answer to a mathematical problem, but in the form of a drawing, pattern or structure made of cubes, bricks, construction set parts, i.e. as visible and tangible of things. This allows you to visually compare the “task” with the “solution” and check the accuracy of the task yourself.

In educational games - this is their main feature - it was possible combine one of the basic principles of learning from simple to complex With a very important principle of creative activity independently according to ability, When can a child get up? up to the ceiling your capabilities. This union allowed the game to solve several problems related to the development of creative abilities:

Educational games can provide “writing” to develop creativity with the earliest age;

Their stepping stone tasks always create conditions leading development of abilities;

Rising every time independently up to your “ceiling”, the child develops most successfully;

Educational games can be very varied in content and, besides, like any games, they do not tolerate coercion and create an atmosphere free and joyful creativity.

Gaming technologies in primary school age

Primary school age is characterized by brightness and spontaneity of perception, ease of entering into images. Children are easily involved in any activity, especially play, they independently organize themselves into group play, continue playing with objects and toys, and non-imitation games appear.

In the game model of the educational process, the creation of a problem situation occurs through the introduction of a game situation: the problem situation is experienced by the participants in its game embodiment, the basis of the activity is game modeling, and part of the students’ activities takes place in a conditional game plan.

The guys act according to game rules (so, in the case of role-playing games, according to the logic of the role being played, in simulation-modeling games, along with the role-playing position, the “rules” of the simulated reality apply). The gaming environment also transforms the position of the teacher, who balances between the role of organizer, assistant and accomplice of the overall action.

The results of the game appear in double plan - both as a game and as an educational and cognitive result. The didactic function of the game is realized through a discussion of the game action, analysis of the relationship of the game situation as a modeling one, its relationship with reality. The most important role in this model belongs to the final retrospective discussion, in which students jointly analyze the course and results of the game, the relationship between the game (simulation) model and reality, as well as the course of educational and game interaction. The arsenal of elementary school pedagogy contains games that help enrich and consolidate children’s everyday vocabulary and coherent speech; games aimed at developing numerical concepts, learning to count, and games that develop memory, attention, observation, and strengthen the will.

The effectiveness of didactic games depends, firstly, on their systematic use, and secondly, on the purposefulness of the game program in combination with conventional didactic exercises.

Gaming technology is constructed as a holistic education, covering a certain part of the educational process and united by a common content of plot and character. It includes sequential games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them; groups of games to generalize objects according to certain characteristics; groups of games, during which primary schoolchildren develop the ability to distinguish real from unreal phenomena; groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic hearing, ingenuity, etc. At the same time, the game plot develops in parallel with the main content of training, helps to intensify the learning process, and master a number of educational elements. Composition of gaming technologies from individual games and elements is the concern of every primary school teacher.

In domestic pedagogy there are a number of such gaming technologies (“Samych himself” by V.V. Repkin, “Moomins” by Tomsk authors, characters from “The Wizard of the Emerald City”, “The Adventures of Pinocchio”, etc.) built into the main content of education .

Methods of teaching music theory to children by V.V. Kiryushin.

This technique is based on the correspondence to each musical concept of an animated character (octave - giraffe, third - sister, dissonance - evil wizard, etc.). All heroes experience various adventures in which their essential characteristics and qualities are revealed. Together with the heroes, children from the age of three quietly learn the most complex musical concepts and skills, the concepts of rhythm, tonality, and the beginning of harmony.

Gaming technologies in middle and high school age

In adolescence, there is an intensification of the need to create one’s own world, in the desire for adulthood, rapid development of imagination, fantasy, and the emergence of spontaneous group games.

Features of the game at high school age are a focus on self-affirmation in front of society, a humorous coloring, a desire for practical jokes, and a focus on speech activity.

Business games

A business game is used to solve complex problems of learning new things, consolidating material, developing creative abilities, developing general educational skills, and allows students to understand and study educational material from different perspectives.

Various modifications of business games are used in the educational process: simulation, operational, role-playing games, business theater, psycho and sociodrama.

Analysis, discussion and evaluation phase game results. Expert presentations, exchange of opinions, students defending their decisions and conclusions. In conclusion, the teacher states the results achieved, notes mistakes, and formulates the final outcome of the lesson. Attention is drawn to comparing the simulation used with the corresponding area of ​​a real person, establishing a connection between the game and the content of the educational subject.

