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The use of computer games in the educational process. Creative use of play in the educational process

Introduction

Chapter 1

1.1 History, content and features of the game

1.2 Types of games. Conditions for the effectiveness of the game as an educational tool

1.3 The role of the game in the pedagogical process

Chapter 2

2.1 Choice of methods and organization of the study

2.2 Analysis and interpretation of the results

Conclusion

List of used literature

Applications

Introduction

The game is one of the most effective ways of self-expression, self-determination, self-examination, self-rehabilitation, self-realization of a person. The game helps the adaptation and development of children, reduces anxiety, creates a positive attitude in the process of education and upbringing, so the theme of the game in the pedagogical process is very relevant.

The study of its educational possibilities throughout for long years the existence of human sciences (ethnography, pedagogy, philosophy, psychology, sociology) was of interest to many scientists. The problem of play as an activity of particular importance in the life of a child was the object of scientific research by V. Stern, K. Groos, J. Dewey, St. Hall, Z. Freud, D.B. Elkonin, J. Piaget, L.S. Vygotsky, A.N. Leontiev, A.P. Usova, A.A. Royak, T.A. Repina and many others.

The purpose of the work is to study the degree of influence of the game on the level of knowledge assimilation.

The object of this work is the educational process.

The subject of research is the game educational process.

On the basis of the studied literature on this problem, a hypothesis was put forward that in the process of the game, educational material is assimilated better.

The following tasks were set:

To give an essential characteristic of the concept of "game";

Determine the role of the game in the educational process;

Select research methods and techniques;

Conduct an empirical study;

In the course of the study, we used the following research methods.

Theoretical methods: analysis, comparison, generalization.

Empirical methods: testing, observation.

Data processing methods (quantitative and qualitative analysis)

For testing, we used tasks compiled on the basis of a mathematical quiz for the preparatory group of the kindergarten according to the material covered in the lesson.

The structure of the work: The work consists of an introduction, two chapters, a conclusion and a list of references.

Chapter 1. Theoretical foundations of using the game in the educational process

1 History, content and features of the game

How did the game arise as a way of solving difficulties in activity, a means for competition, entertainment and aesthetic improvement of a person? D. B. Elkonin suggests that there are several options for the emergence and development of play activity. So, at the dawn of mankind, when hunting occupied one of the central places in the life of a primitive communal society, after an unsuccessful hunt, a situation could arise that required imitation of the actions of hunters while catching game. If the failure to hunt could be caused by the inconsistency of the collective actions of the hunters, then it became necessary to work out these actions. Or after a successful hunt, the hunters told who showed themselves, and how everything happened. At the same time, elements of reality were recreated, and these are signs of a game. In these cases, there is a separation from the integral labor activity of that part of it that can be called indicative, in contrast to the performing one, which is directly related to obtaining a material result. Thus, it can be said with certainty that the first game forms arose in underdeveloped communal formations. They could act as a means of education, information transfer, collective education. At the same time, they were endowed with the highest magical meaning to provide a protective function against the forces of nature. This is how the ritual games came about.

The following signs of a ritual game form are distinguished:

having a magical meaning

imitation of real labor activity;

role playing;

implementation of joint activities to find a way out of the crisis.

With the development of society, with the change of formation, rituals and rituals cease to play an important role in the life of society. Two main varieties appear in games: sports games and dramatized games. The game is considered as a cultural phenomenon.

The game becomes the most important part of people's leisure. It shows ingenuity, dexterity, humor of the participants. It is a means of self-expression of the people in pleasures and entertainments. For a long time, the only developed form of the existence of the game was - a children's game. However, at present, the game has again acquired significant weight and a rather high status in the training and retraining of the adult population, in solving innovative problems in the life of society.

The game is a complex and multifaceted phenomenon. The following functions can be distinguished:

communicative function - uniting children and adults, establishing emotional contacts, developing communication skills;

teaching function - the development of general educational skills and abilities, such as memory, attention, perception, etc.;

relaxation function - removal of emotional (physical) stress caused by stress on the child's nervous system during intensive study, work;

compensatory function - the creation of conditions for the satisfaction of personal aspirations that are not feasible (difficult to implement) in real life;

entertainment function - creating a favorable atmosphere in the classroom, turning a lesson, other forms of communication between an adult and a child from a boring event into an exciting adventure;

psychotechnical function - the formation of skills to prepare one's psychophysical state for more effective activity, the restructuring of the psyche for intensive assimilation;

function of self-expression - the desire of the child to realize in the game Creative skills more fully unlock your potential. .

Play is the main activity of the child. This is a free and independent activity that occurs at the initiative of the child. The whole personality of the child is involved in the game process: will, cognitive processes, emotions, feelings, interests, needs. As a result, amazing changes occur in this personality. The game is a very specific type of activity, which has all the characteristics of the activity, but they are all special.

Any activity can take place as an amateur activity. The game is always amateur. To work, for example, is possible both with joyful feelings and with hostility. There is no game without enjoyment. The game is always joyful for its participants. If negative emotions arise in the game, then it stops.

As already mentioned, the game is a type of activity, the motive of which lies not in the results, but in the process itself. For a child, play is a means of self-realization and self-expression. It allows him to go beyond the limited world of the nursery and build his own world. The game provides the child with emotional well-being, allows the realization of a variety of aspirations and desires, and, above all, the desire to act like adults, the desire to control objects.

The game develops the ability to imagine, imaginative thinking. This happens due to the fact that in the game the child seeks to recreate broad spheres of the surrounding reality that go beyond the limits of his own practical activity, and he can do this with the help of conditional actions.

In the game, the child gains experience of arbitrary behavior, learns to control himself, observing the rules of the game, restraining his immediate desires in order to maintain joint play.

The game is also an excellent means of diagnosing both the individual and the group. In addition to the personal development of the child, the game allows you to establish what the child aspires to, what he needs, since in the game he seeks to take the desired role. With the help of the game, we can carry out evaluative activities, since the game is always a test for the teacher, allowing us to develop, diagnose and evaluate at the same time.

If the child does not want to do some work, if he is not interested in learning, then the game can come to the rescue, because it is a powerful stimulant.

2 Types of games. Conditions for the effectiveness of the game as an educational tool

Role-playing games are created by the children themselves with some guidance from the teacher. Their basis is children's amateur performance. Sometimes such games are called creative plot-role-playing, emphasizing that children do not just copy certain actions, but creatively comprehend them and reproduce them in the created images, game actions. A variety of role-playing games are construction games.

In the practice of education, games with rules created for children by adults are also used. Games with rules include didactic, mobile, fun games. They are based on a clearly defined program content, didactic tasks, purposefulness of training. At the same time, children's self-activity is not excluded, but it is to a greater extent combined with the guidance of the educator. When mastering the experience of the game, developing the ability for self-organization, children also play these games on their own.

Role-playing, or the so-called creative play of preschool children in a developed form is an activity in which children take on the roles (functions) of adults and in a social form, in specially created game conditions, reproduce the activities of adults and the relationship between them. These conditions are characterized by the use of a variety of game objects that replace the actual objects of adult activity.

The amateur nature of children's play activity lies in the fact that they reproduce certain phenomena, actions, relationships actively and in a peculiar way. The originality is due to the peculiarities of the perception of children, their understanding and comprehension of certain facts, phenomena, connections, the presence or absence of experience and the immediacy of feelings.

The creative nature of play activity is manifested in the fact that the child, as it were, reincarnates into the one whom he portrays, and that, believing in the truth of the game, he creates a special play life and sincerely rejoices and is upset during the game. Active interest in the phenomena of life, in people, animals, the need for socially significant activities, the child satisfies through game actions.

In a creative role-playing game, the child actively recreates, models the phenomena of real life, experiences them, and this fills his life with rich content, leaving a mark for many years.

A building game is such an activity for children, the main content of which is the reflection of the surrounding life in different buildings and the actions associated with them.

The construction game is somewhat similar to the role-playing game and is considered as its variety. They have one source surrounding life. Children in the game build bridges, stadiums, railways, theaters, circuses and much more. In building games, they not only depict the surrounding objects, buildings, copying them, but also bring their own creative idea, an individual solution to constructive problems. The similarity of role-playing and building games lies in the fact that they unite children on the basis of common interests, joint activities and are collective.

The difference between these games is that in the role-playing game, first of all, various phenomena are reflected and the relationships between people are mastered, and in the construction game, the main thing is to get acquainted with the corresponding activities of people, with the equipment used and its use.

Theatrical games, unlike role-playing ones, offer the presence of spectators (peers, younger children, parents). In their process, children develop the ability to accurately reproduce the idea of a work of art and the author's text with the help of visual means (intonation, facial expressions, gestures). This complex activity requires the mandatory participation of an adult, especially during its preparatory period. In order for theatrical games to become truly spectacular, it is necessary to teach children not only the ways of expressive performance, but also to form in them the ability to prepare a place for performances. All this, for children of middle preschool age, is not an easy task.

Another kind of games - didactic. With the help of didactic games, children learn to compare and group objects, both by external features and by their purpose; to solve problems; they bring up concentration, attention, perseverance, develop cognitive abilities.

A didactic game contains all the structural elements (parts) that are characteristic of children's play activities: the idea (task), content, game actions, rules, and results. But they manifest themselves in a slightly different form and are due to the special role of didactic play in the upbringing and education of preschool children.

In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, the sequence of actions, and overcome difficulties. They contribute to the development of sensations and perceptions in preschoolers, the formation of ideas, the assimilation of knowledge. These games provide an opportunity to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developmental role.

It is necessary to ensure that the didactic game is not only a form of mastering individual knowledge and skills, but also contributes to the overall development of the child, serves to form his abilities.

Musical and didactic games are mastered by children gradually. Familiarization with the new game occurs mainly during music lessons. The teacher introduces children to the rules of the game, sets them a certain didactic task. At first, the educator is the initiator of the game in the group, on a walk or in other regime processes. Subsequently, children can play on their own without the help of a teacher, choosing a leader among their comrades. The skills acquired by children in the process of learning musical and didactic games allow them to more successfully complete tasks related to various types of musical activities.

Any means, even the most perfect, can be used for good and for harm. And even good intentions do not ensure the usefulness of the use of means: knowledge and skills to use the tool in an appropriate way are also needed so that its use brings unconditional benefits. In the same way, the use of the game in education requires the observance of certain rules. For the first time, Ya.A. wrote about these rules. Comenius. They are formulated so consistently and reasonably that in our time they are of not so much historical as practical interest: game educational educational knowledge

Games should be of such a kind that the players are accustomed to looking at them as something by-products, and not as some kind of business.

The game should contribute to the health of the body no less than the revival of the spirit.

The game should not endanger life, health, decency.

Games should serve as a precursor to serious things.

The game should end before you get bored.

Games must be supervised by tutors.

If these conditions are strictly observed, the game becomes serious business, i.e. development of health, or rest for the mind, or preparation for life's activities, or all of these at the same time.

The decoration of the game, according to Ya. A. Comenius, is the mobility of the body, the cheerfulness of the spirit, order, playing with sense and according to the rules, victory by valor, not cunning. The vices in the game are laziness, lethargy, malevolence, arrogance, shouting, deceit. And such games as dice, cards, wrestling, fisticuffs, swimming and other useless and dangerous games should not, he believed, be used in the upbringing of children.

The study of the modern pedagogical literature of the game allows us to formulate the following requirements that the educator, the teacher must take into account when organizing children's games in the classroom and after school hours.

Free and voluntary inclusion of children in the game: not the imposition of the game, but the involvement of children in it.

Children should understand well the meaning and content of the game, its rules, the idea of each game role.

The meaning of game actions should coincide with the meaning and content of behavior in real situations so that the main meaning of game actions is transferred to real life activity.

In the game, children should be guided by the norms of morality accepted in society, based on humanism, universal values. During the game, the dignity of its participants, including the losers, should not be humiliated, it should positively influence the development of the emotional-volitional, intellectual and rational-physical spheres of its participants. The game must be organized and directed, if necessary, restrained, but not suppressed, provide each participant with the opportunity to take the initiative.

In adolescence and especially in high school, it is necessary to encourage students to analyze the game played, to compare the simulation with the corresponding area of the real world, to assist in establishing a connection between the content of the game and the content of practical life or with the content of the training course. The result of the discussion of the game may be a revision of its content, rules, etc.

It is important to note that games should not be overly educational and overly didactic: their content should not be intrusively instructive and should not contain too much information (dates, names, rules, formulas).

3 The role of the game in the pedagogical process

To prepare a child for school means to instill in him a conscious positive attitude towards educational and social activities, to make him understand the importance and necessity of studying at school: to make him want to become a schoolchild; arouse sympathy for students, the desire to be like them, respect for the personality and profession of a teacher, an understanding of the socially useful significance of his work; develop the need for a book, the desire to learn to read.

The success of preparing children for school is largely determined by how much the teacher takes into account the uniqueness of the activities of preschoolers and, in particular, how he uses the game for this purpose. Increased attention to the educational process in the group preparatory to school sometimes leads to the fact that the value of a creative, plot-role-playing game is undeservedly belittled. Meanwhile, it conceals in itself enormous educational opportunities precisely in preparing children for school.

Through the game and in the game, the child's consciousness is gradually preparing for the upcoming changes in living conditions, relationships with peers and adults, the personality traits necessary for the future student are formed. The game develops such qualities as independence, initiative, organization, develops creative abilities, the ability to work collectively. All this is necessary for the future first grader.

The methods and techniques used by the teacher to familiarize children with the school should complement each other. Various activities must be combined with work and play. The knowledge gained by children during excursions, observations, targeted walks should be replenished and clarified by reading works of fiction to them, telling them, and corresponding with children from other kindergartens.

How educational tasks can be solved with the help of the game? The transition from preschool childhood, where play dominates, to school life, where the main thing is study, should be pedagogically thought out.

The study of the development of children shows that in the game more effectively than in other types of activity, all psychological processes develop. The changes in the child's psyche caused by play are so significant that psychology has established a view of play as the leading activity of children during preschool childhood.

At school age, the game does not die, but penetrates into the relationship to reality. It has its internal continuation in schooling and work.

The game is the most mastered activity by schoolchildren. In it, they draw models for solving new life problems that have arisen in knowledge, in work, in creativity. Therefore, reliance on the game is the most important way to include children in educational work without psychological shifts and overloads. All children's activity is syncretic, i.e., to a certain extent, merged, inseparable. And this unity arises due to the imaginary, conditional situation in which the process of children's creativity takes place. The game, as it were, synthesizes cognitive, labor and creative activity. Any new occupation or skill acquired at school prompts him to act with it. The nature of this action is playful, the most understandable for children from their previous experience.

A huge role in the development and upbringing of the child belongs to the game - the most important type of children's activity. It is an effective means of shaping the personality of a preschooler, his moral and volitional qualities; the need to influence the world is realized in the game. Soviet teacher V.A. Sukhomlinsky emphasized that “play is a huge bright window through which a life-giving stream of ideas and concepts about the world around flows into the child’s spiritual world. The game is a spark that ignites the flame of inquisitiveness and curiosity.

The educational value of the game largely depends on the professional skills of the teacher, on his knowledge of the psychology of the child, taking into account his age and individual characteristics, on the correct methodological guidance of children's relationships, on the clear organization and conduct of all kinds of games.

