Shtanova L.E.

teacher primary school

GBOU School No. 544, Moscow

Simulation games as a means of forming the ecological culture of schoolchildren

In the modern world, environmental education of schoolchildren has become priority in pedagogical theory and practice.

The formation of ecological culture is a long process that is carried out throughout a person's life. The beginning of this path is childhood. Day after day at elementary school, we touch on environmental topics in the classroom and during extracurricular activities.

One of the interesting forms of environmental education of schoolchildren is the organization of games that can evoke a positive emotional response in everyone to their natural content.

Despite the sufficient study of the phenomenon of the game, there is no consensus on the interpretation of the concept of "game". Klarin M.N. believes that the game is an active learning activity for the simulation of the studied systems, phenomena, processes.

Praslova S.N., methodologist-geographer, argues that the game is one of the forms of problem-based learning, which is a system of tasks connected by one plot and involves the distribution of roles among its participants. In the process of a business game, participants are placed in situations that require them to make a certain decision and realize responsibility for its implementation.

In everyday consciousness, the word "game" is associated with the concepts of "competition", "imitation", "imitation", "model".

For students, a competitive game acts as an imitation of real situations on an emotional level, which allows them to develop contact with environment. According to V.I. Rozina, in the game the problem of "man - nature" is transformed into the problem of "personality - the world", the gap in ideas about the relationship of these concepts is overcome. An approach to the true purpose of education is achieved: “to realize oneself as a subject of activity and the world” .

Any game - be it competitive, role-playing, imitation or business - allows you to lose, try, feel in the conditional world ... The game is an imitation of life, it is a very serious activity that allows the child to assert himself.

The simulation game is an exciting scenario and interesting obstacles. The most important goal of the simulation game is to make a team out of a group of students. A real team - with a common goal, mutual assistance and the ability to negotiate.

Imitation environmental game is a form of environmental education, which is a set of environmental tasks dedicated to a specific date.

Various International Ecological Days are celebrated all over the planet. Their list is extensive and covers all areas of science about the surrounding world. Actions are being taken to protect birds and animals, a struggle is being waged for the purity of the earth, water, and air.

In order to develop the right attitude towards the world around us, on certain days we hold themed games developed on television versions.

In the modern world, television offers viewers a variety of entertainment programs built in the form of a game: “What? Where? When?”, “How to become a millionaire”, “Clever and clever”… These programs are very popular among people of different ages. And children watch with great interest, react vividly to them, dream of becoming participants, therefore, at school, teachers are happy to organize and conduct simulation games on the principle of television. They promote interest in learning activities, raise the level of culture, including ecological.

"Own game", dedicated to international day birds

Target: ecological education of schoolchildren, the formation of curiosity in the study of birds.

Tasks: improvement of group work skills; promotion of development communication skills, the development of mental activity.

Equipment: computer, Microsoft PowerPoint presentation, which contains multi-level questions, stopwatch, bells.

Lesson form: imitation game-competition, a form of intellectual game where success is achieved through the greatest number of correct answers.

Today we will find out what we know about our feathered counterparts, we will identify experts in the bird world. You will fight for the honor of your team. Permitted weapons are ingenuity and erudition.

The rules of the game are as follows. The class is divided into four teams. Captains and team names are selected. Teams greet each other.

On the slide screen there is a table with 5 game categories and scores. Each category has 7 questions of different value from 10 to 70, for a total of 35 questions, which must be answered in a competitive spirit, thereby earning your initial capital in the form of points.

Teams take it in turns to name the category and number of points they would like to earn. For a correct answer, the team receives the number of points that corresponds to the price of this question, if they answered incorrectly, then this number is subtracted from the total result. You have 30 seconds to think about each question.

The team that draws the number 1 starts first. The team that correctly answered the question chooses the question, if the answer was wrong or no one answered, then the question is chosen by the team next in order, which last chose the topic. So let's start the game!

At first glance, guessing the riddle is easy. In fact, the mystery is a real work of art.

	me gray-winged Everyone has been calling since childhood. as a symbol of peace They love and honor. (Pigeon.)
	Flying all night Gets mice. And it will become light Sleep flies into the hollow. (Owl.)
	The brothers got up on stilts, Looking for food along the way. On the run, on the go They can't get off their stilts. (Cranes.)
	All day the fisherman stood in the water, The bag was stuffed with fish. Finished fishing, took the catch, Climbed up - and was like that. (Pelican)
	He is very dexterous on the turnip Trembling tenacious heads, Throwing seeds on the floor The bird is lively ... (Goldfinch)
	Lives in the swamp He sings with soul. Legs like knitting needles And he is small. (Sandpiper)
	Arrives with ice Waving a black tail Black with white narrow ponytail At the graceful ... (Wagtail)

Let's remember the names of amazing birds.

	Which bird breeds chicks in winter? (Crossbill)
	What is the smallest bird in the world? (Hummingbird)
	The largest bird in Russia (Bustard)
	What birds are the fastest (Swifts)
	What bird runs underwater? (Dipper)
	What bird is named after the writer? (Gogol)
	Name the bird of 2016 chosen by the Russian Bird Conservation Union? (Hoopoe)

Let's pick up the names of birds to get expressions used in comparison with people.

	Badass as... (rooster)
	Coo like ... (pigeon).
	Important, inflated, like ... (turkey)
	Wise as ... (owl)
	Chatter like a magpie).
	The neck is tender, long, like that of ... (swan)
	A sharp look, like that of ... (falcon)

Guess how the birds talk.

	Cuckoo (cuckoo)
	Sparrow (chirps)
	Chicken (cackling)
	Goose (cackling)
	Magpie (chirp)
	Flynn (hoots)
	Crane (curl)

Solving these problems, we will train not only computational skills, but also learn Interesting Facts about birds.

	The starling makes 200 sorties in one day. How many flights will the starling make in four days? (800 sorties)
	The tallest bird in Russia is the crane, the hero of many fairy tales and legends. The growth of the crane reaches 180 cm, and the smallest is the kinglet. This baby has a length of 9 cm. How many times is the size of a crane larger than a beetle? (20 times)
	The loon bird dives to a depth of 80 meters. King penguin - to a depth of 220 meters. How many more meters can a king penguin dive than a loon? (for 140 meters)
	The flight speed of a swallow is 150 km/h. How far will the swallow travel in 3 hours? (450 kilometers)
	There are 8500 species of birds on Earth, of which 770 species live in our country. How many types of birds live in other countries? (7730 bird species)
	A pair of eagle owls ate 85 voles, 25 water rats, 6 squirrels, 3 small birds, 1 shrew and 1 large beetle in a few evenings. How many animals fell into the clutches of the owls? (121 animals)
	A woodpecker eats 753 bark beetles per day. How many bark beetles does he eat in a week? (5271 bark beetles)

Summarizing. Awarding of the winners and the most active players (diplomas, prizes with the image of birds).

MBOU "Mistsevskaya secondary school No. 2"

Moscow region Orekhovo-Zuevsky district

d. Mistsevo

Report on the topic:

"Game technologies in the classroom in elementary school."

Teacher: Safonova Tatyana Maksimovna

December 2012

2. Features of the use of gaming technologies in mathematics lessons in elementary school.

3. The value of the game in learning.

4. Games in mathematics lessons.

5. Games in the Russian language lessons.

6. Game in reading lessons.

7. The result of gaming technologies.

Game technologies in primary school age.

"The game is a huge bright window, through which a life-giving stream of ideas, concepts about the world around flows into the spiritual world of the child. The game is a spark that ignites the flame of inquisitiveness and curiosity. (V.A. Sukhomlinsky)

Gaming technologies are integral part pedagogical technologies, one of the unique forms of education, which makes it possible to make interesting and exciting not only the work of students at the creative and exploratory level, but also everyday steps in the study of academic subjects. The amusement of the conditional world of the game makes it positively emotionally colored, and the emotionality of the game action activates all the psychological processes and functions of the child. Another positive side of the game is that it promotes the use of knowledge in a new situation, i.e. the material assimilated by students goes through a kind of practice, brings variety and interest to the educational process.

The use of gaming technologies in primary school lessons is necessary, since the value of the game in the psychological and pedagogical context is obvious. Provided that adults have an adequate attitude to children's play and the reasonable use of its powerful psychological and pedagogical potential, the game can become the optimal tool that comprehensively provides:

the success of the child's adaptation in a new situation of development;

development of the junior schoolchild as a subject of his own activity and behavior, his effective socialization;

preservation and strengthening of his moral, mental and physical health.
In the lives of children game performs such essential functions, as:

entertaining (the main function of the game is to entertain, give pleasure, inspire, arouse interest);

communicative: mastering the dialectics of communication;

self-realization (in the game as on the “field of human practice”);

therapeutic: overcoming various difficulties that arise in other types of life;

diagnostic: identification of deviations from normative behavior, self-knowledge during the game;

correctional: making positive changes in the structure of personal indicators;

interethnic communication: the assimilation of common socio-cultural values ​​for all people;

socialization: inclusion in the system of social relations, the assimilation of the norms of human society.

2. Features of the use of gaming technologies

in mathematics lessons in elementary school.

In his teaching practice, using a student-centered approach in teaching younger children school age, I set a goal: to ensure the development and self-development of the student's personality, based on his individual abilities. To achieve the intended goal, I use a variety of forms and methods of organizing educational activities that allow revealing the subjective experience of the child, in particular, gaming technologies. In my opinion, they meet the age requirements of younger students to a greater extent, allow organizing the learning process on the principles of cooperation and implementing a differentiated approach to learning.

Among the various areas of new pedagogical technologies, in my opinion, the most adequate to the set goals and the most universal are collaborative learning, the project method, game technologies, health-saving and differentiated approaches to learning.

These directions belong to the so-called humanistic approach in psychology and in education, the main distinguishing feature of which is a special attention to the individuality of a person, his personality, a clear orientation towards the conscious development of independent critical thinking.

It is important that all students have fun in every lesson. In this regard, a special place belongs to such an effective pedagogical tool as entertainment.

Entertaining is a teacher's technique, which, influencing the feelings of the student, contributes to the creation of a positive attitude towards learning and readiness for active mental activity in all students, regardless of their buildings, abilities and interests.

The activity of students in itself occurs infrequently, it is the result of targeted managerial pedagogical influences, i.e. applied pedagogical technology. To implement the active participation in the lesson of each student, I use the technology of game forms of learning in my practice. In game technology, a didactic goal is set for students in the form of a game task, and educational material used as its means. The game does not completely replace the traditional forms and methods of learning; it rationally complements them, allowing you to more effectively achieve the goal and objectives of a particular lesson and the entire educational process. The game improves the relationship between its participants and teachers, as game interactions provide for informal communication and allow both of them to reveal their personal qualities, the best sides your character; it increases the self-esteem of the participants in the game, as they also have the opportunity to go from words to deeds to test their abilities.

With the help of the game, you can relieve psychological fatigue; it can be used to mobilize the mental efforts of students, to develop their organizational skills, to adopt self-discipline skills, to create an atmosphere of joy in the classroom.

The game contributes to the creation of an emotional mood among students, causes a positive attitude towards the activities performed, improves overall performance, makes it possible to repeatedly repeat the same material without monotony and boredom. In the practice of my work, the game as a technology for conducting a lesson has taken a firm place and I have developed certain principles for its conduct:

1. The game should not be an ordinary exercise using visual aids.

2. When choosing the rules of the game, it is necessary to take into account the characteristics of children.

3. Required condition- the game should not fall out of the general goals of the lesson, contribute to their implementation.

4. It is necessary to sum up the results of the game, otherwise one of the most attractive properties is lost - the identification of the winner.

5. Mental operations performed in the game must be dosed.

Let us give examples of the use of gaming technologies on different stages educational process.

When summarizing and repeating a block of topics studied, it is possible to use the game-competition "The smartest" or "Brain - ring". To conduct such games, I select questions in advance that require a short answer.

For example:

• 
  The sum of the minuend, the subtrahend, and the difference is 12. What is the minuend equal to?
• 
  A year ago, Ira was 5 years old. How old will she be in 3 years?
• 
  Two fathers and two sons ate three oranges. How much did each of them eat?

In any lesson, you can add elements of the game. For example, in a problem solving lesson, students in a class should be divided into several teams and a competition should be held . The team that decided large quantity tasks are rewarded with good grades.

Instead of a traditional survey, you can arrange a blitz tournament where students finish the teacher's phrase at a fast pace. For example:

one). 3 kg of apples cost a r. How much should you pay for 7 kg of such apples?

2). In 4 hours, the machine closes c cans. How long will it take to cover d jars?

3). b l of milk was poured into jars of 3 l each. After that, k jars remained unfilled. How many cans were there?

4). After Tanya has read x pages of the book, she has 12 pages more to read than she has read. How many pages are in this book?

Consolidation of the studied material can also be carried out with the elements of the game. For example, you can hold an auction of knowledge. Lots are put up for discussion in turn (cards with symbols of various mathematical quantities - speed, time, distance; formulas for finding the perimeter of a square, rectangle, triangle, area of ​​a rectangle, square). The task of the students is to report as much as possible about this lot (the information provided by the students must be dosed and be a logically complete statement).

Game forms as methods active learning bring pleasure from the process of cognition, proving that education is not always a tedious task. And with the integrated use of various technologies focused both on the development of creative potential and on the preservation of the health of students, good results can be achieved in achieving the goal.

In the process of playing activity, students become interested in the subject, cognitive processes develop, which ensures a gradual transition from a passively perceiving position to a position of cooperation between the student and the teacher, which contributes to the formation of self-learning skills and self-organization of students. As a result, skills and abilities are formed, the knowledge acquired in the lessons is consolidated.

Taking into account the peculiarities of the class and the content of the mathematics program course, I carry out purposeful work on conducting oral counting in mathematics lessons. The selected exercises for mental counting consist of tasks of different content and complexity, aimed not only at the formation of computational skills, but also at the active development of mental operations.

Therefore, oral counting includes exercises that provide:

1) the formation of computational skills and the assimilation of certain computational techniques;

3) formation of the ability to solve problems;

4) expanding the idea of geometric shapes Oh;

5) acquaintance with logical tasks.

Exercises for mental counting were presented to students in the form of various games, ciphers, mathematical dictations, cards with examples, tables to fill in at different stages of the mathematics lesson.

In addition, I offer students oral counting exercises in such a way that they contribute to the development of various analyzers, that is, they are perceived by children either visually or by ear, or visually and by ear.

3. The value of the game in learning.
At the same time, the game teaches. In the pedagogical process, the game acts as a method of training and education, transfer of accumulated experience. In a modern school that relies on the activation and intensification of the educational process, gaming activities are used in the following cases:

as independent technologies for mastering a concept, topic, and even a section of a subject;

as an element of a larger technology;

as a lesson (class) and its part (introduction, explanation, consolidation, exercises, control);

as a technology for extracurricular activities.
Conducting lessons in elementary school dictates the expediency of using gaming technologies that enhance the cognitive activity of students and lead to a more meaningful assimilation of knowledge if:

games: are selected and designed in accordance with the content of the topic being studied, with the goals and objectives of the lessons; are used in combination with other forms, methods and techniques that are effective in learning new material; clearly organized; correspond to the interests and cognitive abilities of students;

the level of cognitive activity of students reaches transformative (for games with rules) and creative search (for role-playing and complex games).
The concept of "gaming pedagogical technologies"includes a fairly large group of methods and techniques for organizing the pedagogical process in the form of a variety of pedagogical games, which differ from games in general in that they have a set goal of learning and a pedagogical result corresponding to it, which in turn are justified, explicitly identified and characterized by educational cognitive orientation. The peculiarity of the pedagogical game is that the situation of the class-lesson system of education does not allow the game to manifest itself in the so-called "pure form", the teacher must organize and coordinate the children's game activities.

