Course work: Game technologies as a means of developing the cognitive interests of primary schoolchildren. the presence of the cognitive side of this emotion, i.e.

Educational games as a means of developing cognitive interest. The huge role of play in the life and development of a child has been recognized and noted by educators at all times. “The game reveals the world to children and reveals the creative abilities of the individual. Without play there is and cannot be full-fledged mental development,” wrote V.A. Sukhomlinsky. The game, like any form, has psychological requirements: . Like any activity, gaming activity in the lesson must be motivated, and students must feel the need for it. . Important role psychological and intellectual readiness to participate in the game plays a role. . To create a joyful mood, mutual understanding, and friendliness, the teacher must take into account the character, temperament, perseverance, organization, and health status of each participant in the game. . The content of the game should be interesting and meaningful for its participants; the game ends with results that are valuable to them. - Game activities are based on the knowledge, skills and abilities acquired in the classroom; they provide students with the opportunity to make rational, effective decisions, evaluate themselves and others critically. - When using a game as a form of teaching, it is important for a teacher to be confident in the appropriateness of its use. An educational game performs several functions: - educational, educational (impacts on the student’s personality, developing his thinking, expanding his horizons); - orientation (teaches how to navigate a specific situation and apply knowledge to solve a non-standard educational task); - motivational and incentive (motivates and stimulates the cognitive activity of students, promotes the development of cognitive interest. Let us give examples of educational games that teachers use in practice. a) Games - exercises. Gaming activities can be organized in collective and group forms, but are still more individualized. It is used to consolidate material, test students’ knowledge, and in extracurricular activities. Example: "The fifth is odd." Students are asked to find in a given set of names (plants of the same family, animals of an order, etc.) one that accidentally falls into this list. b) Search game. Students are asked to find in the story, for example, plants of the Rosaceae family, the names of which, interspersed with plants of other families, are encountered during the teacher’s story. Such games do not require special equipment, they take little time, but give good results. c) Games are competition. This may include competitions, quizzes, simulations of television competitions, etc. These games can be played both in class and in extracurricular activities. d) Role-playing games. Their peculiarity is that students play roles, and the games themselves are filled with deep and interesting content that corresponds to certain tasks set by the teacher. This is a “Press Conference”, “Round Table”, etc. Students can play the roles of specialists in agriculture, fish conservation, ornithologist, archaeologist, etc. Roles that put students in the position of a researcher pursue not only cognitive goals, but also professional orientation. In the process of such a game, favorable conditions are created to satisfy a wide range of interests, desires, requests, and creative aspirations of students. e) Educational games - travel. In the proposed game, students can make “travels” to continents, to different geographical zones, climatic zones, etc. The game can provide information that is new to students and test existing knowledge. A travel game is usually carried out after studying a topic or several topics of a section in order to identify the level of knowledge of students. Marks are given for each “station”. An example of a game is travel. Game conditions: 1) You can move to the next station only by answering the questions. 2) For answers at each station you get 5 points. Station 1 “Anthill” Questions: 1) Can ants predict the weather? 2) What is myrlicology? 3) What ants build nests in mushrooms? Station 2 “Aibolit” Questions: 1) What insects can be healers? 2) What insect products have a healing effect? 3) What is “formic alcohol” and where is it used? Station 3 “Environmental” Questions: 1) How can you protect ants? 2) What other arthropods need protection? 3) How are arthropods protected? Station 4 “Flying Flowers” ​​Questions: 1) What is the significance of the color of butterflies? 2) Why are some types of female butterflies wingless? 3) What do reptilian, swede, and cabbage butterflies smell like? 4) Why don’t birds attack the great poplar butterfly? Station 5 “Beetles” Questions: 1) Which beetles received their names from famous large mammals and why? 2) What beetles smell like roses? 3) How beautiful the ground beetle is. Why is it unpleasant to pick it up? 4) Which one water beetle Is it dangerous to keep in an aquarium with fish? Why? From conversations with teachers, we found that most of them consider the game to be an important means for developing students’ cognitive interest in the subject, but still few use this technique. Among the reasons explaining this fact were: lack of methodological developments, inability to organize students for the game (poor discipline), reluctance to waste lesson time, lack of interest among students. The inclusion of educational games in the educational process helps to reveal creative potential, activate mental activity child. 1. Only by stimulating the cognitive activity of the children themselves and increasing their own efforts in mastering knowledge at all stages of education can the development of cognitive interest in biology be achieved; 2. In education, it is necessary to actively work on the development of all students, both those who are strong in academic performance and those who are weak; 3. The use of the considered techniques in the educational process contributes to the development of cognitive interest and deepening of students’ knowledge in the biology course; 4. Pedagogical theory acquires effective force only when it is embodied in the methodological skill of the teacher and stimulates this skill. Therefore, the system of methodological tools and techniques for activating the cognitive activity of schoolchildren needs to be practically mastered by each teacher and to develop the appropriate skills and abilities.

Junior schoolchildren

The foundation of the theory of play as the most important means of comprehensive development and education of children was laid by such scientists as E.A. Arkin, E.I. Tikheyeva, E.A. Fleurin, later the work of N.M. was devoted to the game. Aksarina, T.A. Markova, D.V. Menderzhitskaya, F.I. Fradkina, etc.

S.A. Shatsky, highly appreciating the importance of the game, wrote: “The game, this vital laboratory of childhood, gives that aroma, that atmosphere of young life, without which this time would be useless for humanity. In play, this special processing of life material, there is the healthiest core of the rational school of childhood.”

D.B. Elkonin gives the following definition of play: “Human play is an activity in which social relationships between people are recreated outside the conditions of directly utilitarian activity.”

Also, play is one of the most important means of mental and moral education of children; This is a means of relieving unpleasant or forbidden experiences for the student’s personality. Games are divided into creative games and games with rules. Creative games, in turn, include: theatrical, role-playing and construction games. Games with rules are didactic, active, musical and fun games. An essential feature of a didactic game is a stable structure, which distinguishes it from any other activity. (12;79) Structural components of a didactic game: game concept, game actions and rules.

In the process of playing, children develop the habit of concentrating, thinking independently, developing attention, and the desire for knowledge. Being carried away by the game, children do not notice that they are learning, experiencing, remembering new things, navigating in unusual situations, replenishing their stock of ideas and concepts, and developing their imagination. Even the most passive of children join the game with great desire and make every effort not to let their playmates down.

Research by psychologists (A.V. Zaporozhets, Ya.Z. Neverovich, T.P. Khrizman, etc.) speaks about how significant emotions and experiences of game events are. Emotions cement the game, make it exciting, create a favorable climate for relationships, increase the tone that every child needs for his mental comfort, and this, in turn, becomes a condition for the preschooler’s receptivity to educational influences and joint activities with peers. Besides, good game– an effective means of correcting disorders in the emotional sphere of children.

One of the means of creating cognitive interest is entertainment. Elements of entertainment, games, everything unusual and unexpected evoke in children a sense of surprise, a keen interest in the learning process, and help them learn any educational material.

Akshina T.B. highlighted the following psychological and pedagogical features of conducting didactic games:

1. During the game, the teacher must create in the classroom an atmosphere of trust, student confidence in their own abilities and the achievability of their goals. The key to this is the teacher’s goodwill, tact, encouragement and approval of students’ actions.

2. Any game offered by the teacher must be well thought out and prepared. To simplify the game, you cannot give up clarity if it is required.

3. The teacher should be very attentive to how prepared the students are for the game, especially for creative games where students are given greater independence.

4. You should pay attention to the composition of the teams for the game. They are selected so that each group has participants of different levels, and each group must have a leader.
To create a joyful mood, mutual understanding, and friendliness, the teacher must take into account the character, temperament, perseverance, organization, and health status of each participant in the game.

The content of the game should be interesting and meaningful for its participants; the game ends with results that are valuable to them.
Game activities are based on the knowledge, skills and abilities acquired in the classroom; they provide students with the opportunity to make rational, effective decisions, evaluate themselves and others critically.
When using a game as a teaching tool, it is important for a teacher to be confident in the appropriateness of its use.

The educational game performs several functions:
- teaching, educational (impacts on the personality of the student, developing his thinking, expanding his horizons);
- orientation (teaches how to navigate a specific situation and apply knowledge to solve a non-standard educational task);
- motivational and incentive (motivates and stimulates the cognitive activity of students, promotes the development of cognitive interest.

Examples of educational games that teachers use in practice:
- Exercise games suggest that gaming activities can be organized in collective and group forms, but still more individualized. It is used to consolidate material, test students’ knowledge, and in extracurricular activities.
Example: "The fifth is odd." Students are asked to find in a given set of names (plants of the same family, animals of an order, etc.) one that accidentally falls into this list.

The search game invites students to find in the story, for example, plants of the Rosaceae family, the names of which, interspersed with plants of other families, are encountered during the teacher’s story, or to find proper names in a series of common nouns. Such games do not require special equipment, they take little time, but give good results.
- Competition games include contests, quizzes, simulations of television competitions, etc. These games can be played both in class and in extracurricular activities.
- The peculiarity of role-playing games is that students play roles, and the games themselves are filled with deep and interesting content that corresponds to certain tasks set by the teacher. This is a “Press Conference”, “Round Table”, etc. Students can play the roles of specialists in agriculture, fish conservation, ornithologist, archaeologist, linguist, mathematician, etc. The roles that put students in the position of a researcher pursue not only educational goals , but also professional orientation. In the process of such a game, favorable conditions are created to satisfy a wide range of interests, desires, requests, and creative aspirations of students.
- Educational travel games. In the proposed game, students can make “travels” to continents, to different geographical zones, climatic zones, etc. The game can provide information that is new to students and test existing knowledge. A travel game is usually carried out after studying a topic or several topics of a section in order to identify the level of knowledge of students. Marks are given for each "station".

Games with rules have ready-made content and a predetermined sequence of actions; The main thing in them is solving the task at hand, following the rules. According to the nature of the game task, they are divided into two large groups: mobile and didactic. However, this division is largely arbitrary, since many outdoor games have educational value (they develop spatial orientation, require knowledge of poetry, songs, and the ability to count), and some didactic games are associated with various movements.

In a modern school, the main form of organizing the educational process is the lesson. Along with the lesson, a modern school also uses other forms, called differently - auxiliary, extracurricular, extracurricular, etc. For example: role-playing game, lesson-competition, lesson-travel, lesson-auction, lesson using a didactic game, lesson - theatrical performance, lesson-essay, lesson - publishing a “living newspaper”, lesson of invention, comprehensive creative lesson, lesson- excursion.

The purpose of such forms of educational activities is: to expand and deepen the knowledge and skills acquired in the lessons, to develop individual inclinations, talents and abilities of students, and most importantly, to arouse and maintain the interest of schoolchildren in educational work.

There is no clear classification or grouping of games by type yet. Games are often related to learning content, such as sensory games, word games, nature awareness games, and others.

You can group games like this:

1. Games - travel

2. Games - errands

3. Games - assumptions

4. Games - riddles

5. Games - conversations

Travel games are always somewhat romantic. This is what develops interest and active participation in the development of the game’s plot, enrichment of game actions, the desire to master the rules of the game and get a result: solve a problem, learn something. The purpose of the travel game is to enhance the impression, to give the cognitive content a slightly fabulous unusualness, to draw children’s attention to what is nearby, but is not noticed by them. Travel games develop attention, observation, understanding of game tasks, make it easier to overcome difficulties and achieve success.

Errand games. They are based on actions with objects, toys, and verbal instructions (gather together all objects of the same color, arrange objects by size, shape).

Guessing Games . "What would be…?" or “What would I do...?” etc. The didactic content of the game lies in the fact that children are given a task and a situation is created that requires comprehension of the subsequent action. These games require the ability to correlate knowledge with circumstances and establish causal relationships.

Riddle games are used to test knowledge and resourcefulness. The main feature of riddles is a logical task. Construction methods logical problems are different, but they all activate the child’s mental activity. Children love riddle games. The need to compare, remember, think, guess is the joy of mental work. Solving riddles develops the ability to analyze, generalize, and develops the ability to reason, draw conclusions, and draw conclusions.

Conversation games (dialogues). They are based on communication between the teacher and the children, between the children and the teacher, and between the children. The conversation game develops the ability to listen to the teacher’s questions, students’ questions and answers, the ability to focus attention on the content of the conversation, complement what was said, and express a judgment. All this characterizes an active search for a solution to the problem.

Special studies devoted to the problem of the formation of cognitive interest show that interest in all its types and at all stages of development is characterized by at least three mandatory points:

1) positive emotions towards the activity;

2) the presence of the cognitive side of these emotions;

3) the presence of a direct motive coming from the activity itself.

It follows that in the learning process it is important to ensure the emergence of positive emotions in relation to the learning activity, its content, forms and methods of implementation. The emotional state is always associated with experiences, emotional unrest, sympathy, joy, anger, surprise. The processes of attention, remembering, and comprehension in this state are connected to deep internal experiences of the individual, which make these processes intense and therefore more effective in terms of achieved goals.

To emotionally stimulate learning, you can use the introduction of entertaining examples, experiments, and paradoxical facts into the educational process.

To create emotional situations during lessons great importance the teacher’s speech has artistry, brightness, and emotionality. Without all this, the teacher’s speech, of course, remains informatively useful, but it does not adequately implement the function of stimulating the educational and cognitive activity of students. This once again demonstrates the difference between methods of organizing cognitive activity and methods of stimulating it.

Artistry, imagery, brightness, entertainment, surprise, moral feelings cause emotional elation, which in turn arouses a positive attitude towards learning activities and serves as the first step towards the formation of cognitive interest. At the same time, among the main points characterizing interest, it was emphasized not just the excitement of emotionality, but also the presence of these emotions in their own cognitive side, which manifests itself in the joy of knowledge.

As experts emphasize, entertaining situations created in lessons should evoke the joy of learning not about incidental bright details or details, but about the main ideas of the problem being studied. Emotions should lead the student into the problem, and not lead away from it - this is the difference between genuine cognitive emotions and emotions of an entertaining, secondary nature. It is the oversaturation of some lessons with side emotions that serves as the basis for the objections of some methodologists to exaggerating the role of the entertaining factor in learning.

To summarize, we can draw the following conclusions:

1) the game is an effective means of nurturing cognitive interests and activating students’ activities;

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

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

4) the game is one of the methods of overcoming the passivity of students;

5) as part of a team, each student is responsible for the entire team, each is interested in the best result of his team, each strives to complete the task as quickly and successfully as possible. Thus, competition helps to enhance the performance of all students.

Conclusion

Our time is a time of change. Now we need people who are able to make non-standard decisions and who can think creatively. Unfortunately, modern mass schools still retain an uncreative approach to the acquisition of knowledge. Monotonous, patterned repetition of the same actions kills interest in learning. Children are deprived of the joy of discovery and may gradually lose their ability to create and interest in learning and knowledge. It is in this regard that it is so important to develop and shape cognitive interests, which in turn will lead children to the development of creative thinking. And vice versa, creative activity will also play a big role in the development of cognitive interest.

I would like to emphasize that the formation of cognitive activity is not an end in itself. The teacher’s goal is to educate a creative person who is ready to use his cognitive abilities for a common cause.

List of used literature

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2. Bruner J. Psychology of cognition. – M., 1977.

3. Vygotsky L.S. Psychology of cognition. – M., 1977.

4. Gracheva N. V. Pedagogical conditions activation of cognitive orientation junior schoolchildren: dis. ...cand. ped. Sciences: 13.00.01 / Gracheva Nadezhda Viktorovna. – Kirov, 2003.

5. Gutkina N.I., Pechenkov V.V. Dynamics of educational motivation of students from first to second grade // Bulletin of practical psychology of education. – 2005. – No. 4(5) October-December.

6. Gusarova N.V. Formation of cognitive activity in primary schoolchildren

7. Ermolaeva M.V., Zakharova A.E., Kalinina L.I., Naumova S.I. Psychological and pedagogical practice in the education system. – M., 1998.

8. Zaitseva I.A. Formation of cognitive interest in learning as a way to develop the creative abilities of an individual (using the example of mathematics lessons). – Noyabrsk, 2005.

9. Zvereva V.I. Diagnostics and examination of the pedagogical activities of certified teachers. – M., 1997.

10. Kostaeva T.V. Formation of sustainable educational and cognitive interest of schoolchildren in the process of their professional and personal self-determination: dis. ...cand. ped. Sci. – Saratov, 2006.

11. Kostaeva, T. V. On the issue of studying the sustainable cognitive interest of students / T. V. Kostaeva // Pedagogy of cooperation: problems of youth education. – Issue 5. – Saratov: Publishing House of the Saratov Pedagogical Institute, 1998.

12. Matveeva L.G., Vyboishchik N.V., Myakushkin D.E. Practical psychology for parents or what can I find out about my child. – M., 1999.

13. Mukhina V.S. Age-related psychology. – M., 1998.

14. Nemov R.S. Psychology / In 3 books. – M., 1995.

15. Rogov E.I. Handbook for a practical psychologist. – M., 1999.

16. Slastenin V.A. and others. Pedagogy: Proc. aid for students higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenina. - M.: Publishing center "Academy", 2002.

17. Slinkina O.A. Formation of cognitive interests of students in the implementation of modern principles of organizing the educational process

18. Syuzeva N. Using the possibilities of music in the development of cognitive interest of primary schoolchildren. Barnaul, 2002

19. Talyzina N.F. Pedagogical psychology. – M., 1999.

20. Tamarin V. E. Interrelation of educational and extracurricular cognitive activities of primary school students / Formation of cognitive activity of junior schoolchildren: collection. scientific works. – Vladimir: Publishing house VGPI, 1983.

21. Fopel K. How to teach children to cooperate? / Psychological games and exercises. Practical guide. In 4 volumes - M., 2001.

22. Fridman L.M., Kulagina I.Yu. Psychological reference book for teachers. – M., 1999.

23. Friedman L.M. Studying the personality of students and student groups. – M., 1988.

24. Shchukina G.I. Activation of students' cognitive activity in the educational process. – M., 1979.

25. Shchukina G.I. The problem of cognitive interest in pedagogy. – M., 1971.

26. Shchukina G.I. Pedagogical problems of forming cognitive interests of students. – M., 1988.

Problem didactic games V modern psychological and pedagogical literature.

Increase mental load in mathematics lessons makes you think about how to maintain students’ interest in the material being studied and their activity throughout the lesson. In this regard, teachers and psychologists are searching for new effective teaching methods and methodological techniques that would activate the thoughts of schoolchildren and stimulate them to independently acquire knowledge.

One of the effective means of awakening keen interest in an educational subject, along with other methods, is a didactic game. One of the main activities of a preschooler is play.

Play is the first simplest form of activity that children master. Its goal is the game process itself. At the same time, children are to a certain extent prepared for both learning and work. Play activity is preserved, modified and occupies a significant place in the first years of a child’s education at school.

Today, educators, psychologists, methodologists, and teachers convince us that play is the dictate of the times and has a leading place in the learning process. The game mobilizes the mental capabilities of children, develops organizational skills, instills self-discipline skills, and brings joy from joint actions. One of the effective means of awakening keen interest in an educational subject, along with other types, techniques and methods, is a didactic game.

The problem of didactic games is widely considered by teachers and psychologists in modern literature. Highly appreciating the importance of the game, V.A. Sukhomlinsky wrote: “Without play there is and cannot be full-fledged mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. A game is a spark that ignites the flame of inquisitiveness and curiosity.”

In didactic games, the child observes, compares, juxtaposes, classifies objects according to certain criteria, performs analyzes available to him, and makes a generalization.

The problem of didactic games was dealt with by T.K. Zhigalkina, candidate of pedagogical sciences. in the book “Game system for mathematics lessons in grades 1-2.” This manual is a collection of math games for younger children. school age. Revealing the importance of didactic games as a means of educating children's mental activity, the author gives a classification of games according to the nature of students' cognitive activity, and offers our attention methodological recommendations for their implementation. The author reveals some psychological and pedagogical foundations of learning. Didactic games provide the opportunity to develop in children the volition of such mental processes as attention and memory. Game tasks develop children's ingenuity, resourcefulness, and intelligence. The material in the manual promotes the development of interest in mathematics in children and tries to make learning accessible and interesting.

In the article “Game is the dictate of the times,” Raisa Alabina, a teacher at one of the Moscow schools, shares with us her experience of using game material in the classroom. She is of the opinion that through play children learn the world, gain knowledge about various objects and phenomena, master speech in communication with other people. The author introduces readers to the requirements for organizing and conducting didactic games. She, like T.K. Zhigalkina, classifies didactic games according to the nature of cognitive activity. Raisa Alabina believes that introducing games, play exercises and situations into the lesson allows you to minimize the child’s fatigue and tension and maintain his attention throughout the lesson.

In their opinion, a didactic game is a type of activity through which children learn. Depending on what materials are used when playing games, they distinguish the following types: subject, subject-verbal and verbal. The author believes that didactic games contribute to the development of cognitive abilities and needs, intellectual and moral-volitional qualities, and the formation of cognitive interest. The problem of didactic games in mathematics lessons is considered in his manual by V.G. Kovalenko. He defines didactic games as a means of teaching and education. In his opinion, a didactic game is a type of transformative creative activity in close connection with other types academic work. The book “Didactic Games in Mathematics Lessons” shows their use in the process of teaching and educating schoolchildren. It contains a large number of educational games with different plots.

A.V. Zaporozhets, assessing the role of the didactic game, emphasized: “We need to ensure that the didactic game is not only a form of assimilation of individual knowledge and skills, but also contributes to the overall development of the child.” He also wrote that a didactic game is also a game form of education, which, as is known, is actively used in the initial stages of education, that is, in senior preschool and primary school age.

“Game is creativity, game is work,” wrote V.G. Kovalenko. In the process of playing, children develop the habit of concentrating, thinking independently, developing attention, and a desire for activities. Being carried away, children do not notice that they are studying, learning new things, navigating in unusual situations, replenishing their stock of ideas and concepts, and developing their imagination. Even the most passive of children join the game with great desire and make every effort not to let their playmates down.

During play, children are usually very attentive, focused, and disciplined. V.G. Kovalenko believes that didactic games go very well with “serious” teaching. The inclusion of didactic and gaming methods in the lesson makes the learning process interesting and entertaining, creates a cheerful working mood in children, and makes it easier to overcome difficulties in mastering educational material. Play should be considered as a powerful, indispensable lever for a child’s mental development.

Psychologists, like teachers, were also interested in the problem of didactic games. Let's focus on one of them - D.B. Elkonine. He created an extensive theory of games. While exploring the game, D.B. Elkonin examined the content, conditions, and its significance in the development of the child. He wrote that when organizing the education of a child at a given age, it is necessary to focus not on those mental processes that have already been formed, but on those that should be formed and developed by constructing activities appropriate to a given age.

Modern didactics, turning to game forms of teaching in the classroom, rightly sees in them the possibility of effectively organizing the interaction between teacher and students, a productive form of their communication with the inherent elements of competition, spontaneity, and genuine interest.

“A good game is like a good job... In every game there is, first of all, a working effort and an effort of thought,” wrote L.S. Makarenko. That's why games and game exercises must know a strong place both in the learning process and in educational work.

Research by teachers and psychologists has shown that play influences the formation of a child’s personality and is an activity through which significant changes occur in the child’s psyche and the most important mental qualities are formed. In no other activity does a child independently show as much persistence, determination, and tirelessness as in play.