The game is a reflection of life. In this conditional environment, which is created by the child's imagination, there is a lot of real: the actions of the players are always real, their feelings, experiences are genuine, sincere.

Imitation of adults in the game is associated with the work of the imagination. The child does not copy reality, he combines different impressions of life with personal experience.

Children themselves choose the game, organize it themselves. But at the same time, in no other activity are there such strict rules, such conditioning of behavior as here. Therefore, the game teaches children to subordinate their actions and thoughts to a specific goal, helps to educate purposefulness. In the game, the child begins to feel like a member of the team, to fairly evaluate the actions and deeds of his comrades and his own. The task of the educator is to focus the attention of the players on such goals that would evoke a commonality of feelings and actions, to promote the establishment of relations between children based on friendship, justice, and mutual responsibility. The game is an important means of mental education of the child. Knowledge gained in kindergarten and at home, find practical application and development in the game. Reproducing various life events, episodes from fairy tales and stories, the child reflects on what he saw, what he was read and told about; the meaning of many phenomena, their meaning becomes more understandable for him.

The embodiment of life impressions in the game is a complex process. Creative play cannot be subordinated to narrow didactic goals; with its help, the most important educational tasks are solved. Children choose a playing role in accordance with their interests, their dreams of a future profession. They are still childishly naive, they will change more than once, but it is important that the child dreams of participating in work useful to society. Gradually, in the game, the child develops general ideas about the meaning of labor, about the role of various professions.

The main way of education in the game is to influence its content, i.e. on the choice of topic, the development of the plot, the distribution of roles and the implementation of game images.

The theme of the game is the phenomenon of life that will be depicted: family, kindergarten, school, travel, holidays. The same theme includes different episodes depending on the interests of the children and the development of fantasy. Thus, different stories can be created on the same topic. Each child portrays a person of a certain profession (teacher, captain, driver) or a family member (mother, grandmother). Sometimes the roles of animals, characters from fairy tales are played. Creating a game image, the child not only expresses his attitude towards the chosen hero, but also shows personal qualities. All girls are mothers, but each gives the role of their individual traits. Similarly, in the role played by a pilot or astronaut, the features of a hero are combined with the features of a child who portrays him. Therefore, the roles may be the same, but the game images are always individual.

The game reveals the attitude of children to the depicted and at the same time contributes to the consolidation and development of such an attitude. Children like to experience again and again the admiration, joy, delight, surprise that they experienced when they got acquainted with a phenomenon, object, event. This explains their steady interest in games. It is in the game that children practically realize what they would like to see at school, in the first grade.

S. A. Shmakov, as a conceptual idea, believes that in the game children do everything as if three of them: their mind, their subconscious, their fantasy - all this is involved in the game self-expression of a growing person. The game reveals the child's need for self-development. The game, according to Shmakov, is, on the one hand, a model, a model of life, and on the other, a source of fun, vivacity, joy, and a major tone of life. The educational value of the game, its comprehensive influence on the development of the child is difficult to overestimate.

The game is important for the formation of a friendly children's team, and for the formation of independence, and for the formation of a positive attitude towards work, and for correcting some deviations in the behavior of individual children, and for many other things. If the children in the team have all these qualities, then the learning process will go more interesting, faster, better. There will be no need for children to be forced to do something, to teach, it will be interesting for them themselves, they will begin to strive for knowledge.

Chapter 1 Conclusions

Since ancient times, the game has permeated all human activities. It has not lost its significance in modern society, game methods are used to solve a wide variety of problems. It plays a special role in the pedagogical process. The game performs such functions as: educational function, entertaining function, communicative function, relaxation function, psychotechnical function, self-expression function, compensatory function.

Games differ in content, characteristic features, in what place they occupy in the lives of children, in their upbringing and education.

The game also occupies a special place in preparing children for school. Therefore, it is very important not to underestimate it.

Chapter 2. An empirical study of the use of play in the educational process

1 Choice of methods and organization of the study

In our opinion, in the course of the game, educational material is absorbed better. Based on this opinion, we assume that the children of the kindergarten preparatory group, with whom the lesson was built in a playful way, will show higher results in mastering the material than children with whom the lesson was held in the form of a simple presentation of the material. In order to find out whether this is actually the case, a study was made of the dependence of the assimilation of the material on the method of its presentation.

The purpose of this study is as follows: to study the degree of influence of the game on the level of learning.

For this, the following tasks were set:

Choose research methods and techniques;

Conduct an empirical study;

To identify the presence or absence of a relationship between the method of presenting the material and the degree of its assimilation.

In this paper, the object of study is the educational process. The subject is a game in the educational process.

The study was conducted at MDOU No. 66 in Naberezhnye Chelny in preparatory groups. Twenty children took part in the study. The age of the subjects is 6 - 7 years. From the group of children with whom the lesson was held in a playful way, and from the group with whom the lesson was held in the form of a simple presentation of information, two teams of 10 people were formed (team 1 and team 2, respectively).

The study was carried out using empirical methods such as the observational method and the testing method.

Test method.

We used the materials of the mathematical quiz from which the tasks were composed. We have identified three evaluation criteria:

1.The skill of quantitative and ordinal counting within ten (task No. 2 and No. 4.1);

.Knowledge of geometric shapes (task No. 1 and No. 4.2);

.The ability to solve examples for addition and subtraction (task number 3).

Math quiz (see Appendix. 1)

First task

Teams receive cards with a graphic image (3 each). Participants need to lay out these figures on tables made of wooden sticks.

The team that completes the task faster and correctly wins. (The correct answer is 1 point, the team finishing first gets an additional 0.5 points).

Second task

Teams stand opposite each other, each holding a number from one to ten. Leading in the middle with a set of numbers.

The host raises the number (in turn for each team three times), and the “neighbors” of the raised number should run out to him. (Correct answer - 2 points, only one is correct - 1 point, incorrect - 0 points).

Third task

Participants receive cards with mathematical examples in which the signs "+" or "-" are missing. Each participant has a card for 2 examples.

1 … 1 = 2 3 … 1 = 24 … 1 = 5 5 … 1 = 43 … 1 = 4 6 … 1 = 52 … 2 = 4 4 … 2 = 23 … 2 = 5 5 … 2 = 34 … 2 = 6 6 … 2 = 45 … 2 = 7 7 … 1 = 66 … 2 = 8 8 … 1 = 77 … 2 = 9 9 … 1 = 88 … 2 = 10 10 … 1 = 97 … 1 = 8 6 … 1 = 59 … 1 = 10 9 … 1 = 85 … 1 = 6 7 … 1 = 64 … 1 = 5 6 … 1 = 53 … 2 = 5 8 … 1 = 72 … 2 = 4 5 … 1 = 43 … 1 = 2 7 … 1 = 84 … 1 = 3 2… 1 = 3

Fourth task

Each child has a piece of paper with a graphic image of geometric shapes.

Children are invited to become "wizards" and "revive" geometric figures- draw them to the image of any object.

Fifth task

Teams stand opposite each other. Assignment for each team on separate paper. Each has 2 assignments. (Each task is evaluated separately. True - 1 point, incorrect - 0 points, the team that finished first receives an additional 0.5 points).

Tasks for team 1 Tasks for team 2 Find the lost numbers Find the lost numbers 246…101357… Find a pattern and complete the missing figure.??

observation method.

Children were observed during testing. Particular attention was paid to such aspects as activity, the ability to interact in a group, reaction speed and creative thinking.

2 Analysis and interpretation of the obtained results

The following results were obtained during the study:

According to the results of the observation, it was revealed:

In the first task, the children of team 1 clearly interacted with each other in building the given figures. While in team 2 there was some inconsistency.

In the second task, the children of team 1, although they made mistakes, corrected their mistakes faster.

The third task was more difficult for the children, but team 1 completed the task faster.

In the fourth task, team 1 had more mismatched images in total.

Both teams did well on task 5, but team 1 finished faster and worked better.

From this we can conclude that the children, with whom the lesson was conducted in a playful way, interacted better with each other, completed the tasks faster, in the last task they came up with more images, the overall dynamics of the work was higher than that of the children with whom the lesson was carried out in the form of a simple presentation of the material.

Based on the results of processing the test task data (see Appendix 2), the following data were obtained:

Table 2.1

The ratio of the level of assimilation of the material according to individual criteria

Team Criteria Counting skills within 10 Knowledge of geometric shapes Ability to solve addition and subtraction examples 16.5592547.5

This data can be visualized:

(Figure 2.1)

Rice. 2.1 The ratio of the level of assimilation of the material according to individual criteria.

This technique revealed that children in the group in which the lesson was held in a playful way showed higher scores in counting skills, knowledge of geometric shapes, and the ability to solve examples for addition and subtraction.

In general, the following data were obtained:

Table 2.2

General level of mastering knowledge in percent

TeamGeneral level of knowledge assimilation in percent189272

This can be shown in the figure:

(Figure 2.2)

Rice. 2.2 General level of mastering knowledge in percent.

That is, on this graph, we see that the overall level of knowledge acquisition by children in the first group, where game teaching methods were used, is higher than that of children from the second group.

That is, we confirmed our hypothesis that in the course of the game the educational material is absorbed better. And the children of the preparatory group of the kindergarten, the lesson with which was built in a playful way, showed higher results in mastering the material than the children with whom the lesson was held in the form of a simple presentation of the material.

Chapter 2 Conclusions

As a result of the implementation of all previously set tasks of the study, the purpose of the study was confirmed. Based on the analysis of the data obtained, we conclude that the use of the game in the educational process has a positive effect on the assimilation of knowledge by children: counting skills, knowledge of geometric shapes and the ability to solve examples for addition and subtraction in children of the group with which the lesson was conducted in a playful way are better than in children with whom the lesson was conducted in the form of a simple presentation of the material. And the general level of assimilation of knowledge in the first group is higher than in the second. Also, the children of the first group showed themselves to be more active, friendly, able to listen to the opinion of their comrades, and think creatively, showed a higher speed in completing tasks. In children of the second group, this is also present, but less pronounced.

From our point of view, this fact can be interpreted as confirming the initial working hypothesis.

But since the study was conducted on a relatively small sample of children, for more competent conclusions, we consider a larger study to be necessary.

Conclusion

The game is an independent activity in which children first come into contact with their peers. They are united by a single goal, joint efforts to achieve it, common interests and experiences.

The game is a multifaceted phenomenon, it can be considered as a special form of existence of all aspects of the life of the team without exception. Just as many shades appear with the game in the pedagogical management of the educational process.

In the game, the child fully reveals himself, and the material that he needs to learn becomes more interesting and easier.

In our study, we set a goal to study the degree of influence of the game on the level of learning. We found that the children with whom the lesson was conducted in a playful way showed higher results in the assimilation of knowledge both in general and in terms of individual criteria. Also, the children of the first group showed themselves to be more active, friendly, able to listen to the opinion of their comrades, and think creatively, showed a higher speed in completing tasks. In children of the second group, this is also present, but less pronounced.

From this we conclude that the game is a powerful pedagogical tool in the learning process.

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Sidenko A. "Game approach in teaching"// Public education. - 2000. - No. 8. - S. 134 - 137.

Stepanova EN Planning of educational work in the classroom. - M.: TC Sphere, 2003. - 352 p.

Shatalov V. F. "The experiment continues." - M.: Pedagogy, 1989.

Shmakov S.A. Her majesty the game. Fun, fun, practical jokes for children, parents, educators - M., Master - 1992

Shmakov S.A. Game and children. - M.: Knowledge, 1999. - 256 p.

Elkonin D. B. Psychology of the game. - M.: Pedagogy, 1997. - 304 p.

Annex 1

Tutorials:

To consolidate the skills of quantitative and ordinal counting within 10;

To consolidate children's knowledge of geometric shapes;

Strengthen the ability to guess mathematical riddles;

Strengthen the ability to solve examples for addition and subtraction.

Developing:

Develop ingenuity, imagination, logical thinking;

Develop counting skills, the ability to perform actions in the mind;

Contribute to the formation of an expanded outlook;

Educational:

To give children the joy of holding joint developing, intellectual games;

To develop in children a friendly atmosphere of team play;

Develop a sense of responsibility, empathy and mutual assistance within the team;

Maintain interest in games with mathematical content;

To cultivate independence, the ability to understand the educational task and perform it independently.

Supporting (handout) material:

Sets of numbers, drawing paper, markers;

Simple pencils;

Wooden sticks and cards with a graphic image of figures;

Numbers for children and the leader from 1 to 10;

Cards with examples for addition and subtraction;

Cards with a graphic image of geometric shapes for the contest "Magicians";

Task posters for the competition of captains;

Quiz progress.

Organizing time:

What kind of quiz, to greet the guests, the goals of the quiz, preparation (we sit down correctly), two teams of UMNIKI and ZNAIKA are formed, team captains are selected.

INTRODUCTION

Good evening, dear mothers and fathers, grandfathers and grandmothers! Good evening, dear guests! Very soon our beloved children will become first-graders. Today we decided to conduct a small test for our preparatory students to see how they are preparing responsibly and seriously for entering the 1st grade.

You are the dearest people for them and we invited you to cheer for your children.

Now I will introduce you 2 teams.

Let's greet them:

Team UMNIKI. Captain ____________________.

ZNAIKI team. Captain_____________________.

To evaluate the competitions, I represent a competent and objective jury:

.________________________

So, our QUIZ begins (teams stand opposite each other).

COMPETITIONS:

1 The first competition "WARM-UP" (you can answer in chorus)

Each team is offered 10 questions (questions in 2 envelopes, envelopes are played by the captains)

Questions for the UMNIKI team:

How many days in a week (7);

Cow in childhood (calf);

Fairy-tale boy with a wooden nose (Pinocchio);

How to cross the road if there is no traffic light nearby? (by "zebra");

Name the autumn months (September, October, November);

A device for measuring time (hours);

Gingerbread man, overgrown with needles (hedgehog);

What time of year do birds build nests? (spring);

Number 6 neighbors (5 and 7);

What is the name of our city? (Naberezhnye Chelny).

Questions for the ZNAIKA team:

How many months in a year (12);

Horse in childhood (foal);

Fairy-tale girl with blue hair (Malvina);

What should you do if there is a fire? (call for help and call 01);

Name the days of the week (Mon., Tue., Wed., Thu., Fri., Sat., Sun.);

Device for ironing linen (iron);

Hen in childhood (chick);

At what time of the year do birds fly south? (in autumn);

Number 8 neighbors (7 and 9);

The country where we live? (Russia).

I see you are well prepared for the competition, and we can continue our competition.

The teams take their places at the tables.

2 The second competition "WHO IS FASTER?"

Teams receive cards with a graphic image. Participants need to lay out these figures on tables made of wooden sticks.

3 Third competition "MATHEMATICAL"

Guys, in kindergarten we often play math games and now we will test your knowledge. On the tables you have sets of numbers. I will ask questions, and you will have to choose the number corresponding to the correct answer and raise it. The team with the most correct answers wins.

How many eyes does a person have? (2);

How many days in a week? (7);

Somehow, at night under a bush

Mushrooms have grown again.

2 mushrooms and 3 mushrooms

And all of them exactly .... (5);

Birds flew over the river

Pigeon, pike, 2 tits.

How many birds? Answer soon! (3);

The animal has 2 right legs,

2 left legs

2 legs in front

2 legs behind.

How many legs does an animal have? (4);

And now I invite teams to play.

