Methodological development "Game technologies in primary school"

Methodological development “Game technologies in elementary school”

The theory of K. Gross is especially famous. He sees the essence of the game in the fact that it serves as preparation for serious further activity; In a game, a person, by practicing, improves his abilities. The main advantage of this theory, which has gained particular popularity, is that it connects play with development and seeks its meaning in the role it plays in development [9, p. 291].

Play is a natural and humane form of learning for a child. By teaching through play, we teach children not in the way that it is convenient for us, adults, to give educational material, but in the way that it is convenient and natural for children to take it.

Object of study:

learning process in a modern school.

Subject of study:

game methods of teaching at school.

The hypothesis
of the study
is the assumption that the study of new material in the classroom dictates the advisability of using gaming technologies that promote the activation of students’ cognitive activity and lead to a more meaningful assimilation of knowledge.

Target

The research consisted of a theoretical substantiation of the methodology for using gaming technologies in teaching.
Achieving this goal required solving the following tasks :
1. Expand the concept of gaming technologies in education.

2. Consider the types of gaming technologies.

3. Study of work experience on the topic under study.

Chapter 1. Theoretical possibilities of using gaming technologies in elementary school

1.1. Concept of gaming technology

The game teaches. In the pedagogical process, the game acts as a method of teaching and upbringing, transferring accumulated experience, starting from the first steps of human society along the path of its development. In a modern school that relies on the activation and intensification of the educational process, gaming activities are used in the following cases:

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

as elements of a broader technology;

as a lesson (lesson) and its part (introduction, explanation, reinforcement, exercise, control);

as a technology for extracurricular activities.

The concept of “game pedagogical technologies”

includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games, which differ from games in general in that they have a set learning goal and a corresponding pedagogical result, which in turn are justified, highlighted explicitly and characterized by educational and cognitive direction.

The peculiarity of the pedagogical game is that the situation of the class-lesson teaching system does not allow the game to manifest itself in the so-called “pure form”; the teacher must organize and coordinate the play activities of children. The game form of classes is created in lessons with the help of game techniques and situations, which should act as a means of inducing and stimulating students to learn. The implementation of game techniques and situations during the lesson form of classes takes place in the following main areas:

Introduction. 3

Chapter 1 Psychological and pedagogical foundations for the implementation of gaming technologies in the cognitive activity of preschool children. 6

1.1 The essence and history of the development of game-based learning technologies……………………………………………………….……………….……6

1.2 Features of cognitive activity of preschool children……………9

1.3 Implementation of gaming technologies in cognitive activity

preschoolers…………………………………………………………………………………..16

Conclusions………………………………………………………………………………….25

Conceptual foundations of gaming technologies

The conceptual foundations of gaming technologies in the preschool period are:

The psychological mechanisms of gaming technologies are the foundation of the child’s personality needs for self-expression, self-determination, self-regulation, self-affirmation and self-realization.
Gaming technologies allow each child to project their own psychogenic behavior onto specific life situations.
Play is one of the unique methods of child socialization. It allows you to learn rules of behavior and generally accepted norms from early childhood.
The game promotes the development of personal freedom in the imagination. Serves as the first school of a child’s life.
The ability to engage in a game is not related to age, but at each age the game has its own characteristics.
The content of children's games develops and becomes more complex in accordance with the age of the child. The games don't just become more complex, they meet the age-related needs of children.
The leading activity of each age period is important in gaming technology. This is due to the fact that for each age the game must have specific content, in accordance with the mental development of the child.

Introduction

Modern conditions are characterized by the humanization of the educational process, an appeal to the child’s personality, the development of his best qualities, and the formation of a versatile and full-fledged personality. The implementation of this task objectively requires a qualitatively new approach to teaching and raising children and organizing the entire educational process. First of all, this means abandoning the authoritarian way of teaching and raising children. Education should be developmental, enrich the child with knowledge and methods of mental activity, and form cognitive interests and abilities.

During the period of perestroika, there was a sharp surge in interest in educational games (V.V. Petrusinsky, P.I. Pidkasisty, Zh.S. Khaidarov, S.A. Shmakov, M.V. Clarin, A.S. Prutchenkov, etc.) .

Accordingly, the ways, means and methods of teaching and raising children must undergo changes. In this regard, play forms of teaching and raising children (especially preschool children) acquire particular importance.

Therefore, in the modern world there is an urgent need to expand methodological potential in general, and in active forms of learning in particular. Such active forms of learning include gaming technologies.

Gaming technologies are one of the unique forms of education, which makes it possible to make learning and raising children interesting and exciting. The entertaining nature of the conventional world of the game makes the monotonous activity of memorizing, repeating, consolidating or assimilating information positively emotionally charged, and the emotionality of the game action activates all the mental processes and functions of the child. Another positive side of the game is that it promotes the use of knowledge in a new situation, i.e. The material acquired by children goes through a kind of practice, introducing variety and interest into the educational process.

