home > Checkers > Role-playing games in history lessons. Role-playing games in the process of studying history. In his work, the teacher must rely on age-related characteristics of motivation for learning and the ability of schoolchildren to learn

Role-playing games in history lessons. Role-playing games in the process of studying history. In his work, the teacher must rely on age-related characteristics of motivation for learning and the ability of schoolchildren to learn

Play is a natural form of learning for a child. She is part of his life experience. By transferring knowledge through play, the teacher takes into account not only the student’s future interests, but also satisfies today’s interests. A teacher who uses a game organizes learning activities based on the natural needs of the child, and not solely on his (adult) considerations of convenience, order and expediency.
In the process of a child’s play, a life balance is achieved between him and an adult. The game encourages the student to reincarnate as another person from the past or the present, forces him to “jump above himself,” because he portrays an adult, “trying on” an image that is far from his daily practice. Through understanding the thoughts, feelings and actions of their heroes, schoolchildren model historical reality. At the same time, the knowledge acquired in the game becomes personally significant and emotionally charged for each student, which helps him to better understand and better “feel” the era being studied.
The relevance of the game is currently increasing due to the oversaturation of modern schoolchildren with information. Television, video, radio, computer networks Recently, the flow of information children receive and its diversity have significantly increased. But all these sources provide mainly material for passive perception. In addition, the game can solve another problem. Today's school is oversaturated with so-called interactive teaching methods and tools that do not take into account the natural emotionality of children. And the game organically combines emotional and rational types of cognitive activity.
Games are classified according to various criteria: by purpose, by the number of participants, by the nature of the activity. In particular, according to one of these classifications, games are divided into business and retrospective.
A retrospective game simulates a situation that puts students in the position of eyewitnesses of certain events. These games can be roughly divided into role-playing and non-role-playing games.
Role-playing games of a retrospective nature are based on playing out roles - participants in historical events in an imaginary situation of the past. They are divided into the following subtypes: theatrical performance, theatrical game and problem-discussion game.
It should be noted that role-playing games as a teaching method have their disadvantages and advantages.

Advantages

1. Creates interest in the lesson;
2. Makes the learning process fun;
3. Organizes work at the creative and exploratory level;
4. Serves as practice for using knowledge acquired in class and outside of class;
5. Unites emotional and rational types of cognitive activity;
6. Provides a powerful incentive for learning;
7. Promotes rapid and active stimulation of cognitive interest;
8. Activates the psychological processes of participants in gaming activities: attention, memorization, perception, thinking;
9. Creates conditions for the development of the child’s creativity;
10. Promotes deep knowledge;
11. Performs an educational function.

Flaws
1. Cannot be used continuously;
2. Takes up the entire lesson, sometimes double;
3. There is a lot of preliminary preparation;
4. The need to constantly monitor discipline;
5. The problem of maintaining the scientific approach;
6. The problem of objective grading;
7. Unpredictability;
8. Schedule of tasks.

Thus, from this table it is clear that despite the disadvantages, role-playing has more advantages, and therefore contributes to the conduct of various forms of lessons.
Now let's turn to the main stages of the historical game. There are four of them:
Stage I – preparatory (before the lesson).
Stage II – introductory (in class).
Stage III – play (in class).
Stage IV – evaluation (at the end of the lesson).
Based on all of the above, it follows that a game is one of the forms of learning, and therefore it should organically “fit” into the educational process in the subject in close connection with other types of educational work.

The lesson is a journey.
Routes of the Great Silk Road
on the territory of Kazakhstan.
Development of trade.

Topic: Routes of the Great Silk Road on the territory of Kazakhstan. Development of trade.

Lesson objectives:

a) Educational:
 Introduce the main routes of the Great Silk Road on the territory of Kazakhstan;
 To form a vivid figurative idea of the development of trade during the Middle Ages (V – XIII centuries);
 Determine the features of international trade and the importance of the cities of medieval Kazakhstan in it.

b) Developmental:
 Contribute to the development of memory, attention, creative imagination and imagination, as well as logical thinking and oral speech skills;

c) Educational:
 to foster a culture of behavior and promote the development of interest in the history of Kazakhstan.

Lesson type: improving knowledge, skills, abilities.

Lesson form: lesson - journey.

Teaching aids: blackboard, chalk, map - diagram of the Great Silk Road, tape, scissors, record player, records, costumes, goods, tablecloths, coins, glue, clock with a second hand.

Teaching method: role-playing game.

Advance task: read the textbook and additional literature, choose the country from which the merchant caravan came (options: China, India, Rus', European countries, local Turkic population of the city of Taraz). Prepare tasks:

1. Present the “business card” of your merchant caravan (indicate which country you came from; the purpose of the trip);
2. Write a short story about traveling to the city of Taraz along a certain route with possible obstacles;
3. Prepare an “advertisement” for goods brought to the city of Taraz.

Introductory words from the teacher:
The teacher introduces students to the topic of the lesson, focusing on the fact that students will act as medieval merchants, and the teacher himself will play several roles. At the beginning of the lesson, it is necessary to determine how the work will be assessed and what its regulations are.

The first role of the teacher is the author of the historical source, with the reading of which the game begins.
“A long time ago, the Great Silk Road passed through the territory of the great Turks, along which merchant caravans walked, sometimes carrying 10 thousand camels, horses, mules loaded with various goods.
Most of all, silk was transported - convenient for long-distance transportation, light and highly valued in the ancient and Middle Ages. Due to the length and complexity of the trade route, traders from East and West usually avoided traveling the entire Silk Road. They preferred to exchange goods somewhere halfway, apparently in the country of the great Turks. So one of the large cities of this country was the glorious Taraz - the “city of merchants”, fortified, with many gardens, densely built up, having a large market square in the center. It was to this city that merchant caravans from different countries began to arrive at the appointed time.” (read to the sound of “Bolero”)
While reading this passage, children can be asked to close their eyes, and as soon as the music is turned on, open them again.

The second role of the teacher is the town crier.

“Listen, listen, and don’t say that you haven’t heard, merchants from different countries have come to our city from all sides.
We are glad to welcome you as overseas guests, but before you enter our glorious city of Taraz, tell us who you are and where you are from, and answer our questions in order to confirm that you are merchants, and not seekers of adventure and easy money.”

Task 1a. Teams - “merchant caravans and India, China, Europe show a “calling card” - for 1 minute.
The presentation of the Turks begins with the words of the herald: “However, in our city there are merchants who travel to distant countries, and they also have something to say.”
Task 1b. Teams receive two questions regarding the history of the Great Silk Road; if possible, they must answer.

Sample questions:
1. When (century) began to function as a trade artery of V.S.P. (II century BC);
2. The city from which V.S.L. began. (Luoyang);
3. Name the 1st waterless route V.Sh.P. (via Takla – Makan);
4. The person who first made the journey and discovered the way (Zhang Jiang);
5. Why was the road called the Silk Road? (1.Transported raw silk; 2.finished silk fabrics);
6. Name the 2nd route V.S.P. (water) (via Kuga, Aksu, Kashgar);
7. The second capital of China, from where V.S.P. began to function. in the Middle Ages (Chang'an);
8. Why V.S.P. called transcontinental? (across the entire continent);
9. Name the main routes that got their name from what was exported or where they were exported (lapis lazuli, jade, steppe);
10. What coins were used in cities along the V.S.P. routes? (silver plated dirhams and gold dinars).

“Make yourself comfortable, dear guests, tell us how you got there, whether the road was hard, whether anything interesting or unusual happened along the way. What cities did you see, who did you meet, what did you hear.”

Task 2. Teams’ stories about their journey, the transport they used and the obstacles they encountered along the way. The story is accompanied by a showing of the route on the map - the diagram of the Great Silk Road. Time limit: 3 minutes.
“Having heard stories and exchanged wishes for good trade, the overseas merchants began to prepare for the fair.
The next day, from very early morning, the large market square was crowded with city people: some to buy, some to sell, and some just to gawk.
It was here, each in his own trading row, that merchants from different countries showed and laid out their extraordinary goods. And how they talked about them for everyone to see and listen to, which we will do now” (read to the sounds of music).
Task 3. The presentation of goods that overseas merchants brought with them begins. The performance takes place in any form convenient for students: in the form of a story, in the form of ditties or in the form of a musical number. When talking about products, the guys should show them if possible.
The signal for teams to perform is the sound of melodies characteristic of a given country. Speech time limit is 3-5 minutes.

The first role of the teacher is from the author.
“Having shown their goods and looked at those overseas, the merchants began their main business - buying and selling.
Everywhere you looked, there was bargaining going on, and the loud sound of coins was heard from all sides.”

Within 5-7 minutes, students are given the opportunity to approach the trading row-table of those merchants whose goods interest them, to make a purchase and sale or trade exchange. Then return to your table and note the trading results in your table.
This table is a homemade worksheet prepared in a notebook.

Sell Result Buys Result

The buying and selling process is carried out to the sound of music. It is important for the teacher to ensure that this process is efficient and does not turn into a noisy mess.

The third role of the teacher is the manager of the caravan barn.
“Oh, you, my dear guests, are probably tired today. I see you are happy and satisfied, I know your trade went well. Tell us, share: what you bought, what you sold, how you will surprise everyone in your homeland.”

Task 4. Each team of merchants, using their own table, tells what they were able to sell and what to buy, while explaining why they were interested in this or that product.
The teacher records digital data on the board as follows:
Merchants
1. Turks
2. Chinese
3. Indians
4. Rusichi
5. Europeans

Sold
5
4
6
9
6

Bought
2
6
3
9
8

The quantity of goods is indicated.
After all the numbers have been recorded, the teacher analyzes who bought more, who sold more, and what is the ratio of what was sold to what was bought.

“The trade fair has ended and merchant caravans, loaded with new exotic goods, are leaving the glorious city of Taraz. Together with them they take away not only a variety of goods, but also new knowledge, impressions and memories of the hospitable and beautiful city of Taraz, where they met many new friends. Who knows, maybe they will meet someday” (Read to the sound of “Bolero”).

Before starting this passage, as in the beginning, you can ask students to close their eyes.

Consolidation.
Consolidation and generalization of material on this topic proceeds as follows: a poster is hung on the board with text on the topic, but in which words are missing in some places. Students are given leaflets at each table with a list of missing words that they must insert as they know the topic. The time limit is 5 to 10 minutes.

Text with gaps.

Great... the path began to function in ...., and it began in ...., from the gates of the city ...., the second capital of this country. Most of all they carried ...., as well as ...., ...., .... etc. Near the city... two paths opened up that converged near the city.... . IN …. The route from China to ... became the busiest. through Semirechye and... .

The path is moved for the following reasons:
1. In Semirechye there were bets…. ….who have become large consumers…. …. .
2. The old route through Central Asia has become dangerous due to .... …. rulers.
From Europe along the Silk Road they brought….,….,…. …. .
From ancient Rus' …., …., …. .
In all trading cities ...., .... were famous... rows where one could meet…. juicy…., exotic…. .
Local residents of Otrar, Taraz and other cities bought overseas goods, in return offering their ...., ...., herds of ...., products from .... …. .
As a result of the development of the Great Silk Road, not only goods were exchanged, but also new knowledge, information, and experience.