4 The fourth contest-game "LIVE NUMBERS"

(Physical culture warm-up, without jury evaluation)

Teams stand opposite each other, each holding a number from 1 to 10.

Leading in the middle with a set of numbers.

The host raises the number (in turn for each team) and the “neighbors” of the raised number should run out to him. (3-4 times);

5 Fifth competition "PLUS and MINUS"

Participants receive cards with mathematical examples in which the signs "+" or "-" are missing.

The team that fills in the gaps faster and more correctly wins, the participant who completed the task returns the pencil, along with the answers.

6 Sixth competition "CAPTAIN COMPETITION"

Teams stand opposite each other.

Task for captains on separate whatman sheets.

3 tasks for each captain (the team can help)

Tasks for the captain of the UMNIKI team Tasks for the captain of the ZNAIK team Find the lost numbers Find the lost numbers 246 ... 101357 ... Count all the triangles and write the answer in the box: 22 5 1 453143 Find a pattern and draw the missing figure.??

Seventh competition "Wizards"

(without jury evaluation) Children sit down at the tables.

While the jury is summing up the results, we will hold the "WIZARDS" contest.

Each child has a piece of paper with a graphic image of GEOMETRIC shapes.

Children are invited to become "WIZARDS" and "REVIEW" geometric shapes - to finish drawing them to the image of an object.

8 Quiz for fans "BALL or CUBE"

Answering the proposed questions, you need to make a choice between a ball or a cube and only them (or derivatives of them).

What is lightning? (BALL)

What is another word for space? (Cubature)

A very common type of fountain pen? (BALL)

What is the crew's living quarters called? (COCKPIT)

Spinning, rapidly rolling down the mountain. (HEAD OVER HEELS)

What is the name of the famous Hungarian Rubik's puzzle game? (RUBIK'S CUBE)

Kind of humorous riddle (CHARADE)

Name the type of bearings (BALL)

What is the third power of any number called? (CUBE)

What shape do sweets and vitamins have in a dragee? (BALL-SHAPED)

Physical education "MOTIONS"

While the jury is summing up the final results, we will hold a physical education session “MOVEMENT.

We kick TOP - TOP

We hands clap - clap

We are the eyes of MIG - MIG

We shoulders chick - chick

One - two, one - two

It's time for us to get busy!

One - here, two - there

Turn around yourself.

One - sat down, two - got up

All raised their hands to the top

Dropped, stood

And they danced again.

This is the end of our MATHEMATICAL QUIZ. And I give the floor to the jury.

Summing up the Math Quiz

You were all just the REAL nerds and know-it-alls. All participants in the game are awarded prizes. We thank all the participants, fans and jury members. We look forward to seeing you at the next contests!

Appendix 2

Table of results of both teams for each task

Command Task number Task No. 1 Task No. 2 Task No. 3 Task No. 4.1 Task No. 4.213,5591,51,52347,511

PLACE AND ROLE OF THE GAME IN THE EDUCATIONAL PROCESS Student of the 1st course of the master's program of I FN B o g d a n o v A le xandra

What is a game? ◦ Game is a kind of meaningful unproductive activity, where the motive lies both in its result and in the process itself. ◦ A game is a form of activity in conditional situations aimed at recreating and assimilating social experience, fixed in socially fixed ways of implementing objective actions, within science and culture. ◦ Play is an activity that manifests itself in a person's ability to transform reality. ◦ Game is an activity of an individual aimed at conditional modeling of one or another extended activity. STRUCTURE OF THE GAME Game design Rules. Game actions

Game functions EDUCATIONAL ENTERTAINING DEVELOPMENT COMMUNICATIVE EDUCATIONAL RELAXATION PSYCHOLOGICAL

Types of games 1. Depending on the availability of rules ◦ Games with fixed rules Example: most didactic, cognitive and outdoor games that develop intellectual, musical, fun games, attractions. ◦ Games with hidden rules Example: role-playing games (the rules in them exist implicitly, they are in the norms of the behavior of the reproduced characters: the doctor does not put a thermometer on himself, the passenger does not fly in the cockpit).

MOBILE STORY-ROLE-PLAYING** DIDACTIC COMPUTER *Gazman Oleg Semyonovich - teacher, Ph.D. O. S. Gazman consistently postulated that the main duty of the teacher in education is the soft, unobtrusive assistance of the teacher in self-development, self-rehabilitation, self-determination and self-organization of the child. MOBILE EV kinds of games. Classification by O. S. Gazman* ** There are more than 500 types of role-playing games, but there is no clear classification. Most often, role-playing games are classified according to the following criteria: word games, pseudo story games. 2. By type of activity: Travel games. Order games. Assumption games. Puzzle games. Games-conversations (games-dialogs).

Game technologies The concept of "game pedagogical technologies" includes a rather extensive group of methods and techniques for organizing the educational process in the form of various pedagogical games. Unlike games in general, a pedagogical game has an essential feature - a clearly defined goal of learning and a pedagogical result corresponding to it, which can be substantiated, explicitly identified and characterized by an educational cognitive orientation. When conducting lessons in the form of various pedagogical games, active and interactive teaching methods are used. ADVANTAGES DISADVANTAGES Increases interest in the subject Development of the scenario of the game and assessment criteria leads to a large time investment for the teacher Thanks to it, the educational material is better absorbed and consolidated Cannot be used in every lesson Can be used in a practical lesson, when passing a test or exam More complex organization of a training session Develops thinking and creative abilities The game does not allow to form a system of knowledge It unites the team The complexity and objectivity of the assessment

Business games in the economy A business game is an imitation of real production and economic processes on a game model in order to form economic thinking among students. The main features of educational business games: 1. Business games allow you to implement an activity-active approach to organizing the process of economic education. 2. With the help of business games, the process of predicting knowledge is possible. 3. Business games involve experiments with a model, and not with a real system, experiments with which in most cases are simply impossible or not economically feasible. 4. The basis of the business is the game context, which allows organizing a dialogue between students and the simultaneous interaction of many multidirectional and cooperating parties in conditions where the achievement of the goals of the game and individual players depends not only on their own actions of other parties 5. A person is present in a business game as a subject of control , an integral part of the model, and is not replaced by a formal system of hypotheses about behavior. With its help, a direct connection is made between the model and the real system. A person enriches the model with his experience in practical solution of choice problems and the knowledge of a new type that arises during the game when implementing alternatives in conditions close to reality. For its part, the simulation model enables a person to quickly receive information about the consequences of his decisions, the results of which he can evaluate and correct. The disadvantages of the business game include the fact that it is inadequate to reality, so the behavior of the participants in the game does not in all cases correspond to the behavior in real life. In games, the emphasis is on tactical rather than strategic issues, i.e. games themselves cannot teach theory. Business games do not replace theoretical training, but complement it. They are, as it were, the final stage of learning.

Business games in the economy ◦ "Family budget" ◦ "Market activity of an entrepreneur" ◦ "Labor market" ◦ "Stock exchange" ◦ "Efficient production" ◦ "Business" ◦ "Organization of a distribution center" ◦ "Purchasing" ◦ "Logistics network" ◦ Etc.

What is a game? ◦ A game is a form of meaningful non-productive
activity, where the motive lies both in its result,
as well as in the process.
◦ Play is a form of activity in a conditional
situations aimed at restoring and
assimilation of social experience fixed in
socially fixed ways of exercising
objective actions within science and culture.
◦ Play is an activity that manifests itself in
human ability to transform
reality.
◦ Play is an activity of an individual aimed at
conditional modeling of one or another
expanded activities.
GAME STRUCTURE
Game
design
Gaming
actions
Rules

Game Features

EDUCATIONAL
DEVELOPING
COMMUNICATIVE
RELAXATION
ENTERTAINMENT
EDUCATIONAL
PSYCHOLOGICAL

Types of games

1. Depending on the availability of rules
◦ Games with fixed rules
Example: most didactic,
educational and outdoor games,
developing intellectual,
musical, fun games, attractions.
◦ Games with hidden rules
Example: role-playing games (rules
they exist implicitly, they are in norms
Playable Hero Behaviors:
the doctor does not put a thermometer on himself,
passenger does not fly in the cockpit).

Types of games. Classification by O.S.Gazman*

MOBILE
COMPUTER
RNE
* Gazman Oleg Semyonovich - teacher,
Candidate of Pedagogical Sciences, Corresponding Member of the Russian Academy of Education, one of the theorists
"communard movement", inspirer
and developer of "support pedagogy".
O.S. Gazman consistently carried out
postulate that the main duty
teacher in education is soft,
unobtrusive assistance of the teacher in
self-development, self-rehabilitation,
self-determination and self-organization
child.
MOBILE
STORY-ROLE**
DIDACTIC
SKIE
** There are more than 500 types of role-playing games, but a clear classification
absent. Most often, role-playing is classified according to
the following signs:
1. According to the ratio of the game with the material:
games with didactic toys,
board games,
word games,
pseudo-story games.
2. By type of activity:
Travel games.
Order games.
Assumption games.
Puzzle games.
Games-conversations (games-dialogs).

Gaming technologies

The concept of "game pedagogical
technologies” includes enough
a wide range of methods and techniques
organization of educational
process in the form of various
educational games. Unlike games
general pedagogical game
has an essential
- clearly defined goal
training and related
pedagogical result,
which can be justified
made explicit and
characterized by educational
cognitive orientation.
When conducting lessons in the form
various educational games
use active and interactive
teaching methods.
ADVANTAGES
FLAWS
Increases interest in
subject
Game scenario development and
evaluation criteria
leads to big
time costs
teacher
Better thanks to her
digested and consolidated
educational material
Cannot be used on
every class
Can be applied to
practical session,
passing a test or exam
More complex organization
training session
Develops thinking and
Creative skills
The game does not allow
form a system
knowledge
Unites the team
Complexity and objectivity
estimates

Business games in the economy

A business game is an imitation of real production and economic processes on a game
models in order to form students' economic thinking.
The main features of educational business games:
1. Business games allow you to implement an activity-active approach to organizing the process
economic education.
2. With the help of business games, the process of predicting knowledge is possible.
3. Business games involve experimenting with a model, not with a real one.
system, experiments with which in most cases are simply impossible or
economically impractical.
4. The basis of the business is the game context, which allows organizing a dialogue between students and
simultaneous interaction of many multidirectional and cooperating parties in
conditions where the achievement of the goals of the game and individual players depends not only on their own
actions of other parties
5. A person is present in a business game as a subject of management, an integral part of the model,
rather than being replaced by a formal system of hypotheses about behavior. With its help,
direct connection between the model and the real system. Man enriches the model
his experience in practical solution of problems of choice and arising in the process
games of knowledge of a new type in the implementation of alternatives in conditions close to reality. With my
On the other hand, the simulation model enables a person to quickly receive information about
the consequences of his decisions, the results of which he can evaluate and
adjust.
The disadvantages of a business game include the fact that it is inadequate to reality,
therefore, the behavior of the participants in the game does not in all cases correspond to the behavior in real life. IN
games, the emphasis is on tactical rather than strategic issues, i.e. games themselves cannot
teach theory. Business games do not replace theoretical training, but complement it. They are
like the final stage of learning.

Business games in the economy

◦ "Family budget"
◦ "Market activity of the entrepreneur"
◦ Labor market
◦ "Stock Exchange"
◦ Efficient Manufacturing
◦ Business
◦ “Organization of a distribution center”
◦ Purchasing
◦ "Logistics network"
◦ Etc.

Introduction

The word "game" refers to the most diverse, sometimes little similar phenomena. The dictionary of the Russian language notes seven basic meanings of this word. We will operate as follows: “A game is an activity, an occupation of children and an occupation due to a combination of certain rules, receptions, serving to fill leisure, for entertainment ".

There is reason to assume that the need for playful behavior is associated with such a period in a person's development during which he must prepare for adulthood. The significance of the game lies in the fact that in the process of it, various abilities are developed and improved, including the ability to mentally regulate one's activity. The training nature of gaming activity is undeniable. The feeling of pleasure caused by her is her main stimulant. Such stimulation is highly expedient, since without the game the skills of activity and behavior necessary for the very existence of a person could not be formed.

In essence, the fact that a person cannot but pass through the stage of childhood explains the significance of play in his development. It is no coincidence that the game is, according to L.S. Vygotsky, "in a sense, the leading line of development in preschool age" . According to the unanimous opinion of psychologists, the game is the leading activity of the child and the basis of all his subsequent development, because it is in the game that he initially gains experience for life in society and develops all those physical and spiritual forces and abilities that he needs for this.

At primary school age, play no longer occupies the important place that is characteristic of it at preschool age, but it still plays a significant role in the mental development of a younger student. Schoolchildren, unlike preschool children, who are most attracted to the process of the game itself, begin to be interested in the outcome of the game, its result. Therefore, the games of schoolchildren to a much greater extent require purposefulness and volitional organization of behavior.

However, the game does not lose its significance with the maturation of a person. Even adults play, in which games take other, more complex forms. The game accompanies a person throughout his life, contributing to the development of personality. Therefore, it is so important to correctly use games in the educational process, taking into account the psychological characteristics of each age group of children.

The purpose of the work is to study the possibilities of using the game in the educational process of the school.

Give the concept of the game as a psychological and pedagogical phenomenon;

Determine the role of play in the development of the child;

To reveal the possibilities of game activity of schoolchildren at biology lessons.

Chapter 1. Game as a Psychological and Pedagogical Phenomenon

1 Game: phenomenon and concept

What is a game? There are a huge number of definitions of the game, in our work we will give a few. According to the dictionary of the Russian language Ozhegov S.I., "A game is an activity that serves for entertainment, recreation, sports competition." The psychological dictionary interprets this concept as follows: “A game is a type of activity that has historically emerged, consisting in the reproduction by children of the actions of adults and the relationship between them and aimed at understanding the surrounding reality.” D.B. Elkonin in his works says that “a game is an activity in which social relations between people are recreated outside the conditions of directly utilitarian activity” . Another definition of the game was given by V. Vsevolodsky-Gerngross: “We call a game a kind of social practice, which consists in the effective reproduction of any life phenomenon in whole or in part outside its real practical installation: the social significance of the game in its training role at the early stages of human development and collectivizing role.

To understand the essence of the game, it is important to distinguish between subjective and objective meanings. The subjective meaning of the game is determined by its motive, the immediate motivation for the game, which is to get pleasure in the very process of playing activity. If one judges the nature of the game by this value alone, it is easy to conclude that it is nothing but empty fun. However, the objective meaning of play, which the child himself does not even suspect and which is not directly visible when he sees children play, but is revealed by a scientific researcher of play activity, is essentially different from the subjective one. S.A. Shmakov argues that the functions of play in the development of the child are such a meaning.

The game contributes to the formation of the physical and spiritual abilities of a growing man, his cognitive activity, imagination, will, self-control. The game is a school of communication. “The child learns in the game his “I” (L.S. Vygotsky), but in the game, mastering the role, he learns to understand the other, to enter into his position, which is extremely important for life in society. Therefore, the game is an effective means of moral education. The game is a model of "adult" life, and here the child not only gets acquainted with various professions, but learns to appreciate work and for the first time feels the pride of being a worker, not yet working. And along with all this, the game, thanks to the pleasure it brings, is relaxation, a relaxation of mental tension. What is important to note is that all these functional meanings of the game act together, are given in a complex, penetrating each other and reinforcing one through the other.

