Games are a great way to organize a group of people for joint activities, encourage a person to take certain actions, increase motivation and look at routine work from a new perspective. The famous example of Tom Sawyer, described by Mark Twain, shows that you can captivate others even with such a boring task as painting a fence - if you approach the matter with imagination.
Game technologies in pedagogy “work” in a similar way. They help present the educational process as an entertaining, interesting activity, preserving all its benefits. This is an integral part of preschool, school and even vocational education.
Game-based learning technologies are ways, methods and techniques by which a teacher (teacher):
- sets situations in which students must find themselves in order to gain knowledge or practical useful experience;
- creates circumstances that encourage students to make independent decisions - in order to later draw conclusions and work through mistakes;
- offers a choice - different social roles and “masks”, options for solving problems that allow you to get to know yourself better, control your behavior, and cope more effectively with a difficult matter;
- creates an environment for increasing motivation by activating the imagination, the “spirit of competition,” excitement, and group activities.
Functionality of the teaching method
Play is the most important aspect of children's interactive learning. It allows the child’s personality to develop more freely, revealing individuality and realizing natural abilities and inclinations. While playing, children of preschool and school age remember more information, absorb it better, and learn to work with their rational thinking and emotions. Therefore, gaming technologies in pedagogy have many functions that can even be called missions. This:
- Motivation and self-realization. The child should not be forced to play. He will willingly complete the task himself and treat it responsibly. With the help of gaming technologies, you can awaken children's interest in a useful process, entertain them and inspire them to new achievements.
- Socialization. Game-based pedagogical technologies place children in conditions where they must interact with other participants. A safe and interesting environment helps to overcome pressures and embarrassment, learn to understand others, make it easier to make contact and not be afraid of it.
- Communication, including interethnic and intercultural. When playing, it is easier for children to understand people with views and principles. different from their own. This helps to assimilate the general sociocultural values of civilization.
- Therapy and correction. Using gaming technologies, you can resolve a difficult situation by projecting it onto an emotionally comfortable and understandable situation. Psychological and behavioral correction occurs naturally, helping students overcome antisocial behavior and emotional trauma.
- Diagnostics. Game techniques make it easier for the teacher to determine the child’s inclinations and personality characteristics. This helps to select effective educational methods. Children reveal themselves to the maximum during play and do not hide their true emotions, which increases the accuracy of psychological and pedagogical diagnostics.
Using gaming technology in action
A game is useful if it is as close as possible to real life situations. Therefore, it needs to be integrated into the educational process. Gaming technologies are used independently and as an element of a more general, traditional teaching methodology. They help children more easily master the topics of academic disciplines, and it is easier for a teacher or extracurricular teacher to control and guide the process.
However, you need to be able to use the game method in order for it to have an effect. When using such technologies in action, it is necessary:
- draw up plans, goals in advance and carefully develop the components of the game - images, conditions, processes, plot, communication between participants;
- set a didactic goal for the participants, but reproduce the rules only in a playful form;
- use educational material as a means of play;
- connect the result of the game with the completion of a learning task - for example, you can win by solving an exercise well or memorizing a poem;
- build a lesson according to the rules of the game - the work and behavior of students should depend on them;
- introduce a competitive element into the educational process - it helps to transform a didactic task into a game one.
When using gaming technologies, it is important to decide whether they are relevant for a specific topic or subject of study and to monitor the balance of the entertainment component and the actual study.
Modern educational technologies. Game technology. educational material on the topic
Modern educational technologies.
Gaming technology.
The founder is F. Schiller. - American pragmatist philosopher, psychologist and educator.
In our country, the greatest contribution to the development of gaming technology was made by I.E. Berland, L.S. Vygodsky, N.Ya. Mikhailenko, A.N. Leontyev, D.B. Elkonin, I.B. Pervin, V.K. Dyachenko) and others.
Game-based learning technology Game-based learning (game-based learning technology) is an organization of the educational process that involves the creation of education and training as a component of pedagogical culture, where forms and methods of optimizing the gaming activities of the modern generation are studied, a means of activating mental processes, a means of diagnostics, correction and adaptation to life, social emotions accompanying the gaming phenomenon are explored.