Literature

1. Azarov Yu.P. Play and work. - M., 1973.

2. Azarov Yu.P. The art of education. -M., 1979.

3. Anikeeva N.P. Education through play. - M., 1987.

4. Baev IM. We play in Russian lessons. - M., 1989.

5. Bern E. Games People Play. - M., 1988.

6. Gazman O.S. and etc. To school - with a game. - M., 1991.

7. Dobrinskaya E.I., Sokolov E.V. Free time and personal development. - L., 1983.

8. Zhuravlev A.P. Language games on the computer. - M., 1988.

9. Zanko S.F. and etc. Play and study. - M., 1992.

10. Games - education, training, leisure... / Ed. V.V. Petrusinsky. - M., 1994.

11. Kovalenko V.G. Didactic games in mathematics lessons. - M., 1990.

12. Carroll L. Logic game. - M., 1991.

13. Makarenko A.S. Some conclusions from teaching experience. Op. that. - M., 1958.

14. Minkin E.M. From play to knowledge. - M., 1983.

15. Nikitin B.P. Steps to creativity, or educational games. - M., 1990.

16. Pidkasisty P.I., Khaidarov Zh.S. Game technology in training and development. - M.: RPA, 1996.

17. Samukina N.V. Organizational and educational games in education. - M.: Public Education, 1996.

18. Spivakoasky A.S. The game is serious. - M., 1981.

19. Stronin M.F. Educational games for English lessons. - M, 1981.

20. Pleasure is in the game. - M.

21. Huizinga I. In the shadow of tomorrow. - M., 1992.

22. Shmakov S.A. Students' games are a cultural phenomenon. - M., 1994.

23. Shmakov S.A. Culture - leisure - child. - M., 1994.

24. Elkonin D.B. Psychology of the game. - M., 1979.

25. Yanovskaya M.G. Creative play in educating primary schoolchildren. - M., 1974.

Olga Sorokina
Game technology as a means of developing cognitive interest in preschool children

Gaming technology

How means of cognitive development

interest among preschool children(slide 1)

Modern technologies

Technology- This is a tool for the professional activity of a teacher. (slide 2)

The essence of pedagogical technology is that it has a pronounced phasing (step-by-step, includes a set of certain professional actions at each stage, allowing the teacher, even in the design process, to foresee the intermediate and final results of his own professional and pedagogical activities. (5)

I use it at work technologies:

Name

technologies Result of use technologies

Health saving The result of the implementation of this technologies there was a positive trend in health children. Development physical qualities increased by 4.5%, in the motor-emotional sphere the high level increased by 12% 9. Children get sick less, become stronger

Pedagogical technology developing games The child became familiar with various ways of receiving and transmitting information. Are developing creativity, imagination children.

Use of ICT Allows integrate audiovisual information presented in various forms (video, animation, slides, music, activates attention children thanks to the possibility of demonstrating phenomena and objects in dynamics.

Gaming technology

Human culture arose and

unfolds in the game, how is game.

J. Huizinga

Concept « gaming pedagogical technologies» includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. Gaming technology is built as a holistic education, covering a certain part of the educational process and united by common content, plot, character. It includes sequential games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them; groups of games to generalize objects according to certain characteristics; groups of games, during which primary schoolchildren develops the ability to distinguish real from unreal phenomena; groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic awareness, ingenuity, etc. At the same time the game plot develops parallel to the main content of training, it helps to intensify the educational process and master a number of educational elements. (4)

Gaming technologies solve a number of problems:

Didactic (broadening horizons, cognitive activity; formation of certain skills and abilities necessary in practical activities, etc.);

- developing(development of attention, memory, speech, thinking, imagination, fantasy, creative ideas, skills to establish patterns, find optimal solutions, etc.);

Educational (cultivation of independence, will, formation of moral, aesthetic and ideological positions, education of cooperation, collectivism, sociability, etc.);

Socializing (familiarization with the norms and values ​​of society; adaptation to conditions environment, etc..) (slide 3)

A game is a form of activity in conditional situations aimed at recreating and assimilating social experience in which self-government behavior develops and improves. (3) (slide 4)

Play is the leading activity of a child. In the game he develops as a person, he develops those aspects of his psyche on which the success of his social practice will subsequently depend. The game is a testing ground for social testing children, i.e. those tests that children choose for self-test and during which they master ways to solve problems of interpersonal relationships that arise during the game. The game creates the basis for a new leading activity - educational. Therefore, my most important task is to organize a special space in the group for activation, expansion and enrichment play activity of a preschooler.

Play, along with work and learning, is one of the main activities of a child. (2)

Game Features: (slide 4)

- entertaining - to entertain, to please, to inspire, to awaken interest;

- communicative: mastering the dialectics of communication;

Self-realization in the game;

- play therapy: overcoming various difficulties that arise in other types of life;

- diagnostic: identifying deviations from normative behavior, self-knowledge during the game;

- correctional: making positive changes to the structure of personal indicators;

- socialization: inclusion in the system of social relations, assimilation of the norms of human society.

Children's games are a heterogeneous phenomenon. Games are varied in their content and degree of independence children, forms of organization, game material.

Games are divided by type activities: (slide 5)

To physical (motor)

intellectual(mental)

Labor

Social

Psychological.

Games with rules:

1. Outdoor games:

By degree of mobility (small, average, high mobility)

According to the prevailing movements (games with jumping, running, etc.)

By subject (with a ball, ribbons, hoops, flags, cubes, etc.)

2. Educational games:

Based on didactic material (games with objects and toys, board-printed, verbal)

Based on the nature of the pedagogical process, the following groups are distinguished: games: (slide 6)

* teaching, training, controlling and generalizing;

* educational, educational, developing;

* reproductive, productive, creative;

* communicative, diagnostic, career guidance, psychotechnical, etc..

The nature gaming techniques:

Subject

Plot

Role-playing

Business develop children's imagination based on acquired knowledge, they are taught to reason, prove, and compare.