So, a game is an unconstrained activity in an imaginary situation according to certain rules. And if the subjective goal of the game, its motive are in the very process of activity that gives pleasure, then the objective value of the game activity, according to O.S. Gazman, consists in the formation and training of physical and spiritual abilities necessary for the implementation of other activities and the life of an individual in society. There are many different concepts of play activity.

Various researchers and thinkers put forward one game theory after another - K. Gross, F. Schiller, G. Spencer, K. Buhler, 3. Freud and others. Each of them seems to reflect one of the manifestations of the multifaceted phenomenon of the game, and none, apparently, covers its true essence. What is a game?

First of all, a game is a meaningful activity, that is, a set of meaningful actions united by the unity of a motive.

The common notion that play is only functioning stems from the fact that the act of play is not done for the sake of the practical effect it has on the object being played. L.I. Bozovic says that the human game is not just the functioning of mature systems in the body and not a movement that occurs only because an excess of unspent energy has accumulated inside the body. Play is an activity; this means that the game is an expression of a certain relationship of the individual to the surrounding reality.

The first proposition that defines the essence of the game is that the motives of the game are not in the utilitarian effect and material result that this action usually gives in a practical non-game plan, but also not in the activity itself, regardless of its result, but in diverse experiences that are significant. for the child, for the player in general, for the sides of reality. The game, like any non-game human activity, is motivated by the attitude towards goals that are significant for the individual. But in non-game activities, the significance of a particular goal is very indirect: in practical, business life, a person can be prompted to act, the direct goal of which, in its own internal content, is devoid of significance for the individual, due to the fact that through this action a person can bypass achieve satisfaction of some of their needs that are not directly related to the internal content this action.

According to L.S. Vygotsky, the motives of play activity reflect a more direct attitude of the individual to the environment; the significance of one or another of its aspects is experienced in play activity on the basis of a more direct relationship to their own internal content. In play activity, the discrepancy between the motive and the direct goal of the subject's action, which is possible in the practical activity of people, disappears. In the game, only actions are performed, the goals of which are significant for the individual in terms of their own internal content. This is the main feature of play activity and this is its main charm, and only with the charm of higher forms of creativity is comparable charm.

With this initial feature of the game in relation to its motivation is connected its main feature in the ways of playing action, or operating.

A game action (according to D.B. Elkonin) is an action that is performed due to an immediate interest in it, not for the sake of its specifically utilitarian effect.

In order to carry out in practical terms those actions that the child transfers to the game plan, humanity has worked out in the process of developing science and technology the complex methods of their implementation necessary for practical effectiveness. Mastering this technique, the adequate application of which requires extensive knowledge, is the task of educational activity, including special professional training. This technique, inaccessible to the child, turns out to be, by the very meaning of the game, and not necessary for the performance of the play action, since the play action does not strive for a material result and a utilitarian effect. This determines the second - characteristic - feature of the game; the game action implements the diverse motives of specifically human activity, without being bound in the implementation of the goals arising from them by those means or methods of action by which these actions are carried out in a non-game practical plane. In play activity, actions are rather expressive and semantic acts than operational techniques. They should rather express the meaning of the action contained in the motive, its relation to the goal, rather than realize this goal in the form of a material result. Such is the function, the purpose of the game action. In accordance with this function of action in the game plan, when it is performed, what is essential for this function of it is preserved, and what is not essential for it is discarded. Game actions are consistent only with those objective conditions that are determined by the motive and purpose of actions, and may not be consistent with those on which the material result of an action in a practical situation depends. Transformed in accordance with this purpose, the play action comes at the same time in line with the capabilities of the child. It is precisely because of this peculiarity that the game is, as S.A. Shmakov, an activity that resolves the contradiction between the rapid growth of the needs and demands of the child, which determines the motivation of his activity, and the limitedness of his operational capabilities. The game is a way of realizing the needs and requests of the child within his capabilities.

From the original feature of the game, which determines the very meaning of it, it also follows that some objects can be replaced by others in play activity (a stick - a horse, a chair - a car, etc.). According to A.V. Zaporozhets and co-authors, in order to function in a game action, objects must satisfy the conditions that are essential for a game action and which, in addition to the main condition - subordination to the meaning of the game action - the accessibility for the child to operate this object is added, and these objects may not satisfy all other conditions that are not essential for the game action. Hence the next, outwardly most conspicuous feature of play, which is actually derived from the above-mentioned internal features of play activity, is the opportunity, which is also a necessity for the child, to replace, within the limits determined by the meaning of the game, objects that function in the corresponding non-play practical action with others capable of serve to perform the game action. In the course of the game action, these objects acquire a meaning determined by the function they perform in the game action. As a result, these features of the game determine the possibility of its transition to an imaginary situation. This possibility is realized when the child is able to mentally transform the real in his imagination. The initial, rudimentary forms of play do not yet include this transition into an imaginary situation. When the child who first managed to open the door himself opens it again and again, he does not create an imaginary situation; he stays within the limits of the real, and yet he plays. But play in a more specific sense of the word begins with the mental transformation of a real situation into an imaginary one. The ability to move into an imaginary plane and build action in it, being a prerequisite for play (in its developed specific forms), is at the same time its result. Necessary for the deployment of the game, it is in the game and is formed.

The play of an adult and a child, connected with the activity of the imagination, expresses a tendency, a need to transform the surrounding reality. Manifested in the game, this ability to creatively transform reality in the game is formed for the first time. This ability, reflecting, transforming reality, is the main meaning of the game.

“Does this mean that the game, passing into an imaginary situation, is a departure from reality?” - asks N. Voirin. There is a deviation from reality in the game, but there is also a correspondence to it. Therefore, there is no escape in it, no escape from reality into what seems to be special, imaginary, fictitious, not real world. Everything that the game lives by and that it embodies in action, it draws from reality. The game goes beyond one situation, diverts from some aspects of reality in order to reveal others even more deeply in an effective way. In the game, only that which is not essential for it is not real; there is no real effect on objects in it, and the player usually has no illusions about this; but everything that is essential in it is truly real in it: the feelings, desires, ideas that are played out in it are real, genuine, and the questions that are resolved are real.

For example, in competitive sports games, questions about who is smarter, stronger, are real questions about the real properties of the players, who get their decision in the game, causing genuine feelings of rivalry, success, failure, triumph.

The question of the authenticity of feelings, desires, intentions in the game raises a natural doubt: are they not feelings, desires, intentions of the role played by the player, and not his own, and whether in this case they are imaginary for him, and not real , his true feelings? Feelings, desires, intentions of the role that the player performs are his feelings, desires and intentions, since the role in which he has embodied is himself in new, imaginary conditions. Only the conditions in which he mentally places himself are imaginary, but the feelings that he experiences under these imaginary conditions are the genuine feelings that he really experiences.

The universal intrigue of any game is victory over oneself: physical, spiritual, intellectual, creative, any. Because games are so loved by children.

Most games have four main features (according to N.P. Anikeeva):

free developmental activity, undertaken only at the request of the child, for the sake of pleasure from the process of activity itself, and not just from its result (procedural pleasure);

the creative, significantly improvisational, very active nature of this activity (“the field of creativity”);

emotional elation of activity, rivalry, competitiveness, competition, attraction, etc.;

the presence of direct or indirect rules that reflect the content of the game, the logical and temporal sequence of its development.

2 Classification of games

The difficulty of classifying games lies in the fact that they, like any cultural phenomenon, are seriously influenced by the dynamics of the historical process of any new formation, the ideology of different social groups. Enriching the culture of leisure is always a prerequisite for the development of society. But this enrichment can be contradictory, it can be affected by coercion, prohibitions, fashion, and so on. game element present in almost all human activities. But accented games are present mainly in leisure. They reflect universal, national, ethnographic, geographical, historical and local territorial signs. The complexity of classifying games also lies in the fact that they differ from one another not only in a formal model, a set of rules, quantitative indicators, but, above all, in goals. Games with the same rules and information base can be very different, as they are used for different purposes: in one case - to analyze the functioning of the system, in the other - to teach students, in the third - as training for decision-making in simulated situations, in the fourth - for entertainment, etc. .

The well-known psychologist A.N. Leontiev, who argued: “... in order to approach the analysis of a child’s specific play activity, one must take the path not of a formal list of the games that he plays, but to penetrate into their real psychology, into the meaning of play for the child. Only then will the development of play emerge for us in its true inner content. The meanings of the game are contradictory and multidimensional, but in each game, human practice provides those “supports” that determine its place in a person’s life, its meaning and purpose.

To classify games is to create orders of games subordinate to their purpose, compiled on the basis of taking into account the fundamental and common features and regular connections between them. The classification of games should allow one to navigate in their diversity, to give accurate information about them.

The greatest authority in the field of childhood, the Polish educator J. Korczak, said that “even games, as something serious, did not wait for solid clinical studies.” Exploring the myriad of variations, age-specific game strategies, or ageless games is indeed very difficult. And yet such attempts were made.

K. Gross divides play phenomena into four groups: fighting, love, imitative, social. The grouping of games into such types is based on heterogeneous criteria, primarily on the idea of social activity. The English researcher of games A. Gomme divides all games into two groups: dramatic games and games built on "dexterity and luck".

A. Gomme's dramatic games have five horizontal design techniques: linear, circular, arched, spiral and arbitrary. Gomme divides games vertically into 25 headings: wedding games; games built on courtship and love; games "fortress"; funeral games; agricultural; trading; religious; taboo; natural; guessing games; witchcraft; sacrifice; imitation of sports; imitation of animals; games with witches and child abduction; fishing; churning oil; guessing; wrestling and competition; games with singing and dancing; games of hiding and searching; leapfrog; blind man's buff; forfeits; ball games. This classification is given beyond any logic.

In the literature of the Soviet period, the classification of games was made in the early 30s. the collector of games V. Vsevolodsky-Gerngross, who divided the whole world of game phenomena into three main formal types, each in contact with a special category of social practice: dramatic, sports and ornamental games. In addition, he puts forward three more intermediate types: sports-dramatic, ornamental-dramatic and sports-ornamental, considering them the most common games. Gerngross in his collection "Games of the Peoples of the USSR" classifies essentially folk games, i.e. games of the peasantry and "the peoples who were oppressed by the tsarist government", in the class undifferentiated composition in which they were understood by "bourgeois ethnography". Gerngross's class approach is scientifically naive. Thus, he divides dramatic games into 1) production games: hunting and fishing, cattle breeding and poultry farming, agricultural; 2) everyday games: public (war, power, trade, school, etc.) and family; 3) ornamental games; 4) sports games: simple competitions, competitions with a thing. And yet, on the whole, the work of V. Gerngross is monographic and contains a lot of factual material.

J. Korchak in the book "How to Love a Child" presents his vision of the varieties of games and singles out round dances separately, quiet games, games to test strength and knowledge. M.S. Kogan singles out "games as such" (games of hide-and-seek, bast shoes) and "artistic games".

The best systematic approach to the classification of games was made by E.I. Dobrinskaya and E.V. Sokolov, who classify games "by content" (military, sports, artistic, economic, political); “according to the composition and number of participants” (children, adults, singles, pairs, groups); “by what abilities they discover and train” (physical, intellectual, competitive, creative, etc.).

There are many attempts to classify games. Most of them are either intuitive, or are made on the basis of specifically collected game material, specifically “for this” material. In the pedagogical encyclopedia we read: “In pedagogical literature, it is customary to distinguish between subject, plot, mobile and didactic games. In turn, story games are divided into role-playing, "director's" and dramatization games. This approach clearly does not cover all the richness of gaming practice, it has long been outdated.

It can be taken as an axiom the generally accepted approach to divide all the games of children and adults into three large groups:

Games with hard and fast rules.

Games are free, the rules of which are established in the course of game actions.

Games in which there is both a free game element and rules that are accepted as a condition of the game and arise during its course.

This division is partially conditional, since in almost any game there is a creative beginning and there are rules or outlines of rules, writes N.P. Anikeeva.

Each block or type of games should be distinguished according to the following fundamental external and internal features (indicators, signs, signs, recognitions). The external features of the game include its content, form, venue, composition and number of participants, degree of regulation and management, availability of accessories.

Content is the defining side of the game as such, it represents the unity of all its constituent elements: its properties, internal processes, the main idea of the game, its meaning as a social phenomenon. Content is what the game contains. It includes the plot, theme, intrigue, and tasks of the game. Content is the main focus of the game. According to the content of games with ready-made rules, they are distinguished as follows: sports, mobile, intellectual (didactic), construction and technical, musical (rhythmic, round dance, dance), medical, correctional (psychological games-exercises), comic (fun, entertainment), ritual - ritual, etc.

In terms of content, free (free) games differ in the area of life they reflect: military, wedding, theatrical, artistic; household games in the profession; ethnographic games, etc. There are positive socio-ethical games and asocial games (games for money and things, mercenary, criminal games, games of false risk, life-threatening, games of chance, vulgar and empty). The content gives grounds to subdivide games into original (solid) and complex, organically combining games. different kind.

By form. As you know, the form in the philosophical interpretation is a way of existence and expression of content. It means the internal organization of content and is related to the concept of "structure".

In the leisure practice of children and adults, the most structurally game models, such as KVN, Field of Miracles, What? Where? When?, etc., having a plot space, a pronounced form. Television has a huge influence on the emergence of new game forms, says S.A. Shmakov.

Time gives rise to specific games, stimulates their appearance. Such games are called seasonal or natural (winter, spring, summer, autumn). They are distinguished by the amount of time (long-term, temporary, short-term, minute games).

According to the venue, there are board (table), indoor, outdoor, yard games. Games in the air, games on the ground (in the forest, in the field, on the water, etc.), games at the holiday, games on the stage.

Games differ by age, gender, composition, number of participants. In this regard, games of younger children (infants, preschoolers), games of children of primary, middle and senior school age, as well as games of adults are practiced. For a long time, both in the age and in the ideological aspect, the concepts of “october games”, “pioneer games” were used.

Objectively, there are games of boys (adolescents, youths, men) and games of girls (girls, women). In these games - a special reflection, special traditions, special signs of sex.

By the number of participants, single, individual, double, group, team, mass games are distinguished.

A fairly large number of games do not have a rigid targeting, they are willingly played by people of different sex and age. It should be noted that joint, ageless games of children and adults are gradually leaving the social experience.

There are games without objects and with objects (subject games - with a ball, rope, tourniquet, bat, etc.); computer games; slot machines; entertainment games, etc.

Didactic games, widely used in the learning process, highlight the learning function of gaming activity. AND I. Lerner points out that the so-called business games, in which situations and relations of a particular type of activity are modeled.

3 Development of the child during the game

game lesson biology school

The game is closely connected with the development of the personality, and it is during the period of its especially intensive development - in childhood - that it acquires special significance.

L.I. Bozovic says that in the early, preschool years of a child's life, play is the kind of activity in which his personality is formed. The game is the first activity that plays a particularly significant role in the development of the personality, in the formation of its properties and the enrichment of its internal content.