Essence didactic games, her kinds And structures

One of the effective means of developing interest in an academic subject, along with other methods and techniques used in the classroom, is a didactic game. A didactic game is a game specially created or adapted for educational purposes. The game, as one of the main activities in the life of young students, is given a necessary place in the educational process. They are used as one of the ways to teach various academic subjects in primary schools. Also K.D. Ushinsky advised to include elements of entertainment and playful moments in students’ educational work in order for the learning process to be productive.

A didactic game (educational game) is a type of activity in which children learn. This is a means approved in pedagogical practice and theory for expanding, deepening and consolidating knowledge.

Didactic games are an important means of cultivating the mental activity of students. It arouses in children a keen interest in the learning process and helps them master any educational material.

A didactic game is also a game form of learning, which is mainly used when teaching primary schoolchildren.

Didactic games are a type of games with rules, specially created by pedagogy for the purpose of teaching and raising children. They are aimed at solving specific problems of teaching children, but at the same time, the educational and developmental influence of gaming activities is manifested. The need to use didactic games as a means of teaching children in preschool and primary school age is determined by a number of reasons:

• 1. Play activity as a leading activity in preschool childhood has not yet lost its importance (it is no coincidence that many children bring toys to school). One can agree with L.S. Vygotsky, who wrote that “at school age, play does not die, but penetrates into the relationship with reality. It has its internal continuation in school education and upbringing.” It follows that relying on play activities, play forms and techniques is an important and most adequate way to include children in educational work.
• 2. Mastering educational activities and including children in them is slow (many children do not even know what a “teacher” is).
• 3. There are age-related characteristics of children associated with insufficient stability and arbitrariness of attention. Didactic games precisely contribute to the development of mental processes in children.
• 4. Cognitive motivation is not sufficiently formed. The motive and content of educational activities do not contribute and do not correspond to each other.

Pedagogical theory has accumulated significant material about the possibilities of play in the process of learning, development and education. Researchers are unanimous in their opinion that the game reveals individual personality traits to the greatest extent.

There are a huge number of didactic games, so naturally the question of their classification arises. The pedagogical classification presented in the table is intended to become a guide in the variety of games and a source of information about them. This classification is not complete and includes only some of the grounds for classification.

Didactic games
By learning purpose
educational	controlling	raising	generalizing	developing
By mass numbers
group (collective)	individual
By reaction
movable
"high-speed"	"quality"
According to applicability in the educational process
single	universal
According to the nature of schoolchildren’s activities
reproductive	partially search	search engines	creative
According to the form
travel games	errand games	guessing games	riddle games	conversation games

Rice. Classification of didactic games

• · developmental, as they are aimed at developing the student’s personality;
• · collective, since they attract students because when working collectively, a “success situation” more often arises, which is necessary for children;
• · individual, as they will help students express themselves, and the teacher - to diagnose the level of knowledge of students, the level of their development;
• · mobile, since primary school students are prone to fatigue and need “relaxation”;
• · quiet, as they contribute to the development of thinking, memory, mental flexibility, independence, perseverance, perseverance in achieving goals, etc.;
• · “fast”, since solving riddles develops the ability to analyze, generalize, and develops the ability to reason and draw conclusions.

When selecting and developing games, some teachers proceeded from the basic principles of learning. Let's name the main one: “Learning occurs only with the active activity of students. The more versatile the teacher’s intensity of student activity with the subject of mastery, the higher the quality of mastery at a level that depends on the nature of the activity being organized - reproductive or creative.”

Taking this pattern into account, they developed and selected games taking into account the diversity different types Their activities can be classified into the following groups:

Games that require children to perform.

With the help of these games, children perform actions according to a model or instructions. For example, they make patterns according to a sample and more.

Games during which children perform reproductive activities.

This group includes a large number of games that promote the development of computational skills: “Fox Hunt”, “Determine the course of the plane”, “Labyrinth”.

Games in which students' control activities are programmed.

These include: “I am a teacher”; in which the guys check the work done by someone, “Controller”.

Games with which children carry out transformative activities.

For example, the game “Defector Numbers”.

A game that includes elements of search activity.

Children really love the games of this group. They like to compare, analyze, find commonalities and differences, and are interested in searching for what is missing. Other teachers identify the following types of didactic games:

• · Games - trips designed to enhance the impression, to draw children's attention to what is nearby. They sharpen observation skills and make it easier to overcome difficulties.
• · Games - instructions simpler in content, but shorter in duration. They are based on actions with objects, toys, and verbal instructions.
• · Games - assumptions(what would happen...) Children are given a task and a situation is created that requires comprehension of the subsequent action. At the same time, children’s mental activity is activated, they learn to listen to each other.
• · Riddle games. These games are based on testing knowledge. Solving riddles develops the ability to analyze, generalize, and develops the ability to reason and draw conclusions.
• · Conversation games. The basis is generalization. The main thing is spontaneity of experience, interest, and goodwill. Such a game makes demands on the activation of emotional and mental processes.

Some researchers divide didactic games into two groups: visual; verbal.

· Games - With using funds visibility, in turn, are divided into games with demonstration and handout materials and games with various toys. Didactic games using visuals can also include dramatization games.

The basis of verbal games is the accumulated experience of children and their observations. The purpose of these games is to systematize and generalize.

One of the modern games for generalization (along with computer games, games with mechanized toys, and others) is programmed didactic games. In them, the game action takes place using elementary technology - in response to the action performed, feedback appears through a sound or light signal. Based on this signal, the child controls to what extent he correctly follows certain rules.

Depending on the cognitive content, games help to master various types of knowledge: arithmetic, geometric, etc.

A didactic game, like every game, is an independent activity that children engage in.

Didactic games according to the number of participants in them are divided into:

• · collective;
• · group;
• · individual.

It is very important to distinguish between didactic games and game moments. The didactic game has a certain structure. Structure is the basic elements that characterize play as a form of learning.

Main structural components of a didactic game are: game concept, rules, game actions, cognitive content or didactic tasks, equipment, game result.

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

Game idea- the first structural component of the game - is expressed, as a rule, in the name of the game. It is embedded in the didactic task that must be solved in the educational process. Each didactic game has rules that determine the order of actions, and the behavior of students during the game contributes to the creation of a working environment in the lesson.

An essential aspect of a didactic game is game actions, which are regulated by the rules of the game, giving students the opportunity to demonstrate their abilities and apply existing knowledge to achieve the goals of the game.

The basis of the didactic game, which permeates its structural elements, is the cognitive content. It consists in mastering the knowledge and skills that are used in solving a learning problem.

The equipment of the didactic game is the presence of T.S.O., code positives, transparencies and filmstrips. This also includes various means visuals and didactic handouts.

A didactic game has a certain result, which is the finale of the game and gives completeness to the game.

All structural elements of a didactic game are interconnected, and the absence of the main ones disrupts the game. The combination of all game elements and their interaction leads to increased organization of the game and the desired result.

A didactic game is a game only for children. For an adult, it is a way of learning. The purpose of didactic games is to facilitate the transition to educational tasks and make it gradual.

All this allows us to form basic functions didactic games:

• 1. the function of forming a sustainable interest in learning and relieving stress associated with the process of adaptation of the child to the school regime;
• 2. function of the formation of mental neoplasms;
• 3. the function of forming the actual educational activity;
• 4. the function of developing general educational skills, educational and independent work skills;
• 5. function of developing self-control and self-esteem skills;
• 6. the function of forming adequate relationships and mastering social roles.

When conducting a mathematics lesson using a didactic game, the teacher needs to think through the following questions of methodology identified by V.G. Kovalenko:

• 1. What skills and abilities in the field of mathematics will schoolchildren master during the game? What moment of the game should you pay special attention to? What developmental and educational goals are set when playing the game?
• 2. How many students will participate in the game?
• 3. What teaching materials and aids will be needed for the game?
• 4. How to introduce students to the rules of the game with the least amount of time?
• 5. How long should the game last?
• 6. How to ensure the participation of all schoolchildren in the game?
• 7. How to organize observation of children to find out if everyone is involved in the work?
• 8. What conclusions should be reported to students at the end of the game (the best moments of the game, shortcomings in the game, the result of mastering mathematical knowledge, marks and evaluations of the game participants, comments on violation of discipline, etc.)?

Any means, even the most perfect, can be used for good and for harm. And even good intentions do not ensure the usefulness of using the means: you also need knowledge of the ability to use the means appropriately so that its use brings unconditional benefit. In the same way, using a game in teaching requires compliance with certain rules. J.A. Komensky first wrote about these rules in “The Laws of a Well-Organized School.” They are formulated so consistently and reasonably that even in our time they are of practical rather than historical interest:

• 1. Games should be of such a kind that the players get used to looking at them as something secondary, and not as some kind of business.
• 2. Games should serve as a prelude to serious things.
• 3. The game should end before it gets boring.
• 4. Games must be supervised by teachers.
• 5. If these conditions are strictly observed, the game becomes a serious matter, i.e. the development of health, or rest for the mind, or preparation for life's activities, or all of these at the same time.

The study of modern pedagogical literature about the game allows us to formulate the following requirements that the teacher must take into account when organizing didactic games in mathematics lessons in elementary school:

• 1. The game should not distract children from educational content, but, on the contrary, attract even more attention to it. When choosing a gaming technique, you should strive for the naturalness of its application, which is dictated, on the one hand, by the logic of the game, and on the other, by the tasks that the teacher wants to solve by using it. The mathematical side of the game content should always be clearly highlighted. Only then will the game play its role in the mathematical development of children and in nurturing their interest in mathematics.
• 2. The game should not humiliate the dignity of its participants, including the losers.
• 3. The game should have a positive impact on the development of the emotional-volitional, intellectual and rational-physical spheres of its participants.
• 4. The game must be organized and directed, restrained if necessary, but not suppressed, and provide each participant with the opportunity to take initiative.
• 5. The rules of the game should be simple, precisely formulated, and the mathematical content of the proposed material should be understandable to schoolchildren. Otherwise, the game will not generate interest and will be played formally.
• 6. You need to finish the game in this lesson and get the result. Only in this case will it play a positive role.

Thus, having examined various types of games, we can draw the following conclusions: properly organized didactic games with their diversity can attract children, as well as arouse inspiration and genuine interest among students in the subject. Thanks to this rise, children's cognitive interest in mathematics lessons can significantly increase.

MINISTRY OF EDUCATION AND SCIENCE OF THE RF FSBEI HPE "ORENBURG STATE PEDAGOGICAL UNIVERSITY" INSTITUTE OF ADVANCED QUALIFICATIONS AND PROFESSIONAL RETRAINING OF EDUCATION WORKERS GRADUATE CERTIFICATION WORK SUBJECT: DIDACTIC GAME- AS A MEANS OF DEVELOPING COGNITIVE INTEREST OF STUDENTS IN ANCIENT HISTORY LESSONS

Orenburg, 2013

Chapter I Theoretical foundations for the development of cognitive interest in the process of teaching history

1.1 Psychological and pedagogical justification for the concept of “cognitive interest”

1.2 Didactic game in the classroom

1.3 Classification of gaming activities

Chapter II Practical application of didactic games in history lessons

2.1Methodology for organizing historical games

2.2Development of a lesson summary using didactic games

2.3 Examples of role-playing and theatrical performances used in lessons in our own practice

Conclusion

Literature

Application

Introduction

Currently, almost every history teacher uses non-traditional forms of teaching schoolchildren in their activities. For the past decade, a modern history teacher has been faced with tasks inspired by a revision of the content of the subject: alternative approaches to assessing past events, forecasting events and phenomena, ambiguous ethical assessments of historical figures and the course of events. It goes without saying that discussing these issues in the classroom is impossible without students acquiring experience in dialogue and discussion, involvement in creative activities, communication skills and the ability to simulate situations. It follows that: “...the arsenal of forms of a modern history teacher should not only be updated under the influence of the increasing role of the student’s personality in learning, but also transformed towards unusual, playful forms of presenting educational material.”

A didactic game, being a playful form of learning, combines the educational and the entertaining. It is this combination that ensures the transition from one leading activity to another and allows children to acquire knowledge while playing. Creating a playful atmosphere in the classroom develops students' cognitive interest and activity.

A didactic game is one of the unique forms that makes it possible to make interesting and exciting not only the work of students at the creative and search level, but also the everyday steps of studying the material, which are carried out within the framework of the reproducing and transformative levels of cognitive activity - the assimilation of facts, dates, names, etc. The entertaining nature of the conventional world of the game makes the monotonous activity of memorizing, repeating, consolidating and assimilating historical information positively colored, and the emotionality of the game action activates all the mental processes and functions of the child. The relevance of the game is currently increasing due to the oversaturation of modern schoolchildren with information. All over the world, and in Russia in particular, the subject-information environment is constantly expanding. Television, video, radio, and computer networks have recently significantly increased the flow of information children receive and its diversity. But all these sources provide mainly material for passive perception. An important task is to develop the ability to independently evaluate and select the information received. A didactic game will help develop such skills, which serves as a kind of practice for using the knowledge acquired in class and outside of class time. The game can solve another problem. Today's school is criticized for the oversaturation of verbal, rational methods and teaching aids, for the fact that the natural emotionality of children is not taken into account. The game is synthetic in nature; it organically combines emotional and rational types of cognitive activity, being part of his life experience. As the initial diagnostics of students in 5th grade shows, all students (100%) want business games to be played in lessons, or game moments to be included. Play is a natural form of learning for a child. She is part of his life experience. By transferring knowledge through play, the teacher takes into account not only the student’s future interests, but also satisfies today’s interests. A teacher who uses a game organizes educational activities based on the natural needs of the child, and not solely on his (adult) considerations of convenience, order and expediency.
In the process of a child’s play, a life balance is achieved between him and an adult. In everyday life, an adult almost always acts as a subject: educating, teaching, leading. A child, accordingly, is an object: educated, taught, driven. This becomes a relationship stereotype that the little person cannot change. Due to the established stereotypical relationships with adults, a child, who is an object and a subject at the same time, cannot always show his subjective essence. In the game, he solves this problem by creating his own reality, creating his own world.

But the most important task, in my opinion, of a modern school is the education and formation of a creative personality capable of independently expanding their knowledge about the world around them, mastering and shaping the surrounding space. Didactic games in history lessons provide invaluable assistance in this regard.

Game as a phenomenal human phenomenon is considered in most detail in such fields of knowledge as psychology and philosophy. In pedagogy and teaching methods, more attention is paid to the games of preschoolers (N.A. Korotkova, N.Ya. Mikhailenko, A.I. Sorokina, N.R. Eiges, etc.) and younger schoolchildren (F.N. Blekher, A. S. Ibragimova, N. M. Konysheva, M. T. Salikhova, etc.). This is due to the fact that teachers consider play as an important teaching method for children of preschool and primary school age. A number of special studies on the play activities of preschoolers were carried out by outstanding teachers of our time (P.P. Blonsky, L.S. Vygotsky, S.L. Rubinstein, D.B. Elkonin, etc.). Aspects of gaming activities in secondary schools were considered by S.V. Harutyunyan, O.S. Gazman, V.M. Grigoriev, O.A. Dyachkova, F.I. Fradkina, G.P. Shchedrovitsky and others. But at the same time, the didactics of using games at the middle level secondary school insufficient attention was paid.

Theoretical analysis of didactic games in history lessons has not attracted the attention of researchers for a long time, and only in the last decade have several works appeared devoted to this problem (I.V. Kucheruk/1991/, M.G. Tsyrenova/1994/). Meanwhile, the need for this type of research is increasing. In a modern school, there is an urgent need to expand methodological potential in general, and in active forms of learning in particular. Such active forms of learning, which are not sufficiently covered in the methods of teaching history, include didactic games.

Thus, the relevance of this problem, its scientific and practical significance, determined the choice of the topic of my work “Didactic game as a means of developing students’ cognitive interest in the history lessons of the Ancient World.”

Target:

- selection of didactic games that develop cognitive interest in the history lessons of the Ancient World.

In accordance with this goal, the following were identified tasks:

Study and analyze psychological and pedagogical literature in accordance with the topic of the work;

Provide a classification of gaming activities in the educational process.

Develop a lesson summary using didactic games.

Object of study: game learning activities in history lessons.

Subject of study: the process of developing students' cognitive interest in history lessons.

Hypothesis: the use of didactic games in history lessons influences the development of cognitive interest among students.

Scientific novelty of the work is that it conducted a comprehensive study of the use of didactic games in history lessons as a means of developing students' cognitive interest.

Practical significance consists in the possibility of using the material and the main conclusions of the work in pedagogical practice when studying the development of students’ cognitive interest in history lessons, and the presented lesson developments can be used by teachers of other schools.
During the study, a detailed classification of didactic games was carried out, the role and place of games in a history lesson, cognitive interest were studied in detail, factors of its development were identified, and historical games were selected that contribute to its development.

the work consists of an introduction, two sections, a conclusion, a list of references, and applications.

ChapterI

When starting to consider the problem of developing cognitive interest in adolescents, it is considered appropriate, first of all, to consider the theoretical foundations of the concept of “interest” itself.

To more clearly define the key concept for our work, it is necessary to turn to psychological and pedagogical research specifically devoted to studying the essence of interest. V.A. Krutetsky gives the following definition: “Interest is an active cognitive orientation of a person towards a particular object or phenomenon of reality, usually associated with a positively emotionally charged attitude towards the knowledge of an object or towards mastering a particular activity”23 interest. V.A. Krutetsky believes that interest is selective and entails a tendency to pay attention to objects of a certain kind.

YES. Kiknadze24 believes that interest is a need that has passed the stage of motivation; a person’s conscious focus on satisfying a cognitive need.

A.N. Leontiev, defining the essence of interest, proceeds from an analysis of the structure of the subject’s activity: “Interest is objectively expressed in the direction of activity towards certain goals”

M.F. Belyaev in his work “Psychology of Interest” gives the following definition of interest: “Interest is one of the psychological activities, characterized as a general conscious aspiration of an individual towards an object, imbued with an attitude of closeness to the object, emotionally rich and influencing an increase in the productivity of activity.”25

This definition, in our opinion, is the most complete, as it allows us to identify the following specific features:

objective reference, from which it follows that there cannot be objective interests;

conscious desire for an object, which distinguishes interest from attraction;

emotional saturation, indicating that satisfaction of interest is associated with positive emotions, and the inability to satisfy interest causes negative emotions;

a beneficial effect on productivity, which makes the interest especially valuable from a pedagogical point of view.

Thus, we can conclude that, despite various interpretations essence of interest, most psychologists classify interest in the category of direction, that is, the individual’s desire for an object or activity. The psychological concept of “interest” reflects many significant processes from single to their totality.

Based on the analysis of psychological and pedagogical literature, we believe that the interest appears before us:

and as a selective focus of human psychological processes on objects and phenomena of the surrounding world;

and as a tendency, desire, need of the individual to engage in a particular area of ​​phenomena, a given activity that brings satisfaction;

and as a powerful stimulator of personality activity, under the influence of which all psychological processes proceed especially intensely and intensely, and activity becomes exciting and productive;

and, finally, as a special selective attitude towards the surrounding world, towards its objects, phenomena, processes.

One of the most significant areas of the general phenomenon of “interest” is cognitive interests, which are of particular importance at school age.

What is cognitive interest? What is its psychological and pedagogical nature?

To name cognitive interest, concepts such as “spiritual thirst”, “urge”, “rage towards an object”, “irresistible unselfish desire” are used. Another important characteristic of cognitive interest is that the motivation for activity, which is interest, is clearly saturated with emotionality. What does it mean? This means that the process of cognition is colored by emotions, which can be caused by the process of mental work itself, or by the subject of cognition, or by a perspective that carries one along. The third important feature of interest is its so-called “freedom”, the absence of forced outside influences for its occurrence.

The essence of cognitive interest is understood as the selective focus of the individual on the process of cognition with the goal of “mastering the essence of the cognizable.”

Cognitive interest is a special alloy of psychological processes that are most important for the development of personality.26 In intellectual activity occurring under the influence of cognitive interest, the following are manifested:

active search;

research approach;

readiness to solve problems.

Emotional manifestations woven into cognitive interest are expressed:

emotions of surprise;

a feeling of intellectual joy;

feeling of success.

A genetically early form of cognitive interest is educational interest, which arises during the learning process and is based on the need for cognition. The object of educational interest is the content of a certain field of education. Factors influencing the development of educational interests are: pedagogical assessment, content of training, success of classes in the subject, quality of teaching, teaching methods, organization of frontal and individual work with children.

At school, the object of students' cognitive interest is the content of academic subjects, the mastery of which is the main meaning of learning.

It follows that the sphere of cognitive interest includes not only the knowledge acquired by the student, but also the process of mastering knowledge, the process of learning as a whole, which allows one to acquire the necessary methods of cognition.

The uniqueness of cognitive interest lies in a complex cognitive attitude towards the world of objects, phenomena, and knowledge about them. This attitude is expressed in in-depth study, in the constant and independent acquisition of knowledge in the area of ​​interest, in the persistent overcoming of difficulties that lie on the way to mastering knowledge.

The peculiarity of cognitive interest is that it reflects the unity of the objective and subjective. Therefore, purposeful cultivation of interest can be based on the objective properties of phenomena and processes of reality that attract students. Based on interest and knowing what constitutes subjective significance for a student, it is possible to structure the educational process in such a way as to evoke, strengthen and improve the cognitive interests of students.

Cognitive interest can act as a strong and significant motive in a student’s cognitive activity. Cognitive interest as a personal motive encourages a student to study with enthusiasm not only in class or in the process of preparing homework. Under the influence of this strong motive, the student reads additional literature on an issue that interests him, constantly poses questions to himself, and finds sources to satisfy his interest. The action of cognitive interest as a motive for learning is selfless. The student does not need constant external stimulation of learning; he himself goes to school with a desire to learn, acquire knowledge and actively participate in it. Cognitive interest determines the initiative in setting cognitive goals beyond those set by the teacher. Cognitive interest imparts a searching, creative character to any type, any form of cognitive activity.

Cognitive interest is the most important formation of personality, which develops in the process of human life, is formed in the social conditions of his existence and is in no way inherent in a person from birth.

Cognitive interest is the integral education of the individual. Interest has a complex structure, which consists of both individual mental processes: intellectual, emotional, regulatory - and objective and subjective connections of a person with the world, expressed in relationships.

Cognitive interest is a multi-valued phenomenon, therefore it can influence the processes of training and education in its various aspects. In pedagogical practice, cognitive interest is often considered only as an external stimulus for these processes, as a means of activating the cognitive activity of students, an effective tool for the teacher, allowing him to make the educational process attractive, to highlight exactly those aspects of teaching that can attract the involuntary attention of students, to force them to intensify their thinking, worrying and worrying, working enthusiastically on a learning task.

This approach to the cognitive process as an external stimulus for learning may have grounds. Indeed, if a person selects from the world around him only what is more significant for him, then one should think about the fact that what is especially important and significant in learning needs to be presented in a form that is interesting for students.

1.2 Didactic game is a modern and recognized method of teaching and upbringing, which has educational, developmental and nurturing functions that operate in organic unity.

