Thesis: Mathematical games as a means of developing students’ cognitive interest. Name of EORs used

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, insufficient attention was paid to the didactics of using games in the middle level of secondary schools.

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 different interpretations of the 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 opportunity to exercise, train 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 a brief description of 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 during 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 situation of modernity is recreated with a dispute, discussion (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 (walking through an ancient city, sailing along a 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 subtypes of role-playing game is 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. The modern situation with participants in events can be simulated with partial reconstruction and individual plots of the past (like 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 of any teacher is 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, the unique feature of the game is that it allows you to expand the boundaries of a child’s own life, to imagine something that 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 can be different: a feast of the gods on Olympus, a national assembly, a meeting of the gerousia in Sparta. The conflicts of the storylines are also different. Such dramatization techniques are useful because... children learn to think independently, interpret historical facts, interact with each other, and find a non-standard solution to a 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 in such creativity lessons to place emphasis, emphasize important points, and 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 invite them to make charades at home (in the form of an additional creative task), in class during a team competition (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 of 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.”

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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 - To provide conditions for students to acquire knowledge about the cults of the main ancient Greek gods and heroes, to introduce students to the 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 of 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 clip Kucheruk I.V. Educational games as a means of activating students' cognitive activity in history lessons. M, 1991 -S. 214

Play is of great importance in the lives of children of primary school age. S.A. Schatsky, highly appreciating the importance of the game, wrote: “Game is the life laboratory of childhood, giving that flavor, that atmosphere of young life, without which this time it would be useless for humanity. In the game, this special processing of life material, there is the healthiest core reasonable 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.

How to make each lesson interesting and ensure that it develops cognitive interest, creative, and mental activity of students.

As is known, learning motivation plays a great role in organizing the educational process. It helps to activate thinking, arouses interest in one or another type of activity, in performing one or another exercise.

The most powerful motivating factor are examples of teaching that satisfy the need of schoolchildren for the novelty of the material being studied and the variety of exercises performed. The use of a variety of techniques helps to consolidate linguistic memory phenomena, create more lasting visual and auditory images, and support the interests and activity of students.

What place does the use of games play in enhancing the educational process?

It is known that the game is a conditional reproduction by its participants of the real practical activities of people and creates conditions for real communication. The effectiveness of learning here is primarily due to an explosion of motivation and increased interest in the subject.

The game activates the children’s desire to contact each other and

teacher, creates a condition of equality, and speech partnership destroys the traditional barrier between teacher and student.

The game provides an opportunity for timid, insecure students to overcome the barrier of self-doubt. And it costs a lot. In an ordinary discussion, student leaders, as a rule, seize the initiative, while timid ones prefer to remain silent. In the game, everyone gets a role or everyone involved must be an active partner.

In games, schoolchildren master such elements of communication as the ability to start a conversation, maintain it, interrupt the interlocutor, at the right moment agree with his opinion or refute it, the ability to purposefully listen to the interlocutor, ask clarifying questions, etc.

The game teaches you to be sensitive to social use. A good interlocutor is often not the one who uses structures better, but the one who can most clearly recognize (interpret) the situation in which the partners find themselves, take into account the information that is already known (from the situation, experience), and choose those linguistic means which will be most effective for communication.

Games have a positive effect on the formation of cognitive interests of younger schoolchildren. They promote the development of such qualities as independence, initiative; fostering a sense of collectivism. Students work actively, enthusiastically, help each other, listen carefully to their comrades, the teacher only manages the learning activities. Play is a child’s leading activity and the basis of development. The need for play for a child is explained by the fact that he is an active being. He is naturally curious. “A game is a huge window through which a life-giving stream of ideas and concepts about the world around us flows into a child’s spiritual world. A game is a spark that ignites the flame of inquisitiveness and curiosity,” said the famous Soviet teacher V.A. Sukhomlinsky.

In a game, a child’s effort is always limited and regulated by the many efforts of other players. Every task-game includes, as an indispensable condition, the ability to coordinate one’s behavior with the behavior of others, to take an active relationship with others, to attack and defend oneself, to harm and to help, to calculate in advance the result of one’s move in the totality of all players. Such a game is a living, social, collective experience of a child, and in this respect it is an absolutely irreplaceable tool for developing social skills and abilities; thinking arises from the collision of many reactions and the selection of some of them under the influence of preliminary reactions. But this is precisely what gives us the opportunity, by introducing known rules into the game and thereby limiting the possibilities of behavior, setting the child’s behavior the task of achieving a certain goal, straining all the instinctive abilities and interest of the child to the highest point, force him to organize his behavior so that it obeys known rules, so that it is directed towards a single goal, so that it consciously solves known problems.