In the process of development, personal significance and attractiveness are usually acquired, first of all, by those actions and those manifestations of the personality that, having become accessible, have not yet become everyday. What the child managed to do for the first time, whether it was opening the door, turning the handle, because this is an achievement for him, some kind of luck, acquires significance, attractiveness, due to which the action turns into a game plan: the child begins to open and close the door over and over again , to turn the handle again and again, not because now it is practically necessary to open the door, but because this action unconsciously pleases him, as an expression of his achievements, his successes, his development; actions that are already familiar, everyday lose interest and cease to be the theme of the game. Precisely the new ones, those that have just come into being and have not yet taken root, as something habitual acquisitions of development, come into play par excellence.

Entering the game and performing in it over and over again, the corresponding actions are fixed; while playing, the child masters them better and better: the game becomes for him a kind of school of life. The child, of course, does not play in order to acquire preparation for life, but, while playing, he acquires preparation for life, because he naturally has a need to act out precisely those actions that are newly acquired for him, which have not yet become habitual. As a result, he develops during the game and receives preparation for further activities. He plays because he develops, and develops because he plays. Game is the practice of development.

Various forms of serious adult activity serve as models that are reproduced in children's play activities. Games, writes L.S. Vygotky, are organically linked with the entire culture of the people; they draw their content from the work and life of those around them. Countless examples confirm this position. They are mentioned a lot in the literature; life delivers them at every step. The game prepares the younger generation to continue the work of the older generation, shaping and developing in it the abilities and qualities necessary for the activities that they will have to perform in the future. However, we will not say that play is the preparation for later life, as if, while playing, the child did not live, but only prepared for life in the future. In reality, it is only in life that one can prepare for life. Playing, the child lives a life full of spontaneity, efficiency and emotionality, and does not prepare only to live in the future. But precisely because, while playing, he lives, he is in the game and receives the first, quite specific preparation for life. The first human needs and interests of the child are manifested and satisfied in the game; manifesting themselves, they are formed in it at the same time. All aspects of the child's psyche are formed in the game.

In the game, the child develops an imagination that includes both departure from reality and penetration into it. The ability to transform reality in an image and transform it in action, to change it, are laid down and prepared in a game action; in the game the path is laid from feeling to organized action and from action to feeling; in a word, in the game, as in a focus, they gather, manifest in it and through it all aspects of the mental life of the individual are formed; in the roles that the child, playing, assumes, expands, enriches, deepens the very personality of the child. S.L. Rubinshtein notes that in the game, to one degree or another, the properties necessary for learning at school are formed, which determine readiness for learning.

The game, undoubtedly, is of the most significant importance for the formation of the basic mental functions and processes of the preschool child. As in the pre-preschool period, the main thing in the development of the child is the mastery of objective actions and speech, so in the preschool age, the main thing is the development of an act regulated by social norms. Its formation is a fundamental acquisition or neoformation of the preschool period in human development, which in no way excludes the importance of the game for the formation of the child's psyche and the enrichment of his spiritual life.

Play is a particularly spontaneous quality of the child, and at the same time, all of it is based on the relationship of the child with adults. Adults, taking into account the capabilities of the child, create for him, on the basis of their labor, such forms of existence in which play can become the main type of his activity; a child can bake pies from clay or sand, because the mother bakes for him other, real, edible ones.

From communication with adults, the child draws the motives of his games. At the same time, especially at first, a significant role in the development of games belongs to the imitation of the actions of adults surrounding the child (L.S. Vygotky).

Adults direct the child's games so that they become for him a preparation for life, the first "school" of his early childhood, a means of his upbringing and education.

But the child, of course, does not play in order to prepare for life: the game becomes for him a preparation for life because adults organize it in this way. The possibility of organizing it in this way is due to the fact that, as we have already seen, the game naturally and naturally includes, first of all, the new, emerging and not yet familiar - developing.

At different stages of development, children are characterized by different games - in logical accordance with the general nature of this stage. By participating in the development of the child, the game itself develops.

Subsequently, the game, according to N.P. Anikeeva, especially in adults, having separated from non-playing activities and becoming more complicated in its plot content, it completely goes to the stage, to the theater, to the stage, to the stage, separating itself from life like a ramp, and takes on new specific forms and features. At the same time, the complexity of the plot content and, most importantly, the perfection that its embodiment in action requires at higher levels of development, give the game a special character. The game becomes art. This art requires a lot of special work on yourself. Art becomes a specialty, a profession. The game here turns into work. Only a few people are acting, acting in the game-art; among adults, only they retain for themselves, raising it to a new level, that privilege that everyone enjoys in childhood - to take on all possible roles accessible to the imagination and embody their many-sided life in their own activity; the rest participate in the game as spectators, experiencing but not acting; not by action, but by a dream, they enter into one role or another, which also requires a more or less high level of development.

The internal character and results of the development that takes place in the process of play depend on what content play acquires by reflecting the adult life surrounding the child.

The game does not appear with the birth of the child. True, even a nursing baby shows interest in bright and sounding objects. He seeks to touch and grasp, manipulate them.

The rudiments of play activity appear when the child, not without the influence of adults, takes on this or that role, when one object acts as a designation for another object or being. Then it becomes possible to “ride” or “fly” on a chair, like on a car or plane, ride on a stick, like on a horse, etc. “In the game, the child creates an imaginary situation,” emphasizes L.S. Vygotsky, noting the extraordinary importance in the play of the imagination, which allows the illusory realization of unrealizable desires.

Along with the development of the child, the enrichment of his life experience, the game itself develops. It becomes more and more story-driven. Its center moves from action with objects to the depiction of actions and relationships in the life of adults. Summarizing the extensive experimental material, the author of the monograph "Psychology of the Game" D.B. Elkonin comes to the conclusion that “the path of development of the game goes from a specific objective action to a generalized game action and from it to a game role-playing action: eat with a spoon; feed with a spoon; feed the doll with a spoon; to feed a doll with a spoon like a mother - this is a schematic way in a role-playing game ", and" the role is the semantic center of the game, and both the created game situation and game actions serve for its implementation.

What is the need for a child's play activity? A growing child is by nature an active being, mastering a huge amount of information thanks to his curiosity. But he is not able to satisfy his vital needs for food, clothing, shelter, etc. by his activity. But he doesn't need it now. Therefore, he can afford to engage in unproductive activities, activities for their own sake, for the sake of the pleasure that it delivers. And it gives pleasure not only to the process of motor activity of the sense organs and parts of the body, but also to the fact that it resolves the contradiction between the need to act like an adult and the impossibility to act realistically, to really carry out those operations that require the content of the action (to drive a car, to treat a patient). , cook dinner, etc.) . Can this contradiction be resolved at all? - puts the question A.N. Leontiev and answers it as follows: “Yes, it can be resolved, but it can be resolved in a child only in one single type of activity, namely, in play activity, in play. This is explained by the fact that the game is not a productive activity, its motive lies not in the result, but in the content of the action itself. Therefore, a game action is free from that obligatory side of it, which is determined by the real conditions of this action, i.e. free from obligatory modes of action, operations.

In their play activities, players do not directly depend on what practical necessity or social obligation dictates. The doctor, busy with his work, treats the patient because his professional or official duties require it; the child, playing doctor, "treats" others only because it attracts him. The game expresses a more direct attitude to life, it proceeds from immediate motives - immediate interests and needs.

These immediate impulses are, of course, mediated in their own way. They do not come from the depths of a developing individual, as if closed in himself; they are born out of his contact with the world and are mediated by all human relationships in which the child is included from the very beginning. In the process of his spiritual development, the world opens up to him more and more. He sees the diverse actions of the people around him, and much before he is able to master the knowledge and skills underlying them, all the complex techniques that ensure the practical effectiveness of actions, he already experiences these actions in his own way, and the activity manifested in them, full of irresistible attraction for him. The child vividly feels the attraction of what is connected with the role that parents play in life, and the doctor, and the pilot, and the warrior who defends his homeland, and the driver who controls the train. From contact with the outside world, the child develops diverse inner impulses, which stimulate him to action by their immediate attractiveness.

When a child plays a particular role, he is not just fictitiously transferred into someone else's personality, writes N.P. Anikeeva; assuming a role and entering it, he expands, enriches, deepens his own personality. The importance of play for the development of not only imagination, thinking, will, but also the personality of the child as a whole is based on this relation of the child's personality to his role.

In life in general, not only in play, the role that a person assumes, the functions that he therefore performs, the totality of relations in which he is thus included, leave a significant imprint on the person himself, on his entire internal appearance. .

Chapter 2

1 The problem of the relationship of gaming, labor and educational activities in the educational process of the school

The game of the individual is always closely connected with the activity on which the existence of the given species is based. Each age is characterized by its leading activity. For younger schoolchildren, this is education; for older children, labor also begins to play a certain role.

This connection between play and learning and work is vividly reflected in the content of games: all of them usually reproduce certain types of practical non-play activities.

The game associated with such activities, however, is in no way limited to the production, technical and educational content of the activity and is not reducible to imitation of production and technical operations. Essential in labor as a source of play is its social essence, the specific nature of labor activity as an activity that, instead of simply adapting to nature, like the life activity of animals, changes it. The same can be said about educational activities. The game is connected with practice, with the impact on the world. In the game, for the first time, the child’s need to influence the world is formed and manifested in this basic, according to L.S. Vygotsky, the central and most general meaning of the game.

Being associated with work and study, the game, however, is different from them. In order to understand play from its relation to labor, it is necessary to take it both in unity with labor and in contrast to it. Both the commonality of the game with difficulty and their difference appear, first of all, in their motivation.

The main difference between play activity and labor activity is not in any particular manifestations, but in the general attitude towards one's activity. While working, a person does not only what he has an immediate need or immediate interest in; all the time he does what needs to be or must be done, to which he is compelled by practical necessity or impelled by his duties, regardless of the presence of an immediate interest or an immediate need.

O.S. Gazman says that the educational game has the same structure as any educational activity, i.e. it includes the goal, the means, the process of the game and the result. In addition to educational, the game pursues two goals at the same time: gaming and educational. On the one hand, it is a means of modeling the surrounding reality, and on the other hand, it is a methodical method of teaching. The creative atmosphere, freedom from the template that arise during the game, contribute to the liberation of the creative reserves of the human psyche, neutralize the feeling of anxiety, create a sense of calm, and facilitate communication.

Play has a huge positive impact on the learning activities of intellectually passive children, who are the majority in our school. Special studies were carried out, as a result of which it turned out that in the process of playing such a child is able to perform a volume of educational work that is completely inaccessible to him in a normal educational situation.

Thus, the game, being the leading activity in preschool age, nevertheless, does not lose its significance for younger and older students. However, now it is fading into the background, and the task of the teacher or parents is to bring something new to it for the child.

2.2 Didactic game in biology lessons

Wherever we are, we are surrounded by animals and plants everywhere. But studying biology does not mean only getting acquainted with the species composition of flora and fauna, knowing individual representatives. This is the study of a large number of concepts and definitions, laws and patterns. To make such work interesting and exciting, at the same time scientific and informative, to increase the activity of students, interest in the subject is now the main task.

Students cannot be forced to think, reflect on this or that task, question. With the help of the game, we captivate, not force. Activity has a positive effect both on the processes of thinking, memorization, increasing this ability and enhancing the strength of what is remembered. This can be achieved different ways: showing experiments, organizing observations of various types, an unusual story, etc.

The game situation contributes to a faster and more accessible assimilation of knowledge and skills. This is necessary, since modern conditions are characterized by the humanization of the educational process, an appeal to the personality of the child. The implementation of this task objectively requires a new approach to learning, to the organization of the entire cognitive process. In addition, the modern school requires to teach each child to learn independently. The more autonomy we give students in completing learning tasks, the more effective the learning process will be. This is a serious reason for the wider use of the game in the organization of the learning process.

AND I. Lerner writes that an equally important requirement is to reduce the mental and physical overload of schoolchildren. The game is one of the means that contains real opportunities for the implementation of these areas of the school.

The game, like any other means, becomes an educational factor only under certain conditions. The main one is the attitude towards children, which is changing for the better, and is expressed with the help of game techniques. Teachers themselves should actively participate in the game, and not be outside observers.

The didactic game in the lesson helps to change the emotional atmosphere, which becomes more lively, relieves tension, fatigue and allows students to set up to assimilate new information. But the didactic game cannot be considered as entertainment or recreation in the classroom.

As observations show, many teachers have not quite correct attitudes regarding the didactic game. The teacher still receives a lot of methodological recommendations, which, along with effective didactic games, offer those that only distract students and take up valuable lesson time. The problem of didactic play cannot be considered in isolation from the direction of the pedagogical process.

What is a didactic game? Didactic games - a kind of games with rules, specially created by pedagogy for the purpose of teaching and perceiving children, because. these two processes are inextricably linked.

The game as a didactic tool, as a child's activity, as a way for children to learn about the world in which they live, undoubtedly, strongly intrudes into the field of didactics, but is used at school, especially in teenage and senior grades, to a small extent.

The school faces a specific task - to learn how to pedagogically manage a didactic game, taking into account its educational potentials and the psychological characteristics of a child's development in the game.

There are several types of didactic games.

Exercise games. They usually take 10-15 minutes and are aimed at improving cognitive abilities students are a good tool for developing cognitive interests, understanding and consolidating educational material, applying it in new situations. Exercise games include: a variety of quizzes, crossword puzzles, puzzles, chainwords, charades, puzzles, botanical and zoological lotto, an explanation of proverbs and sayings about plants and animals. The motivation of schoolchildren for these games, based on the desire to show conjecture, ingenuity in mental activity, can and should be used in the development of students' cognitive activity.

Riddles, puzzles, puzzles can be used in biology lessons in grades 5-8. Working with riddles helps to develop observation, resourcefulness in children, develop logical thinking. In order to solve riddles, students must know well the material of the school textbook, additional literature. Riddles are compiled on the basis of encryption of the most significant features of an object or phenomenon. Solving riddles involves the formation in children of the ability to solve the logical problems contained in them. When guessing a riddle, you can help children identify in the required sequence all the signs contained in it, because. often it is the violation of the order of analysis of the available data that leads to errors. Riddles can be used when issuing new material, consolidating it, in general lessons. You can additionally ask various questions to riddles, for example: What family do these plants belong to? To what class? Name the common features of the class, family. What do you know about this plant? What other plants belonging to this family can you name? Thus, the acquired knowledge is consolidated.

Games - exercises can also take place when students do homework. For example, crossword puzzles.

A crossword puzzle is a word guessing game to fill in a square shape. When compiling crossword puzzles, age differences in perception, attention, memory, and thinking of schoolchildren are taken into account. It is better to do a small number of tasks in educational crossword puzzles. Depending on the characteristics of a particular class and the individual abilities of children, tasks can be changed and varied.

The most useful crosswords for the development of terminology. If desired, students can make a crossword puzzle on a given topic at home.

Biology requires a lot of vocabulary work from students. The need to memorize a large number of terms, their meaning often causes difficulties for students. In this regard, puzzles can be used.

A rebus is a task in which a word or sentence is encrypted using drawings, letters or signs.

Games - travel can be carried out both directly in the classroom and in the process of extracurricular activities. They serve mainly the purposes of generalization and consolidation of educational material. They also diversify the work with the map well. Games - travel are built in different ways, including on a fabulous basis. Such a game allows you to work out not only the ability to know the map, but also to read it. The ability to imagine the real world behind a combination of drawings and signs of a map develops. The interrelationships of various natural phenomena and human activity are learned, including those that are not shown on the map, but are due to what is shown on it. The activation of students in travel games is expressed in oral stories, search questions, students' answers, in their personal experiences and judgments. Examples of such games are "Journey in the Footsteps of Fruits and Seeds"; "Traveling around the globe with a red book"; "Traveling with an erythrocyte through the circulatory system", etc.