The game form of classes is created in the classroom with the help of game techniques and situations that should act as a means of encouraging and stimulating students to learning activities. The implementation of game techniques and situations in the lesson form of classes takes place in the following main areas:

the didactic goal is set for students in the form of a game task;

educational activity is subject to the rules of the game; educational material is used as its means;

competitions are introduced into educational activities, which contribute to the transition of didactic tasks to the category of gaming ones;

successful execution didactic task associated with the game result.

Playing techniques are usually perceived by children with joy due to the fact that they meet the age-related desire for play; their teacher usually puts attractive tasks and actions characteristic of independent children's games into the basis of them. The use of such elements of mystery, intrigue and clues, search and discovery, expectation and surprise, game movement, competition, which are so characteristic of them, stimulates the mental activity and volitional activity of children, helps to ensure the conscious perception of educational and cognitive material, accustoms to feasible tension of thought and constancy of actions in one direction, develops independence.

The game reception should not distract children from the educational content, but on the contrary, draw even more attention to it. When choosing a game technique, one should strive for the naturalness of its application, which is dictated, on the one hand, by the logic of children's play, and on the other hand, by the tasks solved by teachers.

Finally, the game result is the successful completion of the didactic task. That is why different, at first glance, games that a lesson or a series of lessons can be devoted to greatly increase the interest of children in a particular subject area, in general, activate their mental, speech, creative activity and affect the effectiveness of the formation of broad cognitive motives.

4. Games in mathematics lessons

If you ask children if they like fairy tales, they will answer yes. A fairy tale arouses joy, attention, interest in children. A good mood reigns in such lessons, and this is the key to good work. Fairy tales in the study of mathematics can be used like this: the characters are experiencing difficulties, and the students help them. Children go on a journey, overcoming the most unexpected obstacles. They perform mathematical tasks, guess riddles, rebuses, etc. Overcoming obstacles with fairy tale characters gives learning a bright emotional coloring, which helps to increase the assimilation of the material. Mathematics is one of the most difficult subjects. The inclusion of didactic games and exercises allows you to change the types of activities in the lesson more often, which creates conditions for an emotional attitude to the content of the educational material, ensures its accessibility and awareness.

"Name the neighbors of the number"

This game makes it possible to consider each number of the first hundred not in isolation, but in connection with the previous and subsequent number.

Teaching tools: a ball or two balls - large and small (or different colors). Content of the game: the teacher throws the ball to one or the other participant in the game, and those, returning the ball, answer the teacher's question. Throwing the ball, the teacher calls a number, for example, twenty-one, the player must name the adjacent numbers -20 and 22 (necessarily first smaller, then larger).

The game "Old Man Hottabych".

Once, an ancient vessel was found in the river, on which mysterious words were inscribed: “The powerful genie Gasan Abdurahman ibn Khottab is imprisoned in this vessel because a thousand years ago he could not fulfill the task of the genie lord Al-Manfar.”

Tasks (in the figure, a jug with any numbers)

Find the "extra" number.

Write down even and odd numbers.

Write equalities and inequalities.

Increase the numbers by 2.

Decrease the numbers by 2.

Suddenly came out of the jug

The good gin is our old friend.
Who decides everything without a hint,
Those will take with him to the fairy tale.

The mathematical game in the lesson should be well organized and purposeful. First, students need to understand the rules - uniform in form for all games, so that a stereotype is gradually developed. Such rules oblige children to act strictly in turns or collectively; answer the call, listen carefully to the answer of a friend in order to correct it if necessary, do not repeat: do not interfere with others; honestly admit your mistakes, etc. This is the organizational role of the rules of the game. In addition, they are a means of controlling the game: the method of actions and their sequence are indicated, requirements for behavior are formed, and the relationship of children in the game is regulated.

The teacher controls the activity of the class all the time, directs the game, encourages with questions or remarks, imperceptibly supporting weak children, encouraging them, preventing conflicts and the like. One should not get carried away only by the didactic purpose of the game, underestimating its educational value, because this leads to the fact that students begin to cheat, achieving success dishonestly, not observing the rules of the game, neglecting the interests of the team. Depending on the circumstances, the teacher must find time to point out such misconduct to the student, explaining what it can lead to (tricks, dishonest performance of one's duties).

5. Games in the Russian language lessons.

A good game is like a good job. In every game there is work effort and thought effort. The game helps to relieve fatigue and stress, maintains attention. Passionate about the game, students learn the program material more easily, show activity, resourcefulness, ingenuity, initiative and ingenuity. A good game is like a good job. In every game there is, first of all, labor effort and thought effort.

There are a lot of didactic games, but when choosing material for a lesson, it must be remembered that all games and exercises should be related to the topic of a particular lesson and aimed at achieving a specific goal.

I must say that the role of the teacher remains significant throughout the game. The effectiveness of the game largely depends on the teacher's emotional attitude towards it, on his interest in the results. In addition, since not all students learn the game rules at the same time, the teacher continues to help them in the game. This help should be as hidden as possible from other students, so that everyone - both weak and strong - has the impression of the equivalence of their participation.

The child can be helped by simplifying the material of the game, reminding the sequence of the task, or reducing the amount of mental operations. For example, when studying the topic “Words denoting objects” in the 2nd grade, you can use a game loto, on the cards of which objects of the same purpose are depicted, but in different combinations: mug, cup, glass; kettle, coffee pot; bowl, plate; briefcase, knapsack, bag; chair, armchair; chandelier, lamp. On cards for weak students, the selection of pictures should be such that they can recognize each of the drawn objects, and if they win, name them and write the names on the board. Simplifying the content of the work helps low-performing students not to feel disadvantaged, to play on an equal footing with others, not to lose interest in the game, and even win.

“Choose three words” (It can be used to reinforce any topic in the Russian language)

Purpose: To follow the formation of spelling skills, taking into account the stage of work on spelling.

The choice of words depends on the topics studied or covered.

Nine words are written on 9 cards:

1st set: fish, blizzard, stocking, oak trees, jam, scarecrow, streams, chum, mushroom.

2nd set: entrance, warehouse, crow, hail, shooting, treasure, gate, rise, sparrow.

Two take cards in turn, the winner is the one who first has three words with the same spelling.

Postman game

Purpose: To consolidate students' knowledge of the selection test word, expand vocabulary, develop phonemic hearing, prevention of dysgraphia.

Progress: The postman distributes invitations to a group of children (4-5 people each).

Children determine where they are invited.

garden	the park	sea	school	dining room	zoo
mud-ki	doro-ki	swimmers	books	loaves	glue
kali-ka	bere-ki	flasks	oblo-ki	pyro-ki	March
radish	du-ki	lo-ki	tetra-ka	sli-ki	tra-ka
carrot	li-ki	spicy	wet-ka	gou-tsy	reshe-ka

Tasks:

1. 
   Explain spellings by choosing test words.
2. 
   Make sentences using these words.

Find the extra word

Purpose: to develop the ability to highlight a common feature in words, develop attention, fix spellings of unchecked vowels.

POPPY	CHAMOMILE	THE ROSE	ONION
CAT	DOG	SPARROW	COW
BIRCH	OAK	RASPBERRY	ASPEN
COW	A FOX	WOLF	BEAR

Tasks: Underline the extra word. What spellings are found in these words?

Didactic game: In a word.

Purpose: to activate the vocabulary of children, to develop the ability to generalize phrases into one concept.
Students are invited to replace combinations of words and sentences with one word that has the syllables cha, shcha, chu.shu.
1. Stump of a tree - ... (block).
2. Sixty minutes - ... (hour).
3. Dense frequent forest - ... (thicket).
4. Predatory fish with sharp teeth - ... (pike).
5. What heavy pans are made of - ... (cast iron).
6. Cover your eyes from the sun - ... (squint).
7. A vessel with a handle and a spout for boiling water or brewing tea - ... (teapot) and
Application No. 6
Didactic game: All the way around.
Purpose: to consolidate the spelling of words with the combination -ch-, to activate the attention, mental activity of children.
The teacher invites the children to replace the word combinations of the noun + noun type proposed by them with another one so that one of the words includes the combination -ch- in its composition.
Christmas tree toy - ... (Christmas tree toy)
Fairy tale hero - ... (fairy tale hero)
Apple juice-… (apple juice)
Milk soup - ... (milk soup)
Strawberry jam - ... (strawberry jam)
Buckwheat porridge - ... (buckwheat porridge)
Water from the river - ... (river water)
Well in the castle - ... (keyhole)
Wheat flour - ... (wheat flour), etc.
Application No. 7
Didactic game: Replace the letter.
Purpose: to activate the mental activity of students, to develop spelling and phonetic vigilance, attentiveness, logical thinking.
Children are offered the original word with a spelling, they change either one or two sounds in it sequentially, while maintaining the combination -chk-, and get new words. The one with the most words wins.

daughter pen

barrel river
night candle
tussock stove
kidney point
cloud daughter
wheelbarrow night
Application No. 8
Didactic game: Name one object.
Purpose: working out ways to check unstressed vowels.
The teacher says a word denoting many identical objects, and the students name one such object and explain which vowel should be written at the root of the word. For a correct answer, the row receives a point. The winner is determined by the number of points.
Sample material: words: doctors, eyes, rooks, gardens, basins, balls, sides, rains, yards, moles, seas, knives, fruits, fields, horns, etc.

Word games. Games with words

Word games enrich the child’s vocabulary, teach them to quickly find the right words (“do not go into your pocket for a word”), and update the passive vocabulary. Most of these games are recommended to be played with a time limit during which the task is performed (for example, 3-5 minutes). This allows you to add a competitive motive to the game and give it additional excitement.

"Complete the word"

The host calls part of the word (books ...) and throws the ball. The child must catch the ball and complete the word (... ha).

In the role of the leader, the child and the adult can act alternately.

Compose as many words as possible from the proposed set of letters: a, k, s, o, i, m, p, m m, w, a, n, i, s, g, ρ

Name words that are opposite in meaning: Thin - Sharp - Clean - Loud - Low - Healthy - Victory - etc.

"Who will compose more"

Several subject pictures are selected. The child is invited to find a rhyme to the names of the objects depicted on them. Rhymes can also be selected for words without accompanying them by showing the corresponding pictures.

Cucumber is good. Hare - finger. Glasses - icons. Flower - scarf. Etc.

Note. To explain the concept of "rhyme", you can draw an excerpt from the book by N.N. Nosov "The Adventures of Dunno and his friends" about how Dunno composed poetry.

"Inverted Words"

The child is offered a set of words in which the letters are mixed up in places. It is necessary to restore the normal word order.

Example: MAIZ - WINTER.

In complex cases, the letters that are the first in the final version are underlined.

Example: NYANAAV - BATHROOM.

"From syllables - words"

Several blocks of syllables are formed from pre-selected words. The child is asked to make a certain number of words out of them, using each syllable only once.

Make three words, each with 2 syllables, from the following syllables: van, mar, ko, ma, di, ra. (Answer: ra-ma, ko-mar, di-van).

Make 3 two-syllable words from syllables: sha, ka, ka, ru, ka, re.

Make 2 words, each with 3 syllables, from the following syllables: ro, lo, mo, do, ko, ha.

Connect halves of words

This task is compiled as follows: the words are divided into two parts (GA-ZETA, DUST-SOS, etc.). Then the first halves are written randomly in the left column, and the second in the right. The child is invited to connect these halves with each other so that whole words are obtained.

6. Game in reading lessons.

In reading lessons, I use such game tasks: “Find out the subject and name the work”, “Pick up drawings for poems”, “Collect proverbs”, etc.

Speech game - e the poems with which and in which you can play. First of all, these are the verses in which there is plot and eat action. It is important that it be whom and what show. For example, these are the guys from whom Baba Yaga took all the rams (the nursery rhyme “We were sitting on the stove”), the glutton Robin Bobin, who eats everything indiscriminately (the teaser “Robin Bobin”), etc. It’s good if the poems are funny. Children especially like them and are easy to remember during the game. Coming up with the child the movements that accompany the text, we help him develop fantasy, imagination, plasticity, the ability to combine word and gesture, hear and feel the rhythm of the verse. Introducing the child to various samples of artistic poetry, we instill in him an interest in the artistic word, and later - the desire to rhyme himself, first individual words, and then entire lines. speech games also help to develop the child's thinking and speech, they help to overcome certain speech therapy difficulties in pronouncing individual words and sounds, make the child's speech intonation rich and expressive.

word game not only fascinating, but also develops a sense of the word and imagination. For example, the game “Who lives where?”: snails in the hive, a chisel in the teeth, crayfish in shells, etc. Or “What are they made of?”: pasta from poppy, sheepskin coat from oak, linden - Velcro... The imagination works both in the case when it is necessary to invent, and in the case when the invention awakened the imagination of the listeners.

The rhyme game also a work of the imagination. We name the phrase, and the children continue, picking up a rhyme: the king fished - the beans caught the hook, the king fished - he immediately said the password. It's funny because it's out of place, but this is also art, because they play a funny game that develops both imagination, and a sense of the word, and a sense of rhythm.

new technologies in reading lessons.

7. The result of gaming technologies.
Game technologies are an effective means of educating cognitive processes and activating students' activities. This is a memory training that helps students develop speech skills and abilities. Games stimulate the mental activity of children, as well as develop attention and cognitive interest in the subject. Games help to overcome passivity in the classroom and enhance the performance of students.

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

FEDERAL AGENCY FOR EDUCATION

STATE EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION

"VOLGOGRAD STATE PEDAGOGICAL UNIVERSITY"

Faculty of Preschool and Primary Education

Course work

Subject: Possibilities of using gaming technologies in elementary school

Performed:

student of the faculty of PIMNO

group PM-23

Polupanova T.A.

Supervisor:

Rudenko E.A.

Volgograd 2010

Introduction ................................................ ................................................. ....... 3

Chapter 1 THEORETICAL POSSIBILITIES OF THE USE OF GAME TECHNOLOGIES IN THE PRIMARY SCHOOL…………………………………………………....6 ………………………………………………………61.2.. Gaming technology. Theory and classification of games ………….12

Chapter 2 USE OF GAMING TECHNOLOGIES IN PRIMARY SCHOOL…………………………………………………..19

2.1 Exploring the possibility of using gaming technologies in primary school………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2.2. Features of the use of gaming technologies in a mathematics lesson when explaining new material………………………………………….….….25

Conclusion…………………………………………………………………….33

Literature……………………………………………………………………….35

Application……………………………………………………………….…….37

INTRODUCTION

The game as a phenomenal human phenomenon is most thoroughly considered in such areas of knowledge as psychology and philosophy. In pedagogy and teaching methods, more attention is paid to the games of preschoolers (N.A. Korotkova, N.Ya. Mikhailenko, A.I. Sorokina, N.R. Eiges, etc.) and younger schoolchildren (F. Kbleher, A.S. Ibragimova, N.M. Konysheva, M.T. Salikhov and others). This is due to the fact that teachers consider the game as an important teaching method for children of preschool and primary school age. A number of special studies on the play activity of preschoolers were carried out by outstanding teachers of our time (P.P. Blonsky, L.S. Vygotsky, S.L. Rubinshtein, D.B. Elkonin, etc.). Aspects of gaming activity in general education school were considered by S.V. Arutyunyan, O.S. Gazman, V.M. Grigoriev, O.A. Dyachkova, F.I. Fradkina, G.P. Shchedrovitsky and others.