Words for text:
Silk; II century BC; China; Chang'an; silk, gunpowder, porcelain, paper; Dunhan, Kashgar; VI-VII centuries; West, Southern Kazakhstan; Turkic kagans, overseas goods; civil strife; wool, weapons, Roman glass; flax, honey, buckwheat; Taraz, Otrar, Indian, fruits, animals; leather, horse hide, precious stones.
At the end of the work, the teacher reads the text with the children, marking the correct answers. Then he summarizes and draws conclusions about the lesson.

Evaluation system.
At the beginning of the lesson, students have various coins with them, in the amount of 5 pieces per person and 25 pieces (5 people) per team. As work progresses, depending on everyone’s participation, the teacher either distributes coins for correct answers and active participation, or takes away coins if the answer is incorrect or the participant is passive. At the last stage, when the results of the purchase and sale are summed up, a large number of coins will be received by the team that purchased the same number of goods as it sold. Then the coins are distributed to those who sold more than they bought, and lastly to those who bought more, etc. Then at the end of the lesson it is determined how many coins each person and the whole team have. If there are more than 5 coins - “5”, if there are 5 left - “4”, if there are less than 5 - “3”. The team that has collected the most coins is determined.

Summarizing:
 student work is analyzed and evaluated;
- homework is determined.

Homework: write an essay on the topic: “Memoirs of an overseas merchant about a trade fair in Taraz.”

ROLE AND COMPLEX GAMES

In role-playing games, participants creatively reproduce social relationships or material objects - based on their life or artistic impressions, independently or with the help of organizers. Games are creative.

It is the new position into which the child becomes (he can take it due to the fact that he imagines himself to be someone else) that creates the attractiveness of role-playing play for children and provides a huge motivating force for the child’s activity. On this basis, there is a change in the emotional state, the acquisition of new knowledge, and the development of skills and abilities in gaming activities. By implementing some actions in imaginary game conditions, schoolchildren take on the roles of adults and act on their behalf.

Very interesting and important results were obtained in the study by E.S. Makhlakh, dedicated to role-playing games for children of primary and secondary school age. Here are some of this author's findings:

"1. The role-playing game takes school age still a big place. The overwhelming number of children (80%) consider these games the most interesting and devote a significant part of their free time to them.

Only a few of the older children say that they play “rarely,” “occasionally,” that they “don’t have time to play.” Younger children, according to their statements, devote almost all their free time to role-playing games.

2. Considering the plots of schoolchildren’s games, we found that the most common are games related to heroic themes (border guards, pilots, polar explorers, etc.), where the plot of the game revolves around exploits, overcoming extraordinary difficulties, fighting nature and deprivation . On average, they make up 45% of all games described by schoolchildren; their number increases significantly with age (from 29% at 7-8 years old to 60% at 12 years old). These stories are especially common among boys. Girls mainly prefer games that reflect the activities of people in popular professions among children - doctors, builders, teachers, etc. (40% of their games). Among boys, games related to the professional activities of people are also common (10% of their games). However, heroic themes are more attractive (71% of their games)...".

History is precisely the very subject where heroic themes, exploits, people’s overcoming extraordinary difficulties, the struggle with nature and hardships are studied. And auxiliary historical disciplines (archaeology, numismatics, sphragistics, heraldry, paleography) provide a set of professions that include overcoming difficulties and the romance of interesting finds and discoveries. Is it really impossible to assume that after this most interesting history lesson our children will begin to play Decembrists, Kutuzov, Suvorov, Peter I, Dmitry Donskoy, and finally?

Indeed, history teachers have something to think about.

Of course, the above study was conducted before schoolchildren's free time was taken over computer games, as well as television products from foreign countries. And perhaps now the results of such a study, especially in big cities, would be different. Another thing is important: the very fact of the obvious need of school-age children for role-playing games.

The fact that schoolchildren are now replacing the true values of free time with “cute” surrogates is a topic for a separate study.

But the teacher can help revive the interest and initiative of schoolchildren in organizing role-playing games outside of school hours, and for this the teacher does not necessarily have to set aside time to communicate with children after school. It is important to conduct the lesson in such a way that it gives the necessary impetus for the emergence of children's play. And this new emphasis in the teacher’s work will pay off handsomely. After all, then consolidation and generalization of the material will no longer be limited to 45 minutes of the lesson, not to mention the fact that the motivation for learning will increase not by hundredths and tenths of a percent, but many times more.

What is needed for this? Let us return to the above study: “... for role-playing play it is necessary that children not only know well the area of reality that makes up the plot of the game, but that they also have a certain attitude towards this area and towards the characters of those people whom they must portray in game. The following observations led us to this conclusion. When selecting plots for experimental games, we offered children games based on some films. Since many children had not seen the movie on which the game was based, we explained its contents in detail. After this, all the children willingly agreed to play. However, it turned out that, despite the children’s desire to portray the roles they had taken on and present the events told to them in the game, the game did not work out. The children who had not seen the film were discouraged and did not know what to do. When we asked why they didn’t play, the children answered: “We don’t know how to play.” The same thing happened when we tried to build a game on a story that the children had not read.

These facts indicate that to develop a role-playing game, you need not only knowledge (even the most detailed) of the events and actions of the heroes, but also an emotional attitude towards them, empathy with the heroes and insight into their character. The transmission of the content of films and stories by the experimenter (or other children) did not have the expressive power and artistry that would allow this to be achieved.”

Summarizing, the author concludes: “Due to the truly creative nature of role-playing play, children need material for creativity, that is, deep emotional understanding, knowledge of those people whose roles they take on. Therefore, children cannot play if they do not clearly imagine, do not understand emotionally the people whose roles they would like to take on.”

So, nothing supernatural is required. You just need to conduct an emotionally rich, methodologically competent lesson using visual and technical teaching aids.

But even within the walls of a school, role-playing game can be interesting and exciting, moreover, purposefully organized game, of course, has more didactic opportunities, and also has a higher artistic level than games independently organized by teenagers.

However role-playing games lessons have some quantitative restrictions. A teacher should not plan more than 2-3 role-playing games during the school year, since they require serious preparation and in-depth study of documentary sources of the era.

Educational role-playing games have a peculiarity: the better they are prepared, the more interesting and effective they are in didactic terms. A poorly prepared role-playing game, when students poorly know their roles and have little orientation in the game situation offered to them, cannot be effective in didactic terms. A role-playing game based on impromptu will succeed only when the students have such a good command of historical material and are familiar with the realities of the past that the proposed game plot does not require detailed explanations or long preparatory work for them. If the class does not meet these conditions, then the role-playing game requires serious preparation (this is how a role-playing game differs from a game with rules - the latter, after its simple rules have been learned by the students, does not require preparation and is successfully carried out when the students are not warned in advance about upcoming game).

Complex games include elements of both role-playing games and games with rules.

Play is a natural form of learning for a child. She is part of his life experience. By transferring knowledge through play, the teacher takes into account not only the student’s future interests, but also satisfies today’s interests. A teacher who uses a game organizes learning activities based on the natural needs of the child, and not solely on his (adult) considerations of convenience, order and expediency.
In the process of a child’s play, a life balance is achieved between him and an adult. The game encourages the student to reincarnate as another person from the past or the present, forces him to “jump above himself,” because he portrays an adult, “trying on” an image that is far from his daily practice. Through understanding the thoughts, feelings and actions of their heroes, schoolchildren model historical reality. At the same time, the knowledge acquired in the game becomes personally significant and emotionally charged for each student, which helps him to better understand and better “feel” the era being studied.
The relevance of the game is currently increasing due to the oversaturation of modern schoolchildren with information. Television, video, radio, and computer networks have recently significantly increased the flow of information children receive and its diversity. But all these sources provide mainly material for passive perception. In addition, the game can solve another problem. Today's school is oversaturated with so-called interactive teaching methods and tools that do not take into account the natural emotionality of children. And the game organically combines emotional and rational types of cognitive activity.
Games are classified according to various criteria: by purpose, by the number of participants, by the nature of the activity. In particular, according to one of these classifications, games are divided into business and retrospective.
A retrospective game simulates a situation that puts students in the position of eyewitnesses of certain events. These games can be roughly divided into role-playing and non-role-playing games.
Role-playing games of a retrospective nature are based on playing out roles - participants in historical events in an imaginary situation of the past. They are divided into the following subtypes: theatrical performance, theatrical game and problem-discussion game.
It should be noted that role-playing games as a teaching method have their disadvantages and advantages.

Advantages

Download:

Preview:

“Person-centered approach to teaching schoolchildren”

Completed by: Marsova O.P.

Personally-oriented learning is learning in which the goals and content of learning, formulated in the state educational standard and training programs, acquire personal meaning for the student and develop motivation for learning. On the other hand, such training allows the student, in accordance with his individual abilities and communicative needs, opportunities to modify the goals and results of learning. The learner-centered approach is based on taking into account the individual characteristics of students, who are considered as individuals with their own characteristics, inclinations and interests. It is noted that for each student one or another way of carrying out activities is typical. Training in accordance with this approach involves:

students' independence in the learning process;
reliance on the students’ existing knowledge and experience;
taking into account the sociocultural characteristics of students and their lifestyle, encouraging the desire to be “yourself”;
taking into account the emotional state of students, as well as their moral, ethical and moral values;
targeted formation of learning skills, learning strategies characteristic of a particular student;
redistribution of the roles of teacher and student in the educational process: limiting the leading role of the teacher, assigning him the functions of an assistant, consultant, advisor.

The person-centered approach has been around for quite some time. Such outstanding psychologists as A.N. Leontyev, I. S. Yakimanskaya, K. Rogers wrote about the influence of school on the formation of students’ personalities. For the first time, the term “person-centered approach” was used by K. Rogers. At the same time, he spoke about this method of teaching as a fundamentally new one, allowing the student not just to learn, but to learn with pleasure and receive information-rich material that develops the imagination. Rogers also emphasized that, according to the established tradition, the emphasis in education was only on intellectual development and not on personal development. He identified two main directions in education: authoritarian and person-centered, free learning, in which students, from the first days of their stay at school, find themselves in a friendly atmosphere, with an open, caring teacher who helps them learn what they want and like.

Rogers has two words that characterize the educational process: teaching and learning. Under training Rogers understands the process of the teacher's influence on students, and by teaching - the process of development of intellectual and personal characteristics of students as a result of their own activities. He identifies the following teacher attitudes when using the student-oriented method: the teacher’s openness to interpersonal communication with students, the teacher’s inner confidence in each student, in his capabilities and abilities, and the ability to see the world through the student’s eyes. Training shouldbring about personal growth and development. And a teacher who adheres to such attitudes can positively influence the development of students’ personalities.