Games - travel enhance the impression, observation, draw children's attention to what is nearby, teach not to be indifferent to what is happening in nature. These games use many ways of revealing cognitive content in combination with play activities. They can also be used in the lessons of learning new material, according to the principle of self-learning, i.e. so that they themselves direct the student to master knowledge and skills.

The role-playing game is one of the forms of education that provides the student with an active position in learning activities. Such games differ from exercise games and travel games in that they are staged and the students play certain roles. In such games, children reflect various aspects of life (social experiences, economic, agricultural, etc.), features of adult relationships, and refine their knowledge of the surrounding reality. A distinctive feature of a role-playing game is the presence of roles, plot, game actions.

Intellectual games can be singled out as a special group, organized according to the type of such popular games as What? Where? When? Own game, Brain-ring. With the proper level of methodological elaboration, these games are quite simple to conduct, interesting for students, and have a wide range of applications. By changing the level and complexity of the questions, they can be used both among younger students and among older and even students.

Methodically, it is also quite simple to conduct such games. All students are divided into teams with an equal number of people (optimally - 6-7 people in each team). Each team is given specially prepared answer sheets, which are a sheet of paper measuring 5 x 5 cm, on which the word “Team” and the word “Question” are printed. In the "Team" column, students write the name of their team (or its number, depending on the organization of the game), and in the "Question" column, the number of the question being asked is noted. There is also space on the form for students to answer. When all teams are ready, you can start playing. The facilitator reads out the question, then a minute is announced, during which the teams discuss among themselves the various answers, and then write down the one that they consider correct on the form and hand it over to the facilitator's assistant. He selects the correct answers and assigns 1 point to the corresponding teams. Accounting can be carried out both manually and using a special computer program. At the end of the game, the winning team receives a certificate and a small prize.

This form of the game helps to broaden the horizons of the student, develops logical thinking and the ability to work in a team.

Certain methodological knowledge and skills will help to conduct a didactic game correctly. This knowledge helps to apply the best option didactic game at a particular stage of the lesson. Children should be prepared for didactic games in advance, taking into account, first of all, the time of the game, some attributes and rules. This will allow you to pre-set the children for the game and prepare creatively for it.

The didactic functions of the game should ensure a fairly wide, but feasible, creative and mental activity of students in the field of biology and related disciplines, correspond to age characteristics, the degree of preparation and the development of the horizons of students. The game should start with simpler tasks, gradually moving on to more complex ones. Tasks should contain elements of fascination and give the opportunity to accept several answers, including non-standard ones.

Attributes should be beautiful, bright, mysterious, unusual. Visualization should be simple and capacious, aesthetically correct. Errors must be excluded, because this reduces the interest of the game, the authority of the teacher. The visualization used in the process of a didactic game should be more schematic than pictorial.

Games are best played at a fast pace so that each student can participate in the game with maximum activity. This requires a preliminary calculation of the duration of each stage of the game and its mandatory implementation during the game.

A group of observers must not be left unattended; they must be given an important role as arbiter; watching the game, the arbiter draws conclusions, gives an assessment of the course of events, but in no case makes personal assessments of the players - the arbiter acts as an outside observer of the situation and expresses his impressions of what he saw. It is better to conduct a didactic game expressively and emotionally. This ensures the interest of children, the desire to listen, to participate in the game, to be an active participant.

The teacher, as the host of the game, constantly activates the work of passive students. Sometimes it is useful to introduce reward and penalty points into the rules of the game. Means and methods that increase the emotional attitude of children to the game should be considered not as an end in itself, but as a path leading to the fulfillment of didactic tasks.

The teacher should not allow children to lose interest in the game, subjectivity in dishonesty. It is necessary to skillfully regulate the course of the game. In addition, the teacher, supplementing the game with his own elements, must include various options for games, warm-ups, enabling the losing team to catch up. If these recommendations are not taken into account, then the losing team loses interest in the game by a wide margin, and most often refuses to play.

During the game, discipline and order are necessary. During the game, it is necessary to ensure a normal psychological and pedagogical climate. Between the teacher and the children there should be an atmosphere of respect, mutual understanding, trust, empathy. It is better to keep the tone friendly, loyal.

Using didactic games, it is better not to oversaturate the educational process with gaming activities, because. too frequent use of didactic games in the classroom leads to a situation where students will perceive the biology course as a game as a whole.

It is desirable to have a system of developed didactic games that have been tested more than once in biology lessons, taking into account previously made mistakes, if any.

The effectiveness of the use of didactic games depends on all of the above tips. Proper conduct of didactic games is ensured by a clear organization, knowledge of the methodology.

N.P. Anikeeva notes that the use of didactic games in the learning process has certain limitations.

In classes with a pronounced activity of students in the classroom and a high level of their performance, games that have the opportunity to demonstrate erudition, ingenuity, ingenuity and be the first in knowledge of the material being studied are of greater interest. In such classes, games should not be held, the purpose of which is to memorize certain concepts, laws, phenomena, because. students have well-developed attention, memory, and similar educational activities do not cause difficulties for them.

Didactic games are more often used when deepening previously received material in grades 5-6, tk. Students like these lessons, they are happy to join the game.

In high school, didactic games are used less frequently, because. the study of biology occurs in students more consciously. Role-playing games are more often used, because. they contain prof. orientation information. To conduct such games, more thorough preparation is required, both on the part of the teacher and on the part of the students. Given these features, it is optimal to use them 1-2 times a year.

When explaining new educational material, one should not get carried away with a large number of didactic games, because. the educational significance of the topic, its scientific nature, should not be disguised by playful, entertaining functions and attributes. Very often, it is they, as a brighter factor, that will remain in the mind and memory of the student, and the scientific nature of the topic will be lost. When explaining new material, games are used using a historical-logical approach so that students can imagine and feel the level of development of science at that time, and follow the logic of this or another discovery.

Long-term didactic games are not held, they tire the students, because require a lot of dedication. A better and more effective result in the process of teaching biology helps to achieve games that are short in time (5-10 minutes). These can be anagrams, monograms, riddles, signal card games, etc. .

2.3 Role-playing games in biological education

Role-playing games in biology lessons are an effective way to involve students in communicative activities, they contribute to the development of collective competence.

Thanks to role-playing games, the lesson can be made interesting, lively, and exciting. In a role-playing game, a different method of communicating with students is used, which is fundamentally different from the usual explanations, stories, demonstrations, repetitions, from the most traditional forms. A role-playing game is not like a regular lesson, it is interesting and brings joy to children, activates cognitive activity, broadens horizons, realizes creative powers and opportunities. And not a single type of activity has such a solid organic base as the game-activity prescribed by the very nature of human development.

If you ask kids, teenagers, high school students if they like to play, we will hear a unanimous answer: “Yes!” And, although everyone knows that role-playing often requires the highest effort, nevertheless, it seems to everyone that “playing”, unlike “working”, is not at all difficult. Knowing this, the child enters the game openly, without fear or fear.

At the heart of a role-playing game are small scenarios that must be played out in distributed roles. In such biology lessons, students assume certain roles, determined by the nature and content of the topic of the lesson, the peculiarity of the problem being solved. The game may contain characters that imitate biological, medical, social, business relations, complicated by the invented participants in the situation. Children in role-playing games show a very high degree of creativity: they write scripts with pleasure, poems and songs for the script, sew costumes, make drawings, dummies. You can conduct a lesson on the topic "Violation of neuro-humoral regulation" in the form of a role-playing game in grade 8. At the lesson, skits are played with the participation of an endocrinologist, patients, students, physicians.

Imagine an endocrinologist's office. The girl playing this role is dressed in a white coat, she sits at the table and leads the reception. A woman comes to the reception, her role is played by another student. The woman complains of weakness, itching of the skin, large amounts of urine, dry mouth, weight loss. The doctor performs a blood sugar test. Blood sugar is elevated. An endocrinologist diagnoses diabetes mellitus. The patient is interested in what kind of disease this is, how to treat it, why did she have it? The doctor explains that diabetes is a fairly common disease. It can be at any age. Psychological trauma can cause illness. Often, its development is facilitated by overeating, especially carbohydrate-rich foods (flour products, sugar, sweets). The main thing in the treatment of diabetes is a physiological diet and a sufficient amount of insulin. With improper treatment, complications develop.

Thanks to role-playing games, it is easy, just interesting to reveal disorders associated with hypo- and hyperfunction of the endocrine glands, get acquainted with measures for the prevention of endocrine diseases, and show the successes of medicine in the treatment of endocrine diseases. A lesson on the topic “Food Hygiene” in the 8th grade can cause great interest in children. The lesson can take the form of a talk show "to eat or not to eat," to drink or not to drink. A host, a nutritionist, a spectator from the audience, a vegetarian, a follower of a raw food diet, an infectious disease doctor, a chemist, a pediatrician enter into a dispute. And in a dispute, truth is born. The children in the lesson looked at themselves from the outside, they became interested in healthy eating and lifestyle.

The role-playing game "Court on bad habits" can help children form the correct orientation and choice of life position in the context of progressive drug addiction, alcoholism and smoking in the 10th grade.

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Chapter 1. Theoretical foundations of the problem of using game methods in primary classes
1.1 Psychological and pedagogical foundations for the formation of educational activities
1.2 The role of play in mental and personal development elementary school student
1.3 Structure and types of didactic games
Conclusions for chapter 1
Chapter 2
2.1 The importance of game methods in science lessons in the development of primary school students
2.2 Approbation of game methods in science lessons in elementary grades
Conclusion
Bibliography
Annex 1
Appendix 2
Annex 3

Introduction

“To make a serious occupation entertaining for a child is the task of initial education.” K.D. Ushinsky.

The increase in mental load in the lessons of the world makes us think about how to maintain students' interest in the material being studied, their activity throughout the lesson. As a result, the search for new effective methods learning and such methodological techniques that would activate the thought of students, stimulate them to independently acquire knowledge.

The emergence of interest in natural science among a significant number of students depends to a greater extent on teaching methods. It is necessary to take care that in the lessons each student works actively and enthusiastically, and use this as a starting point for the emergence and development of curiosity, deep cognitive interest. This is especially important at primary school age, when permanent interests and inclinations towards one or another subject are still being formed, and sometimes only being determined. It is during this period that one should strive to develop a cognitive interest in the study of the surrounding world.

An important role here is given to games - a modern and recognized method of education and upbringing, which has educational, developing and educating functions that operate in organic unity. Modern didactics, referring to the game forms of teaching in the classroom, rightly sees in them the possibility of effective organization of interaction between the teacher and students, a productive form of their communication with their inherent elements of competition, immediacy, genuine interest. Play is creativity, play is work. In the process of playing, children develop the habit of concentrating, thinking independently, developing attention, the desire for knowledge. Carried away, children do not notice that they are learning, learning, remembering new things, orienting themselves in unusual situations, replenishing the stock of ideas, concepts, and developing imagination. Didactic games get along very well with "serious" teaching.

The inclusion of didactic games and gaming moments in the lesson makes the learning process interesting and entertaining, creates a cheerful working mood in children, and facilitates overcoming difficulties in mastering educational material. A variety of play activities support and enhance children's interest in the subject. A didactic game is not an end in itself in the lesson, but a means of teaching and upbringing. Play should not be confused with fun, should not be seen as an activity that gives pleasure for the sake of pleasure. The didactic game should be viewed as a type of transformative creative activity in close connection with other types of educational work.

The use of games in the educational process helps to activate the child's activity, develops cognitive activity, observation, attention, memory, thinking, maintains interest in what is being studied, develops creative imagination, figurative thinking, relieves fatigue in children, as the game makes the learning process entertaining for the child.

This paper discusses the problem of activating the educational activity of younger students through the use of game methods in science lessons, which act as one of the factors for successful learning.

Target: determine the features, specifics and reveal the methodology for using gaming methods in science lessons in primary grades.

Tasks:

1. To reveal the essence of the concept of "game teaching methods".

2. Reveal the essence of the game and its place in the education of younger students.

3. Analyze work experience from the standpoint of the research topic.

4. Develop and test a system of game methods aimed at enhancing learning activities in science lessons.

Object of study: educational activity of younger schoolchildren in the lessons of natural science.

Subject of study: game methods in science lessons in elementary grades.

The research methods are: theoretical analysis of the literature on the problem, summarizing, analysis of pedagogical experience.

The methodological basis was the works of famous scientists G.I. Shchukina, Gazman O.S., Petrova I.A., Kabanova L.V. and others, who consider the use of games in the educational process.

The work consists of an introduction, two chapters, a conclusion, a bibliography and an appendix.

The introduction reveals the relevance of the topic, the purpose and objectives, research methods.

The first chapter is devoted to a theoretical analysis of the problem of using game methods in elementary school.

The second chapter contains a description of the system of work on the use of the game in science lessons in elementary grades.

Chapter 1. Theoretical foundations of the problem of using game methods in primary classes

1.1 Psychological and pedagogical foundations for the formation of educational activities

Activity is understood as the activity of the subject, aimed at the knowledge and creative transformation of the world around him, including himself and the conditions of his existence.

There are a huge number of human activities. But in all their diversity, there are the most important ones that ensure the existence of a person and the formation of him as a person, genetically replacing each other and coexisting throughout the life path: play, learning and work. They differ in the final results (product of activity), in organization, and in the peculiarities of motivation. Although activities do not exist in isolation, they have different meanings at different periods of a person's life. For one period of life, the leading activity is the game, for another - teaching, and for the third - work. Thus, we can talk about the types of activities that are leading in a particular period of personality development. Before the child enters school, the leading activity is play. The leading activity of a schoolchild is teaching, an adult is work.

Labor activity develops physical strength: the ability to endure great physical exertion, muscle strength, endurance, dexterity, mobility. However, for this, work must be feasible with a gradually increasing physical load as the forces develop, in this case it is necessary to use the elements of the game.

The formation of a person as a subject of activity begins in the game, and this is its great, enduring significance. A child who begins to act consciously in the game, learns the world around him. On this basis, he creates certain ideas, various feelings, volitional qualities and knowledge about the properties of objects and their purpose, about adults, their relationships, advantages and disadvantages. In the game, the moral qualities of a person are formed, because it reflects social relations, and therefore each participant in the game is psychologically formed as a person. This is most typical for childhood. But the games of adults (for example, sports) also actively influence the development of their consciousness, and educational games are of great cognitive importance.

Educational activity - is a direct preparation of the individual for work, develops it mentally, physically, aesthetically, and only at the final stage of mastering the profession is associated with the creation of material and cultural values. The learning process is a special activity where goals, content, principles, methods and organizational forms of educational work are deliberately established, which best ensure the formation of knowledge, skills, abilities and abilities of students. In teaching, everything is subordinated to the development of the individual. This is its main difference from play and labor, which pursue a number of other goals.

Educational activity is aimed at mastering the methods of subject and cognitive actions, generalized theoretical knowledge.

Educational activity, like play, is a derivative type of activity that has historically evolved from labor, so they cannot exist without each other. Its selection is due to the emergence of theoretical knowledge, the content of which is only partially manifested in individual practical actions and, therefore, cannot be fully assimilated in the process of mastering these actions.