Imitation

Dramatization Games

Mind games(these include riddles, charades, metagrams, anagrams, logoriths, riddle stories)

Specifics gaming technology is determined by the gaming environment:

There are games with and without objects

Tabletop

Indoor

Street

Computer and ICT

With different means of transportation.

The only language that is easy for children is the language of GAME. It is the game that allows me to correct emerging age problems and difficulties in relationships. Without play, a child’s life is impossible!

I use gaming technologies widely, since play is the leading activity during this period. Role-playing game By the third year of life, the child masters it, becomes familiar with human relationships, begins to distinguish between the external and internal aspects of phenomena, discovers the presence of experiences and begins to navigate them.

The child’s imagination and symbolic function of consciousness are formed, which allow him to transfer the properties of some things to others, orientation in his own feelings arises and skills of their cultural expression are formed, which allows the child to be involved in collective activities and communication. For children characterized by brightness and immediacy of perception, ease of getting into characters. Children are easily involved in any activity, especially gaming, independently organize themselves into group games, continue playing with objects and toys.

Role-playing game is one of the creative games. In role-playing games, children take on certain functions of adults and in specially created gaming, imaginary conditions are reproduced (or model) activities of adults and relationships between them. In such a game the most intensively All mental qualities and personality traits of the child are formed. (slide 7)

Independence children in a role-playing game is one of its characteristic features. Children themselves determine the theme of the game, determine its lines development, decide how they will reveal the roles, where unfold the game. Uniting in a role-playing game, children choose partners of their own free will and establish game rules, monitor implementation, regulate relationships. But the most important thing in the game is the child embodying his ideas, his attitude towards the event that he is acting out.

The main component of a role-playing game is the plot, which is the child’s reflection of certain actions, events, relationships from the life and activities of others. At the same time, his game actions(cooks dinner, turns the steering wheel of a car, etc.)- one of the main means of plot implementation.

Game plots are varied: (slide 8)

* Household (family games, kindergarten)

* Production, reflecting the professional work of people (hospital, store, hairdresser)

*Public (Birthday, library, school, flight to the moon)

Directing play is a type of creative play. It is close to the role-playing game, but differs from it in that the characters in it are not other people (adults or peers, and toys depicting various characters). The child himself gives roles to these toys, as if animating them, speaks for them in different voices and acts for them. Dolls, toy bears, bunnies or soldiers become the protagonists of the child’s play, and he himself acts as a director, managing and directing the actions of his children. "actors", that's why this game was called director's. (slide 9)

The very name of the director's game indicates its similarity with the activities of the director of a play or film. The child himself creates the plot of the game, its script. In acting as a director, speech is the main component. In role-playing director games, the child uses expressive speech facilities to create an image for everyone character: intonation, volume, tempo, rhythm of utterance, logical stress, emotional coloring, onomatopoeia change.

In a child's life, director's play occurs earlier than plot-role play. The peculiarity of the director's game is that the partners (substitute toys)– inanimate objects and do not have their own desires, interests, claims. The child learns to manage his own strength. The most important conditions for development director's games - creating individual space for children, providing space and time for play. Usually the child looks for a corner to play, protected from the eyes of observers (children and adults) . At home, children love to play under the table, in the bedroom, with chairs and armchairs around them.

Selection gaming material for director's games - a necessary condition for their development. (In our group we have a collection of Kinder surprises, children love to play with them)

In theatrical games (dramatization games) The actors are the children themselves, who take on the roles of literary or fairy-tale characters. Children do not invent the script and plot of such a game themselves, but borrow it from fairy tales, stories, films or plays. The task of such a game is to, without deviating from the well-known plot, reproduce the role of the character assumed as accurately as possible. The heroes of literary works become characters, and their adventures, life events, and changes by children’s imagination become the plot of the game. (slide 10,11)

The peculiarity of theatrical games is that they have a ready-made plot, which means the child’s activity is largely predetermined by the text of the work. Theatrical play is a rich field for creativity children. In a theatrical play, the image of the hero, his main features, actions, and experiences are determined by the content of the work. The child's creativity is manifested in the truthful portrayal of the character. To implement it, the child must understand what the character is like, why he acts this way, and imagine his state and feelings. To play a role, a child must have a variety of visual skills. means(facial expressions, body movements, gestures, expressive and intonation speech).

There are many varieties of theatrical games, differing in artistic design, the specifics of children's theatrical activities: (slide 12)

* Performance - children, like actors, each perform their own role.

* Tabletop theater with three-dimensional or flat figures.

* Flannelograph (displaying fairy tales, stories on the screen)

* Shadow theater

* Theater – bibabo (on the screen)

* Puppet Theater (they are led around the stage, pulling from above the threads attached to the slats)

* Homemade toys (from waste material, knitted, sewn, etc.)

My main goal is to awaken the child’s imagination, to create conditions for the children themselves to show as much ingenuity and creativity as possible.