Just like C. Rogers, S.L. Rubinstein believed that “personality is not formed first and then begins to act: it is formed by acting in the course of its activities.” Mental properties of a person are formed and developed in the process of activity. At the same time, he poses questions to the teacher that must be asked before studying personality development:What is attractive to the student, what does he strive for? What can he do? What is he?The answer to these questions can give a complete picture of the student's orientation, interests and needs, study his abilities, find out how the student realizes them and, importantly, learn the character of the person. S.L. Rubinstein says that in the process of education and training it is necessary to study and take into account the individual characteristics of students, it is necessary to find an individualized approach to each student. However, this does not mention one of the main features of the person-centered approach: taking into account personal experience. Thus, S.L. Rubinstein proceeds only from the mental appearance of the individual. This means that upbringing and teaching are included in the very process of a child’s development, and are not built only on top of it.”

For a long time in Russia, personality was understood as a bearer of sociocultural patterns, as an exponent of their content. At the same time, personality-oriented pedagogy was based on the recognition of the leading role of external influences, and not the self-development of the individual. The individual approach was reduced to dividing students into weak, average and strong, and pedagogical correction was carried out through a special organization educational material according to the degree of its objective complexity, the level of requirements for mastering this material. Thus, subject differentiation was carried out, rather than a personal approach. Individual abilities were considered through learning ability, which was defined as the ability to absorb knowledge. And psychological models of person-centered learning were subordinated to the task of developing cognitive abilities, such as reflection, planning, and goal setting.

Thus, the lesson should create conditions that contribute to the development of the personality of each student.

Principles of a person-centered approach: variability, synthesis of intelligence, affect and action, as well as priority start.

Variability: the use not of the same type, equal for everyone, but of different teaching models depending on the individual characteristics of children and their experience. At the same time, responsibility for this principle falls on adults.

Synthesis: these are technologies that involve students in the process of cognition, joint action and emotional exploration of the world.

Start: involving children in activities that are more pleasant, closer, preferable to them, creating favorable conditions for further learning a foreign language.

In the process of personal development, it is necessary to focus on the development of the cognitive sphere of students (sensations, perception, memory and thinking). The student must be a full-fledged subject of educational activities. He must know the psychological patterns underlying the cognitive, emotional and volitional spheres. At the same time, students should know that they are largely responsible for the development of their own personality.

Theoretical foundations of the person-centered approach

at the present stage.

The changes rapidly occurring in our society in connection with the transition to new relations have had a significant impact on the development of education. In modern sociocultural and economic conditions, the practice of work of all educational institutions is being restructured with a focus on the student as an individual, who is a self-conscious, responsible subject of his own development and a subject of educational interaction. The idea of a personality-oriented approach in our country has been developed since the early 80s by K. A. Abulkhanova-Slavskaya, I. A. Alekseev, Sh. A. Amonashvili, E. V. Bondarevskaya, S. V. Kulnevich, A. A. Orlov, V.V. Serikov, I.S. Yakimanskaya and others.

A person-oriented approach involves helping the student to understand himself as an individual, to identify and reveal his capabilities, to develop self-awareness, self-realization, and self-affirmation.

The essence of the student-oriented paradigm, which is so widely demanded by the modern educational system, “lies in the rejection of the concept of “encyclopedism”, when the main indicator of a person’s education was considered only the volume of his knowledge, from the ideas of “technocratism” in focusing on the personality of each student, which in conditions of personal oriented training and education plays a priority, system-forming role.

Features of the implementation of a person-oriented approach in the educational activities of a comprehensive school.

Several positions can be identified (according to I. Yakimanskaya and O. Yakunina) that a teacher should take into account when developing a personality-oriented lesson:

1. Reliance on subjective experience.

“The main idea of a student-centered lesson is to reveal the content of the individual experience of students, and thereby achieve personal assimilation of this content...

When organizing a student-centered lesson, the teacher’s professional position should be to know and respect any student’s statement on the content of the topic under discussion. The teacher must think through not only what material he will communicate, but also what meaningful characteristics about this material are possible in the subjective experience of students (as a result of their previous training with different teachers and their own life activities). We need to think about it. what should be done in order to discuss children’s “versions” not in a rigidly evaluative situation (right or wrong), but in an equal dialogue. How to generalize these “versions”, highlight and support those that are most adequate to the scientific content, correspond to the topic of the lesson, objectives and learning goals.

2. Knowledge of psychophysical characteristics.

“The selection of didactic material for a student-oriented lesson requires the teacher to know not only its objective complexity, but also knowledge of the individual preferences of each student in working with this material. He should have a set of didactic cards that allow the student to work with the same content provided for by the program requirements, but convey it in words, symbols, drawings, object images, etc.

3. As equal partners

“How to structure educational communication in a lesson in such a way that the student can choose the task that interests him most in terms of content, type and form, and thereby express himself most actively? To do this, the teacher should classify only informational (instructional, content-instructional) as frontal methods of work in the lesson, and all forms of independent, group (pair) work as individual ones.

This requires him to take into account not only the cognitive, but also the emotional-volitional and motivational-need characteristics of students, and the possibilities for their manifestation during the lesson. That is why, when preparing for a lesson, it is necessary to design in advance all possible types of communication, subordinate educational purposes, all forms of cooperation between students, taking into account their optimal personal interaction.

It should be noted that the implementation of personality-oriented learning in a modern school causes certain difficulties for a number of reasons. Here are some of them:

1. Formation of groups of students - in a class with 25 people, the teacher is often unable to see the individual characteristics of each student, not to mention building educational influences based on the subjective experience of each child.

2. Orientation of the learning process towards the “average” student.

3. Lack of organizational conditions that allow students to realize their abilities and individually significant values in individual subjects.

4. The need to “evenly” pay attention to all academic subjects – both those that are significant for the child and “unloved” subjects.

5. The priority of assessing knowledge and skills, rather than the effort that the student expends on mastering the content of education.

One way or another, we can state the fact that the implementation of personality-oriented learning in a modern school is a complex and painful process. Along with the objective reasons that impede the introduction of personality-oriented learning, we can also talk about the conservatism of a certain part of teachers who position themselves within the framework of authoritarian pedagogy, or are accustomed to introducing innovations into educational practice on formal grounds, without delving into the deep essence of the transformations. The introduction of personality-oriented learning is possible only if the functions of all participants in the educational process are rethought and all necessary conditions are met.

Bibliography.

Amonashvili Sh.A. Personal and humane basis of the pedagogical process

Bondarevskaya E.V. Values of personality-oriented education // Pedagogy. - 1995.- No. 4.

Griboedova T.P. Personality-oriented approach in the system of advanced training

Zimnyaya I.A. Pedagogical psychology

Rogova G.V., Vereshchagina I.N., Yazykova N.V. Methods of teaching English. 1-4 grades

Fokina K.V., Ternova L.N. Methodology for teaching a foreign language

Yakimanskaya I., Yakunina O. Personally-oriented lesson: planning and technology.

Preview:

Using role-playing games in history lessons.

At school, a special place is occupied by such forms of classes that ensure an active role in the lesson for each student, increase the authority of knowledge and individual responsibility of schoolchildren for the results of educational work. These problems can be solved through technology game forms training. Game-based learning technologies are exceptionally diverse: role-playing, business, travel games, competition games, quiz games, auction lessons, mini-Olympiads, and “Connoisseurs Club” lessons.

Game forms of the lesson are characterized by:

Modeling certain types of practical activities;

Modeling the conditions in which activities take place;

The presence of roles, their distribution between the participants in the game;

The difference in role goals between the participants in the game;

Interaction of participants performing certain roles;

The presence of a common goal among the entire gaming team.

Group or individual assessment of participants’ activities

games.

The play activity of children, arising in preschool age, goes through its own development from elementary imitation to complex role-playing. It first reflects the objective activities of people, and then - human relationships, norms and rules of public behavior. Already at school age, children give preference to collective games, which accustom them to collective forms of life and activity. Play situations enrich children's emotional sensitivity, sharpen their enthusiasm, imagination and thinking, and exercise the control of desires and moods. Lessons with a game basis help to increase students' interest in the subject, allow them to better remember dates and concepts, learn to find and make decisions, develop abilities, learn competitiveness, communication skills, establish contacts, create a positive emotional environment, and use educational knowledge in practice.

The game only seems carefree and easy from the outside. But in fact, she imperiously asks that the player give her the maximum of his own energy, intelligence, endurance, and independence. Exciting game increases mental activity. But this does not mean that classes must be conducted only in the form of a game. Play is just one way, and it gives excellent results only in combination with others: observations, conversations, reading and others. While playing, children learn to use their knowledge and skills in practice and use them in various conditions. A child in a game performs two functions: on the one hand, he fulfills his role, and on the other, he controls his behavior. The game is important for the formation of a friendly children's team, and for the formation of independence, and for the formation of a positive attitude towards work, and for much more.

Game development is built as a holistic education, covering a certain part of the educational process, united by common content, plot and characters. At the same time, the game plot develops parallel to the main content. Such training helps to activate the cognitive process and assimilate a number of educational parts. In role-playing games, the situation of the distant past is simulated, and participants play the roles of historical figures and representatives of social groups involved in certain important events. During the game, a certain situation of the past or real is simulated, people - participants in the historical drama “come to life” and “act”. It is important to create a game state in schoolchildren during such a lesson - a specific emotional attitude to historical reality. Students, as it were, fill the “deserted” story with characters that they themselves portray in games of various types. Through understanding the thoughts, feelings and actions of their own heroes, schoolchildren model historical reality. At the same time, the knowledge acquired in the game becomes personally important and emotionally charged for each student, which helps him to better understand and better “feel” the era being studied. This difficult task requires the student to mobilize all his skills, encourages him to master and deepen new knowledge, expands his horizons and, most importantly, forces him to master a whole range of fundamental skills, primarily communication. The student’s abilities for perception and empathy develop.

Games are classified according to different criteria: by goals, by the number of participants, by the nature of the reflection of reality. In particular, imitative, symbolic and exploration games. There are several types of games: - interactive games with an indirect effect on the student - puzzles, crosswords; - interactive games with a direct effect on the student, plot-based role-playing games.

Let's look at the detailed classification of games:

1. Business game models a situation of a later era in comparison with the historical situation being studied, the student takes on the role of our contemporary or a descendant studying historical events (archaeologist, writer, journalist). In this case, two subtypes of such a game can clearly be traced. One of them is a discussion game, during which an imaginary modern situation with an argument and discussion is recreated. This game is based on educational dialogue, but even with a specific program of activities it is carried out with a large share of improvisation by the children.

2.Exploration game, it is built on an imaginary situation of modernity, studying the past, but, unlike the previous form, it is built on the personal actions of a “hero” who writes an essay, a letter, a fragment of a book, a newspaper article, a scientific report about a particular historical event.