Polish researcher Stefan Schumann notes that play is a characteristic and unique form of activity for a child, thanks to which he learns and gains experience. Schumann pointed out the fact that play stimulates the highest emotional experiences in a child and activates him in the deepest way. According to Schumann, play can be perceived as a developmental process aimed in a unique way at the formation of observation, imagination, concepts and skills.

In other words, according to L.S. According to Vygotsky, play is a reasonable and expedient, systematic, socially coordinated system of behavior or expenditure of energy, subject to known rules. In this way, it reveals its complete analogy with the labor expenditure of energy by an adult, the signs of which completely coincide with the signs of play, with the exception of only the results. Thus, despite all the objective differences that exist between play and work, which even made it possible to consider them polar opposites to each other, their psychological nature is completely the same. This indicates that play is a child’s natural form of labor, an inherent form of activity, preparation for future life.

What are the basic requirements for games?

1. The game should stimulate learning motivation, arouse students’ interest and desire to complete the task well, it should be carried out on the basis of the situation, adequate to the real communication situation.

2. The game must be well prepared in terms of both content and form, and clearly organized. It is important that younger schoolchildren are convinced of the need to perform this or that game well. Only under this condition will it be natural and convincing.

3. The game must be accepted by the whole group.

It must certainly be carried out in a friendly, creative atmosphere, causing schoolchildren to feel a sense of satisfaction and joy. The freer a student feels in the game, the more proactive he will be in communication. Over time, he will develop a sense of self-confidence. The fact is that he can play different roles.

4. The game is organized in such a way that students can use the material being processed.

5. The teacher himself certainly believes in the game, in its effectiveness. Only under this condition will he be able to achieve good results.

The role of the teacher in the process of preparing and conducting the game is constantly changing. At the initial stage of work, the teacher actively controls the activities of students, but gradually he becomes only an observer.

This coincides with the provisions of modern didactics about the role of the teacher in the educational process. One cannot but agree with the opinion of Yu.K. Babansky that the educational process itself is impossible without the active activity of students as subjects of learning. This is inevitably due to the fact that the emphasis shifts from the active activity of the teacher in the lesson to the active activity of the students. This increases the role of the teacher as the organizer of the educational process. He manages the active and conscious activity of schoolchildren in mastering educational material.

6. In this regard, the teacher’s ability to establish contact with the children becomes of great importance. Awareness of a favorable, friendly atmosphere in the classroom is a very important factor, the importance of which is difficult to overestimate.

During the game, the teacher can sometimes take on some role, but not the main one, so that the game does not turn into a traditional form of work under his leadership. It is desirable that the social status of this role would help him unobtrusively direct verbal communication in the group.

Usually, the teacher takes on roles only at the beginning, when the students have not yet mastered this type of work. In the future, this will no longer be necessary.

During the game, strong students help weak ones. The teacher controls the communication process: he approaches one or another student who needs help, and makes the necessary adjustments to the work.

During the game, the teacher does not correct mistakes, but only writes them down unnoticed by the students in order to discuss the most typical ones in the next lesson.

Not everything in the educational material may be interesting for students. 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. The path to it lies primarily through a variety of independent work by students, organized in accordance with their particular interest.

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. While playing in class, students unnoticed perform various exercises where they have to compare sets, perform arithmetic operations, practice mental calculation, solve problems, answer? to questions. The game puts the student in search conditions, awakens interest in winning, and hence the desire to be fast, collected, dexterous, resourceful, be able to accurately carry out tasks, and follow the rules of the game. In games, especially in collective games, the moral qualities of an individual are also formed.

Didactics has long shown that boredom in the classroom is the worst enemy of learning.

In theory, everyone recognizes this, but in practice, boredom and indifference are encountered in the classroom. These are typical remnants of that stage in the development of the school, when the idea prevailed that the root of the teaching was bitter, and its fruits were sweet. But the trouble is that sweet fruits do not grow from the bitter roots of teaching: knowledge that is not supported and not warmed by positive emotions leaves a person indifferent and quickly disappears.

So let's not forget that any student is, first of all, a child, and play is an integral part of the life of any child.