The concept of “game technologies” includes a fairly broad group of methods for organizing the pedagogical process in the form of various pedagogical games. Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be justified, identified explicitly and characterized by an educational-cognitive orientation. The game form of classes is created in lessons with the help of game techniques and situations that act as a means of inducing and stimulating learning activities. Students' activities should be based on the creative use of games and play activities in the educational process with younger students, which best meets the age needs of this category of students.
The game form of classes is created in lessons with the help of game techniques and situations that act as a means of inducing and stimulating students to learn.
The place and role of gaming technology in the educational process, the combination of game and learning elements largely depend on the teacher’s understanding of the functions and classification of pedagogical games.
First of all, games should be divided by type of activity into physical (motor), intellectual (mental), labor, social and psychological.
The typology of pedagogical games based on the nature of the gaming methodology is extensive. We will indicate only the most important types used: subject, plot, role-playing, business, simulation and dramatization games. Games in all school disciplines are distinguished by subject area.
And finally, the specifics of gaming technology are largely determined by the gaming environment: there are games with and without objects, tabletop, indoor, outdoor, on-site, computer and with TSO, as well as with various means of transportation.
In human practice, gaming activity performs the following functions:
- entertaining;
— communicative: mastering the dialectics of communication;
— self-realization in the game as a testing ground for human practice;
— game therapy: overcoming various difficulties that arise in other types of life activities;
— diagnostic: identifying deviations from normative behavior, self-knowledge during the game;
— correction function: making positive changes in the structure of personal indicators;
— interethnic communication: the assimilation of socio-cultural values common to all people;
— socialization: inclusion in the system of social relations, assimilation of the norms of human society.
Most games have four main features:
• free developmental activity, undertaken only at the request of the child, for the sake of pleasure from the process of activity itself, and not just from the result;
• creative, largely improvisational, very active nature of this activity, R.G. Khazankina, K.V. Makhova and others.
• 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.
Conceptuality (D.B. Elkonin)
The psychological mechanisms of gaming activity are based on the fundamental needs of the individual for self-expression, self-affirmation, self-determination, self-regulation, and self-realization.
• Game is a form of psychogenic behavior, i.e. internal, immanent of the personality (D.N. Uznadze).
• Game is a space for a child’s “internal socialization”, a means of assimilating social attitudes (L.S. Vygotsky).
• Game is the freedom of the individual in the imagination, “the illusory realization of unrealized interests” (A.N. Leontyev).
• The ability to engage in a game is not related to a person’s age, but at each age the game has its own characteristics.
• The content of children's games develops from games in which the main content is objective activity, to games that reflect relationships between people, and, finally, to games in which the main content is obedience to the rules of social behavior and relationships between people.
• In the age periodization of children (D.B. Elkonin), a special role is assigned to leading activities, which have their own content for each age. In each leading activity, corresponding mental new formations arise and are formed. Play is the leading activity for preschool age.
- a didactic goal is set for students in the form of a game task;
- educational activities are subject to the rules of the game;
- educational material is used as its means, an element of competition is introduced into educational activities, which transforms the didactic task into a game one;
- successful completion of a didactic task is associated with the game result.
The game reproduces the stable and innovative in life practice and, therefore, is an activity in which the stable is reflected precisely by the rules and conventions of the game - they contain stable traditions and norms, and the repetition of the rules of the game creates a training basis for the development of the child. Innovation comes from the setting of the game, which encourages the child to believe or not believe in everything that happens in the plot of the game. In many games, the “function of the real” is present either in the form of cutting conditions, or in the form of objects - accessories, or in the very intrigue of the game. A.M. Leontyev proved that a child masters a wider, directly inaccessible circle of reality only in play. Having fun and playing, the child finds himself and becomes aware of himself as an individual. For children, play is the sphere of their social creativity, a testing ground for their social and creative self-expression. The game is extremely informative and tells the child a lot about himself. Play is a child’s way of finding himself in groups of comrades, in society as a whole, in humanity, in the Universe, access to social experience, the culture of the past, present and future, repetition of social practices that are understandable. Game is a unique phenomenon of universal human culture, its source and peak. In no other type of activity does a person demonstrate such self-forgetfulness and exposure of his psychophysiological and intellectual abilities as in a game. Play is a regulator of all life positions of a child. The school of play is such that in it the child is both a student and a teacher at the same time.