3.Retrospective gamemodels a situation that puts students in the position of eyewitnesses and participants in events in the past; each student receives the role of a representative of a certain public group or even a historical figure. The main feature of this type of game is the “effect of presence” and the principle of historical fiction. For such a game, a schoolchild, as a rule, invents the name, biographical facts, profession, social status of his own “hero”, and even in some cases prepares a costume, thinks through appearance. At the same time, he must have an idea of the character’s character, feelings, thoughts and views. Retrospective games help the student “enter” historical time, feel the spectrum of an era, get to know specific people with their worldview and actions in a specific historical situation of a certain time. Retrospective games can be divided into role-playing and non-role-playing. Role-playing games of a retrospective nature are based on playing out roles - participants in historical events in an imaginary situation of the past. They are divided into the following subtypes: theatrical performance, theatrical game and problem-discussion game. A theatrical performance has a correctly designated and written script, according to which the action is played out, as on a theater stage. It recreates different types and pictures of the past. All attributes of a theatrical production, including scenery and actors’ costumes, must be present. The point of such a game for schoolchildren is not only to reproduce past eras, but also to subsequently discuss these scenes with the whole class. Children recognize the time and place of a historical phenomenon and its participants - representatives of certain social strata - by the actions of the characters in the performance. In the theatrical play, the texts of the characters are written by the children themselves. Its main difference is the large share of improvisation of the game participants. But in this game, the theatrical action is still close to the era that is being studied. Modernization of the past is not allowed here.

Playing in class is a serious matter. A methodically correctly organized game requires a lot of time for preparation, the greatest activity of students in activities not only at the level of reproduction and transformation, but also at the level of creative search, and promotes cooperation between teacher and students in the learning process. The history teacher can act in the game in the following game roles:

An instructor who reduces his role to a minimum - explaining the rules of the game and the consequences of game actions;

The referee, who supports the progress of the game, monitors compliance with the game rules, evaluates the activities of the children;

A coach who gives tasks, gives tips, provides assistance during the game, encourages children and supports the game situation;

The chairman-leader, who gives impetus to the game and regulates its entire course, holds in his own hands all the game actions of the participants, sums up the results and compares the simulated situation with the real situation.

As historical games become a more or less constant activity for the children, the teacher gradually fades into the background. But at the beginning he is also the highest arbiter and judge during disputes that arise and is certainly an active ordinary participant in the games.

Students in the game play the following roles:actors, spectators, specialists. Actors take on roles in scenes and recite the texts of their roles. Viewers study additional literature, complete assignments, and take a role in the discussion. Experts analyze the game and each participant individually, and compare the simulated situation with the real one. During the game, actors recreate the image of the character created in their minds, carry out conscious and purposeful game actions in accordance with the purpose of the game, its storyline and the content of the role. The actors interact with the audience, answer questions and defend their position. Their main task is to reliably and emotionally convey the content of the species they depict. Often they empathize with their hero. Spectators comprehend the game task and the storyline of the game, express their attitude to what is happening with the help of facial expressions and gestures, remarks, questions, and laughter. In the process of acting out the situation, spectators determine their position in relation to the heroes of the game, correlate the views they see with their system of values, “get used to” the game context and mentally create their own game plan, putting themselves in the shoes of the actors. Experts evaluate the types created in the game - the content of the role, its confidence, authenticity, and the artistic abilities of the performers. The task of experts includes completely difficult task- analyze the process of the game itself, its effectiveness, so along the way they take notes and create analysis cards. At the end of the game, they present the results, mark the most and least successful moments, performances, statements, and give ratings to the participants. When analyzing a game, experts pay attention to play behavior characters, the adequacy of the audience's reaction, analysis of the presenter's activities, the fascination and entertainment of the entire course of the game.

There are several stages of the historical game.

The first stage is preparatory,it takes place before the lesson itself. During this period, the general plan and strategy of the game are discussed, a plan and script are written, participants are instructed, and the materials necessary for the lesson are prepared. The teacher explains the game task to the children, distributes roles, taking into account gaming interests and abilities, gives the necessary additional literature, draws up advanced tasks and introduces them to the children. If necessary, the teacher also conducts personal consultations on preparing for the game, discusses fragments of the script with the participants and corrects it, and manages the external design of the lesson.

Second phase already happens in the lesson itself. It is called introductory, specifically at this stage the teacher once again explains to the whole class the tasks and abilities of the game, the role of individual participants and gives the general direction of the game, formulating cognitive tasks for the entire lesson. It is at this stage that the teacher introduces the participants. Schoolchildren are put into a game state and a certain mood is created. Game stage characterized by the emotional involvement of all students in the class in the game action. During this period, the children seem to “live” the situation in its game embodiment, acting according to certain game rules. Deployment in progress game plot. The teacher coordinates game activities, indirectly controls the actions of the participants, that is, regulates the course of the lesson. If necessary, he corrects the actors’ performances, involves a larger number of schoolchildren in the game, briefly summarizes their activities along the way, encourages active players with words, draws attention to the work of experts, without imposing his own ideas on them. At this stage, the teacher must pay the greatest attention not to the activities of actors and experts, but to the audience, that is, to the entire class.

At the last evaluationstage after the game is over, the lesson is analyzed, the participants’ assessments and self-assessments are listened to, and the course and effectiveness of the students’ game actions are discussed. The degree of correspondence of the game situation to historical reality is analyzed separately. The teacher provides the final word, distributes cards for analyzing the game, and listens to the expert group. In addition, you can conduct a quick interview and a small questionnaire to find out the results of the game.

For fifth-graders, history is a new academic subject, so the main task of the teacher is to interest students in this science and support the desire to study it. The organization of game situations, theatrical performances, situations of intrigue and surprise, and situations of choice will help to effectively solve this problem. Each teacher’s methodological arsenal includes a variety of historical games: role-playing and business, individual and group. The same can be said about theatricalization: didactic collections contain many scenarios and fragments of lessons dramatizing events in the history of the ancient world.

Here are some examples of such situations used in my practice:

Demonstration to students of a “mysterious package”, “mysterious box”, “parcel from the past”, etc. with the attached note “Open after studying the topic...”; the contents of the package can be a thing, a reproduction of a painting, a historical document on a studied topic.

Demonstration to students of an object (product, reproduction of a painting, historical document, rebus) that is directly related to the topic of the lesson, and finding out the reason for the appearance of this object in the lesson.

Show students a video from a documentary or feature film, listen to a musical fragment with historical content.

Examples of teacher use of choice situations.

Students' choice of study plan and method of studying a new topic.

The teacher offers several questions on the topic of the lesson and, together with the students, determines the order (numbering) of studying these questions - draws up a plan for studying a new topic. Students have the right to add their own question to the plan. When starting to study a particular issue, the teacher each time consults with the students on how exactly they want to learn about it. Students can choose the teacher’s story, they can read it independently, they can read it out loud and discuss it together, and they have the right to suggest a different way of doing it.

Students' choice of a way to actualize their subjective experience.

The teacher suggests choosing a way to individually test knowledge on previously studied topics:

Explain these terms, dates, personalities or replace definitions and descriptions with the necessary terms, dates, personalities;

Answer the question “succinctly” or “eloquently”;

Solve a historical crossword puzzle or create one yourself.

Students' choice of methods for monitoring knowledge.

At the end of each section of the history course, the teacher asks students to complete either a test or a creative one.

A lesson where the teacher, together with the students, carries out equal work on the search and selection of scientific content of knowledge that is to be learned, can rightfully be called personally oriented.

An example of using game situations in a fifth grade lesson.

Lesson topic: In ancient Alexandria of Egypt

Lesson objectives: 1. Create conditions for emotional perception

Sights of Alexandria Egypt.

2. Contribute to the development of students’ cognitive activity; mental processes: recreating imagination, memory, speech; historical thinking; ability to work with a plan and map.

3. To promote interest in the Hellenistic period of Greek history and a value-based attitude towards the culture of antiquity.

Methodological tools: personally oriented situations of intrigue, choice, solution to a historical problem, surprise; business game.

Equipment: textbook, computer, multimedia projector with demonstration screen, computer presentation of the lesson, files with posters: “about. Faros", "Pharos Lighthouse", "Museion", "muse", "Clio".

During the classes:

I. Organization. Intriguing topic.

II. Updating the subjective experience of students. Business game “Buying travel packages.”

III. Studying a new topic. The situation of choosing a study plan and method of studying the topic.

Solving historical problems.

TEACHER

STUDENTS

To explore the sights of A.E. offers questions:

Location - Faros Lighthouse

On the streets of the city - Muzeion

- ? (question from students)

1. Asks students to determine where they would like to begin the journey and why it is so important to them.

Arranges questions in numerical order.

2. Asks students to determine how they want to learn about attractions:

For the teacher to tell

To read and discuss together

Some of the students already know and can tell

They may offer another option

3. Organizes the study of a new topic according to the plan and methods chosen by the students, using a computer presentation.

1. During the discussion, they determine the order of studying the topic and justify their choice.

2. Choose a method before starting to study each question.

3. During the study of the topic, historical problems are solved:

Why are car lights called "headlights"?

What is the main difference between A.E.’s plan? from the plan of Athens?

Why is Muzeion in A.E. and modern museums have similar names?

IV. The result of studying a new topic. A surprise situation.

V. Reflection.

When studying history Ancient world in the 5th grade, during a lesson on the topic “Athenian polis”, students answered questions from “merchants” who arrived in the Athens port of Piraeus from the countries of the East. The students happily played their roles, staged the conditions of an imaginary situation, which emotionally enriched the lesson and immersed the fifth graders in the era Ancient Greece. In 5th grade, I also use games and competitions in my lessons. Pedagogical value and advantage of this game form over other types didactic games obviously, because

This type of game is characterized by competition and cooperation;

The game-competition allows the teacher to introduce into the game not just entertaining material, but also complex issues of the curriculum.

I conduct a general lesson “Ancient Greece” in the form of a lesson - an Olympiad. Preliminary preparation was carried out for the lesson: the class is divided into teams of approximately equal abilities, the psychological characteristics of the students and their compatibility are taken into account, the teams choose captains, prepare emblems and greetings to their opponents. Consultants take part in the preparation of assignments, and jury members (willing ones) are selected. After the end of the game, the results are summed up.

In 8th grade, when summarizing the topic “Russian Culture in the first half of the 19th century,” I teach a lesson - an auction. “Auction” is a word of Latin origin, meaning a sale by public auction, in which the goods are first put up for inspection. The auction is designed according to the model and likeness of a real, adult auction. The necessary attributes of the auction will remain: presenter - speaker,

“banker” and money - “knowledgeable people”, participants in the auction: “businessmen” - students divided into teams. Mandatory - a gong and a hammer, the blow of which confirms the sale of the goods. The quality of the “product” is the questions that are included in the lots. All questions are divided into three lots: open lot (the speaker puts up for sale the question: “Name the name of the architect, author of the Kazan Cathedral”), semi-open lot (only the topic is indicated), closed lot (the question is sold without specifying the topic). During the game, teams can use the services of a banker (borrow money). After the auction closes, the speaker sums up the results. A summary table of results allows the teacher to analyze the mastery of the topic.

The auction lesson helps students master certain economic relations, introduces participants into the system of commodity-monetary relations, maintains and develops interest in the learning process and the academic subject, skills and group work skills are formed, communication skills are developed, the learning process is as close as possible to practical activities, During the game, a certain emotional mood arises, activating the learning process.

When explaining new material in 6th grade on the topic “Fragmentation of Rus',” we watch a fragment of the video film “Vladimir - Suzdal Principality of the 12th - 13th centuries.” Before watching the story, students are asked to answer questions written on the board:

Name the city that became the capital of the Vladimir-Suzdal Principality?

What is opole?

What attracted settlers from the south to the northeastern lands?