Outdoor games are varied in content, educational tasks, and design. They help clarify and expand ideas children about the world around them, systematize knowledge, develop thought processes. The child’s actions and his relationships with other participants in the game are regulated here by rules that must be followed by everyone. Typical examples of outdoor games with rules are the well-known hide and seek, tag, hopscotch, etc. (slide 13)

Printed board games, which are now widespread, are also games with rules. All these games are usually competitive character: Unlike role-playing games, there are winners and losers. The main task of such games is to strictly follow the rules, so they require a high degree of voluntary behavior and, in turn, shape it. (slide 14)

Types of desktop-printed games: (slide 15)

Labyrinth

Cutting pictures, puzzles

Particular mention should be made of didactic games, which are created and organized by me and are aimed at developing certain qualities of the child. I use these games in a group as means training and education preschoolers. (slide 16,17)

What attracts a child to a game is not the educational task inherent in it, but the opportunity to be active and perform game actions, achieve results, win. However, if a participant in the game does not master the knowledge and mental operations that are determined by the learning task, he will not be able to successfully perform game actions, to achieve result.

Didactic games with objects are very diverse in gaming materials, content, organization of the event. As a didactic material I use:

Toys,

Real objects (household items, tools, works of decorative and applied art, etc.)

Objects of nature (vegetables, fruits, pine cones, leaves, seeds)

Games with objects make it possible to solve various educational problems. tasks:

Expand and refine knowledge children

Develop mental operations (analysis, synthesis, comparison, distinction, generalization, classification)

Improve speech

Develop all mental processes

Types of didactic games

Didactic games vary in educational content, cognitive activity of children, gaming actions and rules, organization and relationships children, in the role of a teacher.

IN preschool In pedagogy, all didactic games can be divided into 3 main ones kind: games with objects, board-printed and word games.

Games with objects: for them it is necessary to select items that differ in properties: color, shape, size, purpose, use, etc.

Printed board games are a very exciting activity for children. Most often, didactic games with paired pictures, cut pictures and cubes are used. Moreover, for middle aged children must show one or more items: toys, trees, clothes or dishes. Children can independently differentiate their distinctive signs: size, color, shape, purpose. For working with cut pictures for seniors preschoolers You can offer to independently put together a whole picture from its parts without first examining the whole image.

Word games are built on a combination of words and actions of the players. In such games it is required to use previously acquired knowledge in new connections, in new circumstances. Therefore, in the younger and average groups, word games are aimed mainly at more developed speech, education of correct sound pronunciation, clarification, consolidation and activation of the dictionary, development correct orientation in space, the formation of dialogic and monologue speech.

I use didactic games in classes and in independent activities. children. Being effective teaching tool, they can be an integral part of the lesson. (1)

Communication preschooler with peers occurs mainly in the process of playing together. While playing together, children begin to take into account the desires and actions of the other child, learn to defend their point of view, build and implement joint plans, so that the game has a great influence on development of children's communication during this period.

The great importance of the game for development of all mental processes and the personality of the child as a whole gives reason to believe that it is this activity that plays the leading role in preschool age.

I have created a card index according to gaming technologies: outdoor games, didactic games, role-playing games. (slide 18, 19, 20)

Literature:

1. Dybina O. V. Game technologies for introducing preschoolers to the objective world. Practice-oriented monograph - M.: Pedagogical Society of Russia, 2008. - 128 p.

2. Ermolaeva M. G. Game in educational process: Methodological manual / M. G. Ermolaeva. – 2nd ed., add. – St. Petersburg: St. Petersburg APPO, 2005. – 112 p.

3. Caillois R. What is a game. // Courier "UNESCO", 1980. - No. 2, p. 67

4. Pidkasisty P.I., Khaidarov Zh.S. Game technology in training and development: tutorial. – M. 6 MPU, Ross. ped. agency. 1996. – 269 p.

5. Selevko G.K. Modern educational technologies: Tutorial. – M.: Public Education, 1998. – 256 p.

Gaming technologies are an integral part of pedagogical technologies, one of the unique forms of education, which makes it possible to make interesting and exciting not only the work of students at the creative and exploratory level, but also on weekdays during the study of academic subjects.

Game learning differs from other pedagogical technologies in that the game:

  1. A well-known, familiar and favorite form of activity for a person of any age.
  2. One of the most effective means of activation, involving participants in gaming activities due to the meaningful nature of the gaming situation itself, and capable of causing high emotional and physical stress in them. The game makes it much easier to overcome difficulties, obstacles, and psychological barriers.
  3. Motivational by nature. In relation to cognitive activity, it requires and evokes in the participants initiative, perseverance, creativity, imagination, and aspiration.
  4. Allows you to resolve issues of transferring knowledge, skills, and abilities; to achieve deep personal awareness by participants of the laws of nature and society; allows you to have an educational impact on them; allows you to captivate, convince, and in some cases, heal.
  5. It is multifunctional, its influence on a person cannot be limited to any one aspect, but all its possible impacts are updated simultaneously.
  6. A predominantly collective, group form of activity, which is based on a competitive aspect. However, not only a person, but also circumstances, and himself (overcoming himself, his result) can act as a rival.
  7. It neutralizes the significance of the final result. In gaming activities, a participant can be given different types of “prizes”: material, moral (encouragement, certificate, wide announcement of the result), psychological (self-affirmation, confirmation of self-esteem) and others. Moreover, during group activities, the result is perceived by him through the prism of general success, identifying the success of the group or team as his own.
  8. In the learning process, it is distinguished by the presence of a clearly defined situational goal and a corresponding pedagogical emotional-business (that is, not formally indifferent) result (based on Wikipedia materials).