The study of play as a technique and method of teaching is especially important from the point of view of organizing continuity between the preschool and primary levels of the educational system in teaching methods, and from the standpoint of establishing an adequate proportion between direct and indirect teaching methods. In this regard, it would be appropriate to recall the words of K.D. Ushinsky, who, well aware of the need to use games as a teaching technique, nevertheless actively opposed the so-called game learning, i.e. reducing all initial training to the game. Turning children's learning into play leads to the fact that such “playful learning” weakens the child instead of strengthening him.

Play as a teaching method has its strengths and weaknesses, which should definitely be known and taken into account by teachers working with children of primary school age. The need for play as an additional, indirect method of learning, according to R.I. Zhukovskaya, arises when he sets his goal to bring the educational material offered to children to “a deeper understanding of what was given using direct techniques, so that the child, having memorized the material, understands it more deeply.” The pedagogical value of gaming techniques is that they develop mental activity and cognitive interests of children, help ensure conscious perception of educational material, consistency of actions in one direction, and develop independence and initiative.

Thus, for a teacher, play can become one of the tools for activating children’s cognitive abilities, cultivating their sustainable interest and need for intellectual activity, improving school-significant mental and psychophysiological functions, and the success of learning in general.

Svetlana Knyazeva
Consultation “Didactic game as a means of developing the cognitive interest of preschool children”

"Didactic game as a means of developing the cognitive interest of preschool children".

Pursuit cognize The world around us is inherent in man, and it is present in every child. However cognition- the function is not only human intelligence. Cognition- a function of his personality. It is impossible without such qualities as activity and independence, self-confidence, in one’s abilities and strengths. For babies, in addition, a feeling of security and safety is necessary. Therefore, the degree to which each child will manifest and develop depends on the psychological atmosphere that has developed in the group. interest in the surrounding world, to people, the desire to learn and learn new things.

Basic method knowledge for a child - your stories, answers to his questions, as well as your questions to him. When searching for an answer, you need to think out loud with your child. From 4 years old it is necessary to talk with the child seriously: As an adult thinks, so will children think.

Organizing free communication with children gives the teacher the opportunity to fully reveal their creative potential.

The teacher must be able to get involved in specific preschool form of activity - a game as an equal partner. Skill fun to play immediately gives him access to children's groups and allows him to enter into trusting relationships with children. But to do this, he should master the methods of constructing a game, accepted in the children's subculture, and skillfully use them.

Therefore it is advisable play in subgroups.

Children learn specific information about the world around them much more easily through play, daily free communication with the teacher, reading specially selected books, as well as through activities organized by the teacher. development of sensory actions, thinking, visual activity, design, which always include some specific material.

IN didactic The game contains a complex of varied activities children: thoughts, feelings, searches for active ways to solve a game problem, their subordination to the conditions and circumstances of the game, attitude children to play. A didactic game represents the development of a child through active and interesting means for children. gaming activity.

Didactic game only meets the requirements of complete systematization knowledge: sometimes it's an "explosion of surprise" children from the perception of something new, unknown; Sometimes - a game-"search and discovery", and always game joy. The fullness of learning is emotional educational content feature didactic game.

Didactic the game is characterized by the obligatory presence didactic task, game rules and actions.

Didactic The task is one of the main elements of the game, which is determined by the purpose of the teaching and educational impact.

Availability didactic task or several tasks emphasizes the educational nature of the game, the focus of the educational content on the process cognitive activity of children. Didactic the task is determined by the teacher and reflects his teaching activities.

The structural element of the game is the game task carried out by children in play activities. Two tasks - didactic and gaming reflect the relationship between learning and play. Unlike direct setting didactic tasks in the classroom didactic In a game, it is carried out through a game task, determines game actions, becomes the task of the child himself, arouses the desire and need to solve it, and activates game actions. Didactic the task is realized throughout the game through the implementation of the game task, game actions, and the result of its solution is revealed in the finale. Only under this condition didactic game can perform the function of teaching and at the same time will develop as a play activity.

Game actions form the basis didactic games - I can’t live without them a game. The more varied and meaningful the game actions, the more The game itself is more interesting for children and the more successfully they are resolved cognitive and gaming tasks. Game actions children need to be taught. Only under this condition a game acquires an educational character and becomes meaningful.