During the perestroika period, there was a sharp jump in interest in the learning game (V.V. Petrusinsky, P.I. Pidkasisty, Zh.S. Khaidarov, S.A. Shmakov, M.V. Klarin, A.S. Prutchenkov, etc.) .

In the modern school, there is an urgent need to expand the methodological potential in general, and in active forms of education in particular. Such active forms of learning, insufficiently covered in the methods of teaching the Russian language, include gaming technologies.

Game technologies are one of the unique forms of learning that makes it possible to make interesting and exciting not only the work of students at the creative and exploratory level, but also everyday steps in learning the Russian language. The amusement of the conditional world of the game makes the monotonous activity of memorization, repetition, consolidation or assimilation of information positively emotionally colored, and the emotionality of the game action activates all the mental processes and functions of the child. Another positive side games is that it promotes the use of knowledge in a new situation, thus. the material assimilated by students goes through a kind of practice, brings variety and interest to the educational process.

The relevance of the game is currently increasing due to the oversaturation of the modern student with information. All over the world, and in Russia in particular, the subject-information environment is expanding immeasurably. Television, video, radio, computer networks have recently been bombarding students with a huge amount of information. The actual task of the school is the development of self-assessment and selection of the information received. One of the forms of education that develops such skills is a didactic game that promotes practical use knowledge gained in the classroom and outside the classroom.

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

object research is the cognitive activity of schoolchildren in the study of new material in a mathematics lesson.

Thing research - gaming technologies as one of the forms of organization of cognitive activity in the study of new material in mathematics lessons.

Hypothesis research is the assumption that the study of new material in mathematics lessons dictates the expediency of using gaming technologies in the study of new material, contributing to the activation of students' cognitive activity and leading to a more meaningful assimilation of knowledge.

Target The research consisted in the theoretical substantiation and approbation of the methodology for using gaming technologies as one of the forms of organizing the cognitive activity of schoolchildren when studying new material in a mathematics lesson. Achieving this goal required the following tasks :

1. Conduct a theoretical analysis of various approaches to understanding the game in elementary lessons.

2. to investigate the attitude of children and teachers to the use of gaming technologies in the classroom in modern schools.

3. Develop gaming technologies that can be successfully used when learning new material in mathematics lessons in primary grades

Chapter 1. THEORETICAL POSSIBILITIES OF USING GAMING TECHNOLOGIES IN PRIMARY SCHOOL

1.2 Characteristics of the main approaches to understanding the game in the lessons in the primary grades

First, let's try to consider the "history of the issue", highlight the essential properties of the game and analyze different approaches to the definition of this concept.

L. S. Vygotsky, back in the 1920s, drew attention to the change in the content and dynamics of children's play. One of the chapters of this book by L.S. Vygotsky " Pedagogical psychology contains an exploration of the pedagogical significance of play. “... it has long been discovered,” writes L.S. Vygotsky, “that the game is not something random, it invariably arises at all stages of cultural life among the most diverse peoples and represents an irremovable and natural feature human nature. ... They [games] organize the highest forms of behavior, are associated with the resolution of rather complex problems of behavior, require tension, sharpness and resourcefulness from the player, joint and combined action of a variety of abilities and forces.

In the game, the effort of the child is always limited and regulated by the many efforts of other players. Every task-game includes, as an indispensable condition, the ability to coordinate one’s behavior with the behavior of others, to become actively related to others, to attack and defend, to harm and help, to calculate in advance the result of one’s move in the total set of all players. Such a game is a living, social, collective experience of the child, and in this respect it is an absolutely indispensable tool for educating social skills and abilities.

The peculiarity of the game is that by subordinating all behavior to known conditional rules, it is the first to teach reasonable and conscious behavior. It is the first school of thought for a child. All thinking arises as a response to a certain difficulty as a result of a new or difficult collision of the elements of the environment. Where there is no such difficulty, where the environment is known to the end and our behavior, as a process of correlation with it, proceeds easily and without any delay, there is no thinking, automatic devices work everywhere. But as soon as the environment presents us with some unexpected and new combinations that require new combinations and reactions from our behavior, a rapid restructuring of activity, thinking arises there as a certain preliminary stage of behavior, the internal organization of more complex forms of experience, psychological entity which is reduced in the final analysis to a certain selection from the set of those that seem possible, the only ones necessary in accordance with the main goal that behavior must solve.

Thinking arises from the collision of many reactions and the selection of some of them under the influence of preliminary reactions. But this is precisely what makes it possible for us, by introducing certain rules into the game and thereby limiting the possibilities of behavior, setting before the child’s behavior the task of achieving a certain goal, straining all the instinctive abilities and interest of the child to the highest point, to force him to organize his behavior in such a way that it obeys known rules, so that it is directed towards a single goal, so that it consciously solves known problems.

In other words, the Game is a reasonable and expedient, systematic, socially coordinated system of behavior or energy expenditure subject to known rules. By this, she reveals her complete analogy with the labor expenditure of energy by an adult, the signs of which completely coincide with the signs of the game, with the exception of only the results. Thus, for all the objective difference that exists between play and labor, which even made it possible to consider them as polar opposites to each other, their psychological nature completely coincides. This indicates that the game is natural form labor of the child, the form of activity inherent in him, preparation for future life. The child is always playing, he is a playing being, but his play has great meaning. It exactly corresponds to his age and interests and includes such elements that lead to the development of the necessary skills and abilities.

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

The game is so multifunctional, original, unique, its boundaries are so vast and transparent that it is probably simply impossible to give it any clear, concise definition. Many explanations of the game that science has available are inaccurate, incomplete, and sometimes simply wrong. The Dutch philosopher of culture Johan Huizinga looks at this problem in this way: “Perhaps one could accept all the enumerated interpretations one by one without falling into a burdensome confusion of concepts. It follows that all these explanations are only partially correct. If at least one of them was exhaustive, it would exclude all the others, or, as the highest unity embraced them and absorbed them into itself.

Children's play is a type of children's activity that has historically emerged, consisting in reproducing the actions of adults and the relationships between them and aimed at orientation and knowledge of objective and sociocultural reality, one of the means of physical, mental and moral education children.

The game is the subject of study of various sciences - the history of culture, ethnography, pedagogy, psychology, and so on.

The subject of a special study of the game became for the first time in the works of the German philosopher and psychologist K. Gross, who developed an assumption about the exercise function of the game. His theory is called the "prevention theory". This position was successfully expressed by the supporter of this theory, V. Stern, who called the game "the dawn of a serious instinct."

An essential amendment to Gross's theory was introduced by K. Buhler. The game itself was defined as an activity accompanied by “functional pleasure” and performed for its sake. With new theory the Dutch zoopsychologist Buitendijk (Beitendijk) is speaking. He focused on the nature of the game. He connected the main features of the game with characteristic features behaviors characteristic of the child's body. He singled out four such features: non-directional movements, impulsiveness, affective connection with others, timidity, timidity, shyness. He concludes that the game is always associated with some object that contains a lot of novelty and itself, as it were, plays with the players. There are three drives behind the instincts: the drive to liberate, the drive to merge with the environment, the drive to repeat.

The question was raised by G.V. Plekhanov about the origin and content of the game.

The game is the practice of development. The child plays because he develops, and develops because he plays. A.S. Makarenko emphasized the great importance of the game in the upbringing and formation of the growing personality.

The team of children playing acts in relation to each individual participant as an organizing principle that authorizes and supports the fulfillment of the role assumed by the child.

The studies of the Spanish culturologist Juan Ortega y Gaset and the American psychologist Eric Bern are interesting. Separately, I would like to note the domestic teachers involved in the study of the game to this day: A.P. Ershova, V.M. Bukatov, L.M. Nekrasova, P.I. Khaidarova, E.E. Shuleshko, L.K. Filyakin.

The game as a function of culture, along with work and learning, is one of the main types of human activity. G.K. Selevko defines the game as "a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved."

Thus, most researchers agree that in people's lives the game performs such important functions as:

1. entertaining (the main function of the game is to entertain, give pleasure, inspire, arouse interest);

2. communicative: mastering the dialectics of communication;

3. on self-realization in the game as on the “field of human practice”;

4. therapeutic: overcoming various difficulties that arise in other types of life;

5. diagnostic: identification of deviations from normative behavior, self-knowledge during the game;

6. correctional: making positive changes in the structure of personal indicators;

7. interethnic communication: the assimilation of common socio-cultural values ​​for all people;

8. socialization: inclusion in the system of social relations, the assimilation of the norms of human society.

The game is such a unique phenomenon of being that it simply could not help but be used in various fields of human activity, including pedagogical. In the pedagogical process, the game acts as a method of education and upbringing, the transfer of accumulated experience, starting from the first steps of human society along the path of its development. G.K. Selevko notes: “In a modern school that relies on the activation and intensification of the educational process, game activity is used in the following cases:

as independent technologies for mastering a concept, topic, and even a section of a subject;

as elements (sometimes very significant) of a larger technology;

As a lesson (class) or part of it (introduction, explanation, consolidation, exercise, control);

as a technology for extracurricular activities.

The concept of “game pedagogical technologies” includes a rather extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games, which differ from games in general in that they have a clearly defined learning goal and a pedagogical result corresponding to it, which, in turn, are substantiated, highlighted in in an explicit form and are characterized by an educational and cognitive orientation. Speaking about the characteristics of the game, it is necessary to note the features of their transformation in the pedagogical game: the situation of the class-lesson system of education does not allow the game to manifest itself in the so-called "pure form", the teacher must organize and coordinate the children's game activities. The game form of classes is created in the classroom with the help of game techniques and situations that should act as a means of encouraging and stimulating students to learning activities. The implementation of game techniques and situations in the lesson form of classes takes place in the following main areas:

1. The didactic goal is set for students in the form of a game task.

2. Learning activities are subject to the rules of the game.

3. Educational material is used as its means.

4. Competitions are introduced into educational activities, which contribute to the transition of didactic tasks to the category of gaming ones.

5. The successful completion of the didactic task is associated with the game result.

1.2. Game technology. Theory and classification of games.

Game pedagogical technologies

The game as a method of teaching, transferring the experience of older generations to younger ones has been used since ancient times. The game is widely used in folk pedagogy, in preschool and out-of-school institutions. In the educational process of the school, until recently, the use of the game was very limited. In a modern school that relies on the activation and intensification of the educational process, gaming activities are used in the following cases:

As amateur technologies for mastering a concept, topic, and even a section of a subject;

As elements (sometimes quite essential) of a larger technology;

As a lesson (class) or part of it (introduction, explanation, consolidation, exercise, control);

As technologies for extracurricular activities (collective creative activities).

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

Determination of the place and role of gaming technology in the educational process, combinations of game and learning elements largely depend on the teacher's understanding of the functions and classification of pedagogical games.

The specificity of gaming technology is largely determined by the gaming environment: there are games with and without objects, desktop, indoor, outdoor, on the ground, computer and with TSO, as well as with various vehicles.

The technology of developing games by B.P. Nikitin is interesting in that the program of gaming activities consists of a set of educational games, which, for all their diversity, come from a common idea and have characteristic features.

Each game is a set of tasks that a child solves with the help of cubes, squares made of cardboard or plastic, parts from a mechanical designer. In his books, Nikitin offers educational games with cubes, patterns, frames and M. Montessori inserts, a unicube, plans and maps, squares, Guess sets, hundreds tables, dots, clocks, a thermometer, bricks, cubes , constructors. Children play with a ball, ropes, rubber bands, pebbles, nuts, corks, buttons, sticks. Subject educational games underlie construction, labor and technical games and contribute to the development of intelligence.

Tasks are given to the child in various forms: in the form of a model, a flat isometric drawing, a drawing, a written or oral instruction. So they introduce him to different ways of transmitting information. The solution of the problem appears before the child not in the abstract form of the answer to a mathematical problem, but in the form of a drawing.

In developing games, this is their main feature - they managed to combine one of the basic principles of learning - from simple to complex - with a very important principle of creative activity - independently according to abilities, when a child can rise to the "ceiling" of his abilities.

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 the game. They independently organize themselves into a group game, continue playing with objects, and non-imitation games appear.

The effectiveness of didactic games depends, firstly, on their systematic use, and secondly, on the purposefulness of the game program in combination with the usual didactic exercises.

Game technology is built as a holistic education, covering a certain part of the educational process and integrated general content, plot, character. At the same time, the game plot develops in parallel with the main content of education, helps to activate the educational process, to assimilate a number of educational elements. Compiling game technologies from individual games and elements is the concern of every elementary school teacher.

Theory and classification of games.

Along with work and learning, play is one of the main types of human activity, an amazing phenomenon of human existence. A game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved.

As already mentioned above, in domestic pedagogy and psychology, the problem of game activity was developed by K.D. Ushinsky, P.P. Blonsky, S.L. In their works, the role of the game in the ontogeny of the personality, in the development of basic mental functions, in the self-government and self-regulation of the personality, and finally, in the processes of socialization - in the assimilation and use of social experience by a person is investigated and substantiated.

The structure of the game as an activity of a person includes the following stages:

goal setting;

planning;

Realization of the goal;

Analysis of the results in which the person fully realizes himself as a subject.

Motivation of gaming activity is provided by its voluntariness, choice and elements of competition, satisfaction of needs, self-affirmation, self-realization.

The structure of the game as a process includes:

The roles assumed by the players;

Game actions as a means of realizing these roles;

The playful use of objects, i.e., the replacement of real things with playful, conditional ones;

Real relations between the players;

A game - This is a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved. Most games have the following features:

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

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

Emotional elation of activity, rivalry, competitiveness, competition (“emotional stress”);

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

According to S.A. Shmakov, as a phenomenon of pedagogical culture, the game performs the following important functions:

function of socialization.

The game is the strongest means of including the child in the system of social relations, of assimilating the riches of culture.

The function of international communication.

The game allows the child to learn universal human values, the culture of representatives of different nationalities, since "games are national and at the same time international, interethnic, universal".

The function of the child's self-realization in the game as a "testing ground for human practice".

The game allows, on the one hand, to build and test a project for removing specific life difficulties in the child’s practice, and on the other hand, to identify shortcomings in experience.

The communicative function of the game vividly illustrates the fact that the game is a communicative activity that allows the child to enter the real context of the most complex human communications.

The diagnostic function of the game provides an opportunity for the teacher to diagnose various manifestations of the child (intellectual, creative, emotional, etc.). At the same time, the game is a “field of self-expression”, in which the child tests his strengths, possibilities in free actions, expresses himself and asserts himself.

The therapeutic function of the game is to use the game as a means of overcoming various difficulties that a child has in behavior, communication, and learning.

“The effect of play therapy is determined by the practice of new social relationships that the child receives in role play. It is the practice of the new real relationships in which role-play puts the child both with adults and with peers, relationships of freedom and cooperation, instead of relations of coercion and aggression, that ultimately leads to a therapeutic effect.

The function of correction is the introduction of positive changes, additions to the structure of the child's personal indicators. In the game, this process occurs naturally, gently.

The entertainment function of the game is perhaps one of its main functions.

The game is strategically only an organized cultural space for the child's entertainment, in which he goes from entertainment to development.

Pedagogical games are a rather extensive group of methods and techniques for organizing the pedagogical process. The main difference between a pedagogical game and a game in general is that it has an essential feature - a clearly defined learning goal and a pedagogical result corresponding to it, which can be substantiated, explicitly identified and characterized by an educational and cognitive orientation.

Educational games are quite diverse in:

didactic purposes;

organizational structure;

Age possibilities of their use;

Content specifics.