What are the names of the Vladimir-Suzdal princes of the 12th – 13th centuries?

When explaining new material, you can include a video film in the educational process as a reinforcement of the material on the topic studied.

In the 6th grade, after explaining the topic “Invasion of the Mongol-Tatars in Rus',” students watch a fragment of the video film “Invasion” and, as a reinforcement of the material covered in the lesson, complete a task on a contour map.

In 7th grade, upon completion of studying the topic “The Troubles,” you can play the game “Election of the Tsar.” Students should imagine themselves as participants in the Zemsky Sobor, which, after the unrest, will have to choose a new Russian Tsar.

Students are divided into candidate support groups. The teacher prepares cards with the necessary information for each group. The conditions of the game are explained.

During my lessons, I use video questions to review the material I have learned. In the 8th grade, during a lesson on reviewing the topic “Russia in the first half of the 19th century: dates and portraits,” students, after watching a short plot from the film “A.S. Pushkin and the Decembrists,” answer the question: “Which poem by A.S. Pushkin is dedicated to the Decembrists?” What are the names of the Decembrists with whom the poet was familiar?

In lessons on systematization and control of knowledge in the 5th grade on the topic studied, I use such a form of work as dubbing a fragment of a video film. After watching the two-minute story “The Athenian Port of Piraeus” from the video “Walk in Athens” without sound, students write a story about what they saw.

Taking into account the psychophysical characteristics of students, after watching the video, you can give alternative tasks to complete: - fill out a table, a diagram, the graphic basis of which is given on the board;

Make an illustration for the viewed story;

Write a review or a review of the story you watched;

To make a plan.

Since conducting lessons - games requires a lot of time for preparation, it is often not possible to conduct them, but it is possible to conduct such a lesson at least once every quarter (in each class). In small classes, it is possible to use individual game moments.

Preview:

Introduction

Currently, almost every history teacher uses non-traditional forms of teaching schoolchildren in their activities. In our opinion, this is due to the formation of a new style of thinking of teachers, focusing on the effective solution of educational problems in the conditions of a more than modest number of subject hours and the strengthening of independent creative and search activities of schoolchildren.

For the past decade, a modern history teacher has been faced with tasks inspired by a revision of the content of the subject: alternative approaches to assessing past events, forecasting events and phenomena, ambiguous ethical assessments of historical figures and the course of events. It goes without saying that discussing these issues in the classroom is impossible without students acquiring experience in dialogue and discussion, involvement in creative activities, communication skills and the ability to simulate situations. It follows that: “...the arsenal of forms of a modern history teacher should not only be updated under the influence of the increasing role of the student’s personality in learning, but also transformed towards unusual, playful forms of presenting educational material.”

“It has long been recognized that play occupies a significant part of a child’s life. Back in the eighteenth century, J.J. Rousseau wrote that in order to know and understand a child, it is necessary to observe his games, which means that, in an effort to facilitate the student’s expression and exploration of his own emotional world, the teacher must turn to this conceptual-expressive world. Unlike adults, for whom the natural medium of communication is language, the natural medium of communication for a child is play and varied activities.”

“Play is a way for children to learn what no one can teach them. This is a way of exploration and orientation in the real world, space and time, animal things, structures, people. By engaging in the process of play, children learn to live in our symbolic world – the world of meanings and values, while at the same time exploring, experimenting, and learning.”

The game is activated mental processes participants in gaming activities: attention, memorization, interest, perception and thinking. A unique feature of the game is that it allows you to expand the boundaries of a child’s own life, imagine something that he has not seen, imagine from someone else’s story something that was not in his direct experience. The game is emotional by nature and therefore is capable of reviving even the driest information, making it bright and memorable. In the game, it is possible to involve everyone in active work; this form of lesson is opposed to passive listening or reading. During the game, an intellectually passive child is able to perform a volume of work that is completely inaccessible to him in a normal learning situation.

“Mastering knowledge in a game is a new, unique condition for uniting peers, a condition for gaining interest and respect for each other, and in the process, finding oneself,” thus, among other things, a huge educational work takes place in the game.

Purpose of the work: to clarify the role and place of play in history lessons.

Tasks:

1. reveal the concept of “game situations in history lessons”, identify their psychological and pedagogical basis.

2. prove that among the many ways to instill interest in learning in schoolchildren, the most effective is a combination of gaming activities.

3. show methodological techniques for gaming activities in history lessons.

Role-playing games in history lessons

Almost all people go through games in general and role-playing games in particular.

It is difficult to find a girl who, at least once in her life, has not played “mother-daughter”, school or hospital, or a boy who has not been a brave warrior or a valiant Indian.

“Play for children is a way of understanding the world and their place in it, and therefore it is necessary for the development of the child’s personality. However, the widespread belief that the need for play disappears as people grow up is wrong. This misconception becomes especially pronounced when we define play as any activity whose goal is the activity itself. With this approach, the games that most adults play include theater, cinema, politics, and much, much more.”

Role-playing games, in their modern sense, appeared relatively recently, but a number of their predecessors can be noted. First of all, these were the trials of literary heroes, popular in the 20s and 30s, which made it possible to at least a little “be in the shoes” of this or that literary hero and find out whether it was possible to act differently in the world where they lived. The second predecessor of role-playing games should be called paramilitary games on the ground “Zarnitsa” and “Eaglet”. Although the actual role-playing element in them was sharply limited, such games became the prototype of polygon role-playing games. The third predecessor of role-playing games was out-of-school teenage associations, which made it possible not only to consciously choose a role for oneself, but also to live inside it, and not just portray it externally. In addition, in teenage clubs, a lot really depended on the individual. And finally, as another predecessor, we can name the annually repeated (since the early 80s) battle of the Russian and French armies on the Borodino field.

The term "role-playing game" has a lot of meaning. In this paper, we consider a role-playing game as: “the process of creating a game world with the immersion of the player as an independent person into it.” Let's consider this definition more details.

The game world can reflect real world, or may not reflect it, being a conditionally historical or fictional world by the organizers of the game.

However, in any case it must be complete. Many naively believe that it is enough to set the initial game situation, but in practice this is very little. In this case, the game will stop as soon as the possibilities of the given situation are exhausted. The game world is a set of organically interconnected actual and possible situations.

It is, of course, more difficult to create than a separate situation, but it pays off with a wealth of gaming possibilities. The more thoughtful the design of the game world, the more opportunities players have for self-realization in it. Naturally, the world, even the most fantastic one, must be reliable for the players, otherwise the game simply will not work.

The world is created during the game, and not before it starts, and all players take part in its creation, regardless of their role. That is why “non-game behavior”, i.e. Deviation from the rules of life in the gaming world is punished very strictly in most games, up to and including removal from the game.

An essential condition for creating a game world is the immersion of the player in the game. Anyone who does not comply with this condition can only play formal situations strictly assigned to him personally, remaining an external observer of events, and therefore is not able to play the game.

Outsiders, external spectators are not allowed into the game or are ignored by the players, which is due to the authenticity of the game world. Each player chooses a role from among those conceived and proposed by the world (the game organizers). In this case, the player has the right to make an independent choice, which may be limited by the organizer of the game and the capabilities of the player himself (one deprived of voice and hearing cannot play the role of a minstrel, someone who does not know the history of the church cannot play the role of a bishop, etc.). If the role desired by the player is not on the list of those planned by the organizer, he can declare it and it will be accepted if it corresponds to the given game world. The game is considered individual because any player has the right to team up with others or act independently of them.

In the process of creating a game world, each role is significant, since the more diverse the roles are, the better they are played, the more complete and interesting the created world. There are no two identical roles, just as there are no two identical people in real life. Compare, for example, the role of “blacksmith-gunsmith-court master” and the role of “blacksmith-gunsmith-joker”. And in general, the more fully the role is embodied socially and psychologically, the higher the player is valued. Thus, the chosen role becomes a powerful incentive for self-education. “To play the role of a scribe well, you need to be able to read and write well. The paladin must demonstrate high moral qualities and set an example of serving God, and the owner of the castle must be feminine and beautiful, in order to give a reason to glorify her in poetic works, but at the same time economical, otherwise her entire family (team of players) will remain hungry and will not be able to accept a full meal. participation in the game." By the way, many players who like their chosen roles continue to stick to them in Everyday life: The archivist collects books. Marvelous elves are clearing debris from the nearby forest park. It is difficult to call such an educational technique new, which, however, does not in the least detract from its effectiveness - Buddhist monks already demanded that those wishing to take initiation take the names of ancient heroes in order to imitate them in everyday life.

Classification of role-playing games

Role-playing games are classified according to various criteria. They are divided into classes depending on the method of their creation and location, according to difficulty levels and according to temporary or target criteria. In this paper we present one of the options for classifying role-playing games.

In general, all games, in one way or another, solve three main problems through their impact on the participants. But: “... having identified three types: educational, educational and entertaining games, it is impossible to draw a clear boundary between them. Each game teaches something and develops certain qualities in players.” And every role-playing game at this stage is a way of spending leisure time, that is, entertaining, with the possible exception of business games. However, it is already possible to divide entertainment games (whose participants gather mainly for the purpose of relaxing in such an unconventional way) and educational games (whose organizers set themselves the task of imparting certain knowledge and skills to the players). Wherein: " gaming style learning is the most productive, as it provides the opportunity to create historical, political, ethnographic and technical models, and solving game problems is a way to advance in the game and achieve goals for players and organizers.”

Based on the source of the world created during the game, role-playing games can be divided into three main groups: literary, historical and fantasy.

At the same time, we should not forget that these types of games are practically never found in their pure form. Literary role-playing games have a clearly indicated literary source (one, rarely several). In this case, most of the roles are described in the work used, the names and occupations of the characters are indicated.

Historical role-playing games may or may not have literary or artistic descriptions. Their main sources are historical and linguistic essays and serious scientific works. An example is the role-playing game “The Trial of Socrates”. Fantasy role-playing games are based on the joint literary and artistic creativity of their organizers, and this can be either a skillfully executed collage from literary and historical sources, or their own original developments.

Naturally, such games place increased demands on the creative abilities of players and game organizers.

According to the degree of freedom of players, role-playing games can be divided into: theatrical and creative. In theatrical games, the main course of the plot, and often its many auxiliary lines, is known in advance. Therefore, the main efforts of players are directed towards recreating this plot with the greatest possible realism. In creative role-playing games, there is no predetermined plot, but only an initial situation, although sometimes this may not exist.

By location, role-playing games are divided into:

Board games are the simplest games in terms of technical requirements. The player only needs paper and pen, as well as a developed system of rules and information cards. Most games of this kind require a trained leader, but there are games that can be played without one. Preliminary preparation of players is not required.

Cabinet games are games that are played indoors and in which it is possible to simulate large areas and processes.

Presence of surroundings and appropriate equipment is desirable. These games require the presence of presenters (masters) who regulate the course of the game.

The preparation of the game participants depends on the level of complexity of the game.

It is possible to include elements of board games.