Most games have four main features (according to S.A. Shmakov):

  • free developmental activity, undertaken only at the request of the child, for the sake of pleasure from the process of activity itself, and not just from the result (procedural pleasure);
  • creative, to a large extent improvisational, Very active character this activity (“field of creativity”);
  • emotional elation of activity, rivalry, competitiveness, competition, etc. (“emotional stress”);
  • Availability direct or indirect rules, reflecting the content of the game, the logical and temporal sequence of its development.

To the structure games as activities fits organically goal setting, planning, goal realization, and analysis of results, in which the individual fully realizes himself as a subject. The motivation of gaming activity is ensured by its voluntariness, opportunities for choice and elements of competition, satisfying the need for self-affirmation and self-realization.

To the structure games as a process includes:

  • roles taken on by those playing;
  • game actions as a means of realizing these roles;
  • playful use of objects, i.e. replacement of real things with game, conditional ones;
  • real relationships between the players;
  • plot (content) - an area of ​​reality that is conventionally reproduced in the game.

The value of the game cannot be exhausted and assessed by its entertainment and recreational capabilities. This is its phenomenon that, being entertainment and relaxation, it can develop into learning, creativity, therapy, a model of the type of human relationships and manifestations in work, in education. Play is a child’s life laboratory, the core of the “reasonable school” of childhood. People have used games as a method of teaching and upbringing, transferring the experience of older generations to younger ones since ancient times. The game is widely used in folk pedagogy, in preschool and out-of-school institutions. In a modern school, which aims to activate and intensify the educational process, gaming activities are used in the following cases:

  • as an independent technology for mastering a concept, topic, and even a section of an academic subject;
  • as an element (sometimes quite significant) of a broader technology;
  • as a technology for a lesson (lesson) or its fragment (introduction, explanation, reinforcement, exercise, control);
  • as a technology for extracurricular activities (games such as “Zarnitsa”, “Eaglet”, KTD, etc.).

Concept "game pedagogical technologies" includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. Unlike games in general A pedagogical game has an essential feature - a clearly defined educational goal and corresponding pedagogical results, which can be justified, identified explicitly and characterized by an educational and cognitive orientation. The game form of classes is created in lessons with the help of game techniques and situations that act as a means of inducing and stimulating students to learn.

The implementation of game techniques and situations during the lesson form of classes occurs in the following main areas:

  • a didactic goal is set for students in the form of a game task;
  • educational activities are subject to the rules of the game;
  • educational material is used as a means of play,
  • an element of competition is introduced into educational activities, which transforms a didactic task into a game one;
  • successful completion of a didactic task is associated with the game result.

The place and role of gaming technology in the educational process, the combination of game and learning elements largely depend on the teacher’s understanding functions and classification of pedagogical games.


In modern pedagogy, game-based pedagogical technologies occupy one of the leading places. Directions such as education And gamification. Education is a pedagogical innovation, considered as a set of modern technical and didactic teaching aids, which is based on the concept of learning through entertainment. And an essential feature of gamification is the use of approaches characteristic of computer games in education in order to increase students’ involvement in the learning process.

The article was written based on materials: Selevko G.K. Encyclopedia of educational technologies. In 2 vols.-M: Research Institute of School Technologies, 2006.

Gaming technologies as a means of developing the cognitive interests of children of primary school age.

L.S. Vygotsky imagined play as a space for the child’s “internal socialization” and a means of assimilating social attitudes. According to D.N. Uznadze, the game is a form of psychogenic behavior, ᴛ.ᴇ. intrinsic, immanent to the individual. V.S. Kukushin believes that a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-government of behavior is formed and improved. B.P. Nikitin: a game is a set of problems that a child solves with the help of cubes, bricks, squares made of cardboard, plastic. Technology of educational games B.P. Nikitin is interesting in that the program of gaming activities consists of a set of educational games, which, with all their diversity, are based on a general idea and have characteristic features.

Game technology is the process of implementing a game. The structure of gaming technology as an activity includes goal setting, planning, goal implementation, as well as analysis of the results in which the individual fully realizes himself as a subject. The structure of gaming technology as a process includes:

a) roles taken on by those playing;

b) game actions as a means of realizing these roles;

c) playful use of objects, ᴛ.ᴇ. replacement of real things with game, conditional ones;

d) real relationships between the players;

The value of gaming technology cannot be exhausted and assessed by entertainment and recreational opportunities. This is the essence of its phenomenon: being entertainment and relaxation, it can develop into learning, creativity, therapy, a model of the type of human relationships and manifestations in work and education.

In a modern school that relies on the activation and intensification of the educational process, gaming technology is used in the following cases:

As independent technologies for mastering a concept, topic, or even a section of an academic subject;

As elements (sometimes quite significant) of a larger technology;

As a technology for a lesson or its fragment (introduction, explanation, reinforcement, exercise, control);

As a technology for extracurricular activities (games like “Zarnitsa”, etc.).

The concept of “game technologies” includes a fairly broad group of techniques for organizing the pedagogical process in the form of various didactic games.
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Students' activities should be based on the creative use of games and play activities in the educational process with younger students, which best meets the age needs of this category of students.