The relevance of the game is currently increasing due to the oversaturation of the modern child with information. All over the world, and in Russia in particular, the subject-information environment is expanding immeasurably. Television, video, radio, and computer networks have recently bombarded children with a huge amount of information. The urgent task of a preschool institution is the development of independent assessment and selection of information received. One of the forms of training that develops such skills is a didactic game, which promotes the practical use of knowledge acquired in class and outside of class.

Thus, the relevance of the problem led to the definition of the research topic “The influence of gaming technologies on the cognitive development of preschool children.”

The purpose of the study is to analyze the effectiveness of the use of gaming technologies in a preschool educational institution.

The object of the study is the educational and educational process in preschool institutions.

The subject of the research is gaming technologies in preschool educational institutions.

In connection with the goal, the following research objectives were identified:

— study and analyze psychological and pedagogical literature on the research topic;

— to identify the pedagogical and methodological foundations for the design and use of gaming technologies in a preschool educational institution;

— experimentally test the effectiveness of using gaming technologies in the development of preschool children.

To solve the problems, a complex of theoretical and empirical research methods was used.

Theoretical: analysis and synthesis, generalization and interpretation of pedagogical, psychological and historical literature; social and pedagogical analysis (analysis of programs and textbooks, teaching aids).

Empirical: survey methods (conversations, questionnaires, interviewing students); self-assessment method, pedagogical experiment included in the educational process.

Research base: senior and middle groups of kindergarten No. 185 in Omsk.

Game as a pedagogical technology

Introduction

Today the focus is on the student, his personality, and his unique inner world. Therefore, the main task of a modern teacher is to choose forms and methods of organizing students’ educational activities that correspond to the goal—the development of the student’s personality. The oldest means of raising and teaching children is play. Games complement traditional forms of learning and help enhance the learning process. In this regard, play forms of teaching and raising children acquire special importance.

A game is a specially organized activity that requires intense emotional and mental strength. The game always involves making a decision, and the desire to win sharpens the mental activity of the players. Children, however, do not think about this; for them, play is, first of all, an exciting activity.

Game technology compares favorably with other teaching methods in that it allows the student to be personally involved in the functioning of the phenomenon being studied and gives the opportunity to live for some time in “real” life conditions.

Before including gaming technology in the educational process, it is necessary to determine: what educational material is appropriate to study using gaming technology; for what type of students should it be used; how to link play with other ways of learning; how to find time in the curriculum to conduct it; what gaming technology should be chosen for a specific educational topic; how to choose a game that solves specific educational problems at each stage of the lesson.

Gaming technologies as a type of pedagogical technology

Currently, the concept of pedagogical technology has firmly entered the pedagogical lexicon. First of all, let's find out what technology is in general:

In the explanatory dictionary, technology is defined as a set of

techniques used in any business, skill, art;

According to Shepel V.M. technology is an art, skill, skill,

a set of processing methods, state changes.

While:

Likhachev speaks of pedagogical technology as a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; that it is an organizational and methodological toolkit for the pedagogical process.
Pedagogical technology according to Bespalko V.P. is a meaningful technique for implementing the educational process.
Volkov I.P. sees pedagogical technology as a description of the process of achieving planned learning outcomes.
Academician, corresponding member of the Russian Academy of Education V.M. Monakhov. understands by pedagogical technology a model of joint pedagogical activity thought out in all details for the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers.

Analysis of the above definitions shows that many researchers interpret the essence of the concept of educational technology identically. The difference between them is only in how broadly this concept is revealed.

Having defined the concept of pedagogical technology, I would like to know its structure.

The structure of pedagogical technology includes:

organization of the educational process;
methods and forms of educational activities of students;
the teacher’s activities in managing the process of mastering the material;
diagnostics of the educational process.

Like any technology, educational technology is a process in which a qualitative change in the impact on the student occurs.

An essential component of pedagogical technologies are teaching methods - ways of orderly interconnected activities of the teacher and students.

In the history of didactics, various classifications of teaching methods have developed, such as

verbal;
visual:
practical:

The game turns into a teaching method under the following conditions:

— filling the technology with certain content;

- giving the content a didactic meaning;

— presence of motivation of trainees;

— establishing didactic connections with other teaching methods.

According to the classification of G.K.Selevko, pedagogical technologies according to the predominant (dominant) method differ in:

Gaming.
Dogmatic, reproductive.
Explanatory and illustrative.
Developmental training.
Problematic, search.
Programmed training.
Dialogical.
Creative.
Self-development training.
Information (computer)

Based on the definitions and classifications given above, we can conclude that gaming technologies are an integral part of pedagogical technologies. Thus, pedagogical technology, in which the dominant teaching method is play, is game technology.

Game structure

From the previous paragraph it became clear that the concept of “game pedagogical technologies” includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. Let's find out how famous teachers, psychologists, and writers of various years define the game.

A.M. Gorky wrote that play is the way for children to understand the world in which they live and which they are called upon to change. In the psychological concept, play is defined as an activity, the subject and motive of which lie in the very process of its implementation.

According to D.B. Elkonin, human play is an activity in which social relationships between people are recreated outside the conditions of directly utilitarian activity.

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

There are many approaches to defining a game.

Game organization structure. The game is a bright and emotional holiday. In organizing the game, everything should be thought out to the smallest detail.