Polygon games are the most complex games in terms of technical requirements, especially when they are held over several days and require solving transport and everyday problems. As a rule, to conduct a role-playing game on location, elements of the surroundings, costumes for participants, and gaming and tourist equipment are needed. To conduct large-scale role-playing games, it is necessary to have trained game technicians and an administrative group who prepare in advance for the event and supervise the preparation of participants.

Division of role-playing games by creation method:

1. Basic games– they are based on the idea of strict adherence to the facts set out in the historical source. Basic facts, laws and conditions of existence of the selected world are taken. Situations that arose in real history when these conditions changed are repeated.

2. Conditional games - the conditions and laws of existence of the game world are developed by the creators and participants of the game independently, down to the physical, biological and historical.

Participants in role-playing games can also be classified according to several criteria.

In relation to the game and gaming experience Participants in role-playing games are divided into:

Excursionists (passive participants) - the participant does not take active actions, but only observes the development of the plot played out by a group of game technicians or more experienced players. In between game events he can move freely around the playing area and ask questions.

Followers (limited participation) – the participant is directly included in the game. They are included in a team or have an individual role, but their initiative is limited by the leaders. A group of game technicians, according to a flexible script in which key points are pre-described, plays out theatrical fragments with the help of which the current situation is explained and an impetus is given further progress games.

Players (freely participating) – the player independently determines his actions in the game. He himself develops personal and team legends based on masterful settings. There may be theatrical moments in the game, but basically the course of the game depends on the participants themselves. In such games, the presenters monitor compliance with the rules and regulate the course of the game.

Methodological principles for organizing and conducting role-playing games in history lessons

The structural diagram proposed below is a conditional algorithm for the development and conduct and analysis of role-playing games. Naturally, not all points of the above scheme are mandatory for use, however, the authors of this work, based on personal experience, tried to outline as fully as possible the methodological principles of organizing and conducting role-playing games in history lessons. Let us note that the technology of role-playing games, as a form of organizing and improving the educational process, was considered most deeply by S.F. Zanko, Yu.S. Tyunnikov and S.M. Tyunnikova, who believe that: “before the development of the theory of problem-based learning, its basic concepts, principles and methods, the game could not receive and did not have a pedagogical logic of its construction either in the aspect of didactic interpretation of the structure and content of problems or in the aspect of organizing and implementing the game process” .

The organization of the game begins with its concept. Here it is necessary to present the conditions and laws of existence of the game world. The description scheme is as follows: place of action, time of action, characters and the position they occupy, important events preceding the game period of time, the situation that developed before the start of the game.

In this case, the main attention should be paid to the following points:

“Firstly, the conceived world must be holistic and complete, and allow for many different situations, including those not predetermined.

The fuller and larger the conceived world, the better. However, allowances should be made here for the experience of the players.

Secondly, the duration of the game is determined. The world for a one-day game is significantly different from the world for a multi-day game, and even more so for a repeated game. A world that is too broadly conceived is almost impossible to create, and a world that is too narrowly conceived will be exhausted before the given limit of game time. Both are equally bad.

Thirdly, the form of the game is determined: cabinet or training ground.”

The next stage of organizing the game is developing the rules of the game. In this case, the following point should be taken into account: in order to avoid disagreements during the game, the rules must be recorded in writing. All participants in the game must be familiar with the rules before the game begins, and each team must have at least one copy.

The rules must contain the following information:

a general description of the game world and the situation at the start of the game;

list of participants and main commands indicating their image;

rules for recalculating real and game time;

individual information on economics, culture, religion, government and other aspects of life in the game world.

Naturally, other sections can be added to this minimal list. For example, it is desirable to include in the rules of the game a list of the rights and responsibilities of the player and the master (organizer) of the game.

Currently, when drawing up the rules for conducting role-playing games, there are two completely opposite approaches: “Some prefer the maximum short rules containing only the most necessary information. The main principle here is that everything that is not prohibited is permitted. In this case, game situations that are not in the rules are resolved by the game master of his own free will, which may cause criticism from the players and imposes additional responsibility on the master. The second approach involves a detailed description of the game world and all possible game situations. This reduces the master’s arbitrariness, but creates another problem: too voluminous rules are poorly remembered by players, and it is very difficult for the master to remember all possible nuances.” In our opinion, when drawing up rules for role-playing games, it is best to stick to the middle and draw up rules according to the principle: no more than necessary.

Everyone knows that: “the dynamics of the game are built on each player achieving some of his own interests and goals, this means that there is intrigue in every game (however, it cannot be any other way). The dynamics of the game's intrigue are based on the rivalry of the players, but unlike a military clash, where the decisive factor is the fighter's ability to cover himself and his comrade with a shield and hit the gaps in the enemy's shields with a sword, here the winner is the one who has collected the most complete information about his rivals. At the same time, “, each player, in addition to his own goal and information (which helps him achieve his intended goal), also has personal incriminating evidence that is known to someone and can be used by an opponent.”

The dynamics of the role-playing game as a whole is ensured by the following factors:

“Participant preparation factor. For role-playing games, it is very important that the player understands his goal. Awareness of the goal occurs as a result of the personal work of the game master with the player, when the first tells the player everything he needs to know. It is very important that the player's potential matches the goal. In addition, the set goal should not cause obvious rejection in the player.

Goal development factor. This is a determining factor for the success of a role-playing game. As mentioned above, the goal must correspond to the participant’s potential. This means that the GM must know the player's capabilities, as well as what the player will do to achieve the task. In addition, each player must imagine what moves he will take to achieve his goal. It is quite possible that he could be wrong. In addition to the player understanding his moves, the master must provide a constant reminder to the player of the tasks that are assigned to him. If there is a noticeable difference in the potential of stronger players, it is recommended to introduce certain restrictions (low social status, inability to kill opponents).”

Let us note the following features of the goals of role-playing games:

The goals of the role-playing game must be related to some objects or persons;

Players can use items or services of persons only once.

There are two options for linking the goals of different players to each other: a) Beads - the goals of the players stand behind each other, the tasks of one are connected with the tasks of the other. For example: One of the players owes a large sum of money, the one to whom he owed it is also obliged to pay it back on a promissory note, etc. Goals are like beads strung on one thread, each bead must “do” something to the other and this other must, in order to complete the task, do something to the next one. b) Circle – goals are tied to each other in a circle. It is possible that with simple circular interest, the players will quickly find a common language, so it is necessary to establish relationships, as it were, within the circle. So that the goal of the first and other players would be connected not only with the subsequent ones, but also in a chaotic manner so that it would be impossible to find the ends of the intrigues.

Goal maintenance factor. “The goal should be visible to the participant throughout the game, since it is the spring pushing the student to action. During the game, under the influence of surrounding events, he may temporarily forget his goal, and then in the rapidly changing game world it will be very difficult to find the ends by which it will be possible to find out the necessary information. For example, a player was attacked by bandits, he ran away from them, then he was accused of something, the player begins to unravel this accusation, etc.” This situation, by the way, is very common when conducting role-playing games.

There is a system that is designed to remind the player of the task at hand. This system is divided into two types: passive reminder system and active reminder system. Let's first consider the passive reminder system:

– Letters written by the master to the player on behalf of an off-screen character. In these letters, the master reminds the player of the task in a playful manner. It might look like this: “My dear cousin! Why haven’t you written to your dear uncle for so long? Everything is fine in our village. I say hello from Aunt Marusya. When will you finally send news about the matter that we talked about before you left?” Naturally, in the case of such a letter, the player should be told about his uncle and that he can receive and send letters to his uncle, or the uncle may not send a letter, but come himself. The master himself will act as this uncle, or a messenger will come from him. Also, there is a very complex way to passively remind the player of the goal, this is a scene during the game that would remind the player of his goal.

The active reminder system consists of:

– If the player’s goal is somehow connected with money, then it is possible that there are creditors in the game who constantly come and demand repayment of debts;

– It is possible that a person is threatened with arrest for failure to complete his task, and this threat is constantly confirmed, the same thing if the player’s goal is connected with a criminal plot and he is threatened with murder for failure to complete it.

In general, the system of active reminders is primarily aimed at the goals of other players, who will in turn complete their tasks; kill, demand debts, etc. The master reminds some players of their task with the help of passive reminders, and those, having “remembered” their goals, go to remind other players of their goal through active means. This system of constructing hints is the most effective, since it requires less effort on the part of the master.

Decency factor. The concept of "decency" refers to factors that prevent the player from achieving his goal in one fell swoop. At the same time, it is worth noting that these factors build the dynamics of the game, creating various difficulties and forcing the player to overcome them. Role modeling in general provides a variety of these difficulties and a variety of ways to overcome them.

So, by decency we mean a certain code that: “must be observed by the players, and difficulties arise precisely because the code must be observed. In particular, for a player who is told in the water that he must repay a debt to someone, it is much easier to shoot his creditor than to save money long and hard. To prevent this from happening, it is necessary to either ban murder or make it technically very difficult.”

There are the following ways to force the player to maintain decency: – The presence of the law. And not just its existence as a book, but as a law, as an institution. This is difficult for a novice master;

– Impossibility of physical contact between the parties. For example, both parties fly on spaceships and can only talk via videophone;

– The player’s dependence on a moral figure who determines for the player what standards he should follow. This could be a good wizard or the Pope, etc.

The most important thing in this factor is the maximum aggravation of murders.

The factor of “dirty” stories circulating in the game and the presence of “compromising evidence” on each player. “Dirty” stories and “compromising evidence” refer to information that players collect about their opponents to achieve their goals. An example of such a “dirty” story is Dumas’ story about pendants; if Richelieu had not learned the story about pendants, it is unlikely that Anna would have spent so much time eliminating the danger of being exposed by the cardinal. If such a situation were repeated in a role-playing game, then Anna would remove herself from the path of other players while solving her problem with the pendants, thereby making it easier for them to solve the problem. The main game takes place in the royal castle, and the king is waging war on the northern borders, where courtiers who have particularly offended the crown can be exiled. Naturally, the person who is referred to this war leaves the game. Thus, the factor of maintaining decency is observed, the dynamics of intrigue are also respected; the person was compromised and he lost i.e. he was removed from the game.

“The emotional effect of a role-playing game is based on a kind of discovery that the student makes while participating in the game. To explain this concept, let’s imagine a situation: students begin a role-playing game, having a certain sensory experience, that is, they remember some of their feelings and sensations that they have experienced in their lives. During the game, they find themselves in a non-standard situation, which is not captured in their sensory experience, and since this situation is completely new to them, it becomes a kind of discovery. Such discoveries can be very diverse. For example: the feeling of the heaviness of the armor and the experience at the moment of using a magic item and admiration for the castle standing on the hill, etc. After some time, when the participant completes 2-3 games, his sensory experience will expand so much that many sensations that at the beginning seemed new to him are no longer so.” Therefore, if the master does not invest new ideas (namely, discoveries are based on them) into the games, interest in the role-playing game, as in immersion in another world, will decline. An option is possible when a game that does not bring anything new, but is carried out with sufficient frequency, turns into a kind of sports competition, with known rules that must be followed in order to win.