The place and role of game 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. G.K. Selevko proposes to classify pedagogical games according to several principles:

1. The division of games by type of activity into physical (motor), intellectual (mental), labor, social and psychological.

2. By the nature of the pedagogical process:

Teaching, training, controlling, summarizing;

cognitive, educational, developing;

Reproductive, productive, creative;

communication, diagnostic, career guidance, psychotechnical and others.

3. According to Selevko, according to the nature of the game methodology, pedagogical games are divided into: subject, plot, role-playing, business, simulation, dramatization games.

4. By subject area, games are distinguished for all school cycles.

5. According to the gaming environment, which largely determines the specifics of gaming technology: there are games with and without objects, desktop, indoor, outdoor, on the ground, computer and with TSO, with various vehicles.

Chapter 2. USE OF GAMING TECHNOLOGIES IN PRIMARY SCHOOL

2.1 Exploring the use of play technology in elementary school

The technology of gaming forms of learning is a specific way to implement pedagogical truth in each specific educational material, at a specific lesson or seminar. In other words, teaching technology is applied didactics, namely, the theory of using advanced pedagogical ideas, principles and rules of “pure science”.

The technology of educational games is the practical implementation of pedagogical theory and the receipt of predetermined results in the pedagogical process.

The technology of the game is based and developed on the basis of the wide application of pedagogical ideas, principles, concepts, rules. The specific and immediate goal of the IPE pedagogical technology is the spontaneously directed development of the personality of a playing student or schoolchild, this is a systematic and consistent implementation in practice of the concepts of innovative processes in education, designed in advance on the basis of those ideas recognized in the world as highly significant values ​​of the individual and society.

IPE technology acts as a kind of intermediate link between the theory and practice of teaching and represents a "volumetric projection" of the didactics of a pedagogical university on the practical activities of teachers and students.

It should be noted that the educational game is a creative repetition of a specific human activity on a deeply personal level with elements of original novelty, usefulness and significance in terms of independence or competition with rivals. And that's the whole point of IFO.

The pedagogical axiom is the position according to which the development intellectual abilities, independence and initiative, efficiency and responsibility of students and schoolchildren can only lead to the presentation of genuine freedom of action in communication. Involving them in such an activity in which they would not only understand and verify what they are offered as an object of assimilation, but also in fact become convinced that their success in self-development, their fate as a specialist to an initial degree depends on their own efforts and decisions. The most important condition The implementation of this axiom in pedagogical practice is the IPE, and the game preparation for real life and its changes.

To study gaming technologies in the learning process, I used the methods of scientific and pedagogical research, and to study the practical side of my work, I turned to the methods of studying experience. When studying pedagogical experience, I used the following methods:

Questioning;

Interviewing;

Research on the use of gaming technologies in the educational process took place at school No. 13.

To clarify the goals and objectives of the game as a teaching method, in what cases and at what stages it is carried out, a survey was conducted with the teachers of this school (see Appendix No. 1).

An analysis of the questioning of subject teachers showed that only 4 out of 10 constantly use the didactic game in the educational process. The following responses were received from teachers who had never used didactic games:

* some believe that they have already worked out their teaching methods and there is no need to change them;

* others believe that it is quite difficult to organize the learning process using games and it is more acceptable to organize the pedagogical process in the form of a lesson and use established teaching methods.

But let us dwell on the experience of organizing the gaming activities of a particular teacher. This is a primary school teacher. Work experience at school – 12 years. She has been using gaming technologies for the last 4 years and, according to her, quite successfully. The research took place in mathematics lessons among 4th graders. Based on the results of the study, I found out that in the lessons she uses various forms of games: individual, group, collective. The choice of form depends on the goals and objectives of the games. The goal is chosen depending on the result to be achieved.

In her opinion, it is preferable to use the game at the stage of checking or consolidating educational material. According to her, the analysis of the results of the games held shows that there is a consolidation and improvement of knowledge, the development of the psychological qualities of students, the education of students' speech, the ability to correctly and logically express their thoughts, the development of the ability to find optimal solutions, etc.

Based on his teaching experience, the teacher concludes that children love games in the classroom, but do not always follow the rules. Most often this happens in a group game where children try to help each other. In this case, she did not stop the gameplay, but made the rules of the game more stringent.

In her opinion, the game cannot be used in the following cases:

if the game does not correspond to the level of development of students, that is, even with a clear explanation of the rules, it causes a certain difficulty in their implementation. In her opinion, this does not contribute to the consolidation of knowledge, but disperses attention to solving tasks abstracted from the topic.

if the children do not want to play;

· if the game is new – new games should be checked;

The teacher noted that throughout the entire process of playing in the lesson, it is necessary to carefully monitor so that a conflict situation does not arise between children and relationships in the class do not deteriorate. If she noticed this, she intervened in the game and diverted the attention of the children to solving other problems in the game itself.

She believes that play helps students develop personally. This is the ability to cooperate with peers, the ability to listen and accept the opinions of others, etc.

In order to understand how to make the use of games more effective for teaching and educating students, how to use games and at what stages it is preferable, I conducted a study among 1st grade students of school No. 13, inviting them to answer the questionnaire (see Appendix No. 2 ).

An analysis of the responses of students in this class gave the following results:

1. Games in the classroom are liked by all students without exception.

2. Most students would like to play in every lesson, but only if this game is interesting to them.

4. Students may not like the game if the organization of the game does not take into account the interests of students.

5. The desire of students to participate in the game very often depends on their relationship with the teacher, as a result of which the teacher needs to clearly think through his actions, track the reaction of students to these actions and draw conclusions.

6. Most students like to win in the game. In my opinion, this desire to win ensures the learning and development of students in gaming activities.

Thus, the analysis of the teacher's work experience and the study of students' gaming activities in the classroom allowed us to discover the following negative aspects in the use of games in the learning process:

* Firstly, it often takes a lot of time to explain the rules and demonstrate the game (especially for teachers with little experience in organizing games). Often this leads to the fact that children do not have time to study or consolidate the material in the remaining time;

* secondly, the mechanism of the game is often violated, i.e., the strict order of performing game actions is violated. Most often this is observed in group and collective forms of games, which leads to confusion, and most importantly, to questionable results;

* thirdly, after the games (and this is especially true for junior and middle grades) it can be difficult to restore discipline in the classroom.

* fourthly, when conducting paired, group and collective forms of play, competition between children sometimes develops into unhealthy rivalry, which teachers do not always have time to notice, much less prevent. This leads to damaged relationships between children outside the game.

Thus, the analysis of observations of gaming activity and its results revealed that the use of gaming forms of learning is not always an effective method for strengthening or expanding knowledge.

For teachers and educators who use games in the learning process, I have developed the following recommendations:

* First, when choosing an IFO, one should not rush and act alone. Also, you should never take other people's games on faith, without proper verification. You need to see for yourself the effectiveness and attractiveness of the IFE by playing with colleagues and well-playing children.

* Secondly, the developed games should not be immediately brought to the classroom. It often happens that the game stops suddenly at the most interesting place and no amount of restoration can restore the previous course of the game. To prevent this from happening, it is necessary to work with colleagues again, to see what difficulties there were, especially in collective games, to check again which of the students can be the main assistant in the game.

* Thirdly, no one should ever be forced to play anywhere. All people are equal before the arbiter and everything must be built on voluntary cooperation.

* Fourthly, one should not allow oneself to play with children down or follow their lead. At the same time, no matter how funny and fun it is in the game, it is necessary to observe all external signs of rigor and unfailing exactingness.

Based on the analysis of the literature, we revealed such aspects of the topic as the history of games, their psychological foundations, the technology for developing and organizing game forms of education.

In the practical part, based on the analysis of the results of research into the process of playing activity of students and the experience of the teacher, we made the following conclusions on the tasks set at the beginning of the course work:

* the purpose of gaming technology in the learning process is to help students expand their horizons and consolidate educational material, as well as the development of psychological and personal qualities;

* schools often use game forms of teaching in the classroom, but this method is not always effective, because in addition to the positive aspects of using games, there are also negative aspects, which are not always taken into account by teachers when organizing game activities.

It should also be noted that with clear thinking, proper development and the correct organization of game forms, the results in achieving the goals set are obvious.

The game is valuable only when it contributes to a better understanding of the mathematical essence of the issue, clarification and formation of students' mathematical knowledge. Didactic games and game exercises stimulate communication between students and the teacher, individual students, because in the process of conducting these games, the relationship between children begins to be more relaxed and emotional.

Practice shows that entertaining material is used at different stages of learning: at the stages of explaining new material, consolidating it, repeating it, and controlling it. The use of gaming technologies is justified only when they are closely related to the topic of the lesson, organically combined with educational material that corresponds to the didactic goals of the lesson.

In the practice of elementary school, there is experience in using games at the stage of repetition and consolidation of the studied material, and games are rarely used to gain new knowledge.

When explaining new material, it is necessary to use such games that contain the essential features of the topic under study. It should also include the practical actions of children with groups of objects or drawings.

When studying the section “Numbering the numbers of the first ten”, first of all, such games are used, with the help of which children are aware of the methods of formation of each subsequent and previous number. At this stage, you can apply the game "Let's make a train":

goal: to acquaint children with the method of forming numbers by adding one to the previous number and subtracting one from the next number.

Game content: The teacher calls the students one by one to the board. Each of them plays the role of a car, calls its number. For example, the first called student says: “I am the first car”. The second student, acting as the second car, clings to the first car (puts his hand on the shoulder of the student standing in front). He calls his serial number, the rest make up an example: “One and one, it will turn out two.” Then the third car clings, and all the children, on a signal, make up an addition example: “Two and one is three.” Then the wagons (students) unhitch one by one. and the class makes examples of the form: “Three without one is two. Two without one is one”

Based on the use of the game “Let's make a train”, students are asked to count the number of cars from left to right and right to left and lead them to the conclusion: you can count numbers in one direction, but it is important not to skip a single item and not to count it twice.

Also, when introducing children to the method of education of numbers, you can use the game "Pets' corner".

goal: familiarization of children with the method of forming numbers while consolidating spatial orientation, the concepts of “more”, “less”.

Means of education: the study of animals.

Game content: the teacher says: “Rabbits live in our living corner: gray and white, rabbits gnaw on carrots. How many rabbits eat carrots? (two, the answer is fixed by showing the number 2). Name what rabbits gnaw on carrots? (gray and white). Another rabbit ran up to them. What changed? (there are more rabbits) How many rabbits eat carrots now? (three, the answer is fixed by showing the number 3) List them (one white and another white, and another grey, three in total). Which rabbits are more white or gray? (white) Why are there more of them? (there are two of them, and two is one and one). Why 2>1? (two comes when counting after the number 1). The formation of subsequent numbers can be considered similarly.

When studying numbering within ten, it is necessary to bring to the understanding of children that the last number called when counting indicates the total number of the entire group of objects. For this purpose, the games “Best counter”, “Claps” should be held. With the help of these games, children establish a correspondence between a number and a figure.

“Best Counter”

Game content: the teacher places from 1 to 10 drawings on the magnetic modeler by sectors, respectively. Opening each sector in turn, the teacher invites the children to count the number of drawings and show the desired number. The one who counts first is called the best counter. Then the teacher shows the numbers in a row, and the students show the corresponding number of drawings in the sectors of the circle. As a result of the game, the teacher opens 2 sectors, offers to compare the number of drawings in them and determine where there are fewer objects and by how much.

"Claps"

When studying the numbers of the first ten, it is important to compare each previous number with the next one and vice versa. For this, the games “Best counter” are intended, "I know the number and figure."

Work on the composition of the number begins in the section “Numbering the Numbers of the First Ten”. The composition of numbers from one to five, children during this period should know by heart, the composition of numbers 6-10 can be considered on a visual basis, at the next stage, children get acquainted with the composition of numbers based on addition from memory. At the third stage, children reproduce the composition of numbers based on the identified pattern: numbers in the same places (left and right) in a number row add up to the last number in this row.

During this period, the game “ Numbers running towards each other”:

Didactic goal:

0 1 2 3 4 5 6 7 8 9 10

0 + 10 = 10 10 + 0 = 10

1 + 9 = 10 9 + 1 =10

The teacher asks: “What interesting things did you notice while making up the examples? Children answer that the numbers in the same places on the right and left in the number row add up to the number 10.

When studying the numbering of numbers within 20, 4 stages can be distinguished:

1. Formation of numbers by adding one to the previous number and subtracting one from the next number. The game "Let's make a train."

2. Formation of numbers from tens and units. Here you can offer the game "Mathematical Relay Race".

3. Analysis of the composition of numbers within 20. You can use the game “Find out how many sticks are in the other hand” (description of the game in paragraph 3).

4. Written numbering of numbers within 20. At this stage, you can offer the game “Knock-knock” (description of the game in paragraph 3).

"Math Relay Race"

Didactic goal: Familiarization with the formation of numbers from ten and units.

Means of education: 10 circles and 10 triangles from the Kindergarten math textbook.

Similar exercises are performed from the second and third teams. The team that does not make a single mistake or makes a smaller number of them will win.

When learning the numbering of numbers within 100, the task is to teach how to count and write numbers.

Establishing a connection between oral and written numbering will help the well-known game "Silent".

For a deep understanding of the principle of the local meaning of numbers, illustrative (with the help of numbers) stories “Dispute of numbers” and “How did Seryozha get confused?” Are used.

“How confused is Seryozha?”

Seryozha learned to write numbers within a hundred. One evening, the father put 4 sticks on the left and one dozen tied sticks on the right in front of Seryozha on the table and invited the boy to write down how many sticks in total. Seryozha wrote the number 41. Did Seryozha write the number correctly? How did he reason?

"Dispute of numbers".

Once the figures argued with zero and began to tease him: Although you are also a figure, you mean absolutely nothing! Here the student will take the number 2 and put two dice, but he will take you and put nothing.

True, true, nothing, said the five.

No-che-voch-ka, no-che-voch-ka, - the figures chattered.

You are stupid, you don't understand anything, - said zero, - Here is one. I will stand next to you on the right. What have you become now? Answer!

Zero stood to the right next to the unit, and it became ... (ten).

Here I will stand next to you on the right, five, what will you denote? Answer! - Zero stood on the right next to the five, and she became ... (five tens, 50)

Zero becomes next to the right with each digit and demanded to answer what it became.

I increase each of you, and you called me nothing. Ungrateful! Think carefully and you will understand what I mean to you. When you are not, I always replace you. Can you write the answer in these examples: 5–5=… , 7-7=…? Well, try it! None of you can be put here.

Figures thought and stopped teasing zero. But the numbers still wanted to argue, and they started a dispute among themselves.

I mean the most, - said the nine, - I'm not some kind of unit.

One laughed, jumped to the nine from the left and shouted:

Who is bigger now, you or me? Answer! (got 19)

I am ten, and you are only nine; ten is more than nine. Why are you keeping silent?

A seven ran up, chased away a one, and stood on the left herself. It turned out (79).

I'm seven tens, 70, you know?

So all the numbers became close to the nine and all turned out to be more than it. Nine was surprised, embarrassed ...

The teacher asks:

Are the numbers correct? What conclusion can be drawn?

Nine is the most when the numbers live separately. When they stand next to each other, things change. The most important thing is the place of the numbers in the number. Units are written first from the right, tens are written second from the right.

The figures understood and since then they have stopped arguing which of them is bigger.

Note: in the classroom, the teacher or student can read the dramatization of “The Dispute of Numbers”, and in extracurricular work it can also be dramatized: the teacher reads for the author, one student becomes zero, nine children depict numbers. In this game, children learn the dependence of the meaning of a number on its place.

The examples given do not exhaust the whole variety of games. The teacher can invent his own games using local material, taking into account the individual psychological characteristics of his children.