To consider a didactic game in a history lesson, you need to understand what a game is in general and what a didactic game is. A didactic game is an educational activity that is entertaining for the subject in conditional situations. Since learning is “a process of purposeful transfer of socio-historical experience; organization of the formation of knowledge, abilities, skills”, we can say that a didactic game is a conditionally entertaining activity for the subject, which is aimed at the formation of knowledge, abilities and skills.

Understanding the essence of a didactic game allows us to identify its most significant components (components):

activity, understood as the most important form of manifestation of human life, his active relationship to the surrounding reality; in this activity, mental processes develop, the mental, emotional and volitional qualities of the individual, her abilities and character are formed;

convention, which is understood as a sign of a reflection of reality, indicating the non-identification of the image and its object. In our case, we mean such activity that is perceived as “untrue”, “make-believe” (K.S. Stanislavsky expresses this with the words “if” or “as if”). (9, p.12)

But not every activity in conditional situations is a game.

To be a game, an activity must be entertaining for the player. Activity in the game is not a goal, but a means. But entertainment is the goal. In educational activities, the convention is aimed at learning, at the possibility of exercise, training of various skills.

Returning to the comparison between play and learning, it is important to note that play is viable when there is an element of unpredictability in it. If an activity is completely predictable, then it ceases to be a game.

It is important to note that it is the term “entertainment” that accurately reflects the essence of the game (and not fun, entertainment, competition). There is an element of lack of activity in being funny or entertaining; Not all games are competitive. At the same time, the concept of “entertainment” reflects more enthusiasm for the activity; it contains a subjective feature of the game: the same game situation may be a game for one person, but not for another. Entertaining is a necessary emotional background for any game.

The game as such has two components: activity and conditional, which can be filled with different content and make one game completely different from the other, but nevertheless these two components are visible in every game. It is the conditional nature that turns this or that activity into a game. If we consider the activity aspect without the conditional, then the result is nothing more than work or exercise.

A game can become didactic if the educational material, or some part of it, can form the basis of the content of the game: usually the educational material becomes the content of the conditional component, and the developmental material becomes the content of the activity component.

In a didactic game, a dual character is clearly visible: when explaining a game to children, the main thing is the game itself, and for the teacher, the main thing is the didactic result (the methodological significance of the game).

How is a game created, what is its structure? Firstly, the didactic game has its own stable structure, which distinguishes it from any other activity. Secondly, the main structural components of a didactic game are: game concept, rules, game actions, cognitive content or didactic tasks, equipment, game results. Unlike games in general, a didactic game has an essential feature - the presence of a clearly defined learning goal and a corresponding pedagogical result, which can be justified, identified explicitly and characterized by an educational-cognitive orientation. Let us dwell in more detail on the structural components of the didactic game. The game concept - the first structural component of the game - is expressed, as a rule, in the name of the game. It is embedded in the didactic task that must be solved in the educational process. The game plan often appears in the form of a question, as if designing the course of the game, or in the form of a riddle. In any case, it gives the game an educational character and makes certain demands on the game participants in terms of knowledge. Each didactic game has rules that determine the order of actions and behavior of students during the game and contribute to the creation of a working environment in the lesson. Therefore, the rules of didactic games should be developed taking into account the purpose of the lesson and the individual capabilities of the students. This creates conditions for the manifestation of independence, perseverance, mental activity, for the possibility of each student developing a sense of satisfaction and success. In addition, the rules of the game develop the ability to manage one’s behavior and obey the demands of the team. An essential aspect of a didactic game is game actions, which are regulated by the rules of the game, promote the cognitive activity of students, give them the opportunity to demonstrate their abilities, apply existing knowledge, skills and abilities to achieve the goals of the game. Very often, game actions are preceded by an oral solution of the problem. The teacher, as the leader of the game, directs it in the right didactic direction,, if necessary, activates its progress with a variety of techniques, maintains interest in the game, and encourages lagging students. The basis of the didactic game, which permeates its structural elements, is the cognitive content. Cognitive content consists of mastering the knowledge and skills that are used in solving the educational problem posed by the game. The equipment of the didactic game largely includes the equipment of the lesson. This is the availability of technical teaching aids: slides, filmstrips, videos, and the use of multimedia tools. This also includes various visual aids: tables, models, as well as didactic handouts, certificates, gratitude, gifts.

The didactic game has a certain result, which is the ending of the game, gives the game completeness. It appears primarily in the form of solving a given educational task and gives schoolchildren moral and mental satisfaction. For a teacher, the result of the game is always an indicator of the level of achievement of students either in the acquisition of knowledge, or in their application.

All structural elements of a didactic game are interconnected; the absence of the main ones destroys the game. Without a game plan and game actions, without rules organizing the game, a didactic game is either impossible or loses its specific form and turns into following instructions and exercises. Therefore, when preparing for a lesson containing a didactic game, it is necessary to draw up brief description the course of the game (scenario), indicate the time frame of the game, take into account the level of knowledge and age characteristics of students, and implement interdisciplinary connections. The combination of all game elements and their interaction increase the organization of the game, its effectiveness, and lead to the desired result. The value of didactic games lies in the fact that in the process of playing, children largely independently acquire new knowledge and actively help each other in this.

GAME ORGANIZATION STRUCTURE

Game selection

Having selected games that correspond to the program content, the teacher must clearly imagine what results he wants to get. The design of the plan, game actions, the content of the rules, and the course of the game often depend on this.

Preparing the game

a) Preliminary preparation of students for the game.

Not all games contain this stage. The teacher's task is to ensure that all children understand what they have to do during the preparatory work. Preliminary preparation often bears the main didactic load. This mainly applies to role-playing games. But the teacher needs to trust the children more, there is no need to completely organize the preparation, let them show independence themselves. And in general, you should not overload children with preparation for the game; it is better to try to help them during the game itself: inspire them, suggest the right decision (when possible), maintain a high tone, etc.

b) Preparation immediately before the game.

This stage should be aimed at creating an emotional gaming mood (rearrange the tables, turn on the music, prepare the TSO for use, hang up diagrams, pictures); check students' readiness for the game.

Introduction to the game

a) Offering games to children.

Usually, it is enough for the organizer of the game to say: “Now let’s play ...” or “And so that you remember this material better, we will play a game with you” or “In connection with this there is such a game ...”. This is enough to make the guys happy and ready for a different type of work. It is advisable that when a game is offered, its name is stated. Then in the future the children themselves will be able to take the initiative in constructing and planning educational and gaming activities. But sometimes some unusual forms of proposal are possible.

b) Explanation of the rules of the game.

It is necessary to formulate them briefly and specifically. A lot will be learned in the game itself, if someone doesn’t understand something.

c) Selection of game participants

Imagine that the teacher needs to choose four participants for the game, but there are no takers in the class. If the teacher himself chooses the players, some of the active children may immediately “switch off” from the game with indignation, because they were not chosen. They will find something to be offended by. But you can do it differently - beat the same choice of players, pursuing educational and disciplinary goals. The teacher announces: “The game requires four participants, but since there are many people willing, we will do this: a puzzle is drawn on the board. The first four people who are the fastest to write a solution in a notebook and will be participants.” Then there will be less reason for indignation, since the choice was made fairly.

It is important for a teacher to include every student in an active cognitive process. Therefore, it is advisable to have as many participants as possible. One can record errors, another can control time, etc.

Despite the importance of the didactic result, when conducting the game it is necessary to understand that the methodological content is the hidden part of the “iceberg”, which should concern the teacher before the start of the game. Once the game has started, the main thing is the game action. After all, the more interesting and entertaining the game, the greater the developmental, educational and educational results that can be achieved.

a) Start of the game.

At this stage, you can clarify some nuances regarding the rules of the game. They become clear in the play of the first participants. And then the teacher needs to stop the game and briefly explain what is broken and how to properly participate in the game. But it is equally important for the game to gain momentum. Games with rules usually require good pacing. And this is “in the hands” of the organizer: to prompt someone, to urge someone on with exclamations of “Let’s speed up the pace!”, “Long pause!”...

b) Development of the game action (culmination).

At this stage, the excitement of the players is maximally manifested, and at the same time the interest of both participants and spectators (if any) increases. It is important for the organizer to monitor compliance with the rules and sometimes “add logs to the burning fire,” that is, to cheer up the loser, notice something interesting in his participation, in addition, you can encourage fans or spectators, etc. If at the beginning of the game a violation of the rules can be forgiven, now any violation must be clearly marked, the participants receive penalty points or leave the game.

c) The final stage of the game.

The teacher needs to feel when the tension subsides; You shouldn’t expect students to get bored with the game itself. It is necessary to put an end to it in time so that not only the high mood created by the game does not disappear, but also the attention directed to the material being studied does not become unfocused. In order to stop the game in time, you need to say in advance that its end is approaching (for example: “Two more participants and we’re finishing!”). This gives the guys time to psychologically prepare for the end of the game. This is one of the tricks to avoid the moment when children as a whole class ask: “Well, let's play some more!”; this will make it easier to transition to other activities.

Summing up (assessment and encouragement of schoolchildren)

Summing up the results of the game includes both the didactic result (what new students learned, how they coped with the task, what they learned) and the game itself (who turned out to be the best and what helped him achieve victory).

It is difficult to announce the results of a competition that takes up most of the lesson or even goes beyond it (historical quiz, competition, etc. After all, the class can quarrel, since for everyone who took part his group always seems to be the best. And sometimes it turns out that the best the group that prepared the least is participating (good impromptu). Naturally, other groups who spent a lot of time preparing are offended. The teacher must understand all this and skillfully make decisions. After all, severe emotional conflicts are not included in the teachers’ calculations. Unhealthy emotional background in student group after a game played in class - the teacher’s fault.

To avoid these problems, you must:

a) before starting preparations for the game, clearly announce the criteria (it is better for schoolchildren to write them down in a notebook) by which the results will be assessed;

b) specifically publicize the results. Sometimes it makes sense to announce the results of a competition not immediately after it ends. They can be announced at the next lesson or published in the school newspaper. Passions will subside, and the teacher will be able to take into account all the subtleties in order to evaluate the players fairly. Although, of course, we must not forget that schoolchildren are really looking forward to the results of the game and want to know them as soon as possible;

c) be sure to carefully note the positive aspects of the teams (participants) that did not take prizes;

d) note what interfered with the game, if any. And, of course, it should be extremely clear to everyone that the teams that received prizes were indeed stronger.

Game Analysis

Despite the fact that the teacher himself feels the mood of the class (understands that the game was a success or vice versa), this still cannot represent a complete picture, since this is a collective mood. However, it is important for the teacher to understand each child in order to draw conclusions for the subsequent game, taking into account the individual characteristics of each. And therefore, it is important, despite the fact that there is always a catastrophic lack of time, to carry out this stage - it is the key to the effectiveness of gaming activities and the development of the teacher’s methodological skills.

A game is a type of activity where a child can express himself in different positions: just a participant, an active participant, a leader, an organizer, an initiator of the game. The teacher should strive to develop students' initiative both in preparing and organizing, and in creating new games. The teacher gradually transfers his position as a leader in organizing gaming activities, becoming an indirect organizer. Thus, there is a gradual development of student independence, and the teacher constantly moves away from the role of an organizer to the role of a consultant, a participant in the game, or even a simple spectator. He, as it were, passes the baton of gaming creativity to students, realizing the development of true partnerships, acquiring wonderful assistants in organizing educational and gaming activities. 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; students' 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; the success of completing a didactic task is associated with the game result.

Methodists have long identified two important features of a historical game - the presence of direct speech (dialogues) of the participants and an imaginary situation in the past or present (but with a discussion of the past). Carrying out such a division, scientists raised the issue of classifying games according to history. Educational researchers identify different types of educational games.

Games are classified according to various criteria: by goals, by the number of participants, by the nature of the reflection of reality. N.K. Akhmetov and Zh.S. Khaidarov identified imitation, symbolic and exploratory games. The first are associated with game modeling of a particular field of work (imitation of reality), the second are based on clear rules and game symbols, and the third are associated with new knowledge and methods of activity.

V.G. Semenov identified: 1) interactive games with an indirect impact on the student (puzzles, crosswords); 2) interactive games with a direct impact on the student (role-playing games); 3) non-interactive (individual game tasks). The same researcher classifies games according to the degree of improvisation: 1) games with roles and plot (improvisation); 2) games with a clear canonical plot (canonical); 3) plotless games (crosswords).

G.K. Selevko divides games into plot, role-playing, business, simulation and dramatization.

It is possible that the above pedagogical classifications certainly make sense: they show, first of all, the difference between games with clear external set rules (or a strictly written plot), from which one cannot deviate, and games without external rules, based on improvisation and internal logic of the simulated process. These games differ significantly not only in their goals and content, but also in the degree of impact on the intellectual and emotional spheres of students.

In the theory and practice of teaching history, a classification was known dividing games into retrospective and business, when we are talking about games with internal rules.

The business game simulates a situation of a later era in comparison with the historical situation; the student receives in it the role of only our contemporary or descendant studying historical events (archaeologist, writer, journalist). At the same time, two subtypes of such a game are clearly visible.

One of them is a discussion game, during which an imaginary modern situation with a dispute and discussion is recreated (debates, symposiums of scientists, round tables of journalists, television bridges and film studios, etc.). In its educational basis, such a game is very close to discussion activities, because it is entirely based on educational dialogue. As a rule, such games, even with a specific program of activities, are carried out with a large share of improvisation by the children.

Another form of a business game is a research game, which is also based on an imaginary situation of the present, studying the past, but unlike the previous form, it is based on the individual actions of a “hero” who writes an essay, a letter, a school textbook, a fragment of a book, a newspaper article, a scientific report on a particular historical event.

A retrospective game (the term “reconstructive” is also found, from the words “retro” - memory of the past, “reconstruction” - recreation), during which a situation is simulated that puts students in the position of eyewitnesses and participants in events in the past, each student receives the role of a representative of a certain a social group or even a historical figure. The main feature of a game of this type is the “presence effect” and the principle of historical fiction - “it could have been.” As psychologist A.N. rightly noted. Onion, in such a game the teenager “manages to jump above himself, for a while to become smarter, braver, nobler, fairer.”

For such a game, a schoolchild, as a rule, comes up with a name, biographical facts, profession, social status of his “hero”, and even in some cases prepares a costume and thinks over his appearance. At the same time, the student must have an idea of ​​the character, feelings, thoughts and views of the character. Retrospective games help the student “enter” historical time, feel the “color of the era,” and “see” specific people with their worldview and actions in a specific historical situation of a certain time.

Not all flashback games are the same, so they are divided into subtypes. I.V. Kucheruk divides all retrospective games into: 1) formal-reconstructive - games that illustrate a historical event, documenting the situation corresponding to a certain era (otherwise such games are called theatrical performances); 2) formal-constructive games, when the plot and the mouths of the “eyewitnesses” of events include their own assessment of them, and even taking into account modern experience of cognition (in other words, theatrical games); 3) informal-constructive games that give greater scope to the imagination and activity of participants who can deviate from a clear plot (regulations), canonization of characters (role-playing games of a debatable nature).

It seems to us that this classification does not incorporate all the diversity of modern experience in conducting retrospective games. All these games can be divided into role-playing and non-role-playing games.

Non-role-playing games are very similar to games with external rules, but they recreate the historical past, and the game takes place in a distant era. Such games include competitive retrospective games, when a situation of the past is artificially simulated, in which people of a certain era “demonstrate” their skills, achievements, and ingenuity in a certain historical context. Through such a game situation, the teacher, on the one hand, tests the knowledge of students on a competitive basis, on the other, gives the opportunity to “apply” this knowledge in conditions of imitation of the distant past, thereby deepening and expanding knowledge about it. The competitive spirit of such a game “ignites” the children, and the desire to learn history practically becomes limitless in order to resolve the game situation.

Another type of retrospective game is a route game or imaginary journey (a similar term is correspondence excursion). A route game is a special form of lesson when children are transported to the past and “travel” through it in a certain spatial environment (walk through ancient city, swimming on the river, flying on a chronoplane, etc.). At the same time, students clearly determine the geographical contours of the historical reality being studied. They outline their own route, come up with stops, fragments of conversation (interviews) with people of the past who “come across” them on the journey.

In the full sense of the word, there are no obvious roles in route and competitive games, although they may exist in a number of cases. Then the game has a dual character and is role-playing and competitive at the same time. Actually, role-playing games of a retrospective nature are based on playing out roles - participants in historical events in an imaginary situation of the past. They are also divided into subspecies.

One of the subspecies role playing game- theatrical performance. It has a clearly defined and written script, according to which the action is played out, like on a theater stage. It recreates various images and pictures of the past. All attributes of a theatrical production, including scenery and actors' costumes, must be present. The point of such a game for schoolchildren is not only to “revive the paintings” of past eras, but also to subsequently discuss these scenes with the whole class. “Associations” are important here when children recognize the time and place of action, historical phenomena and representatives of social classes by the actions of the characters in the performance.

Another subtype of role-playing games is theatrical play, where in a simulated situation the texts of the characters are not written in advance, but are composed by the children themselves. Its main difference from the previous subtype is the wider improvisation of the game participants (they are also eyewitnesses of past events). However, in this game the theatrical action is still close to the era in question and being studied. Modernization of the past is not allowed here. Therefore, a common program or game script is needed that all participants adhere to. This type of game differs from a theatrical performance and has a large number of participants involved in the game. Any student can become an actor here.

The third subtype of role-playing game is a problem-discussion game. It is based on an imaginary situation in the past, but the entire action is not built according to a script, but around a discussion of an important issue or problem. The game involves an argument between the participants, the teacher reduces his role to a minimum, poses the problem and intermediate questions, and distributes the roles of the participants. Students in this game are called upon to solve a problem from the positions of their characters, and the result of solving this issue is unknown in advance. As a result of the game, several decisions may be made or not at all, but what is important here is the “movement” of each student in developing the problem.

The last subspecies brings us closer to an intermediate type of game, which methodologists call a business game with elements of retrospection. A game of this kind can combine various participants: contemporaries, eyewitnesses of events who “meet” to discuss important issues and “inquire” about the past with descendants. In this game, eyewitnesses of a historical event can “take” part in modern forms of communication between people - courts, congresses, rallies, travel clubs and television bridges, etc. Current situation with participants in events can be modeled with partial reconstruction and individual plots of the past (similar to an investigative experiment in judicial practice). Such modernization of historical reality can be justified in a number of cases, because it performs an evaluating and recreating role at the same time, as they say, “in one bottle.” The teacher is forced to complete various learning tasks in such lessons, without having enough hours to reconstruct and evaluate the past.

The above classification of historical games is based on at least three criteria - the nature of the roles of the participants (eyewitnesses or our contemporaries), the conditions of the imaginary situation in the classroom (then or now), the rigidity of the script (program) and the degree of improvisation of children in the game.

There are many classifications of didactic games in history. The classification proposed by Candidate of Pedagogical Sciences M.V. is closest to me. Korotkova (see diagram 1).

Practice shows that playing in class is a serious matter. A methodically correctly organized game requires a lot of time for preparation, maximum activity of students in activities not only at the level of reproduction and transformation, but also at the level of creative search, and promotes cooperation between teacher and students in the learning process.

Let us turn to the question of the participants in the game and their stationary role in various types of game activities, then we will consider the course of the simulated game situation and its development. A history teacher can act in the game in the following game guises: 1) an instructor who reduces his role to a minimum - explaining the rules of the game and the consequences of game actions; 2) a referee who supports the progress of the game, monitors compliance with the game rules, and evaluates the children’s activities; 3) a coach - who gives tasks, makes tips, provides assistance during the game, encourages children and supports the game situation; 4) the chairman-leader, who gives impetus to the game and regulates the entire course of the game, holds in his hands all the game actions of the participants, sums up the results and compares the simulated situation with the real situation.

Students in the game play the following roles: actors, spectators, experts. Actors take part in scenes and recite the texts of their roles. Viewers study additional literature, complete assignments and take part in discussions. Experts analyze the game and each participant separately, comparing the simulated situation with the real one.

During the game, actors recreate the image of the character created in their minds, carry out conscious and purposeful game actions in accordance with the purpose of the game, its storyline and the content of the role. The actors interact with the audience, answer questions and defend their position. Their main task is to reliably and emotionally convey the content of the image they depict. Often they empathize with their hero.

Spectators comprehend the game task and the storyline of the game, express their attitude to what is happening with the help of facial expressions, gestures, remarks, questions, and laughter. In the process of acting out the situation, viewers formulate their position in relation to the characters of the game, correlate the images they see with their own system of values, “get used to” the game context and mentally create their own game plan, putting themselves in the shoes of the actors.

Experts evaluate the images created in the game - the content of the role, its persuasiveness, reliability, artistic abilities and creativity of the performers. The task of the experts is a very difficult one - to analyze the process of the game itself, its effectiveness, so along the way they take notes and create analysis cards. At the end of the game, they present the results, note the most and least successful moments, performances, remarks, and give ratings to the participants. When analyzing a game, experts pay attention to the game behavior of the characters, the adequacy of the audience's reaction, the analysis of the activities of the presenter, the fascination and entertainment of the entire course of the game.

2.2 the main task any teacher - to ensure that children do not lose interest in the subject, so that the material offered to the student is accessible in terms of difficulty. The game provides great assistance in solving these issues. Its use gives good results, increases children's interest in the lesson, and allows them to concentrate on the most important thing.

I often try to use games in my lessons. Of course, not all lessons can be taught through games. Many teachers, for example, mathematics and physics, may object to me that there is no time for fun here and you need a serious attitude and serious work. However, where possible, lessons need to be enriched with games. Lately, in lessons, I very often hear from students “Let’s better play!” So why “let’s play better?”
Firstly, probably because the student by nature likes to play. Play is a powerful stimulus for learning; it is a varied and strong motivation for learning. There are much more motives in the game than in ordinary educational activities. L.P. Borzova, exploring the motives for schoolchildren’s participation in games in history lessons, notes: “Some teenagers participate in games in order to realize their potential capabilities and abilities that do not find outlets in other types of educational activities. Others - to get a high rating, others - to show themselves in front of the team, others solve their communication problems, etc.”

Secondly, unique feature The game is that it allows you to expand the boundaries of the child’s own life, to imagine what he has not seen.

Thirdly, in the game it is possible to involve everyone in active work; this form of lesson is opposed to passive listening or reading. The game is emotional by nature and therefore is capable of reviving even the driest information, making it bright and memorable. Sometimes, in the process of playing, you get to know some children from the other side, hidden talents are revealed, shy children show extraordinary abilities, a passive child is able to perform an amount of work that is completely inaccessible to him in a normal educational situation.

Fourthly, we know that children are energetic and active and it is impossible to force them to “sit quietly” during the entire lesson. And therefore, all the inexhaustible energy can be directed in the right direction. Thus, combining business with pleasure. A. Ya. Gurevich rightly noted that: “A skillfully organized game makes it possible to use for educational purposes the energy that schoolchildren spend on “underground” gaming activities. The latter is taught in the lessons of all (without exception!) teachers...
Fifthly, the game has a positive effect on the formation of cognitive interests. It promotes the development of such qualities as independence and initiative. During lessons, children are active, work enthusiastically, help each other, and listen carefully to their friends. Factors accompanying the game are interest, a sense of pleasure, joy. All this taken together undoubtedly makes learning easier.