The essence of educational activity lies in solving educational problems, the main difference of which is that their goal and result is to change the acting subject itself, which consists in mastering certain modes of action, and not in changing the objects with which the subject acts.

Like any other human activity, learning activity is polymotivated. A special place in the system of motives of educational activity belongs to cognitive interest, which is a specific, internal motive of educational activity, without which the assimilation of knowledge from the ultimate goal can turn into a condition for achieving other goals, i.e. the activity of the subject does not acquire an educational character (or loses it ). The possibilities and conditions for the actualization of cognitive interest in educational activities are determined by its focus (on the results or methods of cognition) and the level of development (whether it is situational or stable, personal).

When a child enters school, learning activities have not yet been formed, since play activities predominate; he must learn to learn. One of the main tasks of primary education at school is in the development of educational activities by children through the game.

The formation of the educational activity of younger students is closely related to the content and methods of education. Learning activity is an activity that has as its content the mastery of generalized methods of action in the field of theoretical knowledge.

Thus, the structure of educational activity includes the following elements (according to B.A. Sosnovsky):

1. Educational and cognitive motives; their formation is the most important task of primary education, and the extent to which such motives are formed already in the first grades largely determines the success of further education.

2. Learning task; this is not just a specific task that a student performs in a lesson or at home, but a whole, ordered system of tasks. As a result of their implementation, the most common methods for solving a class of problems in a certain scientific field are discovered and mastered. The most important thing in the formation of educational activity is to overcome the student's orientation towards obtaining the correct result when solving a specific problem and to form an orientation towards the correct application of the learned general method of action.

3. Learning activities, through which schoolchildren reproduce and assimilate samples of common methods for solving problems and general methods for determining the conditions for their application.

4. Control, the function of which is to monitor the correctness and completeness of the implementation of educational actions.

5. Assessment, the meaning of which is to determine how fully a given method of action has been mastered, respectively - assessment refers both to the implementation of a specific learning task and to learning activities in general.

Scientists have established a certain sequence of formation of educational activities. A child who comes to school does not know how to study, since the leading type of activity is a game. First, the teacher does everything: he sets a task, demonstrates examples of the implementation of educational actions, controls the process of performing each action and evaluates whether the learning task has been completed by each student. Only gradually does the teacher include the student in the structure of educational activity for the independent implementation of its individual elements. In this sense, at first the subject of educational activity is the teacher, who through the game teaches the main thing - the ability to learn.

Later, the student becomes the subject of knowledge. The educational process itself is interpreted not as the transmission of scientific knowledge, their assimilation, reproduction, but as the development of cognitive abilities, basic mental neoplasms. It is not knowledge itself that develops, but its special construction, modeling the content of the scientific field, methods of its cognition.

The subjective activity of a student (its orientation, nature of manifestation) is determined by the method of organizing cognitive activity. The main source of the formation and development of cognitive activity is not the student himself, but organized learning. The better the learning conditions are created, the better the student will develop. Educational activity should be motivated by adequate motives. They can only be motives directly related to its content, i.e. motives for acquiring generalized methods of action, or, more simply, motives for one's own growth, one's own improvement. Personal success, personal improvement thus acquires a deep social meaning.

Every person needs to be able to learn throughout his life, because, according to Elkonin, “once having appeared, this or that form of activity and cooperation should live as long as its carrier is alive. Being born, it performs the function of a leader, i.e. determining the general direction of the mental development of the child. Later, it continues to serve the range of life tasks for which it is intended, it has its own territory and its own tools (its own motives, goals, subject matter, means). So, about a person who has not mastered the subject-maninulative cooperation, they say that he has “both hands are left”, because the acquisition of any manual skill is given to him with difficulty. A person who has not learned or has forgotten how to play suffers from a poverty of imagination, which limits his creative possibilities.

And the lack of formation of educational cooperation leads to the inability to learn, i.e. for the rest of his life to improve himself in the sphere of thinking and activity.

Educational activity does not develop those abilities that are basically non-reflexive - gullibility, imitation, fantasizing with a zero reality index. These abilities are developed in other activities that can be enriched through learning activities, but by no means replaced by it. Building a child's school life, developing curricula, planning a lesson, the designer and teacher must combine all activities in due proportion at each specific moment of learning, otherwise the child's development may turn out to be one-sided.

Educational activity develops in younger students the ability to reflect, which allows them to separate the known from the unknown and, using hypotheses regarding the unknown, refer to the grounds for their own actions and the actions of a partner in jointly solving new problems (this partner can be both a peer and a teacher). The ability to ask, request missing information, readiness to change the established methods of action if they conflict with new facts, criticality to actions and opinions - one's own and others', unwillingness to take anything for granted, independence in assessments and self-assessments, the habit of looking for evidence and a tendency to debatable ways of solving any issue - these are the behavioral manifestations of the reflexive development of younger students as subjects of educational activity.

Full assimilation of theoretical concepts occurs in the process of solving educational tasks by schoolchildren, the general meaning of which is similar to tasks called “cognitive” in didactics.

Learning activity is inherently connected precisely with the productive (or creative) thinking of schoolchildren. Creative independent work is currently organized in the primary grades when studying any of the academic subjects. When performing these works, children with the need to carry out an independent search for a way to solve the problem, consider its various possible options.

Therefore, elementary education should be aimed at solving this important task of the modern school - to form a creative attitude towards learning activities among younger students, including through game teaching methods in science lessons.

With the arrival of the child in school, his leading activity changes from playing to learning, and teaching should become the main activity of the child. Therefore, in elementary school, it is necessary to lay the foundations of educational activity in students. However, this process is complicated by the age characteristics of the younger student: weak switching of attention, its instability, involuntary memory and thinking. To overcome this, play forms of children's activity should be widely used in teaching - the educational activity of a younger student should be permeated with play moments.

1.2 The role of the game in the mental and personal development of the younger student

To understand children, to find an approach to them, we must look at the child from the point of view of development. They should not be treated as little adults. Their world really exists, and they talk about it in the game. It has long been recognized that play is a significant part of a child's life. Philosophers and teachers of antiquity and modernity addressed this topic, numerous articles and studies were devoted to it, various concepts of game forms of education were developed, according to which the game is recognized as an effective means of enhancing the cognitive activity of students.

Back in the 18th century, Rousseau /1772 / wrote that in order to recognize and understand a child, it is necessary to observe his game. In an effort to make it easier for the child to express and explore his own emotional world, unlike adults, for whom the natural environment for communication is language, the natural environment for communication for the child is a game and a variety of work activities "which has a specific goal and is aimed at performing a specific task by adapting to the requirements of the immediate environment, the game is internally complex "does not depend on rewards from the outside and brings the outside world into line with the child's ideas" as, for example, when the child uses a spoon as a machine.

The very word "game" in Russian is extremely ambiguous. It is not a scientific concept in the strict sense of the word. Perhaps that is why a number of researchers tried to find something in common between the most diverse, different-quality actions denoted by the word "game", and we still do not have a satisfactory explanation of the different forms of games. The theoretical aspects of practical learning through games have not been sufficiently studied by both domestic and foreign experts. One of the first to qualify the game as a pedagogical phenomenon was F. Froebel (1782-1852), a German teacher, theorist of preschool education. Noticing the didactic nature of the game, he proved that the game is able to solve the problem of teaching the child to help master the culture of the movement.

The beginning of the development of game theory is usually associated with the names of such thinkers of the 19th century as F. Schiller, G. Spencer, W. Wundt. Developing their philosophical, psychological and mainly aesthetic views, they incidentally, only in a few positions, also touched on the game as one of the most common phenomena of life, linking the origin of the game with the origin of art.

For Schiller, the game is rather a pleasure associated with a manifestation of an excess of vitality free from external needs.

W. Wundt came closest to understanding the emergence of the game: “A game is a child of labor. There is not a single game that does not have a prototype in one of the forms of serious work, which always precedes it both in time and in essence. If Spencer, considering the game, included the game of man in the biological aspect, then Wundt included it in the socio-historical aspect. In the fundamental work of J. Piaget devoted to the formation of a symbol in a child, the expanded form of role-playing is not subjected to research.

J. Piaget stops at her doorstep, exploring some of the prerequisites for her appearance, but does not go further. He was interested not so much in the game itself as in the development of the child's thinking in it.

In empirical psychology, the functional-analytical approach dominated the study of play. At the same time, the game was considered as a manifestation of an already matured mental ability. Some researchers (K.D. Ushinsky, J. Celii, K. Buhler, V. Stern and others) considered the game as a manifestation of an already mature mental ability, as a manifestation of imagination or fantasy set in motion by various effective tendencies; others (A.I. Sikorsky, J. Dewey) associated the game with the development of thinking.

For the first time, M.Ya. Basov posed the problem of the psychology of the game from completely new positions: "the originality of the game process is based on the peculiarities of the relationship of the individual with the environment, on the basis of which it arises." Analyzing the objective conditions of existence inherent in childhood and leading to play with its special structural features, M.Ya. Basov points out that for them the most characteristic is the absence of any specific circumstances for the child, since his existence is provided by his parents, and he still does not have social obligations. This freedom in relations with the environment leads, according to Basov, to a special kind of behavior, the main driving force and feature of which is procedurality.

A significant contribution to the development of game theory was made by L.S. Vygotsky. He refers to the game as the leading type of activity of preschool children and develops a hypothesis about the psychological essence of an extended form of role play. The main provisions of this hypothesis are as follows.

Games arise when unrealizable tendencies appear, and at the same time, the tendency characteristic of early childhood to the immediate realization of desires persists. The essence lies in the fact that the game is the fulfillment of desires, but not individual, but generalized affects.

Central and characteristic of play activity is the creation of an "imaginary" situation, which consists in the child taking on the role of an adult, and its implementation in the play environment created by the child himself.

Every game with an "imaginary" situation is at the same time a game with rules, and every game with rules is a game with an "imaginary" situation. The rules in the game are the child's rules for himself.

In the game, the child operates with meanings that are divorced from things, but based on real actions. Play continuously creates situations that require the child to act not according to a direct principle, but along the line of greatest resistance.

The game is, though not predominant, but the leading type of activity in preschool age. The game contains all development trends; it is a source of development and creates zones of proximal development; Behind the game are a change in consciousness and a general character.

As a result of the development of gaming activities in the preschool period, a readiness for a generally significant and socially valued activity of learning is formed. With critical remarks on the hypothesis of L.S. Vygotsky was made by S.L. Rubinstein. The main provisions of the views of S.L. Rubinshtein are connected with the development of the problems of the psychology of the game as a special type of activity. First of all, a game is a meaningful activity, i.e. a set of meaningful actions united by the unity of a motive. The motives of play activity reflect a more direct attitude of the individual to the environment; the significance of one or another of its aspects is experienced in play activity on the basis of a more direct relationship to their own internal content. Raising the question of whether the transition to an imaginary situation is a departure from reality, S.L. Rubinstein answers it this way: “There is a departure from reality in the game, but there is also penetration into it. Therefore, there is no escape in it, no flight of reality ... into the unreal world.

Representatives of almost all directions in foreign psychology, one way or another, tried to explain, realizing, of course, at the same time their general theoretical concepts (psychoanalysis of 3. Freud, structural theory

K. Koffki, K. Lewin's dynamic theory of personality, J. Piaget's theory of egocentrism). If not all representatives of these various trends have made attempts to create a holistic theory of children's play, but all in one way or another have tried to interpret its main symptoms.

Already at the end of the 19th century, even before the appearance of the works of K. Gross, when describing children's play, psychologists paid special attention to the work of children's imagination or fantasy.

J. Selley / 1901 / has already introduced two main features of that form of play, which is called role-playing and occupies a dominant position in preschool age. This is, firstly, the child’s transformation of himself and surrounding objects and the transition to an imaginary world and, secondly, a deep preoccupation with the creation of this fiction and life in it.

These two phenomena of children's play - fantasy activity and preoccupation with fiction - have been emphasized and singled out by many psychologists, and the attention of play theorists has focused around their explanation.

V. Stern sees the explanation for the transition to an imaginary world and the illusion of reality associated with it in the fact that “a small child who, in his helplessness, stumbles everywhere on obstacles, who depends on adults in his real reality, can, of course, experience a deaf feeling this pressure and is freed from it by escaping into the world of fantasy, where he himself is the master and master, even the creator and creator.

But the stronger the illusion with which he plunges into this ghostly existence created by himself, the stronger the feeling of liberation and the greater the joy.

V. Stern's statements contain a peculiar concept of the causes of the emergence of the game and the mechanisms for its implementation. The tightness of the world in which the child lives, and the feeling of pressure he experiences, is the reason for the tendency to move away from this world, the reason for the emergence of play; fantasy and the experience of illusion associated with it is the mechanism for its realization. V. Stern passes over the idea that he himself expresses that the child introduces his play into the activities of adults and objects related to this activity. Consequently, it is this world of adults that is attractive to the child.

Thus, an alternative arises in the explanation of play: play or a reaction to the cramped world in which the child lives, or the reproduction of adult activities, is attractive to the child.

The idea that play is a manifestation of the liveliness and carelessness of fantasy, which reaches a fairly high level of development at an early age, is typical of the functional psychology of features. If we accept these views, then it turns out that such a most complex ability as imagination, which these authors themselves considered to be specifically human, arises and develops much earlier than other relatively more elementary abilities.

The views according to which imagination reaches a high level of development in children were criticized by L.S. Vygotsky: “Children can make everything out of everything,” said Goethe, and this undemanding, unpretentiousness of a child’s fantasy, which is no longer free in an adult, was often mistaken for the freedom or richness of a child’s imagination.

If in the general theories of play attempts were made to understand play based on the characteristics of a young animal organism, then in the theories of children's play the main phenomena of play behavior were explained by the intensive development of the imagination during childhood and its features - liveliness,

carelessness, the experience of illusions. The position of the child in society, in the system of relations between the child and the adults surrounding him, was not analyzed at all.

Play is very important in a child's life. A. S. Makarenko, a great connoisseur of childish souls, often turned to the question of the role of play in the life of children. “What a child is in the game, such is in many respects he will be in work when he grows up,” said the famous scientist. “The center of the game situation,” writes D.B. Elkonin, is the role that the child takes on. It determines the totality of actions that a child performs in an imaginary situation. And the role is an adult, whose activity is recreated by the child. In the game, the initial education of many qualities for a future worker and citizen takes place. The game is organically inherent childhood and with skillful guidance from adults, it can work wonders. It will help to unite the children's team, to include closed and shy children in active activities. The game for children is an important means of self-expression, a test of strength. In games, you can get to know children better, their character, habits, organizational skills, and creative abilities. Games bring adults closer to children, help to establish close contact with them.

Game activity affects the development of attention, memory, thinking, imagination, all cognitive processes.

Thus, in play activity, the arbitrariness of mental processes is formed, when the child can follow a conscious goal.

The game situation also has a constant influence on the development of mental activity of students.

The game is first attracted by the task and the difficulty that can be overcome, and then the joy of discovery and the feeling of overcoming the obstacle. They gain the ability to analyze their own actions, deeds, motives and correlate them with universal human values, as well as with the actions, deeds and motives of other people. In confirmation of this, Shmakov writes “Game collisions cause the student to strive to analyze, compare, and explore the hidden causes of phenomena. The game evokes the most important property of learning - the need to learn, to know.