When writing a term paper, the material accumulated during work in the preparatory class “A” of school 121 was used, various didactic games were held in the classroom in mathematics lessons. For example, in a lesson on the topic “Composition of the number 5”, a didactic game was held "Gifts of Petrushka":

Didactic goal: familiarize yourself with the composition of the number 5.

Means of education: illustrations of Petrushka, Dunno and Cheerful Pencil; balloons cut out of colored cardboard.

Children list the possible composition of the number five and illustrate it at the blackboard and then write it down in a notebook. At the end of the game, the most active children are encouraged.

When studying the topic of the composition of the number 10, a game was played

“Decorate the Christmas tree with toys":

Didactic goal: familiarity with the composition of the number 10.

Means of education: Christmas tree drawing; small illustrations of Christmas trees for students.

Game content: the teacher says that soon New Year. And everyone will decorate the Christmas tree. And you and I also need to decorate the Christmas tree. Our Christmas tree is mathematical. A poster with a Christmas tree is hung on the board. At the top is a star with the number 10. But not all branches are decorated with toys, you need to hang the missing balls so that the sum of the numbers on each tier is 10. The children go to the blackboard and decorate the Christmas tree. The teacher should encourage weak children.

These games helped students to comprehend the composition of the number meaningfully. Children felt free, at ease, participated in games with interest.

CONCLUSION

Currently, the school needs such an organization of its activities that would ensure the development of individual abilities and a creative attitude to the life of each student, the introduction of various innovative curricula, the implementation of the principle of a humane approach to children, etc. In other words, the school is extremely interested in knowing about the features mental development each individual child. And it is no coincidence that the role of practical knowledge in the professional training of teaching staff is increasingly increasing.

The level of education and upbringing at school is largely determined by the extent to which the pedagogical process is focused on the psychology of the age and individual development of the child. This involves a psychological and pedagogical study of schoolchildren throughout the entire period of study in order to identify individual development options, the creative abilities of each child, strengthen his own positive activity, reveal the uniqueness of his personality, timely assistance in case of lagging behind in studies or unsatisfactory behavior. This is especially important in the lower grades of the school, when purposeful human learning is just beginning, when learning becomes the leading activity, in the bosom of which the mental properties and qualities of the child are formed, primarily cognitive processes and attitude towards oneself as a subject of knowledge (cognitive motives, self-esteem, ability to cooperation, etc.).

In this regard, there is a relevance in the development of gaming technologies for the modern school. Recently, several manuals on gaming technologies have been published. I would like to note the work of A.B. Pleshakova "Game technologies in the educational process", A.V. Finogenov "Game technologies at school" and O.A. Stepanova "Prevention of school difficulties in children"

The study of the literature, analysis and generalization of the materials collected on the problem gave the author the opportunity to determine the theoretical foundations for the design and use of didactic games of various types intended for use in the Russian language lesson.

An analysis of the literature and teaching practice led the author to the need to develop a set of games aimed at enhancing the cognitive activity of schoolchildren when learning new material.

The material studied in the process of playing activity is forgotten by students to a lesser extent and more slowly than the material in the study of which the game was not used. This is explained, first of all, by the fact that the game organically combines entertainment, which makes the process of cognition accessible and exciting for schoolchildren, and activities , thanks to the participation of which in the learning process, the assimilation of knowledge becomes more qualitative and durable.

The study showed that games activate cognitive activity at all stages of learning new material, using the possibilities of methodological techniques.

BIBLIOGRAPHY

1. Vygotsky L.S. Pedagogical psychology. M., Pedagogy. 1991.

2. Huizinga J. Articles on the history of culture. M., 1997.

3. Selevko G. K. Modern educational technologies: Tutorial. M., 1998

4. Shmakov S.A. Student games are a cultural phenomenon. M., 1994.

5. Elkonin D.B. The psychology of the game. M., 1999.

6. Vygotsky L.S. Pedagogical psychology. M., Pedagogy. 1991

7. Kushneruk E.N. Entertaining in mathematics lessons in elementary grades

8. Zhikalkina T.K. The system of games in mathematics lessons in grades 1 and 2. M., 1996 p. 46 Popova

9. V.I. Play helps you learn. // Primary school No. 2, 1987 p. 39

10. Novosyolova S.L. Preschool game. - M., 1989

11. Elkonin D.B. Age-related psychology. M., 1991.

12. Elkonin D.B. Game // Pedagogical Encyclopedia / Ch. Ed. I.A. Kairov and F.N. Petrov. T. 2. M., 1965.

13. Elkonin D.B. Child psychology. M., 1960.

14. Pedagogical technologies / Ed. Kukushkina V.S. Rostov n/a. 2002.

15. Leontiev A.N. Psychological foundations preschool game// Owls. Pedagogy, 1944. No. 8-9.

16. Vygotsky L. S. The game and its role in the psychological development of the child // Questions of Psychology, 1966. No. 6.

17. Likhachev B. T. Pedagogy: a course of lectures. M, 1992.

18. Makarenko A. S. Lectures on the upbringing of children. M., 1940.

19. Mukhina V. S. Developmental psychology: a textbook for students. M., 1997.

20. Mukhina V.S. A six-year-old child at school. M., 1990.

21. Obukhova L. F. Child psychology: theory, facts. M., 1995.

22. Ushinsky K. D. Pedagogical trip to Switzerland. M., 1949.

23. Ushinsky K.D. Man as an object of education. T. 1 // Ushinsky K.D. Op. T. 8. M., 1950.

24. Finogenov A.V. Game technologies at school: Textbook-method. allowance / A.V. Finogenov, V.E. Filippov. Krasnoyarsk: Krasnoyar. state un-t, 2001.

25. Pleshakova A.B. Game technologies in the educational process: [Ped. universities]/ A.B. Pleshakova // Modern problems of philosophical knowledge. Penza, 2002. T. Issue 3.

26. Finogenov A.V. Game technologies at school: Textbook-method. allowance / A.V. Finogenov, V.E. Filippov.- Krasnoyarsk: Krasnoyar. state un-t, 2001.

27. Stepanova, Olga Alekseevna Prevention of school difficulties in children: Method. allowance / O.A. Stepanova.- M.: Sfera, 2003.

APPENDIX 1.

Questionnaire for teachers.

1. Do you use games in the pedagogical process?

2. What forms of play do you consider the most successful in the educational process?

3. When do you use the game?

4. At what stages of the lesson is it preferable in your opinion to use the game or its elements?

5. What goal do you most often pursue using a didactic game?

6. Do you think it is appropriate to use the game in the lesson?

7. What results do you most often want to achieve and do you manage to do it?

8. Do children like to play in the classroom?

9. Do children follow all the rules of the game?

10. When should games not be used?

11. What psychological qualities of the child does the game develop?

12. Is it advisable to use the game to develop the qualities of a student's personality?

APPENDIX 2

Questionnaire for students.

1. Do you like it when a teacher uses a game in class?

2. How often would you like the game to be used in class?

3. What form of play do you like more: individual, group or pair?

4. What lessons do you like to play (list)?

5. Are there times when you don't like the game and why?

6. Depends Your wish from a teacher using games?

7. What do you like most about the game?

APPENDIX 3

Abstract of a mathematics lesson in grade 1

Subject: "Numbers from 21 to 100 (reinforcement)".

Target: to consolidate the ability to count in tens, to continue the formation of the concept of the local meaning of a number, to consolidate the ability to count within 100; develop the ability to analyze, competent mathematical speech; keep children interested in mathematics lessons.

Equipment: cards with numbers (for each student), a table of numbers.

1. Organizing moment
2. Mental count	Let's start the lesson with mental counting. Our first game is “Find the extra number”. Guys, in each row of 5 sequentially written numbers - one extra. Find this number and explain why you chose this. 5, 10, 15, 16, 20 (16 is extra) 8, 11, 13, 15, 17 (8) 10, 17, 16, 15, 14 (10) 12, 15, 18, 21, 43 (43) For the next task, we will need your number cards. Have them ready and bring them up when answering a question. Increase 10 by 3, decrease 10 by 3; Find the sum of numbers 3 and 8; Find the difference between numbers 8 and 3; How much is 8 less than 14; How much more is 14 than 10. Compare the numbers: 41 and 14, 26 and 62, 43 and 43.
3. Game	Now we are going to play an interesting game called “Claps”. I will need two assistants - one will clap for tens, and the second for ones in the number I have named. So, be careful, and you in the class also count carefully. And now let's count in the forward and reverse order in tens from 10 to 100 along the chain. Well done, no one got lost.
4. Setting the goal of the lesson	Today we will continue to study the topic “Numbers from 21 to 100”. Look at the canvas. How many squares are there? (23) How many tens and ones are in this number? How many circles are there? (32) How many tens and ones are in this number? Let's compare this pair of numbers 32 and 23. How are they similar? (same numbers) What is written in the first place on the right? In second place? What is the sign between them? Guys, now I will call the digit composition of numbers, and you write down the numbers corresponding to these digits in your notebooks: 2 dec. 8 units, 9 dec. 9 units, 5 units 3 dec., 9 units, 1 dec., 5 units, 1 dec. 8 units So, check what numbers you wrote down: 28, 92, 99, 35, 19, 5, 18. Look carefully at the numbers and tell me which one is superfluous? (5) Why? What are two digit numbers? unambiguous? Underline with two dashes the numbers that show the number of tens in the numbers. How many tens are in each number? Underline with one line the numbers that indicate the number of units.
5. Analysis of the problem	- Reading the problem from the board. The guys prepared 6 kg of mountain ash and 4 kg of watermelon seeds for the birds. During the winter they fed the birds 7 kg of feed. How many kilos of feed are left? What is the task about? What words will we take for a brief record of the condition? What to find? Can we find the answer right away? What do you need to know first? How do we know how many seeds have been harvested? What do you need to know for this? How many actions will the task take? What will we find as the first action? second? Write down the solution and the answer.
6. Game	And now you will test each other how well you can count up to 100 and play the game “Who will count faster?” Look at the desk. There hangs a table where the numbers are written in the wrong order. Your task is to name all the numbers in order, as they follow the order of counting from 61 to 90 and show them on the table.
90	75	71	63	66
67	82	86	68	78
87	61	73	89	81
74	88	65	77	84
80	69	78	62	70
64	83	72	79	85
Two players can also pass through the table: One calls the numbers from 61 to 74, the other - from 75 to 90. And now you need to call the numbers in reverse order from 90 to 61 and also show them on the table. The work proceeds in the same order. You can divide the respondents into 3 groups: 90-80, 79-69, 68-61).
7. Summing up the lesson	Well done, everyone coped with such a difficult task. So, tell me, what did we do in class today? What games did we play? What helped us repeat the games? The lesson is over.

Subject : Add and subtract two-digit numbers within 100.

Goals: 1. To consolidate the skills of adding and subtracting two-digit numbers without going through a dozen within 100. 2. To develop the ability to solve problems of the studied types, logical thinking skills. 3. Arouse interest in the subject through a didactic game, logical tasks.

Equipment : drawings depicting Ivan - Tsarevich, Serpent Gorynych, Koshchei; cards with numbers and letters, an ornament of numbers for a calligraphic minute, leaflets with examples for group work.

Plan:

1. Organizational moment.

2. Announcement of the topic of the lesson.

3. Calligraphic minute.

What number is hidden in the ornament?

Let's write it down. 2 2 2 2.

4. Verbal counting.

In a certain kingdom, in Far Far Away, there lived Ivan Tsarevich and Vasilisa the Beautiful. One day Vasilisa disappeared. Ivan Tsarevich grieved, grieved and went in search. But where to go, where to look? Who kidnapped Vasilisa? We will find out by completing the first task.

1) Find the “extra” number; arrange the numbers in descending order. Now let's turn over the cards. What happened? 35, 73, 33, 40 , 13, 23.

73	35	33	23	13
To	O	SCH	E	Y

Ivan Tsarevich set off. But the Serpent Gorynych, sent by Koshchei, is already waiting for him. Who will fight the Serpent? You need to defeat all three heads of the Serpent.

2) Individual task at the blackboard (3 people).

46+40 87+10 39+30

100-20 50+30 90-40

59-3 36-20 49-30

A magic ball will lead Ivan Tsarevich, but you need to get to it through the labyrinth of numbers (in ascending order).

3) "Labyrinth".

4) A magic ball brought Ivan Tsarevich to a crossroads. There is an inscription on the roadside stone: “The right road is the one where the answer is not the biggest and not the smallest”. Which way should Ivan go?

5) a) And on the road the numbers are written in rows. Find a pattern, continue the series of numbers:

20, 17, 14, …, …, …, …

2, 4, 7, 11, …, …, …, …

b) Checking the individual task.

The guys defeated the Serpent Gorynych. He guarded the chest, which contained a sword for Ivan Tsarevich. But the chest is firmly locked with three locks. And locks are not simple - in every example. What do you think?

The locks will open if we correct the mistakes, make them invisible. Nothing can be erased, you can add numbers and action signs.

46=50 28+1=30 64>70

4+46=50 1+28+1=30 64>70-7 and other numbers up to 70

46=50-4 28+1=30-1 any number >6+64>70

So, the sword is in the hands of Ivan, the path to the kingdom of Koshchei is free!

1. Solving examples for addition and subtraction. Work in pairs.

Koshchei's castle is located on a huge high rock. Let's help Ivan Tsarevich overcome the rock by solving examples.

We work in pairs and help each other. The results are written in turn with pencils of different colors.

2. The solution of the problem.

Well, we got to Koshchei. He met Ivan Tsarevich with these words: “Since you were able to get to me, complete my tasks, and Vasilisa is yours! If you do not complete the head off your shoulders! Here is the first task.

In my garden grows a magic apple tree with golden and silver apples. There were 12 golden apples, 8 silver ones. I picked 9 apples. How many apples are left?

a) Writing a brief condition, analyzing the problem, drawing up a graphic diagram.

There were 12 apples and 8 apples.

Plucked - 9 apples.

Left - ?.

b) Do-It-Yourself Solution tasks

c) Checking, entering numbers into the scheme.

7. Independent work.

1) Solution of examples.

60 – 5 30 – 8 33 + 7 58 + 2 – 4

40 – 7 52 – 30 80 – 5 78 + 20 – 6

2) Frontal check.

In which example is the answer a round number?

Which answers have the same number of tens and ones?

What answers were not given?

8. “Well, Ivan, take Vasilisa,” said Koschey. “Just guess where she is first.” I have four towers. The first tower is empty. Vasilisa is not in the highest tower. Where is she?"

theory (according to G.K. Selevko), rationale for the choice of this technology, application of technology in practice (from work experience) detailed description,. subject, topic, purpose of using didactic. role-playing, outdoor games in elementary school conclusions on the topic of the article.

Download:

Preview:

Pedagogical technologies based on the activation and intensification of students' activities.

The principle of the child's activity in the learning process has been and remains one of the main ones in didactics. This concept refers to the quality of activity, which is characterized by high level motivation, a realized need for the assimilation of knowledge and skills, performance and compliance with social norms.

This kind of activity in itself occurs infrequently; it is a consequence of targeted managerial pedagogical influences and the organization of the pedagogical environment, i.e. applied pedagogical technology.

Any technology has means that activate and intensify the activity of students; in some technologies, these tools form the main idea and the basis for the effectiveness of the results.

Such technologies include game technologies, problem-based learning, communication technologies, the system of V.F. Shatalov, E.N. Ilyina, N.A. Zaitseva, A.A. Okuneva

1. Gaming technology

Human culture originated

And unfolds in the game, like a game.