In addition, the game creates special conditions under which students’ creativity develops. The essence of these conditions lies in communication on equal terms, where timidity disappears and the feeling arises - “I can do it too,” i.e. In the game, internal liberation occurs. It is very important for learning that play is a classic way of learning by doing. It organically incorporates a cognitive task and carries out an independent search for knowledge. “Mastering knowledge in a game is a new, unique condition for uniting peers, a condition for gaining interest and respect for each other, and along the way, finding oneself,” thus, among other things, a huge educational work takes place in the game.
Practice shows that history lessons using games make the learning process exciting and contribute to the active cognitive interest of schoolchildren. “Such classes create a special atmosphere where there are elements of creativity and free choice. The ability to work in a group develops: its victory depends on the personal efforts of everyone. Quite often this requires the student to overcome his own shyness and indecisiveness, and lack of faith in his own abilities.” Thus, the principle of development is realized, which is expressed not only in the development of intelligence, but also in the enrichment of the emotional sphere and the formation of volitional qualities of the individual, and the formation of adequate self-esteem.
A game in a history lesson is an active form of educational activity, during which a certain situation of the past or present is modeled. The game state that arises in schoolchildren during a game lesson is a specific, emotional attitude towards historical reality. Students fill in the “deserted” story with characters that they themselves portray in various types of historical games.

By understanding the thoughts, feelings and actions of the characters that students portray in the game, schoolchildren model historical reality. At the same time, the knowledge acquired in the game becomes personally significant and emotionally charged for each student, which helps him to better understand and better “feel” the historical era being studied.
Play in a history lesson creates conditions for students to imagine something that has not happened in their direct life experience. Playing a role liberates the child, which creates conditions for the development of a creative personality.
“Historical games are fully functional. They very harmoniously combine factual and theoretical material, ordinary perception of information and creative work, emotional and logical methods of perception - in a word, they force different levels of students’ cognitive activity to actively function.”

Naturally, such a difficult task requires the student to mobilize all skills, encourages him to master new and deepen acquired knowledge, broaden his horizons, and most importantly, forces him to master a whole range of important skills, primarily communication. Historical games also develop schoolchildren’s ability to critically perceive the surrounding reality and empathy.
Of course, the easiest way is to simply conduct a lesson in the form of a lecture, but this is very boring for children, although it is the easiest option. Many teachers believe that the game requires a lot of effort and preparation, and that children cannot “come to their senses” for a long time after playing. Personally, I don't think so. Here are a few rules that I follow when playing games:

I take into account age characteristics.

I try to involve all children without exception in the game.

I do not conduct special preparation, rehearsals, and do not require children to memorize the text.

And if the games are not complicated and, most importantly, periodically, then children easily get used to it and then can concentrate without much effort after the game.
Of course, a game is not the only means of increasing interest in a subject; it is one of the means. We know that in a lesson you can use both technical teaching aids (in our time this is not a problem!) and a textbook; conduct lessons in the form of debates, discussions, lectures, etc. However, it is known that when using a game in lessons, students’ learning of the material increases from 50 to 100%. The effect is amazing! This is probably why the children say: “Let’s better play!”

Class: 5
Subject: history
Lesson topic: “Religion of the ancient Greeks” see Appendix

Role-playing game

Role-playing is a form of organizing educational activities in which each student acts as a participant in the events of the past. History is a specific science, its content cannot be observed, it is impossible to become a participant in events that have long passed. Role-playing in the classroom is nothing more than “creating unrealistic situations” (Goder).

Study, repeat, consolidate or summarize material.

Check the degree of mastery of certain general educational or special skills.

Build communication skills by working in groups.

To promote the development of students’ creative abilities, to give everyone the opportunity to express themselves.

Positive effect:

In the process of preparation and during the game itself, students’ historical knowledge is deepened, and the range of sources for understanding history is expanded.

The acquired knowledge becomes personally significant

Emotionally colored, since the student was in the role of a participant in the events of the past.

The game form of work creates a certain mood that sharpens the mental activity of students.

An atmosphere of relaxation, freedom of thinking is created, the opinions of the student and the teacher become equivalent, since the teacher himself finds himself in the role of a spectator.

Teamwork helps to develop feelings of mutual assistance and support, to get to know each other better, and to identify leaders in the team.

Teamwork allows you to teach business communication and provide experience in public speaking.

Role-playing games provide an opportunity for a student who does not have good knowledge to distinguish himself and to overcome his internal fear of comments from the teacher and classmates.

For the teacher, such forms of work provide an opportunity to accumulate visual material for subsequent lessons.

What roles can students play?

A real person (king, prince, traveler, leader of an uprising, commander, politician, etc.)

Fictional character, a typical representative of the era (peasant, feudal lord, warrior, merchant, etc.)

Preparation:

Game planning.

Working with students:

message of the topic, date of the role-playing game,

distribution of roles and tasks,

breakdown into groups, if necessary - election of the jury, presenters,

familiarization with the game plan,

explanation of goals and expected results,

form of material presentation,

additional literature,

if necessary - consultations, rehearsals,

production of necessary teaching materials,

knowledge control message.

Knowledge control options:

Assessment for work in class, i.e. direct participation in the game in the work of your group.

Score for preparing for the game at home (drawing, diagram, costume, crossword, message, etc.)

Work in a notebook during the game (recording the performances of other students, table, key words, etc.)

In the next lesson there will be a test, a test, a historical dictation, etc.

Progress of the game:

Organizing time.

Role-playing game.

Reflection: oral analysis at the end of the lesson, questionnaire, note in the school newspaper, exhibition of creative tasks, etc. The game should become not just an exercise, but also a learning experience, therefore at the end of the lesson it is necessary to consolidate the purpose and cognitive value of the lesson, discuss and evaluate the process itself and its results, outline the future.

Techniques that can be used during role play:

Personification - a real person participates in the game as a teacher’s assistant, consultant, jury member, etc.
Examples. Lesson "Ancient Babylonian Kingdom". Disciple Hammurabi evaluates situations from the standpoint of his laws.
Review lesson "Ancient Egypt". Jury-priests evaluate the activities of groups of warriors, farmers, scribes, etc.

Interview - students ask questions to a representative of another historical era.
The journey tests your cartographic skills.

Historical letter or telegram. Find out who the author might have been. Historical document. Find out the author. What event are we talking about?

Defense story (coat of arms, city, cultural monument, etc.).

Text with errors or omissions. Such texts are compiled in such a way that it is easy to determine which event is being discussed. Errors here can be in significant phenomena, well known, as well as inaccuracies regarding minor facts. This task tests not only memory, but also attention. I use texts from the book by I. A. Fedorchuk “Intellectual games for schoolchildren. Story". If not all errors are found, the strongest student, in the role of a character of the era, can contact the students with questions and wishes.

Crosswords, rhyming riddles, chants, etc.

Theatrical game

Theatricalization is the use of theater means in the pedagogical process. Theatrical play, elements of theatricalization are a harmonious combination of theatrical art (conventionality of attributes, features of pronunciation of speeches) with the pedagogical process in its goals and principles of construction (collectivism, distribution of roles, the need for pedagogical guidance). However, the phrase “theater in the classroom” often frightens teachers, as it is associated with a lot of scenery, costumes, and rehearsals. Therefore, it is better to use the term “theatrical elements.” Under no circumstances should a lesson be replaced by an entertaining production, and the theater’s resources can be fully used in an elective class, a history club, or a school theater.

Requirements applicable to theatrical play:

Psychological: the game must be meaningful for every student, that is, it must be motivated; the environment in which the game action takes place should be conducive to communication in an atmosphere of friendliness, mutual understanding and cooperation

Pedagogical: game action should be based on knowledge, abilities, skills acquired earlier in the lessons; the goal of the game should be determined in accordance with the objectives of the educational process; participants in the game must be provided with appropriate teaching material, documentation, etc.; The game is effective only in combination with other (non-game) methods and means of teaching and should not be predominant (suppressive) in the educational process.

Techniques for using theatrical elements in a lesson (any type of lesson):

Personification - a real-life historical character participates in the lesson as a teacher’s assistant (consultant, tour guide, etc.) Lesson “Alexandria of Egypt”, guide - Alexander the Great.

"Who am I?" A student dressed as a character talks about him. Students guess who he is. Lesson "Religion of the Ancient Greeks." “Thanks to me, people’s homes became bright on the darkest evenings. I helped them overcome the winter cold. Why did the king of the gods punish me so cruelly?” (Prometheus). Lesson "Homer's poem "Iliad". “Tomorrow is my duel with the Trojan leader Hector. I'm ready to fight. If only the arrow or spear of my enemy does not hit my heel” (Achilles).

Speech by a historical figure (speech, program, laws, etc.) Lesson “Greeco-Persian Wars”. Themistocles’ speech before the Battle of Salamis: “The Spartan commanders believe that it is necessary to withdraw the fleet to the Peloponnese. They want to protect Sparta, but then who will protect the Athenians? Our city has already been plundered and destroyed by the Persians. I think we should give battle here in the narrow Strait of Salamis. We, the Hellenes, know every pitfall here, where it is shallow, where it is deep, we have studied every underwater current, the directions of all the winds. The Persians are not at all familiar with this strait. Our triremes are much smaller in size than the heavy and clumsy Persian ships. The trireme sits shallow in the water; it will easily pass among rocks and shoals. And the heavy Persian ships will crash into underwater rocks or run aground. The Strait of Salamis is the best place to fight the Persians.” After Themistocles’ speech, students answer the questions: Why is Themistocles so confident of victory? Give his arguments.

A historical skit is a small performance - a way of transmitting historical information to students through role-playing according to a pre-compiled scenario using theatrical attributes.

Preparation: script writing, distribution of roles, preparation of costumes and props, rehearsals.

Examples of role-playing and theatrical games used in history lessons in the teacher’s own practice.

Dramatic games are small plays performed by students, mostly improvised. The purpose of the games: to revive historical events, increase understanding of the situation, evoke empathy and emotions. I have developed a series of theatrical games “Performance without rehearsals.” At the preparatory stage, children receive roles, study the biographies of their heroes, their characters. During the lesson they have to act in the given circumstances; they do not know the plot in advance. Therefore, improvisation lessons are held differently in different classes, with unexpected turns and peculiar endings. In the 5th grade lessons “Democracy in Athens”, “Religion of the Ancient Greeks”, in accordance with the plot, children try to solve a problem, give advice, quarrel, try to get out of a difficult situation, condemn their heroes and sympathize with them. It is interesting that the proposed circumstances may be different: a feast of the gods on Olympus, national assembly, meeting of the gerousia in Sparta. Conflicts storylines also different. Such dramatization techniques are useful because... children learn to think independently, interpret historical facts, interact with each other, find a non-standard solution to the problem. They are directed against automatism, they are characterized by surprise and paradox. During the game, students, having collected material about their characters in advance, understanding the logic of their actions, play within a given situation and a given role, experience the situation, and look for answers to questions. It is very important here that the historical plot is based on conflict; this keeps students active and leads to non-standard thoughts and actions.

Role-playing games involve impersonating, for example, journalists, tour guides, or a film crew. Here the rules of the game, the plot are determined in advance, the game requires serious preparation, the ability to use special literature and conceptual apparatus. A group of students playing the role of “foreign sightseers” prepares tricky questions in advance. Therefore, the game takes place in competition mode, with great activity from students.

An effective gaming technique that is not difficult for students is the “Bring the Picture to Life” technique. Students voice typical characters from eras. To do this, they need to imagine the character’s history, comprehend the features and characteristics of the time. If a student adds something of his own that does not correspond to the spirit of the times, he must justify why.

In addition to role-playing and theatrical games, I also use other types of games in my lessons.

Games-competitions. The game can be used as a fragment of a lesson in competition mode: “Duel with pointers” (at the map), “Crossword without a field”, “Encrypted telegram”, “Historical auction”. Old games with a new “filling” are of interest: “The third is odd”, “Tic-tac-toe” (a student can put his badge if he answers the question), “Find the treasure” (working with a fragment of a historical map without a single inscription ), “We won’t tell you where we were, but we’ll show you what we did,” “Field of Miracles.”

I often use rhyming riddles in my 5th grade lessons. An example of rhyming in the fifth grade in the lesson “The Art of Ancient Egypt”

Both support and decoration

Not gods, but people's creation,

She is both slender and tall

It's called... (Column).

Either a flower or papyrus

It grew on a huge stem.

The artel of craftsmen worked

At the top of the column... (Capital).

There is a forest of columns, there are secrets and darkness,

They won't just let you in there.

Centuries have not turned to dust

The hall called... (Hypostyle)

Competition games are good to use in final lessons. They help to summarize and consolidate the material studied. The game “Historical Marathon” helps you quickly and clearly repeat the material you have covered in a concise form.

It is very important not to get too carried away when using gaming techniques. To avoid such danger, it is necessary to always draw a line between play and life. In the game, the student speaks and acts on behalf of the character, i.e. it is not necessary that he considers his way of thinking and acting correct. In discussions, he says what he really thinks. After the game stage, it is necessary to summarize what happened, what new things we learned in the lesson, whose performance made an impression, what was not successful, what experience can be used in other lessons. It is very important to place emphasis in such creativity lessons, to emphasize important points, pose new problems for students.

I will give examples of some games that I use in history lessons in 5th grade.
"Igraslov"
The kids really like this type of work. They are actively involved in the search for the right words, studying not only the textbook material, but also additional literature. The guys are constantly trying to demonstrate their discoveries in front of the class, thereby pushing their classmates to new searches. Good knowledge, broadening one's horizons, creative initiative, the desire for self-improvement, high grades - what is not an excellent result of intensifying cognitive activity?
Here are some examples:
What excuse can you use to swim? (On the Po River in Italy.)
What wild animal is the source of life for many generations of people in the countries of Western Asia? (Tigris River in Mesopotamia)
Game "Riddle it!" (composing and solving charades)
Charade is a kind of riddle: the riddled word is divided into several parts with independent meaning, and then a description of the meaning of each of these words is given. Sometimes in the form of poems or dramatizations. The kids like this type of work no less than playing on words. I suggest they make up charades at home (in the form of an additional creative assignment), in a lesson during a team competition (a task for the opposing team), etc. Often, right during the lesson, while repeating or even studying a new topic, the children come up with charades themselves. This type of work is very valuable because it develops children’s attention, creativity, literacy, and teaches them to clearly and correctly define words, historical concepts and terms.
Here are some examples:
The first is a part of a car that illuminates the road, the second is a pronoun, the whole is the ruler of Egypt in ancient times, (Pharaoh - pharaoh)
The first is the people (translated from Greek), the second is a device for styling hair, the whole is the famous orator of Ancient Greece, (Demos-fen - Demosthenes)
The first is the name of the sacred mountain of the Greeks, the second is the connecting union, the third is the most boastful letter of the alphabet, the whole is a city in the Peloponnese, known throughout Greece. (Olympus-i-I-Olympia)

Conclusion

In order to develop social qualities and moral self-awareness in children, it is necessary to create appropriate conditions, organize and constantly maintain the sphere of their “personal” relationships, stimulate children’s initiative and freedom in establishing relationships with each other.
But how is this possible? Through play activities, because play is a means of creating a “children’s society.”
Thus, an important task of the school becomes the development of students’ skills in independent problem solving, independent assessment and selection of received information, social interaction and communication competence, and readiness for self-education. A didactic game will help develop such skills, which serves as a kind of practice for using the knowledge acquired in class and outside of class time.
While studying the problem of using games in history lessons, we came to the following conclusions:

Play is a powerful stimulus for learning; it is a varied and strong motivation. Through play, cognitive interest is aroused much more actively and quickly, partly because a person by nature likes to play. Another reason is that there are many more motives in the game than in ordinary educational activities.

The game activates the mental processes of participants in gaming activities: attention, memorization, interest, perception, thinking.

The game is emotional by nature and therefore is capable of reviving even the driest information and making it bright and memorable.

In the game, it is possible to involve each student in active work; this is a form that is opposed to passive listening or reading. During the game, an intellectually passive child is able to perform a volume of work that is completely inaccessible to him in a normal learning situation.

The game creates special conditions under which creativity can develop. The essence of these conditions lies in communication “as equals,” where timidity disappears and the feeling arises: “I can do it too,” i.e. In the game, internal liberation occurs. For learning, it is important that play is a classic way of learning by doing. The game has an organic cognitive task. In the game, the child can independently search for knowledge.

Educational work also takes place in the game, which has been repeatedly discussed in the works of many leading teachers. In the game, “it is the acquisition of knowledge that becomes a new unique condition for uniting peers, a condition for acquiring interest and respect for each other, and in the process, “finding oneself” (V.M. Bukatov)

In the process of writing the work, the following questions were considered and studied:

Methods of conducting games in history lessons:

Classification of historical games;

Methodological organization of historical games;

The main stages of the historical game;

Thus, in this work, the issues necessary to reveal the research topic were raised and worked out in detail.

This work is characterized by a fairly in-depth study theoretical aspects, scientifically based analysis taking into account the studied material.

In conclusion, I would like to quote the words of Anatoly Gin:
“Ideal management is when there is no management, but its functions are performed. Everyone knows what to do. And everyone does it because he wants it himself.”
“Ideal didactics is its absence. The student himself strives for knowledge so that nothing can stop him. Let the lights go out - he will read by candlelight.”

Bibliography:

Borzova, L.P. Games in the history lesson: method. manual for teachers / L. P. Borzova. - M.: VLADOS-PRESS, 2003. - 160 p. - (B-history teacher).

Bukatov, V. M. I’m going to class: a textbook of game teaching techniques: a book for teachers / V. M. Bukatov, A. P. Ershova. - M.: First September, 2002. - 224 p. : ill.

Vasilyeva, N. Psychological readiness for self-determination: a business game to identify interest in the subjects being studied. / N. Vasilyeva // Teacher - 2005. - No. 4 - P.82 - 86.

Games and entertaining tasks in history / author's compilation. M. A. Subbotina, I. B. Goryacheva, L. M. Dobrolyubova and others - M.: Bustard, 2003. - 336 p. : ill.

Kapitonov, A. N. Organizational-activity game at school. / A. N. Kapitonov // School technologies. - 200 - No. 2 - P. 144.

Kupriyanov, B.V. Organization and methods of conducting games with teenagers: adult games for children: textbook. - method. allowance / B.V. Kupriyanov, M.I. Rozhkov, I.I. Frishman. - M.: GITS VLADOS, 2001.

Lyubimova, T. G. Developing creative activity: games and exercises for children and adults / T. G. Lyubimova. - Cheboksary: ​​CLIO, 1996. - 44 p.

Mandel, B. R. Complex games: principles of construction and methods of construction: the use of games in pedagogy / B. R. Mandel // Public education. - 2006 - No. 1 - P. 112 - 117.

Nepomnyashchaya, N. I. Play as creativity in the realization of human essential properties in the development of a child. / N. I. Nepomnyashchaya // World of Psychology. - 2006. - No. 1 - P. 133 - 141.

Selevko, G. K. Modern educational technologies: textbook / G. K. Selevko. - M.: Public Education, 1998. - 256 p.

Sidenko, A. Game approach to teaching. / A. Sidenko // Public education. - 2000. - No. 8. - P. 134.

Solovyova, L. Active teaching methods. / L. Solovyova // Higher education in Russia. - 2004. - No. 4. - P. 166-168.

Sorochkina, E. Game is a serious matter, especially if it is role-playing. / E. Sorochkina // Teacher’s newspaper. - 2004. - No. 43. - P. 11.

Tendryakov, M. V. Game and expansion of semantic space (mutual transitions of game and reality). / M. V. Tendryakov // World of Psychology. - 200. - No. 3. - P. 113-121.

Frumkina, R. What is the term? A game. / R. Frumkina // Family and school. - 2005. - No. 5. - P. 18.

Shmakov, S. A. Games of students - a cultural phenomenon / S. A. Shmakov. - M.: New School, 1994. - 240 p.

Elkonin, D. B. The basic unit of an expanded form of gaming activity. The social nature of role play. / D. B. Elkonin // World of Psychology. - 2004. - No. 1 - P. 60-68.

Yamaletdinova, F. “The evening samovar hissed”...: a game in the learning process. / F. Yamaletdinova // Teacher. - 1999 - No. 1.

Annex 1

Appendix 2

Lesson topic:

"Religion of the Ancient Greeks" 5th grade general history textbook A.A. Vigasin, G.I. Goder, I.S. Sventsitskaya History of the ancient world. Moscow "Enlightenment", 2012.

Lesson location in topic: Lesson 5 on the topic “Ancient Greece”.

Target

To form ideas about the religion of the ancient Greeks through organizing activities to work with electronic educational resources and other sources of information.

Tasks:

Educational - Provide conditions for students to acquire knowledge about the cults of the main ancient greek gods and heroes, introduce students to myths about them;

Developmental - develop the ability to work with a map and find information in the text. Continue to develop the skills to work with the text of the textbook and its illustrations, highlighting the main thing.

Educational - to promote interest in the study of history, to develop ideological positions through awareness of a general pattern: religious beliefs arose as a result of people’s dependence on the forces of nature; teach students to work individually and in groups, promote the ability to analyze and evaluate the results of their own activities.

Technologies and methods: ICT, system-activity approach, person-centered learning, problem-search method.

Lesson type: combined, from the point of view of goal setting - a lesson in the “discovery” of new knowledge.

Required technical equipment: computer, media projector, screen

Training equipment: map “Ancient Greece until the middle of the 5th century. BC.)

Technological map of the lesson:

	Lesson stage	Name of EORs used (indicating the serial number from Table 2)	Teacher activities	Student activities	Time
	Organizational		Creating a friendly atmosphere, organizing attention. Greeting, checking readiness for the lesson.	Return greeting
	Checking homework	SD "History of the Ancient World Cyril and Methodius" No. 1. Homer's poems	Updates and comments on students’ basic knowledge on the topic “Homer’s poems “Iliad” and “Odyssey” Test on the topic “Homer’s poems “Iliad” and “Odyssey”. Correcting errors in the text - in a notebook or, if possible, using a computer - is an interactive task. Organizes work with electronic educational resources, invites students to recall the material from the previous lesson “Homer’s poems “Iliad” and “Odyssey”, initial test of knowledge	Write down the correct answers Or enter parameters using the keyboard and test yourself.
	MotivationActualization		While solving a problem problem, together with students, determines the topic and purpose of the lesson: The famous philosopher Euripides said: There are gods in heaven... So they say. No! No! There is none of them! And who has a grain Even if he has some sense, he won’t believe it. How so?! We talked to you about the fact that almost all people believed in some kind of supernatural forces. So did the ancient Greeks believe in gods? Does everyone believe in God now? We will try to answer these questions at the end of the lesson and the answers may be ambiguous. Advises on the rules of working with electronic educational resources, offers work in groups. Helps decide on groups. Working groups (5-6 students each)	Analyze information Draw conclusions Determine the topic and purpose of the lesson for yourself Suggest ways to solve the problem 1. Get acquainted with the material about the gods 2. With the role of religion in people's lives Choose your own path to work on the problem (group)
	Discovery of new knowledge	No. 2. “Gods and Heroes of Hellas” No. 3. "The Twelve Labors of Hercules." Cartoon	He suggests working together with the EOR to get a general idea of ​​the religion of the ancient Greeks and begin filling out the table “Gods” ancient Greece». Distributes instruction cards to each group. Consults Organizes Regulates the work of groups	FRONT WORK (information module) They read and analyze the presented material and make the first conclusions about the meaning of the gods in the life of the Greeks. Write it down in a notebook GROUP WORK (practical module): work with EOR “Gods and Heroes of Hellas” - Group 1 - interactive task “yes” “no”. Group 2: classification of information (highlighting positions related to the influence of religion on people’s lives) Notebook entries. Working with a map, finding out the place where, according to the Greeks, the Olympian gods lived. Group 4 work with electronic educational resources; acquaintance with myths about gods and heroes
	Final express diagnostics of student results	No. 4. "Gods of the Greeks"	Organizes and coordinates the work of students demonstrates a resource with illustrations of gods	Frontal 1 student at the computer or 4 in order information on the screen. Speech by group representatives and demonstration of results, editing of the table
	Reflection		The solution of the problem. Nobody now believes that gods live on the top of Olympus. All that remains of the belief in the Olympian gods are legends and myths. However, scientists and you and I study the myths of the ancient Greeks. Why did the ancient Greeks believe in the existence of the Olympian gods? Why don't people believe in them now? Explain why scientists study legends and myths? Do people believe in God now? Coordinates, emphasizes that each student has the right to his own opinion if he can justify it.	Students make guesses, put forward their versions of answers, evaluate their work in class and their classmates Analysis of results.
	Homework information		Write an essay “This is how the gods live” (write about your vision of life on Mount Olympus) Offers a task for everyone and by choice.	Listen, write down, choose.