Game actions are not always practical external actions, when you need to carefully consider something, compare, disassemble, etc. These are also complex mental actions expressed in the processes of purposeful perception, observation, comparison, recall of previously learned, mental actions expressed in processes of thinking.

In different games game actions are different in their focus and in relation to playing.

One of the constituent elements didactic games are the rules of the game. Their content and focus are determined by the general tasks of shaping the personality of the child and the team children, cognitive content, game tasks and game actions in their development and enrichment. The rules contain moral requirements for relationships children, to their compliance with norms of behavior. IN didactic The rules of the game are given. Using the rules, the teacher controls the game and processes cognitive activity, behavior children.

It is known that the possibilities didactic Games in the transfer of knowledge are limited, but they are an effective method of assimilation of knowledge and mastery of methods cognitive activity, skills and abilities (examine, compare, describe, identify properties).The game develops the ability to independently and rationally use knowledge when solving a game problem. Significant didactic game in the formation of a child’s personality. The willingness to solve mental problems, the desire to win by following the rules - this is the child’s behavior style in the game. Therefore, the game should not be turned into an activity, teacher plays with children, encourages their positive emotions, motor and mental activity.

Options for organizing and conducting games are different and depend on their purpose. Children are distributed in groups of 2-4 people and the teacher consistently plays 2-3 games with them, becoming involved in the game process as a participant. Or children play different, exchanging them. In these cases a game is a form of organization cognitive activity. Using games as a teaching method involves frontal management of activities children. The teacher plays the role of a leader without turning games into play exercises.

Management educational games quite a complicated process. The teacher needs to stimulate competitive play without losing sight of developing and the educational impact of the game.

Form at children The ability to think logically, independently, and control one’s actions during the learning process is quite difficult. Therefore, conditions are created and targeted work is carried out to form independent children’s activities.

For independent activities, games and manuals are selected that are exciting for children at this time. Games interesting, meaningful, but require lengthy development. Games for planar and volumetric modeling, various puzzles. Each of children masters the game individually, the results are different. He is independent in choosing a game, setting goals, and achieving results. With the right guidance, which consists in encouraging children to active activity, in joint play with the child, the ability to find a way to solve a non-standard problem, to show initiative and creativity is formed.

Publications on the topic:

Abstract for the course work “Didactic game as a means of developing cognitive interest” I, Polina Mikhailovna Glotova, student of group D-31. I present to your attention a course work on the topic: “Didactic game as a means.

Didactic game as a means of developing the thinking of preschool children In modern conditions, the problem of developing thinking in preschoolers is of particular relevance. The most effective means of development.

Didactic game as a means of developing attention in preschool children Attention is one of the main mental functions on which learning is based. Attention reflects the functional state of a person.

Didactic game as a means of sensory development of young children Preschool age is a time of active learning about the world around us. Having risen to his feet, the baby begins to make discoveries. He gets acquainted with objects.

A computer is a device that processes data by following a series of commands called a computer program. It's hard to imagine nowadays.

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. . Psychological and intellectual readiness to participate in the game plays an important 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 reptile, 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 aquatic bug is 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 the following: 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 cognitive games in the educational process helps to reveal creative potential and activate the child’s mental activity. 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.

Game as a means of effectively developing the cognitive interest of younger schoolchildren

Game is an eternal companion of childhood, a “perpetual motion machine” of creativity, vigorous activity, self-knowledge and self-expression.

At the origins of the development of game theory were such scientists as: E.A. Arkin, L.S. Vygotsky, A.N. Leontyev and others. The famous innovative teacher Sh.A. Amonashvili, through play, introduces the child into the most complex world of knowledge.

What is a game?

GAME is a form of activity in conditional situations aimed at recreating and assimilating social experience, fixed in socially fixed ways of carrying out objective actions, in subjects of science and culture. In the game, as a special historically emerged form of social practice, the norms of human life and activity are reproduced, subordination to which ensures the knowledge and assimilation of objective and social activities, the intellectual, emotional and moral development of the individual. For preschool children, play is the leading type of activity.

The arrival of a child at school means entering a new age stage - primary school age and a new leading activity - education.

Does this mean that the leading activity of preschool age (play) ceases to be desirable for him?

No, play remains a very important activity. It is she who helps to form a new leading activity - educational.