J. Huizinga

The game, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence.

A-priory, a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved.

In human practice, gaming activity performs the following functions:

- entertaining(this is the main function of the game - to entertain, give pleasure, inspire, arouse interest);

- communicative: mastering the dialectics of communication;

Self-realization in the game as a testing ground for human practice;

- game therapy:overcoming various difficulties arising in other types of life;

- diagnostic:identification of deviations from normative behavior, self-knowledge during the game;

- correction function: making positive changes in the structure of personal indicators;

- international communication: the assimilation of social and cultural values ​​that are common to all people;

Socialization : inclusion in the system of social relations, the assimilation of the norms of human society.

Most games have four main features (according to S.A. Shmakov):

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

Artistic, largely improvisational, very active nature of this activity (“field of creativity”);

R.G.Khazankina, K.V.Makhovoy and others.

Emotional elation of activity, rivalry, competitiveness, competition, attraction, etc. (sensual nature of the game, "emotional tension");

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

The structure of the game as an activity organically includes goal setting, planning, goal realization, as well as analysis of the results in which the person fully realizes himself as a subject. Motivation of gaming activity is provided by its voluntariness, opportunities for choice and elements of competition, satisfaction of the need for self-affirmation, self-realization.

The structure of the game as a process includes:

a) the roles assumed by the players;

b) game actions as a means of realizing these roles;

c) game use of objects, i.e. replacement of real things with game, conditional ones;

d) real relations between the players;

e) plot (content) - an area of ​​reality conditionally reproduced in the game.

The value of the game cannot be exhausted and assessed by entertainment and recreational opportunities. Its phenomenon lies in the fact that, being entertainment, recreation, it is able to grow into education, creativity, therapy, a model of the type of human relations and manifestations in work.

The game as a method of teaching, transferring the experience of older generations to younger people has been used since antiquity. The game is widely used in folk pedagogy, in preschool and out-of-school institutions.

In a modern school that relies on the activation and intensification of the educational process, gaming activities are used in the following cases:

- as independent technologies for mastering a concept, topic, and even a section of a subject;

- as elements (sometimes quite essential) of a larger technology;

As a lesson (class) or part of it (introduction, explanation, consolidation, exercise, control);

- as technologies for extracurricular activities (games like "Zarnitsa", "Eaglet", KTD, etc.).

The concept of "game pedagogical technologies" includes a rather extensive group of methods and techniques 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 goal of learning and a pedagogical result corresponding to it, which can be substantiated, explicitly identified and characterized by an educational and cognitive orientation.

The game form of classes is created in the classroom with the help of game techniques and situations that act as a means of encouraging and stimulating students to learning activities.

The implementation of game techniques and situations in the lesson form of classes takes place in the following main areas: the didactic goal is set for students in the form of a game task; educational activity is subject to the rules of the game; educational material is used as its means, an element of competition is introduced into educational activity, which translates the didactic task into a game one; successful completion of the didactic task is associated with the game result.

The place and role of game 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 (Fig. 4).

First of all, games should be divided by type of activity into physical (motor), intellectual (mental), labor, social and psychological.

By the nature of the pedagogical process, the following groups of games are distinguished:

a) teaching, training, controlling and generalizing;

b) cognitive, educational, developing;

c) reproductive, productive, creative;

d) communicative, diagnostic, career guidance, psychotechnical, etc.

The typology of pedagogical games is extensive in terms of the nature of the game methodology. We will only indicateThe most important types used are:subject, plot, role-playing, business, simulation and dramatization games.

According to the subject area, games are distinguished in all school disciplines.

And, finally, the specifics of gaming technology are largely determined by the gaming environment: there are games with and without objects, desktop, indoor, outdoor, on the ground, computer and with TSO, as well as with various vehicles.

Classification parameters of gaming technologies

By level of application: all levels. By philosophical basis: adaptable. According to the main factor of development: psychogenic.

According to the concept of learning experience: associative-reflex + gestalt + suggestion.

By orientation to personal structures: ZUN + SUD + SUM + SEN +

sdp.

By the nature of the content: all types + penetrating.

By type of management: all types - from the system of consultations to the program.

By organizational forms: all forms.

On the approach to the child: free education.

According to the prevailing method: developing, search, creative.

In the direction of modernization: activation.

Rice. 4 Classification of educational games

Spectrum of target orientations

Didactic: expanding horizons, cognitive activity; application of ZUN in practice; the formation of certain skills and abilities necessary in practical activities; development of general educational skills and abilities; development of labor skills.

Educators: education of independence, will; the formation of certain approaches, positions, moral, aesthetic and worldview attitudes; education of cooperation, collectivism, sociability, communication.

Developing: the development of attention, memory, speech, thinking, the ability to compare, contrast, find analogies, imagination, fantasy, creativity, empathy, reflection, the ability to find optimal solutions; development of motivation for learning activities.

Socializing: familiarization with the norms and values ​​of society; adaptation to environmental conditions; stress control, self-regulation; communication training; psychotherapy.

Conceptual foundations of gaming technologies

The psychological mechanisms of play activity are based on the fundamental needs of the individual in self-expression, self-affirmation, self-determination, self-regulation, self-realization.

Game is a form of psychogenic behavior, i.e. inherent, immanent personality (D.N. Uznadze).

The game is the space of the "internal socialization" of the child, a means of assimilating social attitudes (L.S. Vygotsky).

The game is the freedom of the individual in the imagination, "an illusory realization of unrealizable interests" (A.N. Leontiev).

The ability to get involved in the game is not related to the age of the person, but at each age the game has its own characteristics.

In the age periodization of children (D.B. Elkonin), a special role is assigned to the leading activity, which has its own content for each age. In each leading activity, corresponding mental neoplasms arise and form. The game is the leading activity for preschool age.

Features of gaming technologies

All the age periods following the preschool age with their leading activities (primary school age - educational activity, middle school age - socially useful, senior school age - educational and professional activity) do not displace the game, but continue to include it in the process

Game technologies in the preschool period

By the third year of life, the child masters the role-playing game, gets acquainted with human relations, begins to distinguish between the external and internal sides of phenomena, discovers the presence of experiences in himself and begins to orient himself in them.

The child develops imagination and the symbolic function of consciousness, which allow him to transfer the properties of some things to others, an orientation in own feelings and the skills of their cultural expression are formed, which allows the child to be included in collective activities and communication.

As a result of the development of play activities in the preschool period, readiness for socially significant and socially valued learning activities is formed.

Technology of developing games B.P. Nikitina

The game activity program consists of a set of educational games, which, for all their diversity, come from a common idea and have characteristic features.

Each game is a set of tasks that a child solves with the help of cubes, bricks, squares made of cardboard or plastic, parts from a mechanical designer, etc. In his books, Nikitin offers educational games with Montessori cubes, patterns, frames and inserts, a unicube, plans and maps, squares, Guess sets, hundreds tables, dots, clocks, a thermometer, bricks, cubes, constructors . Children play with balls, ropes, rubber bands, pebbles, nuts, corks, buttons, sticks, etc. etc. Subject educational games underlie construction, labor and technical games, and they are directly related to intelligence.

The tasks are given to the child in various forms: in the form of a model, a flat isometric drawing, a drawing, a written or oral instruction, etc., and thus introduce him to different ways of transmitting information.

Tasks have a very wide range of difficulties: from sometimes accessible to a two-three-year-old baby to overwhelming for an average adult. Therefore, games can arouse interest for many years (until adulthood). The gradual increase in the difficulty of tasks in games allows the child to move forward and improve independently, i.e. develop their creative abilities, in contrast to education, where everything is explained and where, basically, only the performing traits in the child are formed.

The solution of the problem appears before the child not in the abstract form of the answer to a mathematical problem, but in the form of a drawing, pattern or structure made of cubes, bricks, designer parts, i.e. in the form of visible and tangible things. This allows you to visually compare the “task” with the “solution” and check the accuracy of the task yourself.

In developing games - this is their main feature - it was possible to combine one of the basic principles of learning from simple to complex with a very important principle of creative activity independently according to abilities, when a child can rise to the "ceiling" of his abilities. This union made it possible to solve several problems related to the development of creative abilities in the game at once:

Educational games can give "writing" for the development of creative abilities from an early age;

Their task-steps always create conditions ahead of the development of abilities;

Rising each time independently to his "ceiling", the child develops most successfully;

Educational games can be very diverse in their content and, moreover, like any games, they do not tolerate coercion and create an atmosphere of free and joyful creativity.

Game technologies at primary school age

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 game model of the educational process, the creation of a problem situation occurs through the introduction of a game situation: the problem situation is lived by the participants in its game incarnation, the basis of activity is game modeling, part of the students' activity occurs in a conditional game plan.

The guys act according to the game rules (for example, in the case of role-playing games, according to the logic of the role being played, in simulation games, along with the role position, the “rules” of the simulated reality apply). The game environment also transforms the position of the teacher, who balances between the role of organizer, assistant and accomplice in the overall action.

The results of the game act in a dual way - as a game and as an educational and cognitive result. The didactic function of the game is realized through the discussion of the game action, analysis of the correlation of the game situation as a modeling one, its relationship with reality. The most important role in this model belongs to the final retrospective discussion, in which students jointly analyze the course and results of the game, the relationship between the game (simulation) model and reality, as well as the course of educational-game interaction. The arsenal of elementary school pedagogy contains games that help enrich and consolidate children's everyday vocabulary, coherent speech; games aimed at the development of numerical representations, learning to count, and games that develop memory, attention, observation, strengthening the will.

The effectiveness of didactic games depends, firstly, on their systematic use, and secondly, on the purposefulness of the game program in combination with the usual didactic exercises.

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 to compare, compare 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 develop the ability to control oneself, the speed of reaction to a word, phonemic awareness, ingenuity, etc. At the same time, the game plot develops in parallel with the main content of education, helps to activate the learning process, master a number of educational elements. Compiling game technologies from individual games and elements is the concern of every elementary school teacher.

In domestic pedagogy, there are a number of such gaming technologies (“Sam Samych” by V.V. Repkin, “Mummi-trolls” by Tomsk authors, emerald city”, “The Adventures of Pinocchio”, etc.), built into the main content of the training.

Methods of teaching children the theory of music VV Kiryushina. This technique is based on the correspondence to each musical concept of an animated character (octave - giraffe, third - sister, dissonance - an evil wizard, etc.). All heroes experience various adventures in which their essential attributes and qualities are manifested. Together with the heroes, children from the age of three imperceptibly learn the most complex musical concepts and skills, the concepts of rhythm, tonality, and the beginning of harmony.

Game technologies in middle and high school age

In adolescence, there is an aggravation of the need to create one's own world, in the pursuit of adulthood, the rapid development of imagination, fantasies, the emergence of spontaneous group games.

The features of the game in senior school age are the focus on self-affirmation in front of society, humorous coloring, the desire for a joke, and orientation on speech activity.

business games

The business game is used to solve complex problems of learning new things, consolidating material, developing creative abilities, forming general educational skills, and enables students to understand and study educational material from various positions.

In the educational process, various modifications of business games are used: simulation, operational, role-playing games, business theater, psycho and sociodrama.

The stage of analysis, discussion and evaluation of the results of the game. Speeches of experts, exchange of opinions, protection by students of their decisions and conclusions. In conclusion, the teacher states the results achieved, notes the mistakes, and formulates the final result of the lesson. Attention is drawn to the comparison of the used simulation with the corresponding area of ​​the real person, the establishment of a connection between the game and the content of the educational subject.

“The game is a spark that ignites the flame of inquisitiveness and curiosity”

V.A. Sukhomlinsky

Rationale for the choice of gaming technologies.

The choice of this technology is primarily due to the fact that I work with children of primary school age, and the game occupies a significant place in the first years of children's education at school. Everyone is well aware that the beginning of a child's education in school is a difficult and responsible stage in his life. Children of six to seven years old are experiencing a psychological crisis associated with the need to adapt to school. The child undergoes a change in the leading activity: before going to school, children are mainly engaged in playing, and when they come to school, they begin to master learning activities. The transition from playing to learning activities is often imposed on the child by adults, and does not occur naturally. How to help a child? Games that will create optimal psychological conditions for the successful development of the personality of a younger student will help in this.

Psychologists have found that with the end preschool childhood the game does not die, but continues not only to live, but also develops in a peculiar way. Without a reasonable use of the game in the educational process, a lesson in a modern school cannot be considered full-fledged.

In the modern school, there is an urgent need to expand active forms of learning. To such active forms of learninginclude: gaming technologies, problem-based learning, communication technologies. Since I actively use the technology of problem-based learning in the educational process, the creation of a problem situation occurs through the introduction of a game situation: the problem situation is lived by the participants in its game incarnation, the basis of the activity is game modeling, part of the students' activity occurs in a conditionally game plan.

The task of the teacher is to teach each child to learn independently, to form in him the need to actively relate to the educational process. One of the means that will provide real help to students is the game.

Game technology is one of the unique forms of learning that will make interesting and exciting not only the work of students at the creative and search level, but also everyday steps in studying subjects. The amusingness of the conditional world of the game makes the monotonous activity of memorizing, repeating, consolidating or assimilating information positive, emotionally colored. And the emotionality of the game action activates cognitive activity.

Lessons using games or game situations are an effective means of teaching and educating, since the departure from the traditional structure of the lesson and the introduction of a game plot attract the attention of students of the whole class. The content of the game is always the implementation of a number of educational tasks. In the game, students find themselves in a situation that allows them to critically evaluate their knowledge in action, bring this knowledge into the system.

In the game, in one role or another, each student of the class participates. If several students work at the board, then all the rest play the role of controller, judge, teacher, etc.

The use of game methods in teaching forms in children such qualities necessary for the formation of educational activities as a general positive attitude towards school and the subject. The desire to constantly expand their capabilities and abilities, "build" themselves in co-creation with the teacher and classmates, awareness of ways, self-control and self-esteem.

The specific influence of game techniques and game elements makes it possible for some students to overcome the lag in the pace of work in the lesson, for others - isolation and alienation in the peer group.

The program of the school 2100 educational system, which includes a variety of game material, also helps me to successfully apply this technology.

So in the 1st grade, the hare Pus became the hero of the textbooks, which turns into a boy Petya Zaitsev and goes to study in the first grade. Petya knows almost nothing and does not know how, and the first-graders help him study, explain, answer his questions, that is, they play the “role” of a teacher, which is the best way to understand the subject of explanation yourself.

In the 2nd grade, the "through" heroes of the textbook are the second-grader Sasha and fairy-tale characters - the younger brownie Athanasius. He is a connoisseur and lover of books, he and Sasha travel to fairy tales. Thus, the system of lessons in the second grade is a game - a journey in fairy tales, etc.

In grades 3 and 4, constantly acting heroes - Nastya, Professor Alexander Nikolayevich Rozhdestvensky and the twins Olya and Igor, they travel through the pages of history to the distant and not very distant past, "talk" with students, ask questions that children try to find the answer on their own . The educational material is full of logical tasks, puzzles, riddles, etc.

Thus, it can be said with confidence that the inclusion of a game or a game situation in the educational process leads to the fact that students who are passionate about the game acquire certain knowledge, skills and abilities without noticing it.

The use of gaming technology makes it possible to make one or another generalization, to realize the rules that have just been studied, to consolidate, repeat the knowledge gained in the system, in new connections, which contributes to a deeper assimilation of the material covered.

Application of gaming technologies in practice.

I would like to focus on three main types of games: didactic, role-playing and mobile.

One of the effective means of developing interest in a subject, along with other methods and techniques used in the classroom, is a didactic game.