"Different people come to game world, they have different characters, different worldviews, and therefore they have different problems. For one, the sensations that he experienced as an innkeeper will be new; for another, the sensations of a warrior will be new, etc. It is possible that the means by which the goals of the game are achieved will be new for students. For example: prosperity can be achieved with the help of work, as a person does in his usual life, or you can go out onto the high road and, if you have enough health, rob several caravans. Moreover, an attempt to use your energy in this way in a role-playing game is unlikely to be severely punished, as if it happened in real life. In general, role modeling is the modeling of new discoveries and situations for a person.”

However, in addition to the sensory side of the matter, there is also an intellectual one. After all, in addition to sensations, a role-playing game also contains thoughts and a certain worldview. Awareness of ideas or awareness of the consequences of applying these ideas for a person is also a kind of discovery.

Conclusion

Practice has shown that history lessons using game situations, theatrical forms and supporting notes, making the learning process exciting, contribute to the emergence of active cognitive interest in schoolchildren. “Such classes create a special atmosphere where there are elements of creativity and free choice. The ability to work in a group develops: its victory depends on the personal efforts of everyone. Quite often this requires the student to overcome his own shyness and indecisiveness, and lack of faith in his own abilities.” Thus, the principle of development is realized, which is expressed not only in the development of intelligence, but also in the enrichment of the emotional sphere and the formation of volitional qualities of the individual, and the formation of adequate self-esteem.

A game in a history lesson is an active form of educational activity, during which a certain situation of the past or present is modeled, people - participants in a historical drama “come to life” and “act”. The game state that arises in schoolchildren during game lesson- a specific, emotional attitude to historical reality. Students fill in the “deserted” story with characters that they themselves portray in historical games ah different types.

The historical game encourages the student to transform into another person from the past or present, forces him to “jump above himself,” because he portrays an adult, “trying on” an image that is far from his daily practice. By understanding the thoughts, feelings and actions of the characters that students portray in the game, schoolchildren model historical reality.

At the same time, the knowledge acquired in the game becomes personally significant and emotionally charged for each student, which helps him to better understand and better “feel” the historical era being studied.

Naturally, such a difficult task requires the student to mobilize all his skills, encourages him to master new and deepen acquired knowledge, broaden his horizons, and most importantly, forces him to master a whole range of important, “adult” skills, primarily communication. Historical games also develop schoolchildren’s ability to critically perceive the surrounding reality and empathy.

“Historical games are fully functional. They very harmoniously combine factual and theoretical material, ordinary perception of information and creative work, emotional and logical methods of perception - in a word, they force different levels of students’ cognitive activity to actively function.”

Playing in a history lesson creates conditions for students to imagine something that did not exist in their direct life experience; it equips the student with accessible ways to reconstruct historical reality. Playing any role internally liberates the child, which creates conditions for the development of a creative personality.

A historical game is emotional by nature and therefore makes the driest information vivid and memorable.

“The game involves every student in active work in the lesson. Play is a form of work that is opposed to passive listening. During play, intellectually passive children usually complete a volume of educational work that is inaccessible to them in a normal learning situation.”

Bibliography

1. Alekseeva N.M. Games in history lessons // Teaching history at school. 1994. No. 4.

3. Borzova L.P. Games for history lessons. M.: Vlados-press, 2001.

4. Vygotsky L.S. Game and its role in the psychological development of a child // Questions of psychology. 1996. No. 6.

5. Zanko S.F., Tyunikov Yu.S., Tyunnikova S.M. Play and learning. Theory, practice and prospects of gaming communication. In 2 vols. M., 1992.

6. Ivanova A.F. non-traditional forms of work in the classroom // Teaching history at school. 1994. No. 8.

Using gaming technologies in history and social studies lessons: role-playing and business games

The search for new forms and methods of teaching history and social studies in our time is not only a natural, but also necessary phenomenon. And this is understandable: in the free school to which we are moving, everyone will not only be able, but should work in such a way as to use all the possibilities of their own personality. In the context of the humanization of education, the existing theory and technology of mass education should be aimed at the formation of a strong personality, capable of living and working in a constantly changing world, capable of boldly developing their own strategy of behavior, making moral choices and taking responsibility for them, i.e. self-developing and self-realizing personality.

Based on observations, questionnaires, and conversations with parents, I concluded that among students, especially in grades 8-9, there is a decrease in cognitive interest in the educational process. They read little additional literature; during lessons they prefer to listen more to the teacher. The worrying thing is that such a situation can lead to a decrease in the quality of knowledge and create in students the need to have everything ready-made without making much effort. It is impossible to allow students, upon graduating from school, to become only consumers, uninitiated people who are not interested in anything and do not care about the fate of their family, city, or country.

Indeed, today the modernization of secondary schools presupposes the orientation of education not only on the assimilation by schoolchildren of a certain amount of knowledge, but also on the development of the personality, cognitive and creative abilities of students.

Use of modern educational technologies

in the educational process.

The use of modern educational technologies in practice is a prerequisite for the intellectual, creative and moral development of students. There are many educational technologies ( this is a set of principles, techniques, methods of pedagogical work), which complement traditional technologies of teaching and upbringing.

Technology	Result of using technology
Developmental education	Comprehensive harmonious development of the child’s personality, preparation of the educational base for general education
Problem-based learning
Multi-level training	Development of multi-level tasks. Completing training groups in accordance with individual capabilities.
Technology of level differentiation based on mandatory results.	Development of educational standards. Prevention of academic failure
Development of research skills	Development of research skills in the learning process in one lesson and in a series of lessons, followed by presentation of the results of the work in the form of an abstract, report, etc.
Project-based teaching methods	Achieving pragmatic results, moving projects beyond the scope of their subject matter, moving to the level of socially significant results.
Technology "Debate"	Developing public speaking skills
Technology of modular and block-modular training	Strengthening the health-saving aspect of subject teaching.
Lecture-seminar-credit system	Improving the quality of training based on developing educational standards. Strengthening the health-saving aspect of subject education
Game-based learning technology: role-playing, business and other types of educational games.
Collective learning system (CSR)
Collaborative learning (team, group work)	Development of mutual responsibility, the ability to learn according to one’s own capabilities with the support of one’s friends. Implementation of the need to expand the training information base. Development of new approaches to explaining new material.
Information and communication technologies	Using tutorials
Health-saving technologies	Improving the quality of training based on developing educational standards. Strengthening the health-saving aspect of subject teaching.
Innovation assessment system "portfolio"	We received a tool for self-assessment of the student’s own cognitive, creative work, reflection of his own activities in accordance with subject training

The variability in the use of educational technologies provides positive dynamics for the participation of school students in various events.

Given the undoubted advantages of other developmental methods, special attention should be paid to interactive teaching methods, which are based on the cognitive joint activity of the teacher and the student. Methods of group interaction are usually called interactive. They are based on the process of game interaction, or the mechanism of interaction (translated from English as “interaction, influence”).

At school, a special place is occupied by such forms of classes that ensure the active participation of each student in the lesson, increase the authority of knowledge and individual responsibility of schoolchildren for the results of educational work.

These tasks can be successfully solved through the technology of game forms of education..

The task of a modern teacher at present is not to present knowledge to schoolchildren, but a more practical and down-to-earth task - to create motivation and form a set of general educational skills to teach oneself .

Game forms of learning allow you to use all levels of knowledge acquisition: from reproductive activity through transformative activity to the main goal - creative search activity. Creative search activity turns out to be more effective if it is preceded by reproducing and transformative activity, during which students learn learning techniques.

Fundamentals of technology for game forms of education.

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

as independent technologies for mastering a concept, topic, or even an entire section;

as a lesson or part of it

(introduction, explanation, reinforcement, exercise, control);

as a technology for extracurricular activities, etc.

Psychologists define the term game as “a type of human activity in which he demonstrates one or more of the following qualities: behaves in an atypical way (plays a role), does not take seriously what he does, hides his true feelings and psychological qualities, receives only having fun doing what he does." An important feature of the game is its two-dimensionality:

The player performs a very real activity, the implementation of which requires actions related to the solution of very specific, often non-standard tasks;

A number of aspects of this activity are conditional in nature, which allows us to escape from the real situation with its responsibility and numerous incidental circumstances. The dual-plane nature of the game ensures the developmental nature of the game.

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 that arise in other types of life activities;

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

correction function: introducing positive changes into the structure of personal indicators;

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

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

Most games have four main features:

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

2) the creative, largely improvised, very active nature of this activity (“field of creativity”);

3) emotional elation of activity, rivalry, competitiveness, competition, etc. (sensual nature of the game, “emotional tension”);

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

Into the structure of the game how activities organically enter

goal setting,

planning,

goal realization,

analysis of the results in which the individual fully realizes himself as a subject.

Into the structure of the game Processes include:

a) roles taken on by those playing;

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

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

d) real relationships between the players;

e) plot (content) - an area of reality that is conventionally reproduced in the game. The value of the game cannot be exhausted and assessed by its entertainment and recreational opportunities. This is the essence of its phenomenon: being entertainment and relaxation, it can develop into learning, creativity, therapy, a model of the type of human relationships and manifestations in work. Unlike games in general pedagogical game has an essential feature - a clearly stated learning goal and a corresponding pedagogical result, which can be justified, identified explicitly and characterized by an educational and cognitive orientation.

The game form of classes is created during lessons using game techniques and situations, which act as a means of inducing and stimulating students to learning activities.

The implementation of game techniques and situations during the lesson form of classes occurs according to the following main directions:

a didactic goal is set for students in the form of a game task; educational activities are subject to the rules of the game;

educational material is used as its means, an element of competition is introduced into educational activities, which transforms the didactic task into a game one;

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

Games can be of many different types :

long-term and short-term,
business and role
scripted (with written roles and instructions).

Types of historical games such as crosswords, chainwords, cryptograms and puzzles have become a very common form for homework. Competitions for history experts, role-playing theatrical games in the lesson (for example, the topic “Culture of Ancient Greece 5-4 centuries BC”) or a lesson-quiz on the topic “Ancient Mesopotamia and Western Asia” and others are of particular interest to fifth-graders.

Game forms of the lesson allow you to make repetition of the material quite entertaining and effective.

Children repeat in games what they pay full attention to, what they can observe and what they can understand. For this reason alone, play, according to many scientists, is a type of developmental, social activity, a form of mastering social experience, and one of the complex abilities of a person. You can achieve a lot using games. During the games, not only dates, names, and places are remembered, but also the skill of giving short, clear answers is acquired, synchronous ideas are consolidated, and graphic and illustrative material in the textbook is better absorbed.

Training tools and methods of motivation.

In work on the technology of game forms of education, a diverse range of teaching aids is used:

Working with the textbook.
Using the textbook apparatus.
Study guide illustrations.
Historical maps.
Educational historical paintings.
Educational films, filmstrips, transparencies, art albums and postcards.
Texts of works of art.
Creative works of the students themselves - drawings, crafts, modeling, historical miniatures.

Any educational activity of a student is motivated. motive, as a need, urge, attraction. An important indicator is the speed of students’ involvement in academic work, the degree of sustainability of their interest in it and persistence in solving educational problems.

Motive is the student’s focus on certain aspects of educational activity, associated with the student’s internal attitude towards it. 1

Types of motivation:

Cognitive:

Broad motives (mastery of knowledge).
Educational and cognitive (focus on mastering methods of acquiring knowledge).