General conditions for using the game in the process of teaching primary schoolchildren:

a) it is extremely important to evaluate the daily use of the game according to double criteria; according to the immediate effect and in accordance with the prospects for the development of cognitive interests;

b) understanding the game as a form of organizing collective, teacher-led, educational activities;

c) it is extremely important to ensure the direct educational effect of the game, that is, a cognitive orientation aimed at mastering the methods of educational actions;

d) creating a positive emotional mood that helps to induce in the child a state of creative search and initiative during the game.

The game form of classes is created in lessons with the help of game techniques and situations that act as a means of inducing and stimulating students to learn.

The implementation of game techniques and situations during the lesson form of classes occurs in the following main areas:

The didactic goal is set for students in the form of a game task;

Educational activities are subject to the rules of the game;

Educational material is used as its means, an element of competition is introduced into educational activities, which transforms the didactic task into a game one;

Successful completion of a didactic task is associated with the game result.

When using gaming technologies in the classroom, it is extremely important to comply with the following conditions:

1) compliance of the game with the educational goals of the lesson;

2) accessibility for students of a given age;

3) moderation in the use of games in the classroom.

We can distinguish the following types of lessons using gaming technologies:

1) role-playing games in class;

2) game organization of the educational process using game tasks (lesson - competition, lesson - competition, lesson - travel, lesson - KVN);

3) game-based organization of the educational process using tasks that are usually offered in a traditional lesson (find a spelling, perform one of the types of analysis, etc.);

4) use of the game at a certain stage of the lesson (beginning, middle, end; acquaintance with new material, consolidation of knowledge, skills, repetition and systematization of what has been learned);

5) various types of extracurricular work in the Russian language (linguistic KVN, excursions, evenings, olympiads, etc.), which can be carried out between students of different classes of the same parallel.

Gaming technologies occupy an important place in the educational process, as they not only contribute to the development of cognitive interests and the activation of students’ activities, but also perform a number of other functions:

1) a game properly organized taking into account the specifics of the material trains memory, helps students develop speech skills;

2) the game stimulates the mental activity of students, develops attention and cognitive interest in the subject;

3) the game is one of the methods for overcoming the passivity of students.

Moreover, classes imbued with game elements, competitions containing game situations significantly contribute to the development of the cognitive interests of younger schoolchildren. During the game, the student is a full participant in cognitive activity; he independently sets tasks for himself and solves them. It is worth saying that for him the game is not a carefree and easy pastime: the player gives it maximum energy, intelligence, endurance, and independence. Knowledge of the surrounding world in the game takes on forms that are unlike conventional learning: here there is fantasy, an independent search for answers, a new look at known facts and phenomena, replenishment and expansion of knowledge and skills, establishing connections, similarities and differences between individual events. But the most important thing - not out of extreme importance, not under pressure, but at the request of the students themselves, during games, the material is repeated many times in its various combinations and forms.

Gaming technologies as a means of developing the cognitive interests of children of primary school age. - concept and types. Classification and features of the category "Game technologies as a means of developing the cognitive interests of children of primary school age." 2017, 2018.

Human culture arose and
unfolds in the game, like a game”
J. Huizing

Game - are you smart?

ESHCHUL EVD A, OSHOROKH AVOLOG ANDO.
  • Game is a form of psychogenic behavior, i.e. intrinsic, immanent to the personality ( D.N.Uznadze).
  • Game is a space for a child’s “internal socialization”, a means of assimilating social attitudes ( L.S.Vygotsky).
  • Game is the freedom of the individual in the imagination, “the illusory realization of unrealized interests” ( A.N. Leontiev).
  • The ability to engage in a game is not related to a person’s age, but at each age the game has its own characteristics.

Since ancient times, play has been used as a means of teaching children. However, for modern education there remains the idea of ​​learning as hard, compulsory work. It should not be entertaining, so you should play at your leisure, in your free time from studying. At the same time, the changes taking place in recent decades, associated with an increase in the flow of information, the expansion of the dialogue of cultures, require appropriate knowledge and the acquisition of skills to navigate the growing volume of information. There is a need for pedagogical technologies that teach the ability not only to perceive and remember information, but also the ability to creatively process it, see problems and solve them.

  • The problem of play as a cultural phenomenon, dialogue of cultures in the process of socialization of the individual, free education, the importance of play in intellectual and aesthetic education (J. J. Rousseau, I. Kant, F. Schiller, J. Huizinga, J. Mead, K. Burke , I. Goffman, H. Dunken, V. S. Bibler).
  • Psychological concepts of personality development, including in play activities and communication, developed by foreign authors (V. Stern, K. Levin, S. Sliozberg, J. Piaget, E. Bern).
  • The position of humanistic psychology on the self-actualization of the individual (A. Maslow).
  • facilitating learning (K. Rogers).
  • Justification of the progenerative role of education in personality development, the doctrine of zones of actual and proximal development, studied by domestic authors (L.S. Vygotsky, S.L. Rubinstein, A.N. Leontiev, D.B. Elkonin, V.V. Davydov, Sh.A.Amonashvili).
  • Didactic issues of innovative technologies, considered by V.P. Bespalko.
  • The classification and main characteristics of educational games, the principles of modeling and organization of educational games, are described by O.S. Gazman, M.V. Clarin, G.K. Selevko.
  • The concept of the game as a cultural phenomenon of students and their gaming behavior in the team of S.A. Shmakov.
  • Classifications of educational games in history by G.A. Kulagina, M.V. Korotkova, L.P. Borzova.