It is in the game that there is a real opportunity to control how the action that is part of the communication process is performed. The game is indispensable as a means of educating the right relationship between children. In it, the child shows a sensitive attitude towards a comrade, learns to be fair, to yield if necessary, to help in trouble, etc. Therefore, the game is an excellent means of educating collectivism.

The game reflects the world around in actions; as a result of the game, the child forms all aspects of mental life. Participating in the game, the child is much more independent in setting tasks and choosing methods of action. Elements of the game in the learning process cause pleasant experiences in children, increase their activity. The use of games allows us to solve another, practically no less important problem related to the need to compensate for information overload, with the organization of psychological and physiological rest.

The essence of games lies in solving cognitive problems posed in an entertaining way. The very solution of a cognitive task is associated with mental stress, with overcoming difficulties, which accustoms the child to mental work. At the same time, logical thinking develops in children.

While assimilating or refining this or that material in the game, children observe, compare, classify objects according to certain characteristics, exercise memory, attention, learn to use a clear and accurate

terminology, related to tell, describe objects, name his actions and qualities, show ingenuity, resourcefulness.

The game also helps artistic education-improvement of movements, expressiveness of speech, development of creative imagination of a vivid transfer of the image. The development of the ability to imagine allows the child to imagine well what the other person is talking about and what is not the subject of direct contemplation. Imagination helps the child to listen and imagine what he hears.

Equally important is the game in the development of the personality of the child. It is here that the child gets acquainted with the behavior and relationships of adults, which become a model for his own behavior.

Play is the most important area of a child's life. Merging with labor knowledge, art, sports, it provides the necessary emotional conditions for the comprehensive, harmonious development of the individual. In the hands of adults, it becomes an educational tool that allows you to take into account the age characteristics of children more fully, develop initiative and initiative, create an atmosphere of freedom, creative emancipation in the team and conditions for self-development.

The educational value of the game, its comprehensive influence on the development of the child is difficult to overestimate. The game is organically inherent in childhood and, with the skillful guidance of adults, can work wonders. She can make the lazy one industrious, the unknowing - knowledgeable, the inept - a craftsman. “Like a magic wand, the game can change the attitude of children to what seems to them sometimes too ordinary, boring, annoying.” It is here that they acquire basic communication skills, the qualities necessary to establish contact with peers.

The game is a kind of school in which the child actively and creatively learns the rules and norms of people's behavior, and their attitude to the environment.

In the game among peers, the need for cognition develops on fundamentally new grounds: if an adult seeks to support the child in his endeavors and achievements, then peers enter into complex relationships in which moments of competition and mutual support are intertwined.

“In games, the element of competition is always a very important incentive. In competitions, the activity of the child increases the will to win.

Play is an activity based on imitation. In the game, children imitate the correct and morally valuable actions of people, they learn the experience of behavior that meets the requirements of public morality.

The children themselves also give high marks to the game. According to children, the game is: "joy, relaxation, interest." And the feeling of sadness if something is not going well”, “... this is an interesting and fun activity, a joyful mood.” It is generally accepted that the older the age, the less attractive the game is. But it is not always the case. Students of the eighth-tenth grades give a high rating to the game. Here are the most typical and interesting statements: "The game is the most interesting thing that was invented by man"; “The game is a fantasy of the mind, a test of dexterity, ingenuity. A person who does not play has no imagination”; “The game is an interesting activity in which a person’s abilities and feelings are revealed. "The game is almost life, only exaggerated for the better." Children participate in games in order to realize their potential abilities and abilities that cannot be found in other types of educational activities, others to get high marks, others to show themselves to the team, and others solve their communication problems.

Such is the nature of childhood: not only preschoolers, but also first-graders, teenagers, and graduates are characterized by increased emotionality and curiosity; the desire to test and test their strength and dexterity; desire to fantasize, discover secrets and strive for something difficult, distant and beautiful. “Playing is paradoxical behavior. Exploration of what is already known, training in what has already been mastered; friendly aggressiveness, excitement for no reason, social behavior not determined by a specific general activity or social structure, pretense not for the sake of deception - all this is a game.

didactic game learning natural science

1.3 Structure and types of didactic games

There are many attempts to classify games. Most of them are either intuitive or made on the basis of specifically collected game material specifically for this material. In pedagogical literature, it is customary to distinguish between subject, plot, mobile and didactic games. This approach clearly does not cover all the richness of gaming practice; it has long been outdated. The complexity of the classification of games lies in the fact that they, like any cultural phenomenon, are seriously influenced by the dynamics of the historical process. To classify games is to create (combine) an order of games that are subordinate to their purposes, compiled on the basis of taking into account the fundamental and common features and regular relationships between them. The classification of games should allow one to navigate in their diversity, to give accurate information about them.

It is really very difficult to explore the boundless number of variations, strategies of the game that correspond to certain ages, or without age games. It should be noted that all age periods with their leading types of activity (primary school age - educational activity, middle school age - socially useful, senior school age - educational and professional) do not displace the game, but continue to include it in the development process.

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

Game technology is built as a holistic education, covering a certain part of the educational process and united by a common content, plot, character. It includes sequentially games and exercises that form the ability to identify the main, characteristic features of objects, compare, contrast them; groups of games for the generalization of objects according to certain characteristics; groups of games, during which younger students develop the ability to distinguish real phenomena from unreal ones; groups of games that educate the ability to control oneself, the speed of reaction to a word, phonemic hearing, ingenuity, etc. At the same time, the game plot develops in parallel with the main content of education, helps to activate the learning process, assimilate a number of educational elements. Compiling game technologies from individual games and elements is the concern of every teacher elementary school.

K. Gross divides play phenomena into 4 groups: fighting, love, imitative and social. The grouping of games into such types is based on heterogeneous criteria, primarily on the ideas of social activity. The English researcher of games A. Gomm divides all games into two groups: dramatic games and games built "on dexterity and luck."

In the literature of the Soviet period, the classification of games was made in the early 30s by the collector of games V. Vsevolodsky - Geringross, who divided the whole world of game phenomena into three main formal types; dramatic, sports and ornamental games.

The best systematic approach to the classification of games was made by E.I. Dobrinsky and E.V. Sokolov; which classify games "by content" (military, sports, artistic, economic, political); “according to the composition and number of participants” (children, adults, singles, pairs, groups); “by what abilities they discover and train” (physical, intellectual, competitive, creative, etc.).

Currently, games are reaching a new, high level, they are used in a variety of ways and effectively. Without denying other approaches to their classification, S.A. Shmakov proposes to take human activity as its basis, which games reflect, the basic types of which they largely model. On the one hand, such activity, its vertical and horizontal connections, is leisure. Cognition, work on the other hand, is a psychophysical, intellectual, creative and social activity. From this position, he divides all children's games into the following types:

Physical and psychological games and trainings.

Intellectual and creative games.

Social games.

complex games.

In the scientific literature, the games of children of preschool and primary school age are usually called didactic or cognitive, the games of older children are called intellectual. Some experts believe that the concept of "cognitive" applies to almost all types of children's games. The term "didactic" is legitimate in relation to games that are purposefully included in the didactics section. Such definitions as "training", "educational", "subject", included in the concept of "didactic". Educational-cognitive game allows you to lay in the training subject and social contexts that are important for future work. In games of this type, conditions for the formation of personality are adequate compared to ordinary learning. In "contextual" learning, the achievement of purely didactic goals merges with educational developmental goals, which activates the process of cognition. There are several groups of games that develop the intelligence, cognitive activity of the child,

In elementary school, creative, plot-role-playing games predominate, in which the plot is a form of intellectual activity. More indicative in this regard are travel games. They are especially popular among younger teenagers.

Travel games are in the nature of geographical, historical, local lore, pathfinder "expeditions" made according to books, maps, documents. “Expeditions”, “hikes”, “trips”, “journeys” are made by schoolchildren in imaginary conditions, where all actions and experiences are determined by playing roles: geologist, zoologist, economist, special correspondent, meteorologist, topographer, etc. Students keep a diary, write letters "from the field", collect a variety of cognitive material. In these written documents, the business presentation of the material is accompanied by conjecture. A distinctive feature of these games is the activity of the imagination, which creates the originality of this form of activity.

The third group: games that are used as a means of developing the cognitive activity of children and adolescents are games with ready-made rules, usually called didactic.

Each science, academic subject has its own entertaining side, there are a large number of games and game forms, there are literary, linguistic, and mathematical games. There are games on the history of zoology, botany, geography. There are games that include cognitive elements of several educational subjects. As a rule, they require schoolchildren to be able to decipher, unravel, unravel, and most importantly, know the subject itself. The more skillfully the didactic game is composed, the more skillfully hidden didactic goal. The student learns to operate with the knowledge invested in the game not intentionally, not arbitrarily, while playing. The best didactic games are designed according to the principle of self-learning, that is, in such a way that they themselves guide the student to master knowledge and skills. There are commonalities and significant differences between teaching and didactic play.

Training usually includes two components: gathering the right information and making the right decision. These components provide a didactic experience for the learner. But gaining experience requires a lot of experience. Usually the time allotted, for example, to solve certain tasks

not great. It is possible to “increase the acquisition of such experience” by students, to teach them to train this skill on their own with the help of games. The fourth group of games - construction, labor, technical, design. These games reflect the professional reality of adults.

The fifth group of intellectual games - games - exercises, games - trainings that affect the mental sphere. This group of games is built on self-examination of the student's personal abilities. First of all, these are games for attention, games that teach children to appreciate time, develop an eye, train observation skills, games that develop speed of reaction and coordination of movements, creativity that affect the emotions and feelings of children, etc. To them S.A. Shmakov relates games - tests - questionnaires, tests-tasks, games of the preferred choice, games of exercises for the intended purpose.

Purposeful exercise games are an active pedagogical means of educating children. There is frankly a lot of didacticism in them, but schoolchildren love and accept them precisely as games - testing their qualities. Based on the competition, by comparison, they show the playing schoolchildren the level of their preparedness, fitness, suggest ways of self-improvement, and, therefore, encourage their cognitive activity. When children are passionate about the game, they completely independently overcome various difficulties, obstacles, psychological barriers. Thus, in the game there is a direct transition from education to self-education, to conscious work on oneself, one's will, character, on creating positive habits and qualities in oneself.

First of all, play is a meaningful activity, i.e. a set of meaningful actions united by the unity of a motive.

The game is an expression of a certain attitude of the individual to the surrounding reality. .

A game is an activity, an activity for children and an activity determined by a set of certain rules, techniques, which serves to fill leisure, for entertainment. And it is also a meaningful activity, i.e., a set of meaningful actions, united by the unity of a motive.

The game simultaneously pursues three goals: educational, playful and educational. The game has a huge positive effect on the learning activities of intellectually passive children, on children who experience learning difficulties. Such children in the game are able to perform such a volume of work that they will never do in a normal learning environment. The situation of experiencing success for such children is also very important. For them, you need to select such tasks with which they could cope, gradually complicating them. The so-called dual tasks are possible, where the first prepares the second for the execution. For primary school age, teaching is a new and unusual thing. Therefore, when getting acquainted with school life, the game helps to remove the barrier between the “outer world of knowledge” and the child’s psyche. The game action allows you to master what in advance causes the younger student to fear the unknown, constantly inspired respect for the intricacies of school life, which interferes with the free development of knowledge. Games and logical tasks should be mandatory structural elements of the lesson of the world around in elementary school. This will enable the teacher to organize the cognitive activity of primary school students.

In practice, two main types of games are distinguished: games with fixed, open rules and games with hidden rules. An example of games of the first type is the majority of didactic, cognitive and outdoor games, this also includes developing intellectual, musical, fun games.

The second type includes role-playing games. Rules in them exist implicitly. They are in the norms of behavior of reproduced heroes: the doctor does not put a thermometer on himself, the passenger does not fly in the cockpit.

A didactic game is an active activity in simulation modeling of the studied systems, phenomena, processes. The main difference between a game and other activities is that its subject is human activity itself. In the didactic game, the main type of activity is learning activity, which is woven into the game and acquires the features of a joint game learning activity. Didactic games are characterized by the presence of a task of an educational nature - a learning task. Adults are guided by it, creating this or that didactic game, but they clothe it in an entertaining form for children.

An essential feature of a didactic game is a stable structure that distinguishes it from any other activity. Structural components of a didactic game: didactic task, game task, game actions and rules.

The presence of a didactic task or several tasks emphasizes the educational nature of the game, the focus of the educational content on the processes of cognitive activity of children. The didactic task is determined by the teacher and reflects his teaching activity. A play task carried out by children in play activities. Two tasks - didactic and game - reflect the relationship between learning and play. In contrast to the direct setting of a didactic task in the classroom in a didactic game, it is carried out through a game task, determines the game actions, becomes the task of the child himself, arouses the desire and need to solve it, and activates the game actions.

The didactic task is realized throughout the game through the implementation of the game task, game actions, and the result of its solution is found in the final.

Game actions form the basis of a didactic game - the game itself is impossible without them. The more varied and meaningful the game actions, the more interesting the game itself is for children and the more successfully cognitive and game tasks are solved. Children need to be taught how to play. Only under this condition the game acquires an educational character and becomes meaningful. Teaching game actions is most often not direct, but is given through a trial move, through showing an action when opening a particular role. In gaming actions, the motive of gaming activity, an active desire to solve the set gaming task, is manifested. In their complexity, they are different and are due to the complexity of the cognitive content and the game task.

Game actions are not always practical external actions when you need to carefully consider, compare, analyze, etc. These are also complex mental actions, expressed in the processes of purposeful perception, observation, comparison, recall of previously learned - mental actions expressed in the processes of thinking. In different games, game actions are different in their direction and in relation to the players. In games in which all children participate and perform the same roles, game actions are the same for everyone. When dividing the children in the game into groups, the game actions are different. For example, in games with guessing and guessing riddles, the game actions for children who guess a riddle and for children who guess are different. Game actions do not necessarily follow one after another in some kind of system, sequence: they interact in different ways, combine, are reinforced by one another in the process of game development and the assimilation of cognitive content.

One of the components of the didactic game are the rules of the game. Their content and orientation are determined by the general tasks of shaping the personality of the child and the group of children, cognitive content, game tasks and game actions in their development and enrichment.

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Chapter 1. Theoretical foundations of the problem of using game methods in primary classes

1.1 Psychological and pedagogical foundations for the formation of educational activities

1.2 The role of the game in the mental and personal development of the younger student

1.3 Structure and types of didactic games

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

In the literature of the Soviet period, the classification of games was made in the early 30s by the collector of games V. Vsevolodsky - Geringross, who divided the whole world of game phenomena into three main formal types; dramatic, sports and ornamental games.

Physical and psychological games and trainings.

Intellectual and creative games.

Social games.

complex games.

In elementary school, creative, plot-role-playing games predominate, in which the plot is a form of intellectual activity. More indicative in this regard are travel games. They are especially popular among younger teenagers.

The third group: games that are used as a means of developing the cognitive activity of children and adolescents are games with ready-made rules, usually called didactic.

Training usually includes two components: gathering the right information and making the right decision. These components provide a didactic experience for the learner. But gaining experience requires a lot of experience. Usually the time allotted, for example, to solve certain tasks

not great. It is possible to “increase the acquisition of such experience” by students, to teach them to train this skill on their own with the help of games. The fourth group of games - construction, labor, technical, design. These games reflect the professional reality of adults.

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