G.I. Shchukina in her book “Pedagogical Problems of Forming Students’ Cognitive Interests” notes the following functionality of the game as one of the types of activities in teaching:

The game contributes to the development of students' cognitive powers;

Stimulates the creative processes of their activities

Helps relieve tension, relieves fatigue;

Creates a favorable atmosphere for learning activities, enlivens learning activities;

Helps develop interest in learning.

But it must be remembered that not every game is educational. In order for a game to become a teaching method, a number of conditions must be met:

1.The learning task must coincide with the game.

2. The presence of a learning task should not “overwhelm” the game task; it is necessary to preserve the game situation.

3. A single game does not provide any learning effect; a system of games with a gradually more complex learning task should be built.

Thus, of the entire existing variety of different types of games, it is didactic games that are most closely connected with the educational process.

Didactic games refer to the type of “games according to the rules”, which include outdoor games and games related to music. They are a striking example of the synthesis of various types of pedagogical influence on students: intellectual, moral and emotional.

Didactic games consist of mandatory elements: game concept, didactic task, game action and rules.

The game concept and game action make didactic games an attractive, desirable and emotional activity. The game concept can be expressed in the very name of the game and in the game task, by solving which children begin to understand the practical application of the knowledge they have acquired. The game concept determines the nature of the game action, and the game action enables children to learn at the moment when they play.

Rules help guide gameplay. They regulate the behavior of children and their relationships with each other. The results of the game are always obvious, concrete and visual. Compliance with the rules obliges children to independently perform game actions, and at the same time they develop criteria for assessing the behavior of their classmates and their own.

Working on a didactic task requires activation of the child’s entire mental activity. Cognitive processes, thinking, memory, and imagination develop. Mental activity is improved, including carrying out various operations in their unity. Attention becomes more focused, stable, and the student develops the ability to distribute it correctly. The development of cognitive abilities, observation, intelligence and curiosity is stimulated. Children begin to develop a strong-willed restraining principle. Compliance with the rules, which is the result of children's interest in the game, helps to develop important moral and volitional qualities, such as organization, restraint, goodwill, honesty, etc. In the process of practicing didactic games, the ability to work independently, exercise control and self-control is formed , coordinate their actions and subordinate them.

There is no single classification of games. This classification of didactic games does not reflect all their diversity, however, it allows you to navigate the abundance of games.

DIDACTICAL

GAMES

by the nature of cognitive activity

according to the availability of game material

according to the level of activity of children

by number of participants

by time

1.acquaintance with the outside world

2.speech development

3.development of mathematical representation

1. games require executive activity from children;

2.requiring the reproduction of actions;

3.with the help of which children change examples and tasks into others that are logically related to them;

4. which include elements of search and creativity

1.playing with toys;

2.demonstration - visual

3.desktop - printed

Verbal

Subject - verbal

1.without the participation of an adult

2. with the participation of an adult

a) consultant;

b) leader

1.custom

2. group

3.collective

1. miniature games

2.games - episodes

3. games - activities

Thus, while working on the topic of the creative report, I came to the conclusion that when selecting and conducting games with primary schoolchildren, it is necessary to rely on the following principles:

The learning task must coincide with the game.

The game system should have a gradually more complex learning task.

Let's give examples. In first grade mathematics there is a topic: “Comparing objects by size.” Children entering school, as a rule, do not have a clear idea of ​​the size of objects. When comparing objects, they replace such characteristics of objects as narrow, short, thin with the word “small”, thick with the word “wide”, thin with the word “big”.

Comparing objects by size is a critical skill needed for measuring magnitude and solving problems. It is easier to compare objects by size using the example of comparing two identical objects of different sizes. In the future, children will be able to compare objects that differ in different characteristics. Children become more aware of the above signs through games.

Game "What has changed."

I use this game in my lesson to explain new material. Its purpose: to teach students to name the characteristics of objects associated with comparing objects by size.

Teaching aids: thick and thin notebooks, wide and narrow tapes, long and short pencil, etc.

“Close your eyes,” I remove one of the objects. - Open it! Tell me, what has changed?

By opening their eyes, children determine which item is missing. In their answer, they must clearly indicate the size of the hidden object. For example: “The thick book is missing,” “the long ribbon has been removed,” etc.

In the future, I remove not one item, but two or three. Then the children themselves hide the objects one by one.

During the consolidation lesson on the same topic, the game “Find what is hidden” was played. Its goal: teaching children to independently name objects and compare them.

Teaching aids: wide and narrow ribbons, long and short belts, thick and thin books, deep and shallow plates.