A game is a type of activity in situations aimed at recreating and assimilating social experience in which self-control of behavior is developed and improved.

The relevance of games in educational cognition is currently increasing, on the one hand, due to the availability of various sources of knowledge, the increase in the volume of various information supplied by television, video, the Internet, and also, secondly, the increasingly large-scale use of gaming technologies by the media .

Each weekly television program offers a wide variety of games (up to ten to fifteen types). Thus, the student is involuntarily drawn into the game action, passively absorbing the information offered.

According to sociologists, the greatest interest among television programs for the majority of Russians (59%) is news. This is followed by a significant margin by feature films (40%), entertainment programs (34%), television series (25%), sports programs (20%), game shows and talk shows (19 each), nature programs and documentaries ( 17% each).

An important task of education is to develop students’ interest in independently selecting information and its active use. This is achievable by participating in didactic games, which provide an opportunity to demonstrate one’s abilities in practice, demonstrate knowledge and skills.

A pedagogical game, unlike games in general, has essential features - a clearly defined purpose training and corresponding pedagogical result, which can be justified and presented in its pure form.

In human practice, gaming activities perform the following Features:

Entertaining - the main function of the game is the student’s pleasure from the process of activity itself;

Communicative - the game allows the student to enter the real context of complex human relationships;

Self-realization - the game allows, on the one hand, to build and test a project for relieving specific life difficulties in the student’s practice, on the other hand, to identify the shortcomings of experience;

Therapeutic - the game is used as a means of overcoming various difficulties that a student encounters in communication and learning;

Diagnostic - the game allows the teacher to diagnose various manifestations of students, such as: intellectual, creative, emotional;

Corrections – with the help of the game you can make positive changes and additions to the structure of the student’s personal indicators;

Interethnic communication - the game allows the child to assimilate universal human values ​​and the culture of representatives of different nationalities;

Socialization - with the help of the game, the student is included in the system of social relations, he assimilates the wealth of culture.

Gaming technologies have the potential to overcome the one-sidedness of intellectual development, the use by modern schools of only verbal means of communication, and rational teaching methods.

The transition to multi-age education required a search for pedagogical technologies that would be aimed at communication, mutual assistance, and joint decision-making.

The use of gaming technologies in educational learning stimulates the development of all spheres of students’ personality – motivational, intellectual, emotional-volitional, communicative, activity-based, moral. The solution to this problem is realistic when using gaming technologies in teaching and education.

One of the priorities of the modern education system is the achievement of a new educational result - formation of key competencies of students:

Competence – application of acquired knowledge in practice)

  • The ability (ability) to mobilize acquired knowledge and experience in a given situation;
  • The ability to act effectively outside of situations and topics studied in the educational process;
  • The ability to act independently, bear personal responsibility, and take a reflective position.

What competencies are formed in students during gaming activities?

GAME – Match
During the game you need... Competence
Analyze the situation and identify the problem Social
Complete the task according to the instructions Communicative
Extract information from various sources Information
Structure existing information Readiness for self-education
Be able to present and defend your point of view Technological
Use other people's resources Willingness to make informed choices

What competence did completing this table contribute to the development of?

The game, as if compressing time, brings time together, brings together events that are far apart in practice, and thereby clearly demonstrates to participants the possibilities of long-term strategies and their impact on the effectiveness of activities. In addition, the game ensures maximum emotional involvement of participants in events, allowing the opportunity to return the move and try a different strategy, and creates optimal conditions for the development of foresight, flexibility of thinking and determination. It teaches collective action, making both independent and coordinated decisions, increases the ability to lead and obey, stimulates practical skills, develops imagination and intuition.

The game form of classes is created in lessons with the help of game techniques and situations that act as a means of inducing and stimulating students to learn.

The implementation of game techniques and situations during lesson activities is carried out through:

  • the didactic goal is set in the form game task;
  • educational activities are subject to rules of the game;
  • educational material is used as facilities;
  • the didactic task is translated into a game task due to element of competition;
  • successful completion of tasks is associated with game result.

Classification of gaming technologies:
– active learning methods according to M. Novik)
– classification of pedagogical games according to G.K.Selevko)

The most common games in teaching practice are:

  • business;
  • organizational and activity;
  • role-playing;
  • innovative games;
  • didactic.

A business game (BI) is a form of recreating the substantive and social content of a specialist’s future professional activity, modeling such systems of relationships that are characteristic of this activity. (Games “President Wanted.”)

Organizational activity games (OAGs), as a special form of organization and a method of stimulating collective mental activity aimed at solving problems, arose in the 80s and became widespread both in the field of solving creative problems and in intelligent control systems.
In the “classical” version, ODI is used as a tool for collective search for optimal solutions to complex technical, organizational, and management problems that contain innovative components in the real conditions of enterprises and institutions. The main emphasis in the game is on the participants’ reflection of their own activities.