Appendix 3 to the lesson plan

_____Religion of the Ancient Greeks_________

Table 2.

LIST OF EOR USED IN THIS LESSON

	Resource name	Type, type of resource	Information submission form(illustration, presentation, video clips, test, model, etc.)
	Homer's poems "Gods and Heroes of Hellas" Twelve labors of Hercules. Cartoon "Gods of the Greeks"	informational informational informational informational	presentation Presentation, audio listening video fragment Kucheruk I.V. Educational games as a means of activating students' cognitive activity in history lessons. M, 1991 -S. 214

Content

Introduction. 4

Chapter I. Formation of cognitive interest of students. 7

§1 Psychological and pedagogical foundations of cognitive interest. 7

§2 Cognitive interest and ways of its formation. 10

2.1 Cognitive interest, stages of its development. 10

2.2 Conditions for the formation of cognitive interest. 16

2.3 Formation of cognitive interests in teaching mathematics. 19

Chapter II. Extracurricular work in mathematics as a means of developing students' cognitive interest. 24

§1 The importance of extracurricular work in mathematics as a means of developing cognitive interest. 24

§2 Mathematical game as a form of extracurricular work in mathematics. thirty

Chapter III. Mathematical game as a means of developing students' cognitive interest. 34

§ 1 Psychological and pedagogical foundations of mathematical games.. 34

§ 2 Math games as a means of developing cognitive interest in mathematics. 38

2.1 Relevance. 38

2.2 Goals, objectives, functions, requirements of a mathematical game.. 41

2.3 Types of mathematical games. 44

2.4 Structure of a mathematical game... 63

2.5 Organizational stages of a mathematical game.. 65

2.6 Requirements for the selection of tasks. 67

2.7 Requirements for conducting a mathematical game... 70

Chapter IV. Experienced teaching. 74

§1 Questioning of teachers and students. 74

§2 Observations, personal experience. 80

Conclusion. 85

Bibliographic list. 86

Introduction

As you know, knowledge acquired without interest does not become useful. Therefore, one of the most difficult and most important tasks of didactics has been and remains the problem of cultivating interest in learning.

Cognitive interest in the works of psychologists and teachers has been studied quite thoroughly. But still some questions remain unresolved. The main one is how to arouse sustainable cognitive interest.

Every year children become more and more indifferent to their studies. In particular, students’ proficiency in such a subject as mathematics decreases. This subject is perceived by students as boring and not at all interesting. In this regard, teachers are searching effective forms and methods of teaching mathematics that would contribute to the activation of learning activities and the formation of cognitive interest.

One of the opportunities to develop students’ cognitive interest in mathematics lies in the widespread use of extracurricular work in mathematics. Extracurricular work in mathematics has a powerful reserve for the implementation of such a learning task as increasing cognitive interest, through all the variety of forms of its implementation. One such form is a mathematical game.

Mathematical games are emotional and evoke in students a positive attitude towards extracurricular mathematics activities, and, consequently, towards mathematics in general; contribute to the activation of educational activities; sharpen intellectual processes and, most importantly, contribute to the formation of cognitive interest in the subject. But it should be noted that mathematical games as a form of extracurricular activity are used quite rarely, due to the difficulties of organization and implementation. Thus, the great educational, monitoring, and educational opportunities (in particular, the opportunity to develop cognitive interest) of using a mathematical game in extracurricular work in mathematics are not sufficiently realized.

Can a mathematical game be an effective means of developing students’ cognitive interest in mathematics? This is what it's all about problem of this study.

Based on this problem, it can be determined purpose of the study– to substantiate the effectiveness of using a mathematical game in extracurricular work in mathematics for the formation and development of students’ cognitive interest in mathematics.

Object of study will serve cognitive interest , subject – mathematical game as a form of extracurricular work in mathematics .

Let's formulate research hypothesis : The use of a mathematical game in extracurricular work in mathematics contributes to the development of students’ cognitive interest in mathematics .

Tasks :

1. Consider the concept of cognitive interest from various points of view, stages of development, conditions for its formation;

2. To study ways of forming cognitive interest in teaching mathematics;

3. Consider the goals, objectives, forms of organizing extracurricular work in mathematics as a means of developing cognitive interest;

4. Study a mathematical game as a form of extracurricular work in mathematics;

5. Determine goals, objectives, conditions, components, types of mathematical games, requirements for conducting and selecting tasks;

6. Based on an analysis of methodological, psychological and pedagogical literature, a survey of teachers and students, and one’s own experience in conducting a mathematical game, justify the need to use a mathematical game in extracurricular mathematics classes.

To solve these problems the following are used methods :

1. Study of methodological, psychological and pedagogical literature on the topic under consideration;

2. Observation of students;

3. Questionnaire;

4. Experimental work.

Chapter I. Formation of cognitive interest of students

§1 Psychological and pedagogical foundations of cognitive interest

Today we need a person who not only consumes knowledge, but also knows how to obtain it. The unusual situations of our day require us to have a wide range of interests. Interest is the real reason for action, perceived by a person as especially important. It is one of the constant powerful motives of activity. Interest can be defined as a positive evaluative attitude of a subject towards his activities.

As a strong and very significant formation for a person, interest has many interpretations in its psychological definitions; it is considered as:

o manifestation of his mental and emotional activity (S.L. Rubinstein);

o a special alloy of emotional-volitional and intellectual processes that increase the activity of human consciousness and activity (A.A. Gordon);

o active cognitive (V.N. Myasintsev, V.G. Ivanov), emotional-cognitive (N.G. Morozova) attitude of a person to the world;

o a specific attitude of a person to an object, caused by the awareness of its vital significance and emotional attractiveness (A.G. Kovalev).

This list of interpretations of interest in psychology is far from complete, but what has been said confirms that, along with the differences, there is also a certain commonality of aspects aimed at revealing the phenomenon of interest - its connection with various mental processes, of which emotional, intellectual, regulatory ( attention, will), its involvement in various personal formations.

A special type of interest is interest in knowledge, or, as it is now commonly called, cognitive interest. Its area is cognitive activity, in the process of which mastery of the content of educational subjects and the necessary methods or skills through which the student receives education occurs.

The problem of interest as the most important stimulus for personal development is now increasingly attracting the attention of both teachers and psychologists.

Interest from a psychological point of view is characterized by mobility, variability, variety of shades and degrees of development. Most psychologists classify interest in the category of orientations, that is, the individual’s aspirations towards an object or activity. Attaching particular importance to cognitive interest, psychologists point out that this “interest is understood as both interest in the content and in the process of acquiring knowledge.”

From the point of view of S.L. Rubinstein and B.G. Ananyev, the psychological processes included in cognitive interest are not the sum of components, but special connections, peculiar relationships. Interest is an “alloy” of many mental processes that form a special tone of activity, special states of personality (joy from the learning process, the desire to delve into the knowledge of a subject of interest, cognitive activity, experiencing failures and volitional aspirations to overcome them).

Cognitive interest plays a major role in the pedagogical process. I. V. Metelsky defines cognitive interest as follows: “Interest is an active cognitive orientation associated with a positive, emotionally charged attitude towards studying a subject with the joy of learning, overcoming difficulties, creating success, with self-expression and affirmation of a developing personality.”

G.I. Shchukina, who was specially involved in the study of cognitive interest in pedagogy, defines it as follows: “cognitive interest appears to us as a selective orientation of the individual, addressed to the field of knowledge, to its subject side and the very process of mastering knowledge.” .

Psychologists and educators study cognitive interest from various angles, but consider any research as part of the general problem of education and development. Today, the problem of interest is increasingly being studied in the context of the diverse activities of students, which allows creative teachers and educators to successfully form and develop the interests of students, enriching the personality, and cultivating an active attitude to life.

§2 Cognitive interest and ways of its formation

2.1 Cognitive interest, stages of its development

Cognitive interest is a selective focus of the individual on objects and phenomena surrounding reality. This orientation is characterized by a constant desire for knowledge, for new, more complete and profound knowledge. Only when this or that field of science, this or that academic subject seems important and significant to a person, does he engage with it with special enthusiasm, trying to more deeply and thoroughly study all aspects of those phenomena and events that are related to the area of ​​​​knowledge that interests him. Otherwise, interest in the subject cannot be of a genuine cognitive nature: it can be random, unstable and superficial.

Systematically strengthening and developing cognitive interest becomes the basis for a positive attitude towards learning. Cognitive interest is exploratory in nature. Under its influence, a person constantly has questions, the answers to which he himself is constantly and actively looking for. At the same time, the student’s search activity is carried out with enthusiasm, he experiences an emotional uplift and joy from success. Cognitive interest has a positive effect not only on the process and result of activity, but also on the course of mental processes - thinking, imagination, memory, attention, which, under the influence of cognitive interest, acquire special activity and direction.

A characteristic feature of cognitive interest is its volitional orientation. Cognitive interest is aimed not only at the process of cognition, but also at its result, and this is always associated with the pursuit of a goal, with its implementation, overcoming difficulties, with volitional tension and effort. Cognitive interest is not the enemy of volitional effort, but its faithful ally. In cognitive interest, all the most important manifestations of personality interact in a unique way.

Cognitive interest is one of the most important teaching motives schoolchildren. Under the influence of cognitive interest, educational work even among weak students is more productive. This motive emotionally colors the entire educational activity of a teenager. At the same time, it is associated with other motives (responsibility to parents and the team, etc.). Cognitive interest as a motive for learning encourages the student to engage in independent activity; if there is interest, the process of acquiring knowledge becomes more active and creative, which in turn affects the strengthening of interest. Independent penetration into new areas of knowledge and overcoming difficulties evokes a feeling of satisfaction, pride, success, that is, it creates the emotional background that is characteristic of interest.

Cognitive interest, with proper pedagogical and methodological organization of students’ activities and systematic and purposeful educational activities, can and should become stable personality trait schoolchild and has a strong influence on his development. As a personality trait, cognitive interest manifests itself in all circumstances and finds application for its inquisitiveness in any situation, under any conditions. Under the influence of interest, mental activity develops, which is expressed in many questions, with which a schoolchild, for example, turns to a teacher, parents, adults, finding out the essence of the phenomenon that interests him. Finding and reading books in an area of ​​interest, choosing certain forms of extracurricular work that can satisfy his interest - all this shapes and develops the student’s personality.

Cognitive interest also acts as a strong teaching aid . When characterizing interest as a means of learning, it should be noted that interesting teaching is not entertaining teaching, full of effective experiments, demonstrations of colorful aids, entertaining tasks and stories, etc., this is not even facilitated learning, in which everything is told, explained and the student can only remember. Interest as a means of learning operates only when internal stimuli come to the fore, capable of holding back flashes of interest that arise from external influences. Novelty, unusualness, surprise, strangeness, inconsistency with what was previously studied, all these features can not only arouse instant interest, but also awaken emotions that generate a desire to study the material more deeply, i.e., contribute to the sustainability of interest. Classical pedagogy of the past stated: “The deadly sin of a teacher is to be boring.” When a child studies under pressure, he causes the teacher a lot of trouble and grief, but when children study willingly, things go completely differently.

Activating a student’s cognitive activity without developing his cognitive interest is not only difficult, but practically impossible. That is why, in the learning process, it is necessary to systematically arouse, develop and strengthen the cognitive interest of students, both as an important motive for learning, and as a persistent personality trait, and as a powerful means of educational learning and improving its quality.

For schoolchildren of the same class, cognitive interest may have different levels of development and the nature of its manifestations, due to different experiences and special paths of individual development.

The elementary level of cognitive interest can be considered open, direct interest in new facts, entertaining phenomena that appear in the information received by the student in the lesson. At this stage - stages of curiosity the student is content only with the interest of this or that subject, this or that area of ​​knowledge. At this stage, students do not yet show any desire to understand the essence.

A higher level of it is the interest in knowledge of the essential properties of objects and phenomena that make up their deeper, often invisible, inner essence. This level, called curiosity stage , requires search, guesswork, active operation of existing knowledge, acquired methods. The stage of curiosity is characterized by the desire to penetrate beyond what is visible at the stage of development of cognitive interest. The student is characterized by emotions of surprise and the joy of learning. The student, engaging in activities on his own volition, encounters difficulties and begins to look for the reasons for failure. Curiosity, becoming a stable character trait, is of great value for personal development. This stage, as research has shown, is typical for younger adolescents who do not yet have sufficient theoretical knowledge to penetrate into the essence and depth of things, but have already broken away from elementary concrete actions and become capable of an independent deductive approach to learning.

An even higher level of cognitive interest is the student’s interest in cause-and-effect relationships, in identifying patterns, in establishing general principles of phenomena operating in various conditions. This interest truly characterizes cognitive interest . The stage of cognitive interest is usually associated with the student’s desire to resolve a problematic issue. The focus of the student’s attention becomes not the finished material of the educational subject and not the activity itself, but a question, a problem. Cognitive interest, as a special focus of the individual on understanding the surrounding reality, is characterized by a continuous forward movement that facilitates the student’s transition from ignorance to knowledge, from less complete and deep to more complete and deep penetration into the essence of phenomena. For

cognitive interest is characterized by tension of thought, strengthening of will, manifestation of feelings, leading to overcoming difficulties in solving problems, to an active search for an answer to problematic questions.

There is also stage of theoretical interest , associated not only with the desire to understand patterns and theoretical foundations, but also with their application in practice, appears at a certain stage in the development of the individual and his worldview. This stage is characterized by an active influence on the world, aimed at its reconstruction; it requires from the individual not only deep knowledge, it is associated with the formation of his persistent beliefs. Only senior schoolchildren who have theoretical basis for the formation of scientific views, a correct understanding of the world.

These stages of development of cognitive interest: curiosity, inquisitiveness, cognitive interest, theoretical interest helps us more or less accurately determine the student’s attitude to the subject and the degree of its influence on the individual. And although these stages are not accepted by everyone and are distinguished, they remain generally recognized purely conditionally.

It would be a mistake, however, to consider these stages of cognitive interest in isolation from each other. In the real process, they represent extremely complex combinations and relationships.

The state of interest that a student discovers in a particular educational lesson, manifested under the influence of a wide variety of aspects of learning (entertainment, disposition towards the teacher, a successful answer that raised his prestige in front of the team, etc.), can be temporary, transitory, and does not leave a deep imprint on the development of the student’s personality, in the student’s attitude to learning. But in conditions of a high level of education, with the teacher’s purposeful work on the formation of cognitive interests, this temporary state of interest can be used as a starting point for the development of inquisitiveness, curiosity, the desire to be guided in everything by a scientific approach when studying various educational subjects (search and find evidence, read additional literature, be interested in the latest scientific discoveries, etc.).

Be attentive to every child. To be able to see, to notice in a student the slightest spark of interest in any aspect of educational work, to create all the conditions in order to kindle it and turn it into a genuine interest in science, in knowledge - this is the task of a teacher who forms cognitive interest.

Thus, cognitive interest can be considered as one of the most important motives for learning, as a stable personality trait and as a strong learning tool. In the process of learning, it is important to develop and strengthen cognitive interest both as a motive for learning, and as a personality trait, and as a means of learning. At the same time, you need to remember that there are different stages of development of cognitive interest, know their features and signs. And in order for a teacher to be able to form cognitive interest in any activity, he must know the basic forms and ways of activating cognitive interest, and take into account all the conditions necessary for this.

2.2 Conditions for the formation of cognitive interest

Based on the vast experience of the past, on special research and practice of modern experience, we can talk about the conditions, the observance of which contributes to the formation, development and strengthening of students’ cognitive interest:

1. The first condition is that, provide maximum support for the active mental activity of students . The main basis for the development of cognitive powers and capabilities of students, as well as for the development of genuine cognitive interest, are situations of solving cognitive problems, situations of active search, guesswork, reflection, situations of mental tension, situations of inconsistency of judgments, clashes of different positions that you need to understand yourself , make a decision, take a certain point of view.

2. The second condition involves ensuring the formation of cognitive interests and the personality as a whole. It consists in conduct the educational process at the optimal level of student development . The path of generalizations, the search for patterns that govern visible phenomena and processes, is a path that, when covering many queries and branches of science, contributes to a higher level of learning and assimilation, since it is based on the maximum level of development of the student. It is this condition that ensures the strengthening and deepening of cognitive interest on the basis that training systematically and optimally improves the activity of cognition, its methods, and its skills. In the actual learning process, a teacher has to deal with constantly teaching students a variety of skills and abilities. With all the variety of subject skills, there are general ones that can guide learning regardless of the content of training, such as, for example, the ability to read a book (work with a book), analyze and generalize, the ability to systematize educational material, highlight the only thing, the main thing, logically construct an answer, provide evidence, etc. These generalized skills are based on a complex of emotional regular processes. They constitute those methods of cognitive activity that make it possible to easily, mobilely, in various conditions, use knowledge and, at the expense of previous knowledge, acquire new ones.

3. Emotional atmosphere of learning, positive emotional tone of the educational process - third important condition. A prosperous emotional atmosphere of teaching and learning is associated with two main sources of student development: with activity and communication, which give rise to multi-valued relationships and create the tone of the student’s personal mood. Both of these sources are not isolated from each other, they are constantly intertwined in the educational process, and at the same time, the stimuli coming from them are different, and their influence on cognitive activity and interest in knowledge is different, others - indirectly. A prosperous learning atmosphere brings the student a desire to be smarter, better and more resourceful. It is this desire of the student to rise above what has already been achieved that affirms the feeling self-esteem, brings him the deepest satisfaction during successful activities, good mood, in which you work faster, faster and more productively. Creating a favorable emotional atmosphere for students’ cognitive activity is the most important condition for the formation of cognitive interest and the development of the student’s personality in the educational process. This condition connects the entire complex of learning functions - educational, developmental, nurturing and has a direct and indirect impact on interest. From this follows the fourth important condition, which ensures a beneficial effect on interest and on the personality as a whole.

4. The fourth condition is favorable communication in the educational process . This group of conditions for the relationship “student - teacher”, “student - parents and relatives”, “student - team”. To this should be added some individual characteristics of the student himself, the experience of success and failure, his inclinations, the presence of other strong interests and much more in the child’s psychology. Each of these relationships can influence a student's engagement, either in a positive or negative direction. All these relationships and, above all, the “teacher-student” relationship are managed by the teacher. His demanding and at the same time caring attitude towards the student, his passion for the subject and desire to emphasize its enormous importance determines the student’s attitude towards the study of this subject. This group of conditions follows the student’s ability, as well as the success achieved by him as a result of perseverance and perseverance.

So, one of the most important conditions for the formation of cognitive interest was discussed above. Compliance with all these conditions contributes to the formation of cognitive interest in teaching school subjects, including mathematics.

2.3 Formation of cognitive interests in learning

mathematics

Cognitive interest, like any personality trait and motive for a student’s activity, develops and is formed in activity, and, above all, in learning.

The success of a teacher in the teaching process depends primarily on how much he managed to interest students in his subject. But interest cannot arise on its own; the teacher needs to take part in this and contribute. How to do it? It should be noted that student performance in a subject is not always an indicator of whether the student has a cognitive interest in it. A child can only receive excellent grades, and this can only indicate his diligence or that mathematics is easy for him. It is impossible to say that he has a cognitive interest in mathematics. At the same time, a student who does not perform well in mathematics may show interest in the subject and enjoy studying in mathematics class. The teacher’s job in the classroom is to identify such students, develop and form a sustainable cognitive interest in them. The teacher should support such students, diversify their educational activities, and involve them in extracurricular work in mathematics. Perhaps such children will like to solve non-standard mathematical problems in which they can show their mathematical abilities. Having achieved success, the student will rise not only in his own eyes, but in the eyes of his classmates. All this will inspire him to further more seriously study mathematics.

In order to interest as many students as possible in mathematics, the teacher needs to use various forms in teaching mathematics and know the main ways of developing cognitive interest. The formation of students’ cognitive interests in learning can occur through two main channels: on the one hand, the content of educational subjects itself contains this opportunity, and on the other hand, through a certain organization of students’ cognitive activity.

The first thing that is a subject of cognitive interest for schoolchildren is new knowledge about the world. That is why a deeply thought-out selection of the content of educational material, showing the wealth contained in scientific knowledge, are the most important link in the formation of interest in learning. What are the ways to accomplish this task? First of all, interest is aroused and reinforced by educational material that is new, unknown to students, strikes their imagination, and makes them wonder. Surprise is a strong stimulus for cognition, its primary element. Being surprised, a person seems to strive to look ahead. He is in a state of anticipation of something new.

But cognitive interest in educational material cannot be maintained all the time only by bright facts, and its attractiveness cannot be reduced to surprising and striking imagination. The new and unexpected always appears in educational material against the background of the already known and familiar. That is why, in order to maintain cognitive interest, it is important to teach schoolchildren the ability to see new things in the familiar. Such teaching leads to the realization that ordinary, repetitive phenomena of the world around us have many surprising sides, which he can learn about in the classroom.

All significant phenomena of life, which have become ordinary for a child due to their repetition, can and should acquire for him in training an unexpectedly new, full of meaning, completely different sound. And this will certainly stimulate the student’s interest in learning. That is why the teacher needs to transfer schoolchildren from the level of their purely everyday, rather narrow and poor ideas about the world - to the level of scientific concepts, generalizations, and understanding of patterns. Interest in knowledge is also promoted by displaying the latest achievements of science. Now, more than ever, it is necessary to expand the scope of programs, to acquaint students with the main directions of scientific research and discoveries. All this can be done both in mathematics class and in extracurricular mathematics work.

There are other ways to develop schoolchildren’s interest in mathematics, for example, the use of science fiction. Tasks can also serve as a means of developing cognitive interest. The content of the problems, their entertaining plot, and connection with life are indispensable when teaching mathematics. Entertaining creates interest, gives rise to a sense of expectation, stimulates curiosity, curiosity turns into curiosity and stimulates interest in solving mathematical problems, in mathematics itself. The content side of the task also includes its novelty, achieved through the inclusion of information related to life. Interest in mathematics is also increased by problems containing facts from the lives of specific historical figures and information from the history of mathematics. In general, the inclusion of information from the history of science in classes contributes to a more conscious assimilation of educational material and the development of interest in mathematics among schoolchildren. The novelty of tasks can also be achieved through the implementation of subject connections. You can also use problems and exercises that contain errors to develop interest in mathematics. Such tasks teach schoolchildren to pay attention to the need for strict logical reasoning. The ability to solve problems is one of the indicators of the level of mathematical development of students and the depth of assimilation of their existing knowledge.