The essence of the didactic game.This type of game is complexmultifaceted pedagogical phenomenon, it is no coincidence that it is called both a method, and a technique, and a form of teaching, and a type of activity, and a means of teaching .. A didactic game is a teaching method, during which educational tasks are solved in a game situation.

The didactic game can be used at all levels of education, performing various functions. The place of the game in the structure of the lesson depends on the purpose for which the teacher uses it. For example, at the beginning of a lesson, a didactic game can be used to prepare students for the perception of educational material, in the middle - in order to enhance the educational activities of younger students or to consolidate and systematize new concepts.

The value of didactic games lies in the fact that children largely learn independently, actively helping each other and mutually checking themselves.

I will give examples of didactic games that I use in the lessons of mathematics, the Russian language, literary reading, etc.

Didactic games in the classroom mathematics.

It is not difficult for a first-grader to be interested in mathematics. The most common solution of examples can be presented in such a way that this work will not seem boring and tedious to children. To do this, it is enough to give the exercises a fascinating character, to include elements of competition in the work. The form of the game captures the children, and they are happy to complete the task.

In math classmy students loved it"settle houses"This is a simple number composition game. You can use it at any stage of the lesson. And almost every child can take part, depending on the number of houses. It contributes to the quick and lasting memorization of the composition of the number, through the methods of visual, auditory and motor activity.

"Controllers"

Didactic goal:consolidation of knowledge of the composition of the numbers of the first ten.

Game content:The teacher divides the children into two teams. Two controllers at the blackboard monitor the correctness of the answers: one - the first team, the second - the other team. At the signal of the teacher, the students of the first team make several rhythmic inclinations to the right, to the left and count to themselves. At the signal of the teacher, they call in chorus the number of slopes of the first team up to a given number and count to themselves (for example, 6 - added, 1.7 - added 2.8 - added 3). Then they name the number of slopes performed. According to the number of slopes performed by students of groups 1 and 2, the composition of the number is called. The teacher says: “Eight is…”, the students continue: “Five and four”. Controllers show green circles in right hand, if you agree with the answer, red - if not. In case of an error, the exercise is repeated. Then the teacher offers the children of the second team to do several squats on a signal, and the students of the first team complete the squats to a given number. It is called the composition of the number. The composition of numbers based on claps is analyzed in a similar way.

This game not only systematizes the knowledge of students, but also carries elements of physical unloading, because. uses exercise.

. Game "Best Counter"

Game content:the teacher on the blackboard, by sectors, respectively, places from 1 to 10 drawings. Opening each sector in turn, the teacher invites the children to count the number of drawings and show the correct number. The one who counts first is called the best counter. Then the teacher shows the numbers in a row, and the students show the corresponding number of drawings in the sectors of the circle. As a result of the game, the teacher opens 2 sectors, offers to compare the number of drawings in them and determine where there are fewer objects and by how much.

The game "Claps"

"Numbers running towards each other"

Didactic goal:familiarity with the composition of the number 10.

For example:

0 1 2 3 4 5 6 7 8 9 10

0 +10 = 10 - 10 + 0 = 10

1 + 9 = 10 - 9 + 1 = 10

The teacher asks: “What interesting things did you notice while making up the examples? Children answer that the numbers in the same places on the right and left in the number row add up to the number 10 "

I will give another example of entertaining exercises that I conduct in my work with the class, starting from the first year of study. They are held for 5-10 minutes at the beginning or end of the lesson, depending on the purpose and objectives of this lesson. These are usually games in which the whole class or teams take part, then each group controls its team.

At the beginning of the lesson, during the oral count, I play the game"Who is sooner?" Examples are written on the board in three columns. At the command of the teacher, one student comes to the board in order from each row and takes the chalk. I open the examples and the students start doing the actions. Having solved the example, the student puts the chalk down and sits down. The next student comes to the board and solves an example, etc. the group that solves all the examples faster and without errors wins. In the case of identical results, the organization and discipline of each group are taken into account.

To consolidate knowledge of the addition and subtraction tables within 10 and the multiplication table, you can use the game"The fastest postman"

Game progress: The teacher distributes to 5 students the same number of cards ("letters"), on reverse side which expressions for addition and subtraction (multiplication or division) are written. Children sitting at their desks depict houses with numbers (they hold in their hands the numbers from 1 to 10, or the answers of the multiplication table). Postmen must quickly determine the house number on the envelope (find the meaning of the expression) and deliver the letters to the appropriate houses (give them to children who have cards with numbers indicating the answers of the expressions written on the envelopes). Whoever quickly and correctly delivers letters to their destination is the fastest postman.

Game "Eye - photo"

This game can be used when learning the table of addition and subtraction, as well as multiplication and division. When studying any table, the teacher allocates a certain time for memorization. To make the children more attentive, I say that in this game I will check who has the eye, like a photographer, that is, who will be able to photograph the table (the student must remember it). The table is given with the answers. After 3-5 minutes, I erase the answers and ask the students in order, they reproduce the table in a breakdown.

Game "Math streams"

Game progress: Children sitting in the same row stand facing each other. I say that an unusual rain has just passed - mathematical. Stormy mathematical streams have formed, which merrily run, overtaking each other, from the hillock down to the lake. Which brook is the fastest, which will reach the lake before the others?

On my signal, the first student from each row (stream) calls any example for addition or subtraction, multiplication or division, for example 7 + 2 =, and throws the ball to his desk neighbor. He catches the ball, calls the answer and composes the following expression, using the number of the answer as the initial number, that is, in our case, the number 9. Having compiled a new expression 9-4, he throws the ball to a comrade standing in the opposite row, etc.

To consolidate counting skills, you can offer a game"Listen and count":

"Name the neighbors of the number"

This game makes it possible to consider each number of the first hundred not in isolation, but in connection with the previous and subsequent number.

Learning aids: a ball or two balls - large and small (or different colors).

Another, more complex version of the game is also possible. Returning the ball, the player must first subtract one from the number named by the teacher, then add the resulting difference to it. For example, the teacher named the number 11, and the player must name the numbers 10 (11-1=10) and 21 (11+10=21). This game can be played with two balls: large and small (or different colors). When the teacher throws a big ball, the respondent must, for example, add 9 and return the ball back, and when it is small, then subtract 3. Here, children not only count, but also develop attention so as not to confuse actions.

Game "Fishermen"

Didactic goal: analysis of single and double digit numbers.

The content of the game: a pond is depicted on the typesetting canvas; images of fish are inserted into the slots of the canvas, on which two-digit and one-digit numbers are written. Two teams of 4 people each compete. In turn, each member of the team “catches a fish” (loudly calls the number) and analyzes it: how many characters are in the number, its place in the number series, parsing the numbers according to the decimal composition. If all the answers are correct, then he caught a fish (takes it), if not, the fish fell off. The team that catches the most fish wins.

The game "Hit the ball in the basket."

Game progress: On the board I post drawings with basketball baskets and the numbers 12, 18, 24 on them. Each row is given the task of compiling as many examples as possible with a given answer to multiplication in a certain time (5 minutes). The first row - with the answer 12, the second - with the answer - 18 and the third row - with the answer - 24. The team whose members write more and more correctly expressions with this answer wins.

"Mystery"

Didactic goal:fix the numbering of numbers within 100; decimal composition of the number.

Riddles in mathematics lessons.

Riddles broaden the horizons of children, develop curiosity and inquisitiveness, train attention, memory, thinking. They can be used by the teacher in the classroom, in extracurricular activities during the holidays, as they are always interesting for children. Practice shows that the use of riddles in mathematics lessons gives positive results(especially when teaching six-year-olds), as they introduce the world around them, reveal the richness of their native language, develop logical thinking

in mathematics lessons and extracurricular activities I use riddles containing, for example:

Various numbers:

He has four paws, Black, tailed.

Paws - DAC-scratches, Does not bark, does not bite,

A pair of sharp ears. And from class to class

He is a thunderstorm for mice. (Cat) Doesn't let me. (Deuce)

mathematical relationships:

The more you take from her, she speaks silently

The more she gets. It's understandable and not boring.

(Yama) You talk more often with her -

Become 10 Times Smarter (Book)

Units of measure:

A mole climbed into our yard, a one-armed giant

Digs the ground at the gate. Raised a ton to the clouds.

A ton will enter the mouth of the earth, He is a very important worker,

If the mole opens its mouth. Builds a multi-storey house.

(Excavator) (Crane)

When getting acquainted with a new figure, a riddle can serve as source material for highlighting the number under study. For example, I invite children to solve a riddle:

She puffs up her sides

Howl four corners

And you, as the night falls,

It will still draw you in.

Pillow)

After the children have named the riddle, I ask them to remember what number sounded in the riddle, I explain how the number 4 is depicted; I propose to find this number on a fan of numbers and show it. By focusing on the number 4, I can do the usual work for a math lesson - ask the children to name the previous and subsequent numbers, or say between which numbers the number 4 is located in the number row; say how you can get the number 4; make up all the addition examples with the answer 4 (studying the composition of the number); Make appropriate entries in your notebook.

Riddles are especially useful, according to the text of which you need to guess what number it is, and write or show it. Such riddles help children remember the graphic representation of numbers, teach them to recognize them by description. First graders are happy to respond to the teacher's suggestions to think about what figure said about itself:

I'm so sweet, I'm so round

I am made up of two circles

How glad I am that I found

Yourself like you, my friends!

(Eight)

Or guess what it is:

Her appearance is like a comma,

Crocheted tail, and it's no secret:

She loves all lazy people

And her lazy ones - no.

(Deuce)

Problems that have the form of riddles also arouse great interest, activity, and the desire to answer the question correctly, for example:

Guess, guys, what is the figure of an acrobat?

If it stands on its head, it will become exactly three more.

(Six)

After the children correctly answered the question of the riddle, you can continue to work with the riddle. Ask to find the number six on the fan of numbers, turn it over and answer what number it turned out. How much more is 9 than 6? How can you find out how much one number is greater than another? The children can then write the example in their notebooks.

Any riddle is a logical exercise, during which the child learns to highlight the quantitative aspects of the subject (abstraction). And also to find an object according to several of the listed signs (synthesis). Riddles can be of varying degrees of complexity, it depends on the number of signs (it is difficult for children to take into account all the signs of an object) and on how characteristic they are for a given object. Therefore, the younger the children, the fewer signs should be contained in the riddle. But they should be the most characteristic of the subject, for example:

I puff, puff, puff,

I haul a hundred wagons.

(Locomotive)

I eat coal, I drink water.

When I'm drunk, I'll speed up.

I'm carrying a convoy on a hundred wheels

And I'm called. . .

(Locomotive)

The first of the riddles is easier, since a small number of conditions and imitation of sounds helps to quickly find a clue; the second contains more features that need to be taken into account, but the rhyming of the text with a guess also makes it easier to find the correct answer.

If the riddle causes difficulties for children, then you should not rush to say the answer. We must try to help the children: say that the riddle tells about an animal or a household item, about a natural phenomenon or a berry. For example, after reading the riddle:

baby dancing,

And just one leg.

(Top, spinning top)

you can ask the students what kind of children's toy they are talking about. This indication narrows the search and makes it easier to find a clue.

In order for children to guess the riddle, they must be familiar with the object or phenomenon in question, observe it. On the other hand, riddles about the same object, allowing you to show it from different sides, contribute to the expansion of knowledge about the world, for example:

They don't feed him oats, I'm stronger than ten horses.

They do not drive him with a whip, Where in the fields I will pass in the spring,

And how it plows - In the summer the bread will become a wall.

He pulls seven plows. (Tractor)

(Tractor)

With a further study of the numbering of numbers, I offer the following riddles to the children:

Twelve brothers Thirty-three sisters -

They walk one after another, written beauties,

They don't bypass each other. Live on the same page

(Months) And they are famous everywhere!

(Letters)

A canvas, not a path, He is golden and mustachioed,

A horse, not a horse - a centipede In a hundred pockets, a hundred guys

It crawls along that path, (Spike)

The whole convoy is carrying one. (A train)

I'm not alive, but I'm walking, In a clearing near the Christmas trees

I help dig the earth, The house is built of needles.

Instead of a thousand shovels, he is not visible behind the grass,

I'm happy to work alone. And there are a million residents in it.

(Excavator) (Anthill)

After the children have guessed the riddle and at least briefly explained what words in the text helped them in this, you can suggest using numerical fans to show the number that was found in the riddle. Then determine how many tens and ones are in it, name the number of units of each digit, represent the number as a sum of digit terms, etc.

Riddles can be used when studying the topic "Measures of time". So the riddle:

Two sisters next to each other

They run circle after circle.

Shorty - just once

The one above is every hour.

(Clock hands) -

can draw students' attention to the movement of the hands, serve as a start to work with the clock model (moving hands). For example, you can ask to put the hands of the clock so that they show 9 o'clock, and then determine what angle is formed between the hands (straight), what fraction of the dial is separated by the hands (1/4).

When introducing students to the calendar, it would be appropriate to read the following riddles:

Annual bush It turned out 12 fellows,

She drops a leaf every day. Carried out 52 falcons,

A year will pass - the whole leaf will fall off. 365 swans were released.

(Calendar) (Months, weeks, days)

In this riddle, the year is described in an allegorical form, and the quantitative relationships between the measures of time serve as the main (characteristic) features by which students determine the answer. Very often, children try to remember a riddle, so that later they can make it to their friends or parents, sometimes without suspecting it. That thereby memorize the table of measures of time.

The main relationships between the measures of time are considered in a peculiar way in the fairy tale by V. Dahl “The Old Man-Year-Old Man”. Children perceive this work as a big riddle in which quantitative signs need to be determined: what birds the old one-year-old man released, what are their names, why these magical birds have 4 wings, what are seven feathers in each wing and why “one half of the feather is white, the other is black.

To teach a child to guess riddles, he needs to be helped to establish (at least in a general way) what and where to look for, to identify all the remaining signs. Offer a riddle and prove that it satisfies all the requirements of the riddle. We must not forget that riddles are the first logical exercises available junior schoolchildren Therefore, children experience certain difficulties.

Often children tend to give an answer faster, without listening to the riddle to the end, without checking all the signs listed in it. To correct this shortcoming, it is advisable to at least occasionally give riddles that are somewhat similar, but have different answers, for example:

Standing Antoshka Standing Antoshka

On one leg. On one leg.

Where the sun will be, they are looking for it,

That is where he will look. And he doesn't respond.

(Sunflower) (Mushroom)

After guessing the riddle, I set myself the task of achieving an evidence-based substantiated answer to the question “How did you guess? Explain." This makes the child once again (but out loud) highlight all the signs indicated in the riddle and compare them with the answer. Such work develops logical thinking, mathematical speech, teaches to see in the surrounding world the general properties and differences of objects and phenomena. All this will further contribute to the formation of generalizations, the ability to define concepts (by the closest genus and species difference), the development of mental operations (abstraction, analysis, synthesis).

Many games I build on the material of various difficulties . This makes it possible to carry outindividual approach,ensure the participation of students with different levels of knowledge in the same game. For example, I give independent work in the form of the game "Who will be the first to reach the finish line?" And since this is a game, students feel free, so they start working confidently and with interest. Everyone receives a card with a task - a task. The task is the same for everyone, but the degree of help to solve it is different for each student. For well-prepared students, I suggest solving the problem using a short note, composing an expression on it; for poorly performing students - make a task on a short note and complete its solution.These lessons aim to instill a love of mathematics in students with different mathematical abilities.