Role-playing game - involves practicing tactics of behavior, actions, performance of functions and responsibilities of specific individuals. To conduct these games, a situation is developed, roles with mandatory content are distributed among students.

Application innovative games in the pedagogical process, it performs, first of all, a developmental task: their features are, first of all, reflexivity and focus on self-organization of ways of carrying out activities. Participants find themselves in specific game situations, each with their own point of view. They can come from various specialized subject areas, they can have any conceptual and ideological ideas, and divergent social attitudes. In order to co-organize their actions into a single collective activity, it is necessary to direct them into productive interaction. A group of organizers or game technicians.

Didactic game - the main emphasis when conducting a didactic game is on entertainment, which is realized with the help of game attributes and aids. Elements of fun also serve as a means of developing the motivational sphere of educational activity, which helps to improve learning outcomes, since to win a didactic game, knowledge of the subject is necessary, first of all. Indifference to learning in a gaming situation disappears because excitement appears, the desire to be first, even the most passive students are included in gaming activities.

The entertaining elements in the didactic game serve as a kind of release from the tense situation in the classroom and contribute to the concentration of students’ attention for subsequent in-depth work on the material being studied.

Didactic games, different in purpose, form, content, essentially represent a variety of intellectual tasks, explanation of the material, its repetition, generalization, presented in an entertaining form.

Preparing and playing the game includes the following steps:

First stage - Preparation:

  • script development,
  • game plan,
  • general description,
  • content of the briefing,
  • preparation of material support.

Second phase – carrying out the game.

  • Formulation of the problem,
  • Conditions,
  • Rules,
  • Regulations,
  • Distribution of roles,
  • Formation of groups,
  • Consultations.

Group work on the task:

  • Working with the source
  • Training,
  • Brainstorm.
  • Working with a game technician.

Intergroup discussion:

  • Group performances,
  • Presentation of results,
  • The work of experts.

Third stage – analysis and synthesis:

  • Withdrawal from the game
  • Reflection game,
  • Assessment and self-assessment of work,
  • Conclusions and generalizations.

Advantages of gaming technologies:

  • They allow you to activate and intensify the learning process.
  • Interdisciplinary connections and integration of academic disciplines are carried out.
  • The motivation for learning changes (knowledge is acquired not in reserve, not for the future, but to ensure immediate gaming success for students in a real process for them).
  • Reduced time to gain experience
    • (experience, which under normal conditions accumulates over many years, can be gained through business games within a week or a month).

Disadvantages of gaming technologies:

  • Focusing the attention of game participants on performing game actions and searching for paths leading to victory, rather than on the content of the material.

Game as a phenomenon

  • express emotions without fear;
  • understand yourself and test your inner resources to the limit;
  • masters new ways of behavior;
  • be involved in the game often more intensely than in everyday reality4
  • gains the ability to quickly analyze his own reactions.

Game learning is a process that is unpredictable and poorly controlled. Its course is influenced by so many factors that it is very difficult to count them and calculate their mutual influences. The theory of game learning itself is similar to an attempt to embrace the immensity, to classify what is difficult to rationally describe: the charisma and intuition of the moderator, the dynamics of the relationships between students, unexpected turns in their behavior and creative insights.

However, the systematic and purposeful use of gaming methods can give certain results, both in changing the basic qualities of a person and in the effectiveness of educational activities.

Using gaming technologies in mathematics lessons:

GAME – Guess the animal.
The coordinates of the points are given
(0;0); (-1;1); (-3;1); (-2;3);
(-3;3);

(-4;6); (0;8); (2;5); (2;11);
(6;10); (3;9); (4;5); (3;0);
(2;0); (1;-7); (3;-8); (0;-8);
(0;0).

Using gaming technologies in history lessons:

GAME – Unravel the encrypted phrase.

Reading every second letter, reconstruct the statement of the French writer S. Beauvoir (1908–1980) about freedom.

Azhpeul–dvloobroopdayvdyrfuyagsiim

Using gaming technologies in Russian language lessons:

GAME – Magic letter.

If you take this letter and add part of a face to it, you get an animal. Add to the same letter a herbaceous plant, from which fabric has been made in Rus' since ancient times, and you will have a tree in front of you. When you add the name of a sea animal to the magic letter, it immediately turns into an insect. You can also use this letter to make a leather belt from a rock, and fish using a blacksmith or carpenter’s tool.

Using gaming technologies in literature lessons:

GAME – Who is he?

Using gaming technologies in geography lessons:

GAME – charades.

Everyone knows my first syllable -
He is always in class.
We will add a union to it,
We'll put a tree behind it.
To find out the whole
You need to name the city.

  1. The goal is to obtain a certain result in the process of training and education.
  2. Elements of entertainment and competition prevail.
  3. Provide broad but feasible creative and mental activity for students.
  4. The attributes of the game should be beautiful and bright.
  5. The rules are simple and understandable to everyone.
  6. During the game there is discipline and order.
  7. Play at a fast pace so that everyone can participate in the game.
  8. The teacher is an active participant in the game. Skillfully regulate the course of the game.
  9. Summarizing.
  10. Prizes.
  11. The best recognition of the success of a game is the desire to repeat it.