Not everything in the educational material may be interesting for students. And then another, no less important source of cognitive interest appears - the process of activity itself. In order to arouse the desire to learn, it is necessary to develop the student’s need to engage in cognitive activity, and this means that in the process itself the student must find attractive aspects, so that the learning process itself contains positive charges of interest. Thus, the occasional use of game situations, conducting lessons and extracurricular activities in the form of games, with their non-traditional and entertaining nature, increase students’ interest in the subject.

By diversifying the content of mathematics classes, both extracurricular and the lessons themselves, changing the form of their presentation and taking into account all the conditions for the formation of cognitive interest, it is possible to promote its development in a large number of students.

Conclusion: So, in the first chapter we examined the concept of cognitive interest, the conditions and methods of its formation when teaching mathematics. In this regard, the following conclusions can be drawn:

Psychologists and teachers study cognitive interest from different angles, but any study considers interest as part of the general problem of education and development.

Cognitive interest is a selective focus of the individual on objects and phenomena of the surrounding reality.

Cognitive interest can be viewed from different angles: as a motive for learning, as a stable personality trait, and as a strong means of learning. In order to intensify the educational activity of a student, it is necessary to systematically stimulate, develop and strengthen cognitive interest both as a motive, and as a persistent personality trait, and as a powerful means of learning.

There are four levels of development of cognitive interest. These are curiosity, curiosity, cognitive interest and theoretical interest. The teacher needs to be able to determine at what stage of development the cognitive interest of individual students in order to help strengthen interest in the subject and its further growth.

The conditions for the formation of cognitive interest are also identified, namely: maximum reliance on the active mental activity of students, conducting the educational process at the optimal level of student development, positive emotional tone of the educational process, favorable communication in the educational process.

Cognitive interest in mathematics is formed and developed in the learning process. the main objective A teacher's job is to get students interested in their subject. And this goal can be successfully achieved not only in the classroom, but also in extracurricular work in mathematics.

Chapter II. Extracurricular work in mathematics as a means of developing students’ cognitive interest

§1 The importance of extracurricular work in mathematics as a means of developing cognitive interest

The attitude of students to a particular subject is determined by various factors: individual personality characteristics, characteristics of the subject itself, and the methodology of its teaching.

In relation to mathematics, there are always some categories of students who show increased interest in it; those who engage in it as needed and do not show any particular interest in the subject; students who consider mathematics boring, dry and generally not a favorite subject. Therefore, already from the first grades, a sharp stratification of the student body begins: into those who easily and with interest learn the program material in mathematics, into those who achieve only satisfactory results in mathematics, and those for whom successful study of mathematics is given with great difficulty. This leads to the need to individualize mathematics teaching, one of the forms of which is extracurricular activities.

Extracurricular work in mathematics is understood as optional systematic classes of students with a teacher outside of class hours.

Extracurricular mathematics classes are designed to solve a whole range of problems in in-depth mathematics education, comprehensive development of individual abilities of schoolchildren and maximum satisfaction of their interests and needs.

Dyshinsky identifies three main tasks of extracurricular work in mathematics:

o Increase the level of mathematical thinking, deepen theoretical knowledge and develop practical skills of students who have demonstrated mathematical abilities;

o Contribute to the emergence of interest among the majority of students, attracting some of them to the ranks of “mathematics lovers”;

o Organize leisure time for students in their free time from school.

Extracurricular work in mathematics is an integral part of the educational process, a natural continuation of work in the classroom. It differs from classroom work in that it is based on the principle of voluntariness. There are no state programs for extracurricular activities, and there are no grading standards. For extracurricular work, the teacher selects material of increased difficulty or material that complements the study of the main mathematics course, but taking into account continuity with class work. Exercises in an entertaining form can be widely used here.

Despite its optionality for school, extracurricular activities in mathematics deserve the closest attention of every teacher teaching this subject, since the hours for the main mathematics course are being reduced.

During extracurricular mathematics classes, a teacher can take into account the capabilities, needs and interests of his students to the maximum extent possible. Extracurricular work in mathematics complements the compulsory academic work in the subject and should, first of all, contribute to a deeper assimilation by students of the material provided for in the program.

One of the main reasons for the relatively poor performance in mathematics is the weak interest of many students in this subject. Interest in the subject depends, first of all, on the quality of academic work in the classroom. At the same time, with the help of a well-thought-out system of extracurricular activities, it is possible to significantly increase the interest of schoolchildren in mathematics.

Along with students who are indifferent to mathematics, there are also students who are interested in this subject. The knowledge they receive in class is not enough for them. They would like to learn more about their favorite subject and solve more difficult problems. Various forms of extracurricular activities provide great opportunities in this direction.

Extracurricular activities with students can be successfully used to deepen students’ knowledge in the field of program material, develop their logical thinking, research skills, ingenuity, instill a taste for reading mathematical literature, and provide students with useful information from the history of mathematics.

Extracurricular work creates great opportunities for solving educational problems facing the school (in particular, instilling in students perseverance, initiative, will, and ingenuity).

Extracurricular activities with students bring great benefits to the teacher himself. In order to successfully conduct extracurricular activities, the teacher has to constantly expand his knowledge of mathematics and follow the news of mathematical science. This also has a beneficial effect on the quality of his lessons.

The following types of extracurricular work in mathematics can be distinguished:

o Working with students who are behind others in learning program material;

o Working with students who show increased interest and ability in studying mathematics;

o Working with students to develop interest in learning mathematics.

In the third case, the teacher's task is to interest students in mathematics.

Systematic extracurricular work in mathematics should cover the majority of schoolchildren; not only students who are passionate about mathematics should be involved in it, but also those students who do not yet gravitate toward mathematics and have not identified their abilities and inclinations.

This is especially important in adolescence, when permanent interests and inclinations towards a particular subject are still being formed and sometimes determined. It is during this period that one should strive to reveal the attractive sides of mathematics to all students, using for this purpose all possibilities, including features extracurricular activities.

In connection with the above types of extracurricular work in mathematics, the following goals can be distinguished:

1. Timely elimination (and prevention) of students’ existing gaps in knowledge and skills in the mathematics course;

2. Awakening and developing students’ sustainable interest in mathematics and its applications;

3. Expanding and deepening students’ knowledge of program material;

4. Optimal development of mathematical abilities in students and instilling in students certain skills of a scientific research nature;

5. Fostering a high culture of mathematical thinking;

6. Development in schoolchildren of the ability to independently and creatively work with educational and popular science literature;

7. Expanding and deepening students’ understanding of the practical significance of mathematics;

8. Fostering in students a sense of collectivism and the ability to combine individual work with collective;

9. Establishing closer business contacts between the mathematics teacher and students and, on this basis, a deeper study of the cognitive interests and requests of schoolchildren;

10. Creation of an asset capable of assisting a mathematics teacher in organizing effective mathematics teaching for the entire staff of a given class.

It is assumed that the implementation of these goals is partially carried out in the classroom. However, in the course of classroom lessons, limited by the boundaries of teaching time and program, this cannot be done with sufficient completeness. Therefore, the final and complete implementation of these goals is transferred to extracurricular activities of this type.

Mathematics teachers who work creatively, with passion, attach great importance in their work to the formation of cognitive interests in the learning process, the search for methods, forms, means, techniques that encourage students to active mental activity.

Ensuring that the majority of teenagers experience and understand the attractive aspects of mathematics, its potential for improving mental abilities, love to think, and overcome difficulties is a difficult, but very necessary and important aspect of teaching mathematics. The emergence of interest in mathematics among most students depends to a large extent on the method of its presentation, on how subtly and skillfully the educational work is structured.

The forms, the widespread use of which is appropriate in extracurricular work in mathematics, include game forms of classes - classes imbued with game elements, competitions containing game situations.

The development of students’ cognitive interest is a task of extreme importance, on the solution of which the success of students’ mastery of various knowledge, skills and abilities largely depends. In the process of educational activity, the level of development of cognitive processes plays an important role: thinking, attention, memory, imagination, speech; as well as the abilities of students. Their development and improvement will entail the expansion of children’s cognitive capabilities. To do this, it is necessary to include the child in activities accessible to his age. The activity should evoke strong and stable feelings in the student. positive emotions, pleasure; it should be as creative as possible; the student must pursue goals that always slightly exceed his capabilities, that is, there is an active development of the students’ cognitive interest. This is facilitated by various forms of extracurricular work in mathematics. When conducting extracurricular work in mathematics, systems of special tasks and assignments are regularly used, which are aimed at developing cognitive capabilities and abilities, expanding the mathematical horizons of schoolchildren, promoting mathematical development, improving the quality of mathematical preparedness, allowing children to more confidently navigate the simplest patterns of the reality around them and use mathematical knowledge more actively in everyday life. When conducting extracurricular work in mathematics, the teacher relies on the knowledge that the student already has, while the student discovers something new, unknown. Thus, extracurricular work in mathematics acts as a means of developing the cognitive interest of students through its goals, objectives, content and forms of implementation.

§2 Mathematical game as a form of extracurricular work in mathematics

Today, there are various forms of conducting extracurricular work in mathematics with students. These include:

o Mathematical circle;

o School math evening;

o Mathematical Olympiad;

o Mathematical game;

o School math print;

o Mathematical excursion;

o Mathematical abstracts and essays;

o Mathematical conference;

o Extracurricular reading of mathematical literature, etc.

Obviously, the forms of extracurricular activities and the techniques used in these classes must satisfy a number of requirements.

Firstly, they must differ from the forms of conducting lessons and other compulsory events. This is important because extracurricular activities are voluntary and usually take place after school. Therefore, in order to interest students in the subject and attract them to extracurricular activities, it is necessary to conduct it in an unusual form.

Secondly, these forms of extracurricular activities should be varied. After all, in order to maintain the interest of students, you need to constantly surprise them and diversify their activities.

Thirdly, the forms of extracurricular activities should be designed for different categories of students. Extracurricular activities should attract and be carried out not only for students interested in mathematics and gifted students, but for students who do not show interest in the subject. Perhaps, thanks to the correctly chosen form of extracurricular work, designed to interest and captivate students, such students will begin to pay more attention to mathematics.

And finally, fourthly, these forms should be selected taking into account the age characteristics of the children for whom the extracurricular activity is being held.

Violation of these basic requirements may result in non-attendance in extracurricular mathematics classes. a large number of students or will stop attending altogether. Students study mathematics only in lessons, where they do not have the opportunity to experience and realize the attractive aspects of mathematics, its potential for improving mental abilities, and to fall in love with the subject. Therefore, when organizing extracurricular activities, it is important not only to think about its content, but also, of course, about the methodology and form.

Game forms of classes or mathematical games are activities imbued with game elements, competitions containing game situations.

A mathematical game as a form of extracurricular activity plays a huge role in the development of cognitive interest in students. The game has a noticeable impact on the activities of students. The gaming motive is for them a reinforcement of the cognitive motive, promotes the activity of mental activity, increases concentration, perseverance, efficiency, interest, and creates conditions for the emergence of the joy of success, satisfaction, and a sense of teamwork. While playing, children are carried away and do not notice that they are learning. The gaming motive is equally effective for all categories of students, both strong and average, and weak. Children eagerly take part in mathematical games of various nature and form. A mathematical game is very different from a regular lesson, and therefore arouses the interest of most students and the desire to participate in it. It should also be noted that many forms of extracurricular work in mathematics may contain game elements, and vice versa, some forms of extracurricular work may be part of a mathematical game. The introduction of game elements into extracurricular activities destroys the intellectual passivity of students, which occurs in students after prolonged mental work in class.

A mathematical game as a form of extracurricular work in mathematics is massive in scope and cognitive, active, and creative in relation to the activities of students.

The main goal of using a mathematical game is to develop sustainable cognitive interest in students through the variety of applications of mathematical games.

Thus, among the forms of extracurricular work, a mathematical game can be distinguished as the most vibrant and attractive for students. Games and gaming forms are included in extracurricular activities not only to entertain students, but also to interest them in mathematics, to arouse their desire to overcome difficulties, and to acquire new knowledge in the subject. A mathematical game successfully combines gaming and educational motives, and in such gaming activities there gradually occurs a transition from gaming motives to educational motives.

Conclusion: The following conclusions can be drawn from the second chapter:

Extracurricular work in mathematics solves some problems. Namely, it increases the level of mathematical thinking, deepens theoretical knowledge, develops students’ practical skills, and most importantly contributes to the emergence of cognitive interest among schoolchildren in mathematics.

There are several types of extracurricular work in mathematics: work with those lagging behind in mathematics; working with students interested in mathematics; work to develop cognitive interest in mathematics.

In connection with the types of extracurricular work in mathematics, its goals are distinguished. One of the most important goals of extracurricular work in mathematics is to awaken and develop students’ sustainable interest in mathematics.

Extracurricular work in mathematics can be carried out in different forms. These forms of extracurricular work must satisfy a number of requirements: they must differ from the forms of lessons, must be varied, must be designed for different categories of students, selected and developed taking into account age characteristics.

Among all forms of extracurricular work in mathematics, one can single out a mathematical game as the most vibrant and favorite for most schoolchildren. A mathematical game as a form of extracurricular activity plays a huge role in the development of students’ cognitive interest in mathematics.

Chapter III. Mathematical game as a means of developing students’ cognitive interest

§ 1 Psychological and pedagogical foundations of mathematical games

A mathematical game is one of the forms of extracurricular work in mathematics. It is used in the system of extracurricular activities to develop children's interest in the subject, acquire new knowledge, abilities, skills, and deepen existing knowledge. Play, along with learning and work, is one of the main types of human activity, an amazing phenomenon of our existence.

What is meant by the word game? The term “game” has many meanings; in widespread use, the boundaries between play and non-game are extremely blurred. As D. B. Elkonin and S. A. Shkakov rightly emphasized, the words “game” and “play” are used in a variety of senses: entertainment, performance of a piece of music or roles in a play. The main function of the game is relaxation and entertainment. This property is what distinguishes a game from a non-game.

The phenomenon of children's play has been studied by researchers quite widely and comprehensively, both in domestic developments and abroad.

Play, according to many psychologists, is a type of developmental activity, a form of mastering social experience, and one of the complex human abilities.

Russian psychologist A.N. Leontyev considers play to be the leading type of child activity, with the development of which the main changes in the children’s psyche occur, preparing the transition to a new, highest degree their development. Having fun and playing, the child finds himself and becomes aware of himself as an individual.

The game, in particular the mathematical one, is unusually informative and “tells” a lot about the child himself. It helps the child find himself in a group of comrades, in the whole society, in humanity, in the universe.

In pedagogy, games include a wide variety of activities and forms of children’s activities. A game is an activity that, firstly, is subjectively significant, enjoyable, independent and voluntary, secondly, it has an analogue in reality, but is distinguished by its non-utilitarian and literal reproduction, thirdly, it arises spontaneously or is created artificially for development any functions or qualities of a person, consolidating achievements or relieving tension. An obligatory characteristic feature of all games is a special emotional state against the background and with the participation of which they take place.

A.S. Makarenko believed that “games should constantly replenish knowledge, be a means of comprehensive development of the child, his abilities, evoke positive emotions, and enrich the life of the children’s group with interesting content.”

The following definition of game can be given. A game is a type of activity that imitates real life, having clear rules and limited duration. But, despite the differences in approaches to defining the essence of a game and its purpose, all researchers agree on one thing: a game, including a mathematical one, is a way of developing a person and enriching his life experience. Therefore, the game is used as a means, form and method of teaching and education.

There are many classifications and types of games. If we classify the game by subject area, we can single out a mathematical game. A mathematical game in the field of activity is, first of all, an intellectual game, that is, a game where success is achieved mainly due to a person’s thinking abilities, his mind, and his knowledge in mathematics.

A mathematical game helps to consolidate and expand the knowledge, skills and abilities provided for in the school curriculum. It is highly recommended for use during after-school activities and evenings. But these games should not be perceived by children as a process of deliberate learning, as this would destroy the very essence of the game. The nature of the game is such that in the absence of absolute voluntariness, it ceases to be a game.

In modern schools, mathematical games are used in following cases: as an independent technology * for mastering a concept, topic or even a section of an academic subject; as an element of a broader technology; as a lesson or part of it; as a technology for extracurricular activities.

A mathematical game included in a lesson, and simply playful activities during the learning process, have a noticeable impact on the activities of students. The gaming motive is for them a real reinforcement of the cognitive motive, helps to create additional conditions for the active mental activity of students, increases concentration, perseverance, efficiency, and creates additional conditions for the emergence of the joy of success, satisfaction, and a sense of teamwork.

A mathematical game, and any game in the educational process, has characteristic features. On the one hand, the conditional nature of the game, the presence of a plot or conditions, the presence of objects and actions used with the help of which the game problem is solved. On the other hand, freedom of choice, improvisation in external and internal activities allow game participants to receive new information, new knowledge, and be enriched with new sensory experiences and experiences of mental and practical activity. Through the game, the real feelings and thoughts of the game participants, their positive attitude, real actions, creativity, it is possible to successfully solve educational problems, namely, the formation of positive motivation in educational activities, a sense of success, interest, activity, the need for communication, the desire to achieve the best result, surpass yourself, improve your skills.

§ 2 Mathematical games as a means of developing cognitive interest in mathematics

2.1 Relevance

The subject of mathematics is a coherent system of definitions, theorems and rules. Each new definition, theorem and rule is based on the previous one, previously introduced and proven. Each new problem includes elements of a previously solved one. Such coherence, interdependence and complementarity of all sections of the subject, intolerance to gaps and omissions, misunderstandings, both in general and in parts, is the reason for students’ failure in learning mathematics. As a result of these failures, there is a loss of interest in the subject. But along with this, mathematics is also a system of problems, the solution of each of which requires mental effort, perseverance, will and other personality qualities. These features of mathematics create favorable conditions for the development of active thinking, but they also often cause students’ passivity. For such students who do not show interest in mathematics, for whom it seems like a “boring”, “dry” science, extracurricular activities need to be conducted in an interesting, entertaining form, in the form of a mathematical game. Initially, students will be captivated by the process itself, and later they will want to learn something new in order to achieve success in the game and win.

It is known that only in the presence of both close motives - directly motivating educational activity (interests, encouragement, praise, evaluation, etc.), and distant - social motives that orient it (duty, need, responsibility to the team, awareness of the social significance of learning and etc.), stable mental activity and interest in the subject are possible. Lack of motives or their weakening can lead to passivity. Often, in a mathematics lesson, monotonous, “boring” work and tasks of the same type are performed. In such cases, interest in the subject is weakened, similar motives for activity are absent, the motive of practical significance is weakened, i.e. motives for activity in this moment make no sense to students. The presence of only distant motives, reinforced verbally, does not create sufficient conditions for the manifestation of persistence and activity (calculations remain incomplete). This can also be observed when solving problems of increased difficulty, which are given a large place in extracurricular activities. This work is recognized by students as useful and necessary, but the difficulties sometimes turn out to be too great and the emotional upsurge that was observed at the beginning of solving the problem decreases, attention and will weaken, interest decreases, and ultimately all this leads to passivity. In these situations, mathematical games containing elements of competition can be used to great effect. Students have a goal to win, to beat everyone else, to be the best. They focus deeply on a task and persist in solving it. Having achieved success, the student “strives to overcome even higher peaks,” and failures only spur him on to prepare and achieve his goal next time. All this stimulates students’ cognitive activity and interest.

Activity and interest in activities depends on the nature of the activity and its organization. It is known that activities in which questions are posed, problems that require independent solutions, activities in the process of which positive emotions are born (the joy of success, satisfaction, etc.) most often arouse interest and active cognitive activity. Conversely, the activity is monotonous, designed to be performed mechanically, memorization, as a rule, cannot arouse interest, and the lack of positive emotions can lead to passivity. Mathematical games are varied, require independence and are emotionally rich. Using them in extracurricular activities increases the activity of students, charges them with positive emotions, and contributes to the emergence of cognitive interest in the subject. A math game engages students. They carry out various tasks with enthusiasm. Students do not think about the fact that during the game they are learning, doing the same mental work as in the lessons.

All this suggests that a mathematical game should be used in extracurricular work in mathematics in order to influence the awakening of the intellectual activity of schoolchildren and the formation of their interest in the subject.

2.2 Goals, objectives, functions, requirements of the mathematical game

As mentioned above, the main goal of using a mathematical game in extracurricular mathematics classes is to develop students’ sustainable cognitive interest in the subject through the variety of mathematical games used.

We can also highlight the following purposes for using mathematical games:

o Development of thinking;

o Deepening theoretical knowledge;

o Self-determination in the world of hobbies and professions;

o Organization of free time;

o Communication with peers;

o Fostering cooperation and collectivism;

o Acquisition of new knowledge, skills and abilities;

o Formation of adequate self-esteem;

o Development of strong-willed qualities;

o Knowledge control;

o Motivation for educational activities, etc.

Mathematical games are designed to solve the following problems.

Educational:

Promote students’ solid assimilation of educational material;

Contribute to broadening the horizons of students, etc.

Educational:

Develop creative thinking in students;

Promote the practical application of skills acquired in lessons and extracurricular activities;

Promote the development of imagination, fantasy, creative abilities, etc.

Educational:

Contribute to the education of a self-developing and self-realizing personality;

Develop moral views and beliefs;

Contribute to the development of independence and will in work, etc.

Mathematical games serve various functions.

1. During a mathematical game, gaming, educational and work activities occur simultaneously. Indeed, the game brings together what is not comparable in life and separates what is considered one.

2. A mathematical game requires the student to know the subject. After all, without knowing how to solve problems, solve, decipher and unravel, a student will not be able to participate in the game.

3. In games, students learn to plan their work, evaluate the results of not only someone else’s, but also their own activities, be smart when solving problems, take a creative approach to any task, use and select the right material.

4. The results of the games show schoolchildren their level of preparedness and training. Mathematical games help students improve themselves and thereby stimulate their cognitive activity and increase their interest in the subject.

5. While participating in mathematical games, students not only receive new information, but also gain experience in collecting the necessary information and applying it correctly.

There are a number of requirements for game forms of extracurricular activities.

Participants in a mathematical game must have certain knowledge requirements. In particular, to play, you need to know. This requirement gives the game an educational character.

The rules of the game should be such that students show a desire to participate in it. That's why games should be developed taking into account the age characteristics of children, the interests they show at a given age, their development and existing knowledge.

Mathematical games should be developed taking into account the individual characteristics of students, taking into account different groups of students: weak, strong; active, passive, etc. They must be such that each type of student can express themselves in the game, show their abilities, capabilities, independence, perseverance, ingenuity, and experience a sense of satisfaction and success.

When developing a game easier game options should be provided, assignments for weak students and, conversely, a more difficult option for strong students. For very weak students, games are being developed where you don’t need to think, but only need ingenuity. In this way, it is possible to attract more students to attend extracurricular mathematics classes and thereby contribute to the development of their cognitive interest.