The theory of educational teaching that emerged in the Soviet education system intensified the use of games in the didactics of preschool systems, but practically did not introduce games to students, adolescents and youth. It is gratifying that in the social practice of recent years in science, the concept of play is being conceptualized in a new way, play is spreading to many areas of life, play is accepted as a general scientific, serious category. Perhaps this is why games are beginning to become part of didactics more actively. In Russia, the didactic significance of the game was proved by K.D. Ushinsky. The pedagogical phenomenon of student play is interpreted in the works of A.S. Makarenko and V.A. Sukhamlinsky. In Novosibirsk there is a workshop “Game”, which includes leading teachers and psychologists of the city.
From the disclosure of the concept of play by teachers and psychologists of various scientific schools, a number of general provisions can be identified:
1. The game is an independent type of developmental activity for children of different ages.
2. Children's play is the freest form of their activity, in which they realize and study the world around them, opening up wide scope for personal creativity, the activity of self-knowledge, and self-expression.
3. Play is the first stage of activity of a preschool child, the initial school of his behavior, the normative and equal activity of primary schoolchildren, teenagers, and young people, who change their goals as students grow older.
4. Play is a development practice. Children play because they develop, and they develop because they play.
5. Game – freedom of self-discovery, self-development based on the subconscious, mind and creativity.
6. Play is the main sphere of communication for children; it solves problems of interpersonal relationships and gains experience in human relationships.
Many researchers write that the patterns of formation of mental actions based on the material of schooling are found in the play activities of children. In it, the formation of mental processes is carried out in unique ways: sensory processes, abstraction and generalization of voluntary memorization, etc. Playful learning cannot be the only thing in educational work with children. It does not form the ability to learn, but, of course, develops the cognitive activity of schoolchildren.
Varieties of game lessons.
Based on the nature of the pedagogical process, the following groups of games are distinguished:
a) teaching, training, controlling and generalizing;
b) cognitive, educational, developmental;
c) reproductive, productive, creative;
d) communicative, diagnostic, career guidance, psychotechnical, etc.
Lesson - competition, lesson - competition, lesson - travel, lesson - KVN, etc.;
role-playing games (manipulation games, travel games, psychotechnical, subject or didactic games, construction, computer);
role-playing games, business games, simulation games, organizational and communication games;
complex games - collective creative activities, leisure activities, etc.
Didactic: broadening horizons, cognitive activity; application of ZUN in practical activities; formation of certain skills and abilities necessary in practical activities; development of general educational skills; development of labor skills.
Educating: nurturing independence, will; the formation of certain approaches, positions, moral, aesthetic and ideological attitudes; fostering cooperation, collectivism, sociability, and communication skills.
Developmental: development of attention, memory, speech, thinking, skills to compare, contrast, find analogies, imagination, fantasy, creativity, empathy, reflection, ability to find optimal solutions; development of motivation for educational activities.
Socializing: familiarization with the norms and values of society; adaptation to environmental conditions; stress control, self-regulation; communication training; psychotherapy.
Manufacturability.
Game selection. The choice of game primarily depends on what the child is like, what he needs, what educational tasks require resolution. If the game is a group game, you need to know well what the composition of the players is, their intellectual development, physical fitness, age characteristics, interests, levels of communication and compatibility, etc. The choice of game depends on the time of its implementation, natural and climatic conditions, length of time, daylight hours and month of its implementation, on the availability of game accessories, and depends on the specific situation in the children's team. The goal of the game is outside the game situation, and the result of the game can be expressed in the form of external objects and all kinds of products (models, layouts, toys, construction sets, dolls, etc.), “products” of artistic creativity, new knowledge, etc. In the game, the substitution of motives natural; Children act in games out of a desire to have fun, and the result can be constructive. A game can act as a means of obtaining something, although the source of its activity is tasks voluntarily undertaken by an individual, playful creativity and the spirit of competition. In games, the child achieves goals at several levels that are interconnected.
The first goal is to enjoy the game itself. This goal reflects the attitude that determines readiness for any activity if it brings joy.
The goal of the second level is functional, it is associated with following the rules of the game, playing out plots and roles.
The goal of the third level reflects the creative tasks of the game - to solve, guess, unravel, achieve results, etc.
Offering games to children. The main task in offering a game is to arouse interest in it, to pose the question in such a way that the goals of the teacher and the desires of the child coincide. Game proposal techniques can be oral or written. Of interest are toys or objects for play that excite the desire to play, game posters, game radio advertisements, etc. The game's proposals include an explanation of its rules and operating techniques.