Why did the hoop stop at the closet? Perhaps there is something hidden there? Children take out hidden objects, name and show them. Then the game is played in the same way.

In the process of teaching children, it is extremely important that each child himself performs a game action comparing the size of an object. For this purpose the following game is played.

“We’ll build houses and plant trees.”

Didactic goal: generalization and systematization of quantitative and spatial concepts in children, teaching them to compare objects according to various characteristics.

Teaching aids: 14 strips of colored paper for building houses and laying out roads, 7 green triangles for Christmas trees, 2 mushroom stencils (1 mushroom with a large cap on a thick stem and 1 mushroom with a small cap on a thin stem).

Contents of the game. I invite the student to build (lay out strips of paper) first a tall house on a magnetic board, and then a low one on their tables. Near a high house to a low one, draw a road with two green strips of paper. This road widens near the tall house and becomes narrower near the low house. Place a mushroom with a large cap on a thick stem near a tall tree, and place a small mushroom on a thin stem near a low tree.

(see picture)

The game is played and tested in stages.

In the future, word games are carried out, the purpose of which is to include in the students’ active vocabulary terms associated with comparing objects by size. For example: the games “Ending”, “On the contrary”, “For berries and mushrooms” and others.

Taking into account the age characteristics of children and their preparation, I select games according to the nature of the students’ cognitive activity.

At the very beginning, these are games that require performing activities from children. With the help of these games, children perform actions according to the model. For example, “Let’s make a pattern,” “Let’s make a word.”

Then games that require replay action. These games are aimed at developing skills. In mathematics, these are “Mathematical Fishing”, “Best Pilot”; In Russian

“What sounds live in houses”, “Add a syllable”, “Chain”, “Telegraph” and others.

The above games are aimed at the reproductive nature of students' activities. The following are intended to help students reach constructive and creative levels of activity:

Games with which children change examples and problems into others that are logically related to them (for example, “Chain”, “Math Relay Race”, “Language Relay Race”, “Compiling Circular Examples” and many others)

And games that include elements of search and creativity. This is "Guess the riddles of Pinocchio"

“Determine the course of the plane”, “Write a poem according to the given rhymes”, composing and solving charades, puzzles, etc.

An interesting game is “Dreamers.” To play this game, you need to print the story in advance so that there is one copy on each table. The stories of Leo Tolstoy are good for this purpose; they are small in size and educationally valuable.

The text is divided into two parts and cut. On each table are two halves of the same story. At the request of the teacher, the children take the half that they got. Assignment: read to yourself; guess who has the beginning and who has the end. Then we all listen to the beginning being read aloud. Children who have the beginning printed are tasked with coming up with an ending. We all listen to their stories (4-5 people), then the student whose ending is printed reads it aloud, and compares the children’s creativity with the true ending.

In the following story, the children switch roles: whoever had the beginning gets the end.

In addition, such work provides great opportunities for preparing elementary school children for complex text analysis.

Individual games help me organize work with weak students. For example: “Score a goal”, “Typker” and others.

In another case, I organize a game for a weak student in pairs with a strong one, who helps complete the game action.

When conducting the game, I try to create a situation of expectation, mystery, I try to make all students feel free, at ease, and experience satisfaction from the awareness of their own independence.

Constantly being in a play environment created by the teacher, children usually strive to prolong the pleasure by organizing independent role-playing games.

For the development of imagination, a process necessary for the effectiveness of learning, play activity, which is constructed by the participant himself, is especially important, while guidance from an adult can be accepted or rejected if it is imposed.

One of the main elements of such gaming activity is creativity, creativity: the child himself manages the role he has taken on, establishes the rules of the game and relationships with partners, develops the plot of the game and ends it according to his own decision.

Each academic subject has conditions for organizing role-playing, theatrical, and plot games. It is these games that establish continuity between the leading activities of adjacent periods of age development.

I conducted such role-playing games as “Forest Meeting”, “Meeting of Guests”, “March 8th Holiday” and others.

Thus, the games presented are the result of my searches, thoughts, my work. Thanks to such didactic games, students develop their mental abilities, develop their imagination, memory, thinking, attention, and speech. The students themselves are busy, their hands, feelings, and thoughts are working; The children develop a sense of responsibility, discipline, character, and will. When playing, the children do not get tired so quickly; interest is maintained throughout the lesson.