Game selection. The teacher must choose a game that matches the program content and clearly imagine what results he wants to get. The design of the plan, game actions, the content and formulation of the rules, and the course of the game often depend on this.

The choice of gaming technologies in the practice of teaching staff is dictated by the principle of child activity in the learning process, which is characterized by a high level of motivation, a conscious need to acquire knowledge and skills, effectiveness and compliance with social norms, because Play, along with work and study, is one of the main types of human activity. The game is used as:

independent technologies for mastering a concept, topic, and even a section of an academic subject;
as an element of a broader technology;
as a lesson (lesson) or part of it (introduction, explanation, reinforcement, exercise, control);
as technologies for extracurricular activities.

Various types of games are used at almost all levels of education.

However, in order to use gaming technologies in the classroom, the teacher needs to know and be able to select a pedagogical game. Currently, interest in the game is growing rapidly, which naturally leads to an increase in the number of games, as well as their variety. It becomes more difficult to navigate them. Therefore, the relevance of the issue of game classification is increasing every day.

Games, as an element of the training system, exist in certain conditions that influence them and they, in turn, actively influence the conditions in which they operate; they also actively interact with traditional methods of conducting classes. At the same time, the system develops and its boundaries expand.

Preparing the game.

Preliminary preparation of students for the game.

The teacher's task is to ensure that all children understand what they must 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.

Preparation immediately before the game.

This stage should be aimed at creating an emotional gaming mood.

III. Introduction to the game.

Offering games to children.

Usually, it is enough for the organizer of the game to say: “Now let’s play: “Name of the game” or “And so that you remember this material better, we will play a game” or “In connection with this there is such a game:.” It's enough.

Explanation of the rules of the game.

It is necessary to formulate them briefly and specifically.

Selection of game participants.

Progress of the game.

Beginning of the game.

It is very 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!”:

Development of 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 increases. It is important for the organizer to monitor compliance with the rules and sometimes to encourage the player.

The final stage of the game.

The teacher needs to feel when the tension subsides, and should not expect the students to get bored with the game itself. In order to stop the game in time, you need to tell in advance that its end is approaching. Thus, students have time to psychologically prepare for the end of the game.

When organizing and conducting gaming technology, it is necessary to strive for maximum concentration in time, since with significant breaks, students lose the thread of the game, their emotional mood, and forget the rules

To avoid these problems, you must:

1) before starting preparations for the game, clearly announce the criterion by which the results will be assessed;

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

3) 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.

VI. Analysis of the game (discussion, questioning, assessment of emotional state).

The most important role in gaming technologies belongs to the final retrospective discussion, in which students jointly analyze the course and results of the game, the relationship between the game (simulation) model and reality, as well as the course of educational and game interaction.

Despite the fact that the teacher himself feels the mood of the class, it still cannot represent a complete picture, since this is a collective mood. 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 analyze the game - it is the key to the effectiveness of gaming activities and the development of the teacher’s methodological skills.

Conclusion

Interest in any discipline largely depends on how the lessons are taught. Even in the best lessons, the element of obligation hinders the development of passion for the subject. Therefore, in lessons it is necessary to use non-traditional educational technologies as widely as possible.

The study of literature, analysis and generalization of materials collected on the problem made it possible to determine the theoretical basis for the use of pedagogical games of various types.

Summarizing the results of the work, we can draw the following conclusions:

1.Game technologies are one of the types of pedagogical technologies, the teaching method in which is the game. People have used games as a method of learning and transferring the experience of older generations to younger ones since ancient times. The game is widely used in folk pedagogy, in preschool and out-of-school institutions. There are many classifications of games. Games are a valuable means of cultivating children’s mental activity and activating mental processes, but only if conducted by a competent organizer.

2. In a modern school, which relies on the activation and intensification of the educational process, game activities are used as elements of a lesson or part of it (introduction, explanation, reinforcement, exercise, control). It is most appropriate to use it in lessons to consolidate, systematize or repeat material.

3. The game form of classes is created with the help of game techniques and situations that make it possible to intensify the cognitive activity of students. When planning a game, the didactic goal turns into a game task, the educational activity is subject to the rules of the game, the educational material is used as a means for the game, an element of competition is introduced into the educational activity, which transforms the didactic task into a game task, and the successful completion of the didactic task is associated with the game result.

Literature:

Bespalko V.P. Components of pedagogical technology. - M., Pedagogy, 1989.
Volkov I.P. Pedagogical technologies. - M., Education, 1990.
Kryukova E. A. Personal development educational technologies: nature, design, implementation. – Volgograd, Peremena, 1999.
Pedagogical technologies / Ed. Kukushkina V.S. - Rostov n/d., March, 2002.
Shaikhetdinova L.R. Game technologies as a factor in students’ cognitive activity [Electronic resource]/-L.R. Shaikhetdinova // Publishing House “First of September” / festival of pedagogical ideas “Open Lesson”.

Borisova Yulia Alexandrovna

Methodological development “Game technologies in elementary school”

Table of contents

Conceptual foundations of gaming technologies

Introduction

Game as a pedagogical technology