Explaining the game is a very important moment. The game should be explained briefly and precisely just before it starts. The explanation includes the name of the game, a story about its contents, and an explanation of the main and minor rules, including distinguishing between players, an explanation of the meaning of game accessories, etc.
Equipment and equipment of the playing area, its architecture. The location of the game must correspond to its plot, content, and be suitable in size for the number of players; be safe, hygienically compliant, comfortable for children; have no distractions (not be a passing place for strangers, a place for other activities for adults and children, etc.) Any microworld of play in an apartment, in a yard, in a school requires its own architectural and semantic solution. By architectural play area we mean such a development that corresponds to the constructive principles of children's games, has a play aesthetic plan that meets the requirements of the age of children, their desire for the bright, vast, heroic, romantic, fairy-tale.
Breakdown into teams, groups, distribution of roles in the game. A play group is usually called a group of children created for playing games. As you know, there are games that do not require division into groups, and team games. Breaking down into a team requires compliance with ethics, taking into account attachments, likes, and dislikes. The play practice of children has accumulated many democratic gaming-technical examples of dividing players into micro-collectives, in particular the following: drawing lots, counting cards, etc.
One of the important moments in children's games is the distribution of roles.
They can be active and passive, main and secondary.
Assigning children to roles in a game is a difficult task. And scrupulous.
The distribution should not depend on the child’s gender, age, or physical characteristics. Many games are built on equal roles. Some games require captains, drivers, e.g. team roles according to the plot of the game. Considering which role is especially useful for the child, the teacher uses the following techniques:
Assignment to the role directly by an adult.
Assignment to a role through a senior (captain, driver).
Selection for the role based on the results of gaming competitions (best project, costume, script).
Voluntary acceptance of the role by the child, at his request.
The order of playing a role in the game, etc.
When distributing team roles, the role should be done so that the role helps non-authoritative ones to strengthen their authority, inactive ones to show activity, undisciplined ones to become organized, children who have compromised themselves in some way to regain lost authority, newcomers, children who shun the children’s team to prove themselves, make friends with everyone.
In the game, it is necessary to ensure that arrogance does not appear and that the power of team roles does not exceed those of secondary importance.
Insubordination in a game can ruin the game. It is necessary to ensure that the role has action, a role without action is dead, the child will leave the game if he has nothing to do. Negative roles cannot be used in the game; they are acceptable only in humorous situations. For example, ours are white, reds are fascists, etc.
Development of the game situation. By such development we mean a change in the position of the players, a complication of the rules of the game, a change of scenery, emotional saturation of game actions, etc. The participants in the game are socially active insofar as none of them fully knows all the ways and actions of performing their functional tasks in the game. This is the mechanism for ensuring interest and pleasure from the game.
Basic principles of organizing the game:
Absence of any form of coercion when involving children in the game.
Principles of development of game dynamics.
Principles of maintaining a playful atmosphere (maintaining children's real feelings).
Principles of the relationship between gaming and non-gaming activities. For teachers, it is important to transfer the main meaning of game actions into the real life experiences of children.
Principles of transition from simple games to complex game forms.
The logic of the transition from simple games to complex ones is associated with a gradual deepening of the varied content of game tasks and rules - from game states to game situations, from imitation to game initiative, from local games - to complex games, from age-related games - to ageless, “eternal” ones. .
The implementation of game techniques and situations in the lesson form of classes occurs in the following main directions: a didactic goal is set for students in the form of a game task; educational activities are subject to the rules of the game; educational material is used as its means, an element of competition is introduced into educational activities, which transforms the didactic task into a game one; successful completion of a didactic task is associated with the game result.
- stage - preparation. General description of the game, content, instructions, preparation of material equipment.
- stage - introduction to the game. Statement of the problem, goals, conditions, instructions, regulations, rules, distribution of roles, formation of groups, consultations.
- stage - carrying out. Group work on the task (work with sources, brainstorming.) Intergroup discussion (defense of results, rules of discussion, work of experts)
- stage - analysis and generalization. Withdrawal from the game. Analysis of results, assessment and self-assessment. Conclusions, generalizations and recommendations.
Processuality (algorithm of teaching as educational research).
The structure of the game as a process includes:
roles taken on by those playing;
game actions as a means of realizing these roles;
playful use of objects, i.e. replacement of real things with game, conditional ones;
real relationships between the players;
plot is an area of reality conditionally reproduced in the game.