In many didactic games, examples of which I have given above, as well as "Dial the number", "Who is faster", "Ladder", "Do not yawn", there is an element of competition between groups, which enhances the emotional nature of the game. In this case, the children strive not only to do the task well themselves, but also to encourage their comrades to do this, to help them. Such games, in addition to solving educational problems, contribute to the education moral qualities personality, instilling the skills of proper behavior in a team.During the game, students imperceptibly perform various exercises, where they themselves have to compare, perform arithmetic operations, practice mental counting, and solve problems. The game puts students in a search condition, arouses interest in winning, therefore, children tend to be quick, resourceful, perform tasks accurately, observing the rules of the game.

The list of such games can be continued for quite a long time.

All of them contribute to the development of attention, computational skills, instill in children a sense of teamwork, responsibility.

The rules of the game should be simple and clearly articulated. The material of the game is feasible for all children.

The game is interesting only if every child takes part in it. Long waiting in line reduces interest. Summing up the results should be clear and fair.

The didactic material is simple both in production and in use.

Summarizing the experience of my work, I came to the conclusion that for many studentsRussian language lessonsquite complex, so they do not cause increased interest. Difficulties in mastering the subject lead to insufficient literacy. I thought about how to arouse interest in classes, how to improve writing literacy. I re-read a lot of literature, analyzed my lessons and came to the conclusion that it is possible to arouse interest in the Russian language if you systematically accumulate, select and apply exciting game material that can attract the attention of each student.

To arouse interest in the lessons, to improve the literacy of writing, I introduce game moments at different stages of the lesson. With the help of variouspuzzles, crosswordswork is going on in one breathdictionary words. Such types of tasks develop logical thinking in children, contribute to better memorization of vocabulary words. good and quick memorization words with unchecked vowels help riddles. Children love this form of play.Moreover, riddles can be used in the study of various orthograms.Such as paired consonants at the end of a word, unstressed vowels at the root of a word, etc. Riddles help develop figurative and logical thinking, the ability to identify essential features and compare, train the speed and flexibility of the mind, quick wits. You can invite children to independently compose riddles about any known objects (ball, book, pencil, and others).

For the same purpose, I play the game"Remove the excess."

Any three words are taken, for example, "dog", "tomato", "sun". It is necessary to leave only those words that denote somewhat similar objects, and exclude one word "superfluous". It is necessary to find as many options for excluding the extra word as possible, and most importantly, more signs that unite each remaining pair of words and are not inherent in the "superfluous". It is advisable to look for non-standard and at the same time very well-aimed solutions. The one with the most answers wins.

. Game "Cryptor"

Target: automation of sounds, development of phonetic and phonemic perception, processes of analysis and synthesis, understanding of the semantic-distinctive function of sound and letters, enrichment of students' vocabulary, development of logical thinking.

Stroke: They play in pairs: one as a cryptographer, the other as a guesser.

The cryptographer conceives a word and encrypts it. Players can try their hand at deciphering phrases and sentences.

zhyil anski kyoink

skis sled skates

The guesser will not only have to guess the words, but also choose an extra word from each group.

For example:

Aaltrek, lazhok, raukzhk, zoonkv (plate, spoon, mug, bell)

Oars, straa, enkle, roamksha (rose, aster, maple, chamomile)

Plnaeat, zdzeav, otrbia, sgen (planet, star, orbit, snow)

Postman game

Target: To consolidate students' knowledge of selecting a test word, expand vocabulary, develop phonemic hearing, and prevent dysgraphia.

Stroke: The postman distributes invitations to a group of children (4-5 people each).

Children determine where they are invited.

vegetable garden park sea school cafeteria zoo

mud-ki doro-ki plo-tsy books-ki-kle-tsy glue-ka

kali-ka bere-ki fla-ki oblo-ki pyro-ki marta-ka

radish du-ki lo-ki tetra-ka sli-ki tra-ka

carrot-ka-li-ki spicy-ki blot-ka-ka-bou-tsy reshe-ka

Tasks:

Explain spellings by choosing test words.

Make sentences using these words.

Game "Nicknames"

Target: formation of the process of inflection and word formation, consolidation of phonetic and grammar parsing words, spelling of proper names.

move : Form animal names from the following words:

BALL, ARROW, EAGLE, RED, STAR

Make sentences.

BALL, ARROW, EAGLE, GINGER, STAR

Highlight the part of the word that you used when compiling nicknames (suffix, ending).

Let's go game.

Target : development of the ability to highlight in speech words denoting objects.

Game progress . Students depict the movement of the train, the teacher calls the words. If the word denotes an object, students clap their hands - stop. If another part of speech is called, the children continue to move, and the teacher says "We drove by, we drove on."

Education in elementary school is the foundation of the further educational process. If a child learns the simplest concepts, in the senior classes complex subjects are easily given to him. Every teacher wants students to show good results in learning. Children 6-9 years old are not interested in studying dry theory. Therefore, many teachers use gaming technology in elementary school, allowing you to make the lessons vivid and memorable.

The purpose of play technology in elementary school

The traditional approach to teaching is focused on the average level of education. The problem is that the standard presentation of the subject in elementary school leads to the fact that children lose interest in learning. They continue to go to school because "it's necessary". At the same time, children try to earn good grades in order to get a new toy or elementary praise from their parents. Game technology in elementary school is aimed at warming up children's interest in basic subjects. These are mathematics, literature, writing, foreign and Russian languages.

The primary purpose of play technology in elementary school is to motivate children to learn. In the process of recreational activities, the creative personality of the student is formed, he learns to systematize the acquired knowledge, use them in solving various problems in the future. Another goal of the game is to strengthen the physical and psychological health of students. Children learn to communicate in a team in an active form. Many games involve easy physical activity. And the emotional lift that the kids get as a result helps to strengthen their own "I". It is the game that helps to cope with children's complexes. This is especially important for children who are not confident in themselves.

Each game technology in primary school according to the Federal State Educational Standard should solve the following tasks:

1. To develop in children the ability to think independently, to solve the simplest problems without outside help.
2. Achieve complete assimilation of the material on the subject by each student in the school team.
3. Preserve the physical and mental health of the children during the educational process.

Most teachers believe that gaming technology in elementary school should become a priority in organizing the educational process for young children.

Types of gaming technologies

All games that can be used in the learning process are divided into groups: educational, developing, reproductive, diagnostic. Each type sets itself a specific task. During the learning game, the child learns information that he did not know before. Developing games are aimed at identifying new abilities in a child. In such lessons, the teacher teaches the children to reason logically. Reproductive games help to consolidate the learned material. In addition, in such classes, the teacher can find out where there are gaps, what material the children have not fully mastered.

Regardless of the type, each game has a clear structure and should include: the roles that the players take on, game actions, plot. To improve the educational process in primary school, two main methods can be used: role-playing games in the lesson, as well as competitions. The latter option is more motivating children to learn. Every child strives to gain knowledge in order to become the best.

Game games should be used without interruption from the main educational process. There must be a surprise effect. The best result can be achieved by the teacher if he combines traditional education with play. The children should not go to the lesson knowing that it will be held in a non-standard form.

Game technologies in Russian language lessons

The subject "Russian language" is one of the least favorite among children of primary school age. If you conduct a lesson in a playful way, the teacher will be able to get an excellent result. Exercise games help to quickly remember new rules. The teacher invites each student to make a crossword puzzle or rebus concerning the main aspects of the Russian language studied earlier. Here you can use the competitive moment. The most interesting and complex puzzles are considered in the lessons, the author receives a positive mark in the diary. Such game technology can be used in the second or third grade, when the guys already have a certain amount of knowledge.

For first graders who are just starting the learning process, travel games are perfect. The teacher can think over the scenario of a non-standard lesson in advance, in which the children will go on a visit to the country of Linguine or the bright Alphabet Garden, where not ordinary fruits, but letters will grow on the trees. Such a trip can be spent in the open air, invite other teachers and parents of students. Travel games help to develop the imagination of the children, to consolidate the educational material. Toddlers will remember an item much faster if it is associated with positive emotions.

Games-competitions will also help to consolidate the learned material. The teacher divides the class into two teams. Next, the guys are invited to solve the tasks (correct errors in sentences, insert missing letter combinations, correct punctuation errors). For each correctly completed task, the team receives points. The one with the most points at the end of the game wins. As a prize, students may be exempted from doing homework.

The use of gaming technologies in literature lessons

The love of reading is also not manifested in all children. Various types of play technologies in elementary school help generate interest in this subject. The most effective are various skits and performances dedicated to a certain literary work. Role-playing games generally help to develop the creative abilities of children. Thanks to this, many children in elementary school decide to devote their future lives to the theater.

After studying a certain work, the teacher invites the children to put on their own performance. Roles should be given to absolutely all members of a particular team. A performance based on the work is staged for parents and the school administration. Students try to remember their words well in order to look beautiful on stage. The use of gaming technologies in this form allows you to develop the memory of children, creative abilities. In addition, in this way, students are well versed in the material covered. The guys literally live the life of a particular literary character.

Improvisation also gives good results. At one of the lessons, the teacher invites the children to compose their own fairy tale. Each student takes turns writing a sentence. Each statement should be a continuation of the previous one. The story is recorded on a voice recorder. Then the guys listen to their work, analyze it. Often such impromptu stories are quite funny. The lesson in a playful way will arouse the interest of the children in the study of literature. In addition, improvisation contributes to the development of imagination.

Game technologies in mathematics lessons

Mathematics is a subject, the purpose of which is to teach children not only counting, but also logical thinking. Interesting lesson Mathematics may include the following games:

1. "Extra item". On the magnetic board, the teacher displays a number of objects, one of which differs in shape, color or value. The children must determine which subject is superfluous and justify their point of view.
2. "Jolly Tram". The teacher gives students cards with numbers from 1 to 10. Next, a tram number 10 is called. Passengers with numbers with a total of 10 must sit on it (for example, 3 and 7 or 2, 3 and 5, etc.). Thus, the teacher does the rest of the numbers. The game helps children in the first grade memorize the composition of numbers.
3. "Name the next number." All the guys stand in a circle. In the center is a teacher who throws the ball to the selected student and calls a number from 1 to 9. The student must name the next number and return the ball to the teacher.
4. Name the figures. On a white canvas (it can be a magnetic board), a fairy-tale character is composed with the help of various geometric shapes. The guys should name what types of figures are used, count how many of them. In the future, from the resulting figures, everyone can make another image (house, dog, flower, etc.)
5. "Gates". The game is also aimed at studying the composition of numbers. Two guys are invited to the board, who use their hands to create a gate. They are given a certain number from 2 to 10. The rest of the students are also given cards with numbers. Everyone must find a mate to get through the gate. For example, to get through the number 8, you need to have cards 6 and 2.

There are other examples of play technologies in elementary school that can be used in math classes. All of them are aimed at consolidating the material that children receive in traditional lessons.

Non-standard lessons of natural history

According to the Federal State Educational Standard, nature studies lessons should begin for children already in the first grade. There is usually no problem with interest in the subject. Even in dry form, babies want to know why birds sing. But the game technology in primary school according to the GEF aims not only to awaken interest in the subject. This was written above. It is also important to develop the imagination of the children, their physical data. Therefore, teachers often resort to conducting lessons in natural history in the fresh air. Here the guys actively spend time, get a charge of vivacity and at the same time study the local flora and fauna. It is most relevant to conduct classes of this kind in September and May, when the weather conditions are conducive to learning.

Starting from the second half of the year in the first grade, when the guys already have a certain amount of knowledge, you can conduct lessons in the form of the following games:

1. "The Fourth Extra". The lesson can be conducted using a projector or a magnetic board and pre-prepared materials. The children are offered four representatives of the flora or fauna. It is necessary to determine who is superfluous. For example, horse, cat, dog, cockroach. The latter belongs to the group of insects, so it is superfluous.
2. "Web". The teacher asks the student a question. If the answer is correct, the student receives a ball of woolen threads. Then the child himself asks a question and passes the ball to the next one. At the end of the game, a web is obtained, which shows the close relationship between the individual components of nature.

Games in foreign language lessons

The lessons of English or any other foreign language are initially the most difficult for children in the first grade. Toddlers are accustomed to describing the subject in familiar words. The technique of gaming technologies in elementary school allows you to make the process of learning a foreign language vivid and memorable. A game called "Question" will quickly help you learn specific words. The teacher must think of a word related to the topic being studied. The children take turns asking questions to find out what the word is. In the first grade, the conversation can be conducted in Russian, in the future it is advisable to ask questions in a foreign language. The teacher can only answer yes or no. Practice shows that such a game helps to remember foreign words much better than the usual memorization.

As in the case of literature, staged plays give good results. The only difference is that all characters must speak a foreign language. Therefore, it is not advisable to invite parents and school administration to non-standard English lessons. You can act out a play or skit during a lesson without memorizing the text. All students need to do is read the lines from the script presented.

It helps to train writing in a foreign language by compiling puzzles and crossword puzzles, as is the case with the subject "Russian language". At the same time, kids should already have certain knowledge. Therefore, English lessons using this technology should be carried out starting from the second grade.

Outdoor games in physical education classes

Physical fitness plays an important role in planning educational process. Not every child will want to perform high-quality exercises that will positively affect the state of health. As with other subjects, motivation is needed. The relevance of gaming technologies in elementary school also applies to physical training. Various relay races and other competitions encourage children to be physically active. It is advisable to conduct classes in the fresh air, not only in the warm season, but also in winter. Skiing and skating training must be included in the educational program.

Good results are given by team games that teach children to work together for the result. In physical training lessons, students can play football, basketball, volleyball.

foreign experience

Play technology in elementary school has long been used abroad. In many European educational institutions, education begins at the age of 4. But these classes are not held in the same way as in domestic schools. Children perceive any information through the game. Not even regular classrooms. Lessons can take place on the floor in the game room. Children are surrounded by toys in the form of geometric shapes, letters and animals.

Primary education in any European country is public. To get into training, the baby does not need to be tested. All students are equal. A feature of many foreign schools is the small number of class groups. The children are divided into groups according to their abilities for 8-10 people. Thus, the teacher can give maximum attention to each child. Classes take place not only in conditions educational institution but also outdoors. The children, together with the teacher, visit factories, other schools, zoos. The atmosphere in the team is more like a family.

The game is the main occupation of children in primary school in Switzerland, England, France and many other countries. Great attention in the early stages of training is given to physical development guys. Foreign kids may lag behind Russian peers in terms of academic development. At the same time, they practically do not get sick, few people have to deal with the problem of scoliosis.

Many public schools in Russia today are adopting foreign experience. Teachers go to practice abroad to share knowledge with colleagues from other countries, to take something new for themselves to introduce into the domestic educational process. After all, one cannot say that the Russian is wrong. Domestic children, who spend most of their time solving boring problems, also remember the subject very well. But the dilution of standard lessons with games, as abroad, makes the learning process more vivid, interesting, and motivates for further development.

Summarize

Experience shows that the introduction of gaming technologies in the learning process in primary school gives positive results. Kids have an interest in studying even boring subjects, they strive to become better, to receive praise. In addition, the game allows you to reveal the personality of the child, remove the complexes that were laid down in the family. In the process of competitions and role-playing games, students show their abilities to classmates, thereby rising in their eyes.

Play and study - two different types activities. There are qualitative differences between them. Features of gaming technologies in elementary school are in their close relationship with the process of studying the subject. The teacher must do everything to interest the children. In this case, the game will be part of the lesson. It is necessary to involve all children in such activities without exception. Then the teacher will be able to achieve good results.

It is necessary to think over the conduct of games at the development stage. curriculum at the beginning of the year. It should be role-playing games and various kinds of competitions. Such activities should take up at least 20% of the total study time. The result will be a solid assimilation of knowledge and the formation of motivation for further education at school.