Mathematical games should be designed taking into account the subject and its material. They should be varied. The variety of types of mathematical games will help increase the effectiveness of extracurricular work in mathematics and serve as an additional source of systematic and solid knowledge.

Thus, a mathematical game as a form of extracurricular work in mathematics has its own goals, objectives and functions. Compliance with all the requirements for mathematical games will allow you to achieve good results to attract more students to extracurricular work in mathematics, to develop their cognitive interest in it. Not only strong students will become more interested in the subject, but weak students will also begin to show their activity in learning.

2.3 Types of mathematical games

One of the requirements for mathematical games is their diversity. The following classification of mathematical games can be given according to for various reasons, but it will not be strict, since each game can be classified into several types from this classification.

So, the system of mathematical games includes the following types:

1. According to purpose they are distinguished educational , controlling And raising games. You can also highlight developing And entertaining .

By participating in educational game, schoolchildren acquire new knowledge and skills. Also, such a game can serve as an incentive for acquiring new knowledge: students are forced to acquire new knowledge before the game; Having become very interested in any material obtained during the game, the student can study it in more detail on his own.

Educating The game aims to develop in students certain personality qualities, such as attention, observation, ingenuity, independence, etc.

For participation in controlling In the game, students have enough knowledge to play. The purpose of such a game is for schoolchildren to consolidate their acquired knowledge and control it.

Entertaining games differ from other types in that you don’t need any specific knowledge to participate in it, you only need ingenuity. The main goal of such a game is to attract weak students who do not show interest in the subject to mathematics and to entertain them.

And the last species in this classification is developing games. They are mainly intended for strong students who are interested in mathematics. They develop students' non-standard thinking when solving relevant tasks. Such games are not particularly entertaining; they are more serious.

Of course, in practice, all these types are intertwined with each other, and one game can be both controlling and educational; only in the relationship between the goals can we talk about whether a mathematical game belongs to one type or another.

2. According to mass numbers, they distinguish collective And individual games.

Teenagers' games most often take on a collective character. Schoolchildren are characterized by a sense of collectivism; they have a desire to participate in the life of the team as its full member. Children strive to communicate with their peers and strive to participate in joint activities with them. Therefore use collective Mathematical games in extracurricular mathematics work are so necessary. They attract not only strong students, but also weak ones who want to take part in the game with their friends. Such students, who do not show interest in mathematics, collective the game can achieve success, they develop a feeling of satisfaction and interest.

On the other hand, strong students prefer individual games, as they are more independent. They strive for introspection, self-esteem, and therefore they have a need to demonstrate their individual capabilities and qualities. Such games are usually associated with mental work, that is, they are intellectual, in which students can demonstrate their mental abilities.

Both types of games have their own characteristics and capabilities, so it’s impossible to talk about preferring one of them.

3. Based on the reaction, they isolate movable And quiet games.

The main activity of students is study. They spend 5-6 hours in class at school, and spend 2-3 hours at home doing homework. Naturally, their growing body requires movement. Therefore, in extracurricular mathematics classes it is necessary to introduce elements of mobility. A mathematical game allows you to include active activity and does not interfere with mental work. Indeed, adolescence is characterized by vigorous activity and energetic movements. The most natural state of a child is movement, and therefore the use mobile mathematical games in extracurricular activities attract children with their unusualness, they like to participate in such activities, participating in it, they do not notice that they are also studying, interest arises not only in extracurricular work in mathematics, but also in the subject itself.

Quiet games serve as a good means of transition from one mental work to another. They are used before the start of a math club, math evening, Olympiad and other public events, and at the end of an extracurricular math class. In addition, there are children who prefer quiet games that require an inquisitive mind and perseverance. Suitable for such children quiet games such as various puzzles, crosswords, folding and cutting games, and many others.

4. They are distinguished by tempo expressways And quality games.

Some mathematical games should take the form of competitions, competitions between teams or individual championships, this is due to the characteristic feature of adolescents, the desire for various types of competitions.

It is necessary to distinguish between two types of competitions. Firstly, these are games in which victory is achieved through speed of action, but without compromising the quality of problem solving. For example, tasks on the speed of performing calculations, transformations, proofs of theorems, etc. Such games are called high-speed. Secondly, it is also possible to single out games in which victory is achieved not due to the speed of completing tasks, but due to the quality of its execution, the correctness of the decision, and the accuracy of the task. Such games are conventionally called quality .

The first type of games ( expressways) is necessary when automaticity of actions is needed, the skill of quickly calculating and performing actions that do not require much mental labor is formed. Also elements expressways games can be incorporated into other math games. The use of such games is accompanied by an emotional upsurge, a desire to win, a desire to be not only the best, but also the fastest, and arouses the interest of students.

Quality games are aimed at serious calculations and require thoughtful work on difficult problems and theorems. Such games help to awaken the mental activity of students, force them to actively think about the problem, develop perseverance and perseverance, which is necessary in extracurricular work in mathematics. Unsolvable, seemingly complex problems contribute to increased mental work, perseverance, and, as a result, the desire to learn more, and the emergence of interest in the subject.

5. Finally, games are differentiated single And universal .

TO single Games include those games whose rules do not allow changes in the content of the game; they are developed taking into account the characteristics of a specific material.

Universal games, on the contrary, allow you to change their content. They are developed on a wide range of school curriculum issues, can be used for various purposes, at various extracurricular activities, and are therefore very valuable.

Let us give another classification of games based on the similarity of the rules and the nature of the game. This classification will include the following types of games:

o Board games;

o Mathematical mini-games;

o Quizzes;

o Games by station;

o Mathematical competitions;

o Travel games;

o Mathematical labyrinths;

o Mathematical carousel;

o Mixed ages.

In the future we will consider only these types of games.

Some of the above types of games can be included in other, larger mathematical games, as one of their stages. Now let's look at each type specifically.

Board games.

Board games include mathematical games such as mathematical lotto, chessboard games, games with matches, various puzzles, etc. The preparatory stage of such games is carried out mainly before the game itself, during which the rules of the game are explained. Mathematical board games are not considered as a separate form of extracurricular activity, but are usually used as part of a lesson and can be included in other mathematical games. Children can play them in any free time, even during recess (for example, solving a puzzle).

Let's take a look at some of the most common board games.

Math Lotto. The rules of the game are the same as when playing regular lotto. Each student receives a card with the answers written on it. The game leader takes a pack of cards with tasks written on them and pulls out one of them. Reads the task and shows it to all participants in the game. Participants solve tasks orally or in writing, receive an answer, and find it on their playing card. I close this answer with specially prepared chips. The one who closes the card first wins. Checking the correctness of closing the card is mandatory; it is not only a controlling moment, but also a learning one. You can prepare tokens in such a way that after closing the entire card, the student can create a drawing using these tokens, thereby checking the correctness of closing the card. Before starting the game, you can do a warm-up, during which you remember the formulas, rules, and knowledge necessary to play the game.

Games with matches. These games can be played in different forms, but the essence remains the same; students are given tasks in which they need to build a figure from matches, and by moving one or more matches to get another figure. The question of the game is which match needs to be moved.

Children really like it puzzle games. They need to be placed in a special way certain figures or numbers in a table. Another version of this game is possible. For example, a game where you need to assemble a figure from variously shaped pieces of paper, and also try to find as many different collection options as possible.

There are also tabletop fighting games between two participants. These are games such as tic-tac-toe in various variations, games on a chessboard, games using matches and many others. In such games, you need to choose the right, winning strategy. The problem is that you first need to guess which strategy is winning. There is even such a type in mathematics non-standard tasks, where you just need to find a winning game strategy and justify it mathematically (game theory).

An example of such a game is the following game. Matches are placed in a row on the table. Two players play. They take turns taking one, two or three matches. The one who takes the last match wins.

Board games are so diverse that it is difficult to describe them general structure very difficult. What they have in common is that they are mostly immobile, individual, and require mental labor. They capture and interest students, develop their perseverance and perseverance in achieving goals, and contribute to the emergence of interest in mathematics.

Math mini-games .

In fact, board games can also be called mini-games, but they mainly include “quiet” games. This type also includes small outdoor games, which can be included as one of the stages in larger mathematical games, or as part of an extracurricular activity.

How are these games different from others? In such games, children mainly solve tasks and receive a certain number of points for this. The choice of task takes place in various game forms. Such games include, for example, "Mathematical fishing" , "Mathematical Casino" , "Target Shooting" , "Mathematical (Ferris) Wheel" and so on. Such games consist of the following stages. First, the student performs some kind of game action (catching a fish from a pond, throwing a dart at a target, throwing dice, etc.). Depending on what the result of this action will be (what kind of fish was caught, how many points were rolled on the dice, what part of the target was hit, etc.), the student is given a certain task that he must solve. Having solved this problem, the student receives his well-deserved points and the right to receive a new task, while performing the corresponding game action.

IN "Mathematical Casino" The student rolls the dice only after solving the problem, thereby determining his winning points. In Game "Mathematical (or Ferris) Wheel" players move as if in a circle, in which there is an initial and final stage, by throwing dice, they thereby determine which stage of this wheel they fall into. Having not solved the problem, they return to the previous stage and, in order to again gain the right to roll the dice, solve the problem of this stage. The player who manages to leave this circle or who scores the most points wins. The luck of the participant in the game plays a huge role in winning here. That's why this game is often called "Ferris wheel" .

All these games are limited in time. At the end of the game, points are tallied and winners are determined.

Mathematical mini-games seem to imitate a certain (life) situation: fishing, playing in a casino and others, thanks to this, mini-games attract children, schoolchildren become interested, they strive to correctly solve as many problems as possible, applying all their strength to this and knowledge.

Among the mini-games, one can also distinguish a small group of competitive games. Such games include, for example, "Mathematical relay race", various captain competitions included in larger math games. These are mainly games for speed in completing tasks, but the quality of their execution also plays an important role. This can be a team competition or between two participants. These games are full of emotional experiences, which is typical of ordinary competitions, where you need to cope with the task faster and better than your opponent. Therefore, they are very popular with schoolchildren, and including them in extracurricular activities or other mathematics games helps develop students' interest.

Math quizzes .

It would seem that this type of game could also be included in the previous type of games, but there is no clearly defined gaming situation in them. Mathematical quizzes are very often included in math evenings, in math circle classes, and are used as a stage in another math game.

Math quizzes are easy to organize. Anyone can take part in them. Their essence lies in the fact that participants are asked questions that they must answer. Quizzes are run differently depending on the number of participants.

If there are not very many participants, then each question or task is read out by the person conducting the quiz. You are given a few minutes to think about your answer. The one who raises his hand first answers. If the answer is not complete, then you can give another participant the opportunity to speak. A certain number of points are awarded for the correct answer.

If there are many participants, then the text of all questions and tasks is written out on the board, on separate posters, or distributed to schoolchildren on separate sheets of paper, where they write answers and a brief explanation. Then the pieces of paper are handed over to the jury, where they are checked and points are calculated.

The winners are the participants with the most points.

There may be cases where quizzes are held for teams. In this case, each team is read a certain number of questions, and possible answers to them. Team members must answer as many questions correctly as possible within a certain time. The team that gives the most correct answers wins. Questions asked to teams should be of equal value.

Quizzes can not only get students interested in math by using unusual shape questions, but also to monitor the level of their knowledge of the subject (especially when it is in written form).

The games discussed above can be included in extracurricular activities individually, or together they can form a large block of games, an activity in the form of a game, that is, a large mathematical game. This game can be played in various forms. Depending on the nature of such games, the following types are distinguished:

Games by station .

In games of this type, participants are usually given a specific game goal, depending on the general plot of the game and its theme. This could be the goal of finding a treasure, collecting a map, reaching the final station (mysterious city), etc.

As the name suggests, these games are played by station. This game usually involves teams, and it is they who walk through the stations, perform certain tasks at each of them and receive points for this, a part of the map, or tips that help the participants achieve the goal set for them. Each station is a small game. Teams go to stations using guide sheets specially issued to them. The station game usually takes place in several rooms in which different stations are located. Such games usually involve several classes, so they are massive and long-lasting. It takes a lot of people to run a game like this. At school, senior classes may be involved in conducting a similar game at stations. The result of the game is the goal of the game achieved by the teams.

Games of this type have an unusual plot and are often theatrical, that is, at the beginning of the game, some situation is played out with the help of which the goal of the game is set for the participants. Individual stations along which participants will walk can also be theatricalized. This unusualness is very attractive and interesting not only to the participants of the game, but also to the students taking part in the game. Schoolchildren become interested in mathematics; they perceive this seemingly “boring” and “dry” uninteresting subject in a new way.

This type of game can be classified as "Math Pathfinders" , "Math Train" , "Math Cross"" and others.

Mathematical competitions .

Mathematical competitions can be considered as part of a larger game or evening (for example, a captain's competition). The competition can also be considered as a competition to complete some kind of work or project (competition for the best mathematical fairy tale, competition for the best mathematical newspaper, etc.). Here, mathematical competitions will be considered as separate independent events, mathematical games, which may include other smaller mathematical games (for example, quizzes, relay races, etc.) as their elements.

Mathematical competitions are competitions that can be held both between individual participants in the game and between teams. This is the most commonly used type of math game. This includes games such as « Finest hour» , "Lucky case" , "Wheel of Mathematics" and others.

In a competition there is always a winner and he is the only one; there may be a draw. When holding mathematical competitions, there are usually not only the participants in the game themselves, but also spectators cheering for them. Therefore, in these types of games there are always tasks (competitions) for spectators.

No special preparation of participants for the game is required. Basically, you just need to assemble a team and sort out sample tasks. This type of games is so diverse and universal that it allows you to conduct extracurricular mathematics classes as often as possible in the form of a mathematical game, and thereby attract more students to them. Schoolchildren become interested and sometimes even express a desire to come up with their own mathematical game and play it.

KVNs .

KVN is also a mathematical competition. But it is so popular and unusual that we will classify it as a separate group of mathematical games.

KVNs are held between several teams. These teams prepare for the game in advance, come up with greetings to other teams, homework, in the form of a performance.

KVN itself can also be held in the form of some kind of performance, small scenes between competitions, maybe in the form of travel. The room in which the game takes place is decorated brightly and colorfully. At KVNs there are usually spectators, so there is also a competition for spectators. This game also requires a jury.

All KVNs are built according to approximately the same plan, which includes traditional competitions:

1. Greeting. In this competition, the team must explain its name, talk about the team members, and address the competitors and the jury.

2. Warm-up (for teams and fans). Teams are given tasks that they must answer as quickly as possible. May take the form of a quiz.

3. Pantomime. This competition plays on various mathematical concepts.

4. Artist competition. In this competition you need to depict something using geometric shapes, graphs of functions, etc., and also come up with a story based on your drawing.

5. Homework. It must correspond to the theme of KVN and be presented in the form of a skit, song or poem.

6. Captains competition. Team captains are asked to solve more difficult problems than in the warm-up. This competition can take the form of some small game-competition.

7. Special competitions. Must correspond to the theme of KVN, there may be several of them. For example, a historical competition, deciphering a rebus, etc.

Each competition is assessed by the jury with a certain number of points, and after its completion the jury announces the results. In KVN, the team that scores the most points based on the results of all competitions wins.

Mathematical KVNs are so popular because of their unusual form and because of the television program of the same name available on television, which is the prototype of this type of game. In this game, participants have the opportunity to show not only their mathematical abilities, but also their creative abilities. Schoolchildren take part in such games with pleasure not only as participants, but also as spectators. Mathematical KVNs thus contribute to the development of interest in one of the most difficult school subjects - mathematics, which in this game does not seem difficult at all, but on the contrary becomes interesting and entertaining.

Travel games .

This type of game differs from others (in particular from station games) in that they take place in a separate room, children do not walk around stations, but sit in their places and take part in the tasks offered to them and answer them. Travel games usually take place in a theatrical form. A performance is performed in front of the students, during which they need to complete some tasks in order to help the heroes achieve them and learn new facts. Therefore, this type of game is not only entertaining, but also educational. During the game, students can mentally travel to other countries, to various fictional cities, and meet unusual characters, which they really like and evoke positive emotions in them. The result of the game is the goal achieved by the heroes of the play with the help of the students; as such, there are no winners in such games, but there is only one winner - all participants in the game.

Such games are held mainly for junior classes. This type of game is ideal for young children to develop their interest in mathematics.

This type of game includes the game "The Adventures of Winnie the Pooh and Piglet in the Land of Mathematics" , "Visiting the Queen of Mathematics" and others.

Math mazes .

This type of game was named so because its structure resembles a labyrinth, with its intricate passages. In a maze, every correctly made turn will help you get out of the maze. And if you make even one wrong turn, you won’t be able to get out of the maze. Mathematical labyrinths are designed in exactly the same way. Each correctly solved task in the game brings you closer to the correct end result of the game, and a single mistake can lead to an incorrect one. The game takes place in stages. The answer to the task in each stage determines which stage of the game you need to go to next. In the end you come to the final result. This is what is being checked. This could be the answer to the task of the last stage, or some picture, etc. If the final result is not correct, then you need to look for which stage of the game the mistake was made and, therefore, go through part of the maze again. Thus, game participants learn not only to solve problems correctly, but also to check their solutions and find errors.

Labyrinths can be both moving and quiet, team and individual. They can be conducted on a specific topic, thereby monitoring students’ learning of the material. They can include a variety of fun tasks.

While participating in the game, participants persistently and persistently try to achieve the correct result of the game, diligently solve tasks and check them, and work mentally. Children develop appropriate personality traits and develop an interest in mathematics.

Math carousel .

This type of game includes one game called "Math Carousel". It is quite difficult to attribute it to other games, since it has features that are distinctive from all others and unique to it. Therefore, in my opinion, it should be classified as a separate type of mathematical games.

The game is a team game, usually played between several classes, perhaps even between schools. The game has two milestones. Initially, the team is at the starting line. The order in which the team members sit is also important; all team members must have a serial number. The team is given a task. If the team solves the problem, then its first participant is sent to the testing stage, where he is given a testing task, for which the team will be awarded points. At the same time, the team members remaining at the starting line solve the next problem, the correct solution of which will allow the next team member to move to the scoring line. Thus, more students will solve test problems at the test level. And so on. If, at the test milestone, students do not solve the problem correctly, then the participant with the lowest serial number returns to the starting line. That is why the game is called “Mathematical Carousel”, since the participants constantly move in a circular motion.

Each team must be monitored by a separate person (or two teams), who also checks the correctness of problem solving and compliance with all the rules of the game.

Usually strong students who are interested in mathematics take part in this game. They are attracted to participate in it by the unusual nature of the game itself, the difficulty of the proposed tasks and the difficulty of obtaining points. After all, points are counted only for solving problems at the test level, which are usually more difficult than at the starting point. Such children become even more interested in mathematics.

Math fights .

This type of game includes directly "Math Battle" , "Battleship", various battles.

Such battles usually involve two teams who compete with each other in the level of mathematical knowledge they have. Usually the strongest and most capable students in the class, in relation to mathematics, take part in battles.

In such games, it is also important not only to be able to solve problems well, but also to choose the right game strategy.

Mathematical combat rules:

The game consists of two parts. First, teams receive task conditions and a certain time to solve them. After this time, the battle itself begins. The fight consists of several rounds. At the beginning of each round, one of the teams challenges the other to one of the problems whose solutions have not yet been revealed. After this, the called team reports whether it accepts the challenge, that is, whether it agrees to tell the solution to this problem. If so, then she puts up a speaker who must tell the solution, and the calling team puts up an opponent, whose duty is to look for errors in the solution. If not, then the speaker is obliged to nominate the team that called, and the one who refused to nominate the opponent.

Progress of the round: At the beginning of the round, the speaker tells the solution. Until the report is finished, the opponent can ask questions only with the consent of the speaker. After the end of the report, the opponent has the right to ask questions to the speaker. If the opponent does not ask a single question within a minute, then it is considered that he has no questions. If the speaker does not begin to answer a question within a minute, then it is considered that he does not have an answer. After the end of the dialogue between the speaker and the opponent, the jury asks its questions. If necessary, it can intervene earlier.

If during the discussion the jury determined that the opponent proved that the speaker did not have a solution and the challenge had not previously been refused, then two options are possible. If the challenge for this round is accepted, then the opponent has the right (but not the obligation) to reveal his decision. If the opponent undertakes to tell his decision, then a complete change of roles occurs: the former speaker becomes an opponent and can earn points for opposing. If the challenge for this round was accepted, then they say that the challenge was incorrect. In this case, there is no role reversal, and the team that called incorrectly must challenge the opponent again in the next round. In all other cases, the team that was called in the current round is called in the next round.

Each task is worth 12 points, which at the end of the round are distributed between the presenter, opponent and jury.

The battle ends when there are no undiscussed problems left or when one of the teams refuses the challenge and the other team refuses to tell the solution to the remaining problems.

If at the end of the battle the results of the teams differ by no more than 3 points, then the battle is considered to have ended in a draw. Otherwise, the team with the most points wins. The jury may also win the game.

This type of game is quite unusual and allows you to involve schoolchildren in extracurricular work in mathematics and develop their cognitive interest in the subject.

Multi-age games.

This type of game is played mainly between teams of different ages in a small school. For example, the game "Mathematical Hockey". The rules of this game are:

The game is played for several teams. The team consists of at least 6 people. The game resembles real hockey. The only difference is that more teams can participate in the game than in regular hockey (more than two), and they do not fight against each other. The task of each team is to prevent a goal from being scored against them. The team that did it better than the others wins. The meeting may take place in a classroom. Each team occupies one row. “Dropping the puck” consists of telling the teams the condition of the first task: either it is read aloud, or the condition is written on the board. Within 5 minutes it is solved by the “central striker” - a 5th grade student sitting at the first desk. If a fifth grader solves it, then the “puck” is considered to have been hit. If it doesn’t decide, then the solution is given by the “two extreme forwards” - 6th grade students. If they do not decide within 2-3 minutes, then the panel of judges, in which it is advisable to include ninth-graders, proposes to give the decision to two “defenders” - 7th-grade students. And if they “don’t hit the puck,” then all hope is on the “goalkeeper” - an 8th grade student. For this purpose, the most prepared student is selected. If it fails, the puck is considered to be thrown into the team’s goal. Pucks are dropped every 3-5 minutes to maintain the pace of play. The external entertainment of the game arouses the interest of schoolchildren in mathematics.

Higher listed species games can be intertwined, a game can combine elements of different games. In this regard, in practice there is a variety of mathematical games. Carrying out extracurricular activities in the form of mathematical games will allow them to be diversified and attract different groups of students to them: those interested in mathematics, those who do not show obvious interest, weak, strong, etc. A correctly chosen type of mathematical game, taking into account the age and type of students, helps to attract more schoolchildren to extracurricular work in mathematics and develop their interest in the subject.

2.4 Structure of a math game

A mathematical game has a stable structure that distinguishes it from any other activity.

The main structural components of a mathematical game are: game concept , rules, game actions , content , equipment , game result . Let us dwell in more detail on the individual structural components of the mathematical game.

Game concept – the first structural component of the game. It is expressed, as a rule, in the name of the game. The game plan is embedded in the task or system of tasks that need to be solved during the gameplay. The game plan often appears in the form of a question, as if designing the course of the game, or in the form of a riddle. In any case, it gives the game not only an entertaining, but also an educational character, and makes certain demands on the participants in the game in terms of knowledge.