Using gaming technology
As independent technologies for mastering a concept, topic, or even a section of an academic subject;
As elements of a larger technology;
As a lesson or part of it;
As a technology for extracurricular activities.
Features of gaming technologies
All age periods following preschool with their leading types of activities (primary school age - educational activities, middle school age - socially useful, senior school age - educational and professional activities) do not displace play, but continue to include it in the process
Implementation of gaming techniques
a didactic goal is set for students in the form of a game task;
educational activities are subject to the rules of the game;
educational material is used as its means, an element of competition is introduced into educational activities, which transforms the didactic task into a game one;
successful completion of a didactic task is associated with the game result.
Acquaintance with the literature, identification (vision) of the game, staging (formulation) of the game, clarification of unclear questions, formulation of a hypothesis, planning and development of educational activities, data collection (accumulation of facts, observations, evidence), analysis and synthesis of the collected data, comparison (correspondence), data and inferences, preparing and writing (formatting) a message, speaking with a prepared message, testing hypotheses, building generalizations, building conclusions.
Systematicity.
Systematicity means that educational technology must have all the features of a system: the logic of the process, the interrelation of its parts, integrity.
Controllability presupposes the possibility of diagnostic goal-setting, planning, design of the learning process, step-by-step diagnostics, varying means and methods in order to correct results. Efficiency indicates that modern pedagogical technologies exist in competitive conditions, must be effective in terms of results and optimal in costs, and guarantee the achievement of a certain standard of training.
Reproducibility implies the possibility of using (repeating, reproducing) educational technology in the same type of educational institutions by other subjects (i.e. technology as a pedagogical tool must be guaranteed to be effective in the hands of any teacher using it, almost regardless of his experience, length of service, age and personal characteristics). features).
The listed criteria for manufacturability determine the structure of educational technology, which includes three parts: the conceptual framework, the content component of training, and the procedural part - the technological process.
The principle of systematicity and consistency. The essence of this principle is reflected in the expression of Ya.A. Kamensky: “Everything must be carried out in an inextricable sequence so that everything today consolidates yesterday and paves the way for tomorrow.”
The principle of the connection between theory and practice and with life in this context expresses the need to prepare students for the correct use of theoretical knowledge in a variety of practical situations. Ultimately.
Types of pedagogical games
Each gaming technology consists of individual techniques - that is, games. There are many types of them, which allows you to flexibly choose teaching tools and combine them with didactic techniques for a deeper immersion in the topic. Games are classified according to several criteria:
- according to the “resources” of the students involved in it - games can be physical, mental, emotional and psychological, or combined;
- by type of pedagogical process - educational, communicative, cognitive, reproductive;
- by type and method of organizing the process - questioning and testing, competition and competition, theatrical performance and dramatization game, holiday, training;
- according to the level of severity of the rules - with pre-established frameworks, with conditions determined during the game and improvisational;
- on the construction of the process - plot, role, subject, simulation, business.
Games can use sports equipment, objects, computer equipment or virtual space. Most often, strict rules are set for physical and intellectual forms. The free flow of the process is inherent in creative types - musical, theatrical, festive. The teacher determines the specifics and additional conditions of the game, focusing on the characteristics of the students (pupils) and the material being studied.
To properly use games in the educational process, special education is required. His main areas are preschool and school pedagogy, social and pedagogical activities, and teaching in primary grades. You can get such an education at ANPOO "NSPK". You can learn more about distance* programs from the college admissions office.
* Form of study – correspondence. Educational programs are implemented using e-learning and distance learning technologies.
A game. Pedagogical gaming technologies
Since ancient times, games have been used to educate and train the younger generation, to understand a child’s abilities and to develop skills. Children are still naturally drawn to play, and this craving can be used for pedagogical purposes. According to instinctuality theory, play is preparation for future activities in adulthood. With its help, the child gains life experience, comprehends the world, develops and learns new social roles. A game is an action in an artificially created situation that recreates and helps to assimilate social experience
Pedagogical gaming technologies are a set of methods and techniques that use gaming tools for the educational and educational process. Such a game is distinguished by clearly defined and result-oriented goals - pedagogical and gaming. The second is used as a means of motivation to achieve the first. The rules of the game subordinate educational activities, and the lesson material acts as its means. A game reward is provided for achieving success.