Any game has rules , which determine the order of actions and behavior of students during the game, contributes to the creation of a relaxed, but at the same time working, environment. The rules of mathematical games should be developed taking into account the goals and individual capabilities of students. This creates the conditions for the manifestation of independence, perseverance, mental activity, for the possibility of each person developing a feeling of satisfaction, success, and interest. In addition, the rules of the game instill in schoolchildren the ability to manage their behavior and obey the demands of the team.

An essential aspect of a mathematical game is game actions . They are regulated by the rules of the game, promote the cognitive activity of students, give them the opportunity to demonstrate their abilities, apply existing knowledge, skills and abilities to achieve the goal of the game. The teacher, as the leader of the game, directs it in the right direction,, if necessary, activates its progress with a variety of techniques, maintains interest in the game, and encourages those lagging behind.

The basis of the mathematical game is its content . The content lies in the assimilation, consolidation, repetition of the knowledge that is used in solving problems posed in the game, as well as in demonstrating one’s abilities in mathematics and creative abilities.

TO equipment A mathematical game includes various visual aids, handouts, that is, everything that is necessary when conducting the game and its competitions.

The mathematical game has a certain result , which is the ending of the game, gives the game completeness. It appears, first of all, in the form of solving a given problem, in achieving the goal of the game set for students. The resulting result of the game gives students moral and mental satisfaction. For the teacher, the result of the game is an indicator of the level of students’ achievements in mastering knowledge and its application, the presence of mathematical abilities, and interest in mathematics.

All structural elements of the game are interconnected. Missing one of them ruins the game. Without a game plan and game actions, without rules organizing the game, a mathematical game is either impossible or loses its specific form, turning into the performance of exercises and tasks.

The combination of all game elements and their interaction increases the organization of the game, its effectiveness, and leads to the desired result. Such a game contributes to the desire to participate in it, awakens a positive attitude towards it, and increases cognitive activity and interest.

2.5 Organizational stages of a mathematical game

In order to conduct a mathematical game, and its results would be positive, it is necessary to carry out a series of consistent actions to organize it. There are a number of stages involved in organizing a mathematical game. Each stage, as part of a single whole, includes a certain logic of actions of the teacher and students.

First stage- This preliminary work . At this stage, the game itself is selected, goals are set, and a program for its implementation is developed. The choice of a game and its content primarily depends on which children it will be played for, their age, intellectual development, interests, communication levels, etc. The content of the game must correspond to the goals set; the timing of the game and its duration are also of great importance. At the same time, the place and time of the game are specified, and the necessary equipment is prepared. At this stage, the game is also offered to children. The proposal can be oral or written, and may include a brief and precise explanation of the rules and techniques of action. The main task of offering a mathematical game is to arouse students' interest in it.

Second phase – preparatory . Depending on a particular type of game, this stage may differ in time and content. But still they have common features. During the preparatory stage, students become familiar with the rules of the game, and a psychological mood for the game occurs. The teacher organizes the children. The preparatory stage of the game can take place either immediately before the game itself, or begin well in advance of the game itself. In this case, students are warned about what type of tasks will be in the game, what the rules of the game are, what they need to prepare (assemble a team, prepare homework, performance, etc.). If the game is based on any academic section of the subject of mathematics, then schoolchildren will be able to repeat it and come to the game prepared. Thanks to this stage, children become interested in the game in advance and participate in it with great pleasure, receiving positive emotions and a sense of satisfaction, which contributes to the development of their cognitive interest.

Third stage– this is immediate the game itself , implementation of the program in activities, implementation of functions by each participant in the game. The content of this stage depends on what kind of game is being played.

Fourth stage- This The final stage or stage of summing up the game . This stage is mandatory, since without it the game will not be complete, not finished, and will lose its meaning. As a rule, at this stage the winners are determined and they are awarded. It also sums up the general results of the game: how the game went, whether the students liked it, whether similar games should still be held, etc.

The presence of all these stages, their clear thoughtfulness makes the game holistic, complete, the game produces the greatest positive effect on students, the goal is achieved - to interest schoolchildren in mathematics.

2.6 Requirements for selecting tasks

Any mathematical game presupposes the presence of problems that the schoolchildren participating in the game must solve. What are the requirements for their selection? They are different for different types of games.

If you take math mini games, then the tasks included in them can be either on some topic of the school curriculum, or unusual tasks, original, with a fascinating formulation. Most often they are of the same type, based on the application of formulas, rules, theorems, differing only in the level of complexity.

Questions for the quiz should be with easily visible content, not cumbersome, not requiring any significant calculations or notes, and for the most part accessible to solution in the mind. Typical problems, usually solved in class, are not interesting for a quiz. In addition to problems, you can include various questions on mathematics in the quiz. There are usually 6-12 tasks and questions in a quiz; quizzes can be devoted to a single topic.

IN games by station, the tasks at each station should be of the same type; it is possible to use tasks not only on knowledge of the material of the subject of mathematics, but also tasks that do not require deep mathematical knowledge (for example, sing as many songs as possible, the text of which contains numbers). The set of tasks at each stage depends on the form in which it is carried out and what mini-game is used.

To the tasks math competitions And KVNov the following requirements are presented: they must be original, with a simple and captivating formulation; solving problems should not be cumbersome, require long calculations, and may involve several solutions; should be of different levels of complexity and contain material not only from the school mathematics curriculum.

For travel games easy problems are selected that can be solved by students, mainly based on program material, and do not require large calculations. You can use entertaining tasks.

If the game is planned to be played for weak students who do not show interest in mathematics, then it is best to choose tasks that do not require good knowledge of the subject, tasks that test intelligence, or simple tasks that are not at all difficult.

You can also include tasks of a historical nature in the games, on knowledge of some unusual facts from the history of mathematics, practical significance.

IN labyrinths Typically, tasks are used to test knowledge of the material in any section of the school mathematics course. The difficulty of such tasks increases as you move through the maze: the closer you get to the end, the more difficult the task. It is possible to carry out a maze using problems of historical content and problems on knowledge of material not included in the school mathematics course. Tasks that require ingenuity and innovative thinking can also be used in mazes.

IN "mathematical carousel" And math battles Usually, tasks of increased difficulty are used, which require deep knowledge of the material and innovative thinking, since quite a lot of time is allocated for solving them and mainly only strong students participate in such games. In some mathematical battles, the tasks may not be difficult, but sometimes they are simply entertaining, just to test your wits (for example, tasks for captains).

It is possible to use tasks to consolidate or deepen the material studied. Such tasks can attract strong students and arouse their interest. Children, trying to solve them, will strive to gain new knowledge that is not yet known to them.

Taking into account all the requirements, age and type of students, you can develop a game that will be interesting to all participants. During lessons, children solve quite a lot of problems, all of them are the same and not interesting. When they come to a math game, they will see that solving problems is not at all boring, they are not so complex or, on the contrary, monotonous, that problems can have unusual and interesting formulations, and no less interesting solutions. By solving problems of practical importance, they realize the full significance of mathematics as a science. In turn, the game form in which problem solving will take place will give the whole event an entertaining, rather than educational character, and the children will not notice that they are learning.

2.7 Requirements for conducting a mathematical game

Compliance with all the requirements for conducting a mathematical game contributes to the fact that the extracurricular mathematics event will be held at a high level, children will like it, and all the goals will be achieved.

During the game, the teacher should play a leading role in its implementation.. The teacher must maintain order during the game. Deviation from the rules, tolerance of minor pranks or discipline can ultimately lead to disruption of the lesson. A mathematical game will not only not be useful, it will cause harm.

The teacher is also the organizer of the game. The game must be clearly organized, all its stages highlighted, The success of the game depends on this. This requirement should be given the most serious importance and kept in mind when holding a game, especially a mass one. Keeping the stages clear will prevent the game from turning into a chaotic, incomprehensible sequence of actions. A clear organization of the game also assumes that all handouts and equipment necessary for carrying out one or another stage of the game will be used at the right time and there will be no technical delays in the game.

When playing a math game it is important to ensure that schoolchildren maintain interest in the game. In the absence of interest or its fading, in no case children should not be forced to play, since in this case it loses its voluntariness, teaching and developmental significance, the most valuable thing - its emotional beginning - falls out of the gaming activity. If interest in the game is lost, the teacher should take actions leading to a change in the situation. This can be achieved through emotional speech, a friendly environment, and support for those lagging behind.

Very important play expressively. If the teacher talks to the children dryly, indifferently, and monotonously, then the children are indifferent to the game and begin to get distracted. In such cases, it can be difficult to maintain their interest, to maintain the desire to listen, watch, and participate in the game. Often, this does not succeed at all, and then the children do not receive any benefit from the game, it only causes them fatigue. A negative attitude towards mathematical games and mathematics in general arises.

The teacher himself must be involved in the game to a certain extent., be its participant, otherwise its leadership and influence will not be natural enough. He must initiate the creative work of students and skillfully introduce them to the game.

Students must understand the meaning and content of the entire game what is happening now and what to do next. All rules of the game must be explained to the participants. This happens mainly during the preparatory stage. Mathematical content should be understandable to schoolchildren. All obstacles must be overcome the proposed tasks must be solved by the students themselves, and not the teacher or his assistant. Otherwise, the game will not generate interest and will be played formally.

All participants in the game must actively participate in it, busy with business. Long waits for their turn to join the game reduce children's interest in this game. Easy and difficult competitions should alternate. In terms of content it must be pedagogical and depend on the age and outlook of the participants. During the game Students must be mathematically competent in their reasoning, mathematical speech must be correct.

During the game control over the results must be ensured, on the part of the entire team of students or selected individuals. Accounting of results must be open, clear and fair. Errors in accounting for ambiguities in the accounting organization itself lead to unfair conclusions about the winners, and, consequently, to dissatisfaction among the participants in the game.

The game should not include even the slightest possibility of risk , threatening children's health . Availability of necessary equipment, which must be safe, convenient, suitable and hygienic. It is very important that During the game the dignity of the participants was not humiliated .

Any the game must be successful. The result can be a win, a loss, a draw. Only a completed game, with a summary, can play a positive role and make a favorable impression on students.

An interesting game that gives children pleasure has a positive impact on subsequent mathematical games and their attendance. When conducting mathematical games fun and learning must be combined so that they do not interfere, but rather help each other.

The mathematical side of the game content should always be clearly highlighted. Only then will the game fulfill its role in the mathematical development of children and foster interest in mathematics.

These are all the basic requirements for playing a mathematical game.

From all that has been said above, we can conclude that it is advisable to use a mathematical game in extracurricular mathematics classes. It brings unusualness to extracurricular work in mathematics; the variety of its types allows you to diversify extracurricular activities in mathematics, each time surprising students with a new form and content of the game. All this arouses interest among schoolchildren. And in order for a mathematical game to contribute as much as possible to the development of cognitive interest, when preparing it, it is necessary to take into account all the requirements for the selection of tasks and the conduct of the game itself, and to choose the right type of game and its content.

Conclusion: Let's summarize the third chapter. It follows from it that:

There are different approaches to defining the concept of a game, but they all agree on one thing: a game is a way of developing a person and enriching his life experience.

Among the variety of games, one can single out a mathematical game as a means of developing students’ cognitive interest in mathematics. Using a mathematical game in extracurricular mathematics work most effectively promotes students' interest in mathematics.

A mathematical game has its own goals, objectives, functions and requirements. The main goal of a mathematics game is to develop sustainable cognitive interest in the subject through the available variety of mathematical games.

Math games are very diverse. They can be classified by purpose, by mass, by reaction, by tempo, etc. You can also distinguish a classification by the similarity of the rules and the nature of the game, which includes the following types of games: board games, mini-games, quizzes, by stations, competitions, KVN, travel, labyrinths, mathematical carousel, fights and games for different ages.

A math game has its own structure, which includes: game concept, rules, content, equipment, result.

The game goes through the following stages: preliminary work, preparatory stage, the game itself, conclusion.

In order for the game to be successful, it is necessary to take into account the requirements for the selection of tasks and the requirements for conducting the game itself, which will help to leave students with a pleasant impression of it, and therefore the emergence of interest in mathematics.

Chapter IV. Experienced Teaching

§1 Questioning of teachers and students

In order to show the effectiveness of using a mathematical game for the development of cognitive interest, theoretical justification is not enough. Any theory must be confirmed by practice. In this regard, a survey was conducted among students in grades 5-9 at school No. 37 in the city of Kirov and Bezvodninsk Secondary School (BSS). A total of 75 people took part in the survey (48 students from school No. 37 in the city of Kirov and 27 students from the secondary school).

The questionnaire included the following questions:

1. Have you ever played math games?

2. Do you like attending such events? Why?

3. What did you like and dislike about the math game you played?

4. After playing the game, did you like mathematics more?

5. Did you become more willing to study in math lessons after participating in a math game?

6. Would you like to take part in the math game again?

The results of the student survey were as follows:

To the first question: “Have you ever played math games?”, all students answered positively. This means that both urban and rural schools use a form of extracurricular activity such as a mathematical game, and the majority of children attend such events.

To the second question: “Do you like attending such events?”, the majority of students answered: “Yes,” namely, 59 people, which is 79% of the total number of respondents. 6 people responded negatively, which is 8% of all respondents. The remaining 10 people answered: “I don’t know” (6 people – 8%) and “Depends on what game” (4 people – 5%).

This question also required an explanation of the reasons for a positive or negative attitude towards mathematical games. Students explain their positive or negative attitude towards mathematics games by the following reasons:

It should be noted that the main reason for a negative attitude towards mathematical games is a negative attitude towards the subject of mathematics itself and towards learning in general. But there are significantly fewer such students compared to others.

To highlight the advantages and disadvantages of a math game compared to other forms of extracurricular activities, students were asked, “What did you like and what did you not like about the math game you participated in?” The students responded as follows:

Most students enjoy everything about the math game that is played for them. What students who seem to love math like about a math game is that as much as it's fun, it also involves thinking. The most significant disadvantages of the math game are discipline, noise and possibly poor organization. There are also such answers as – not difficult tasks and difficult tasks. Therefore, when developing a mathematical game, the teacher needs to think through tasks for both strong and weak students. And in general, a mathematical game should be thought out “down to the smallest detail” so that no disputes arise during its implementation.

Questions 4 and 5 are the most significant for this study. The students responded as follows:

As can be seen from the diagram, the majority of students after the mathematical game became interested in mathematics and became more willing to study in this subject.

Question 6: “Would you like to take part in a math game again?” only 6 students answered negatively out of 75, 3 answered that they did not know, 2 people believed that probably 64 people would be happy to attend such an event again. This suggests that extracurricular activities conducted in the form of a mathematical game attract many schoolchildren. Students take part in them with pleasure, many of them realize that in this unusual way they learn a lot of new things and learn. Thanks to such events at school as a mathematical game, mathematics is revealed to children from a different perspective - it turns out that it is not such a boring subject as they thought. Students are more willing to attend not only extracurricular activities, but also work more actively in mathematics lessons.

In order to draw correct conclusions on the importance of mathematical games for the development of cognitive interest in schoolchildren, a survey was also conducted among mathematics teachers who have extensive experience in conducting extracurricular activities at school. A total of 12 mathematics teachers were interviewed: 8 mathematics teachers from school No. 37 in the city of Kirov and 4 teachers from the secondary school. The questionnaire for teachers consisted of the following questions:

1. Do you think it is necessary to use a mathematical game in extracurricular mathematics work?

2. Do you use a form of extracurricular activity such as a mathematical game?

3. In which classes do you most often use the math game in extracurricular math classes?

4. How do students in grades 5-7, 8-9, 10-11 feel about the mathematical game?

5. What do you see as the effectiveness and disadvantages of using a mathematical game as a form of extracurricular work in mathematics?

6. What difficulties would you highlight in using a mathematical game in extracurricular mathematics work?

7. How did the students’ attitude towards the subject change after the mathematical game?

All teachers answered positively to the first question.

From the answers to the second question: “Do you use a mathematical game?” It follows that only one teacher does not use such a form of extracurricular work as a mathematical game. The remaining teachers (11 people) used a mathematical game at least once in extracurricular mathematics work. Teachers use the mathematical game most often in grades 5-9 (4 teachers), grades 5-8 (4 teachers), grades 5-7 (3 teachers). Teachers explain this by saying that at this age children perceive the game better and it is better to interest students in mathematics at this age. Teachers also note, answering the fourth question of the questionnaire, that students in grades 5-7 like to participate in such extracurricular activities; grades 8-9 are good about mathematical games, but not all. Students in grades 10-11 usually no longer take the game seriously in extracurricular mathematics classes; they are interested in any specific issues, mainly related to their future profession and upcoming exams. But 4 teachers believe that, regardless of age, all students respond well to mathematical games.

The answers to questions 5 and 6 overlap, namely, teachers highlight the same shortcomings and difficulties in conducting a mathematical game.

Some teachers notice that with the use of a computer, the difficulties in preparing the game have become much less.

As can be seen from this table, all teachers note an increase in interest in mathematics after using the mathematical game. They write the same thing when answering the last question of the questionnaire (question 7), i.e. After playing a mathematical game, students are more willing to attend extracurricular activities and mathematics lessons, interest in the subject increases, which contributes to better learning of the material.

Based on the results of two questionnaires, we can conclude that both students and teachers note the great importance and effectiveness of using mathematical games in extracurricular work in mathematics for the development of cognitive interest.

§2 Observations, personal experience

Along with questioning and studying methodological and psychological-pedagogical literature, I carried out my own experimental work. The purpose of this work was to explore the effect of a mathematical game on increasing cognitive interest in mathematics. Changes in cognitive interest were assessed according to the following criteria: academic performance, i.e. is there an increase in academic performance due to the use of a mathematical game in extracurricular mathematics classes; activity, namely, whether students’ activity in lessons and in extracurricular activities increases as their cognitive interest grows. For this purpose, methods such as observation, survey, comparison were used.

Experimental work was carried out at school No. 37 in the city of Kirov. Two classes were chosen for its implementation - 9 B and 9 G. In 9 G, during an extracurricular lesson in mathematics, a game was played on the topic “Systems of equations. Graphic solution method." Later, this topic was to be studied in algebra classes. It should be noted that the students were already familiar with the graphical method of solving a system of equations. Therefore, the material considered in the extracurricular lesson was not new to the students.

During an extracurricular activity, a mathematical game “Labyrinth” was played for students. Its essence lies in the fact that students are given cards that show a diagram of the labyrinth and tasks that must be solved in order to complete the labyrinth. Students must, when solving systems of equations and obtaining answers to them, move in the appropriate direction along the maze (corresponding to the answer number). The path should be marked on the labyrinth diagram. At the end of the game, the route the student took in the maze and the answer obtained upon exiting the maze are checked.

(-2;-3) (1;0) (1;0)

(-4;-5) (-2;-3)

(1;0), (3;-2) (1;0), (-1;-2)
No solutions (2;-2) (1;0), (2;2)

(1;2), (2;1), (1;-2), (2;-1),

(-1;-2), (-2;-1) (-1;2), (-2;1)

(3;2), (1;0) (1;0), (2;3)

no (3;-2),(-3;-2), (2;-3),(3;2),

decide (2;3),(-2;3) (-2;-3),(-3;2)

(-1;4), (4;9) (4;9)

After playing the game and summing up the results, a survey was conducted asking whether the students liked the game and why. Most of the guys answered that they liked the game. Basically, the schoolchildren noted that the game was useful for them: they repeated the graphical method of solving systems of equations, and this will be useful to them in class. The children also noted that this form of classes is unusual and exciting. Everyone wanted to win, and to win you need to be able to solve systems of equations, it made them think. Most of the students felt joy and satisfaction that they were able to solve the problems correctly and go through the maze correctly. Those children who did not have time to complete the maze or completed it incorrectly wanted to take the cards home and try to go through it again, to find the mistakes they had made.

The next stage of the study was to observe the students’ work in class after the math game that took place the day before. Since the children managed to repeat the graphical method of solving a system of equations in an extracurricular activity, during the lesson they quickly learned the material, everyone was very active in wanting to go to the board and show their knowledge and receive a positive assessment. Compared to previous lessons, this lesson was more effective; the class managed to cover more material during the lesson than other 9th grades. In particular, class 9 B was not as active in a similar lesson; they considered and solved fewer examples than class 9 G.

To more accurately assess the increase in interest in mathematics in the entire parallel of 9 grades, a test was carried out on this topic. The results were as follows:

Grade 9: 10 people – positive grades (4-5),

8 people – satisfactory grades (3),

2 people – unsatisfactory grades (2).

9 In class: 11 people – positive grades (4-5),

11 people – satisfactory ratings (3),

4 people – unsatisfactory grades (2).

As a percentage:

As can be seen from the diagrams, although not by much, the test results in grade 9 G are better than in grade 9 B. I would like to note that in terms of academic performance, grade 9 G is inferior to grade 9 B.

You can also compare the results of this test and the previous one. Let us present the results of both works in the form of graphs.

As you can see from the chart, performance in algebra has improved. Consequently, an increase in cognitive interest is promoted not only by activity in the classroom, but also by improved performance in the subject.

Similar work was carried out with the class in geometry, namely, a mathematical game on the topic of addition of vectors (see appendix).

In addition to the fact that mathematical games can be played on individual topics, in accordance with the school curriculum, simply entertaining math games can be played. For example, I conducted the game “Sea Battle” for 7 classes of school No. 27 in the city of Kirov. The purpose of this game was to get students interested in mathematics. The game “Battleship” is entertaining, the tasks in it are not difficult, are designed for all types of students (those interested and not interested in mathematics), solving the tasks requires only quick wits and ingenuity (see the appendix for the development of the game).

The results of this game include the fact that children became more willing to attend extracurricular mathematics classes. Children from other classes were also present at the game as spectators. They liked the game so much that they asked for such a game to be played in their class.

So, as my personal experience shows, a mathematical game greatly contributes to the development of cognitive interest in mathematics among schoolchildren.

Conclusion: Based on this chapter, we can conclude that both the practice of experienced teachers and my personal experience confirm the hypothesis put forward: the use of a mathematical game in extracurricular work in mathematics contributes to the development of students’ cognitive interest in mathematics. This is indicated by the opinions of the students themselves, and by an increase in academic performance and activity in mathematics lessons after conducting mathematical games.

Conclusion

In this work, an analysis of methodological and psychological-pedagogical literature was carried out on the use of mathematical games in extracurricular work in mathematics to develop cognitive interest. The work also examined the types of mathematical games, the technology of playing the game, the structure, the requirements for selecting tasks and conducting the game, the features of the game as a form of extracurricular work in mathematics, and its most important feature - the strengthening and development of cognitive interest.

The research part presented the results of a survey of mathematics teachers and students, as well as our own experience of using a mathematical game in extracurricular work in mathematics. The conclusions drawn from this part of the work only confirm the correctness of the hypothesis put forward.

Both from the theoretical and practical parts it follows that a mathematical game differs from other forms of extracurricular work in mathematics in that it can complement other forms of extracurricular work in mathematics. And most importantly, a mathematical game gives students the opportunity to express themselves, their abilities, test their existing knowledge, acquire new knowledge, and all this in an unusual, entertaining way. The systematic use of mathematical games in extracurricular work in mathematics entails the formation and development of cognitive interest in students.

Summarizing all of the above, I believe that a mathematical game, as an effective means of developing cognitive interest, should be used in extracurricular work in mathematics as often as possible.

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