Social:

Broad motives (duty, responsibility of understanding the social significance of teaching).
Positional motives (the desire to take a certain position in relations with others, to gain their approval).
Motives for social cooperation (orientation towards different ways of interacting with another person).

In his work, the teacher must rely on the age-related characteristics of the motivation for learning and the ability of schoolchildren to learn.

Senior school age.

Broad cognitive motives – interest in knowledge.
Educational-cognitive motive - interest in methods of acquiring knowledge is improved as interest in methods of theoretical and creative thinking (participation in school scientific societies, application of research methods of analysis in the classroom).
The ability to set non-standard educational tasks in educational activities and at the same time find non-stereotypical ways to solve them.

Motives for communication:

Students, solving problems together and participating in games, learn to communicate and take into account the opinions of their comrades.
In the game, when solving collective problems, the different abilities of students are used. In practical activities, children realize through experience the usefulness of fast-thinking, critically evaluating, carefully working, prudent, and risk-taking partners.
Shared emotional experiences during the game help strengthen interpersonal relationships.

Moral motives:

In the game, each student can express himself, his knowledge, skills, his character, strong-willed qualities, his attitude towards activities, towards people.

Game forms of the lesson allow you to make repetition of the material quite entertaining and effective.

Methods of organizing educational and cognitive activities.

Game theme: “Political figures of the second half of the 20th century”

Breakdown into teams and groups.

After preliminary self-determination and the formation of groups, which requires compliance with ethics, taking into account affections, likes, and dislikes. Gaming practice has accumulated many democratic game-technical examples of division into micro-collectives of players, in particular the following: drawing lots, counting tables, test

assignments, answers to questions.

Let's choose the option of forming groups: answers to the questions: based on the content of the political joke, determine the historical era and political leader discussed in the joke.

Number of groups: no more than 5: “Stalin”, “Khrushchev”, “Brezhnev”, “Gorbachev”, “Yeltsin”.

The facilitator monitors the even distribution of participants among groups.

Reflection of the game participants: The presenter checks the correct distribution of players by historical eras, involving all participants in the game.

Group work:

Development of the game situation:

By such development we mean a change in the position of the players, a complication of the rules of the game, a change of scenery, emotional saturation of game actions, etc. The participants in the game are socially active insofar as none of them fully knows all the ways and actions of performing their functional tasks in the game. This is the mechanism for ensuring interest and pleasure from the game. During the work within the group, a leader is identified who will subsequently represent and defend the work of the group.

After time has passed collages are hung on the wall, and each collage has only the title of the era.

Game elements. Interactive strategies (circular interaction method): 1. 1. Members of other groups should try to identify the problem addressed in the project. If difficulties arise, the facilitator gives the floor to a representative of the group, who names the problem reflected in the project. Each group characterizes each of the projects in two or three sentences. In conclusion, the floor is given to a representative of the group, who publicly reveals the line of strategy of his group.

Reflection: Collective analysis of the work of each group. Reflection - determine the best (according to each group) “Political collage”. The criterion for assessing reflective discussion is the ability to:

Creating a figurative representation of a historical era..
Gaining specific knowledge through personal sensation.

5. The ability to navigate historical knowledge in order to select the desired historical fact that illustrates a certain historical moment or fact.

6. Selection of the necessary information.

7. The ability to defend and defend (reasonably) one’s position and point of view.

8 . Participate in discussions, conduct dialogue in a businesslike and concrete manner.

9 . The ability to ask questions competently, concisely and clearly.

Conclusion

The technology of game forms of teaching is easy to understand and can be used by any subject teachers.

Each science and educational subject has its own entertaining side; there are a large number of games and game forms. As a rule, they require students to be able to decipher, unravel, unravel, The main thing is to know the subject itself.

The technology is universal. Any of the organizational forms considered is easily reproducible. For example, the enormous popularity of those born on television mind games like: “What? Where? When?”, “Field of Miracles”, “Brain Ring”, “Wheel of History”, “ Lucky case» can be transferred to the classroom. This form, which the subject teacher can fill with his own content, using for mental exercises of students, their self-examination, creative intellectual development. Creativity in teaching begins with the destruction of stereotypes. As for plot and role-playing games, using the methods and principles of organizing students’ educational and cognitive activities and the rules for preparing such lessons described earlier, the teacher is able to reproduce them. Moreover, creative role-playing games are not just a copy of the work done by one teacher by another, they are a manifestation of the free activity of any teacher, schoolchildren, and their free imagination.

Any teacher, with the help of his student assistants, can obtain a good set of gaming material on the subject, which can always be used both in educational and extracurricular activities.

Recommendations for the teacher:

During the game, one should not overuse the emphasis on competitive moments; it is necessary to be careful in identifying winners and losers; in most cases, it is rational to abandon competition;

Preliminary preparation for the game, memorization of certain roles is not necessary;

The game should arouse interest;

The game should fulfill certain educational objectives (the teacher should ask the question before organizing the game about what new things the participants will acquire as a result of the lesson and how this relates to the educational goals).

What is worth remembering when organizing a game during the learning process:

Every game is, first of all, a free activity, any game ordered or imposed turns into an imitation of a game, freedom is a key feature of the game;

The game satisfies the ideals of communication and community;

The game must be played according to pre-established rules; any deviation from them destroys the game itself.

List of used literature.

Bespalko V.P. “Components of pedagogical technology.” M. Pedagogy, 1989
Markova A.P. and others. “Formation of learning motivation” M. Prosveshchenie, 1990.

Moreva N.A. Fundamentals of pedagogical skills: workshop: textbook for universities / N.A. Moreva.-M. Prosveshchenie, 2006.

Shevchenko N.I. Pedagogical technologies: socialization of schoolchildren in social studies lessons. - M.: LLC "TID "Russkoe Slovo" - RS", 2008.

Modern educational technologies in the study and teaching of social and humanitarian subjects. - M.: LLC "TID "Russkoe Slovo" - RS", 2007.

Pidkasisty P.I. “Game technology in teaching” - M. Prosveshchenie, 1992.
Zavgorodnyaya O.D. “Non-standard: its paths, gains and pitfalls” M. - 1987.
Legal education at school. 9-11 grades: development of organizational and activity games / author's compilation. V.V. Gordeeva. - Volgograd: Teacher, 2007.

1 Markova A.K. and others “Formation of learning motivation.” M. Education 1990, p. 9

Stories ... technologies on lessons ... On lessons I apply gaming ...

Works of the state educational institution of secondary school No. 152

Document

V.V. Repetitive-generalizing lesson"The contribution of the ancient Hellenes to world culture" Usage gaming technologies on lesson stories. Lesson-a game. 10.03 Chelebova...

Organization of research activities of schoolchildren based on design technologies

Document

Pedagogical practice has usage information and communication technologies on lessons stories And social studies. In the field... on lessons and in extracurricular activities I will definitely use it gaming teaching methods: plot-based role-playing And business games ...

Methodological system of history and social studies teacher O. S. Ardasheva. Active forms and methods of teaching as a means of socializing the student’s personality

Document

Socialization of students on lessons stories And social studies are lying... on technology problem-based learning that is applicable on ... role-playing games (... a game. It could be like gaming ... lesson: For example, a game“Death penalty trial” (9th grade), business a game ... usage ...

03.06.2021

Checkers

The most interesting:

2 copper riot. Copper riot (13 photos). Reasons for the start of the riot

Board game evolution

Captains: Legends of the Oceans (City of the Empire in battle) Download Captains Legends of the Oceans for android

Role-playing games in history lessons. Role-playing games in the process of studying history. In his work, the teacher must rely on age-related characteristics of motivation for learning and the ability of schoolchildren to learn

Download:

Preview:

Preview:

Preview:

At school, a special place is occupied by such forms of classes that ensure the active participation of each student in the lesson, increase the authority of knowledge and individual responsibility of schoolchildren for the results of educational work.

These tasks can be successfully solved through the technology of game forms of education..

The task of a modern teacher at present is not to present knowledge to schoolchildren, but a more practical and down-to-earth task - to create motivation and form a set of general educational skills to teach oneself .

Fundamentals of technology for game forms of education.

Games can be of many different types :

long-term and short-term,

business and role

scripted (with written roles and instructions).

Game forms of the lesson allow you to make repetition of the material quite entertaining and effective.

Training tools and methods of motivation.

In work on the technology of game forms of education, a diverse range of teaching aids is used:

Working with the textbook.

Using the textbook apparatus.

Study guide illustrations.

Historical maps.

Educational historical paintings.

Educational films, filmstrips, transparencies, art albums and postcards.

Texts of works of art.

Creative works of the students themselves - drawings, crafts, modeling, historical miniatures.

Any educational activity of a student is motivated. motive, as a need, urge, attraction. An important indicator is the speed of students’ involvement in academic work, the degree of sustainability of their interest in it and persistence in solving educational problems.

Motive is the student’s focus on certain aspects of educational activity, associated with the student’s internal attitude towards it. 1

Types of motivation:

Cognitive:

Broad motives (mastery of knowledge).

Educational and cognitive (focus on mastering methods of acquiring knowledge).

Social:

Broad motives (duty, responsibility of understanding the social significance of teaching).

Positional motives (the desire to take a certain position in relations with others, to gain their approval).

Motives for social cooperation (orientation towards different ways of interacting with another person).

In his work, the teacher must rely on the age-related characteristics of the motivation for learning and the ability of schoolchildren to learn.

Senior school age.

Broad cognitive motives – interest in knowledge.

Educational-cognitive motive - interest in methods of acquiring knowledge is improved as interest in methods of theoretical and creative thinking (participation in school scientific societies, application of research methods of analysis in the classroom).

The ability to set non-standard educational tasks in educational activities and at the same time find non-stereotypical ways to solve them.

Motives for communication:

Students, solving problems together and participating in games, learn to communicate and take into account the opinions of their comrades.

In the game, when solving collective problems, the different abilities of students are used. In practical activities, children realize through experience the usefulness of fast-thinking, critically evaluating, carefully working, prudent, and risk-taking partners.

Shared emotional experiences during the game help strengthen interpersonal relationships.

Moral motives:

In the game, each student can express himself, his knowledge, skills, his character, strong-willed qualities, his attitude towards activities, towards people.

Game forms of the lesson allow you to make repetition of the material quite entertaining and effective.

Methods of organizing educational and cognitive activities.

Game theme: “Political figures of the second half of the 20th century”

Breakdown into teams and groups.

assignments, answers to questions.

Development of the game situation:

Creating a figurative representation of a historical era..

Gaining specific knowledge through personal sensation.

5. The ability to navigate historical knowledge in order to select the desired historical fact that illustrates a certain historical moment or fact.

6. Selection of the necessary information.

7. The ability to defend and defend (reasonably) one’s position and point of view.

8 . Participate in discussions, conduct dialogue in a businesslike and concrete manner.

9 . The ability to ask questions competently, concisely and clearly.

Conclusion

The technology of game forms of teaching is easy to understand and can be used by any subject teachers.

Each science and educational subject has its own entertaining side; there are a large number of games and game forms. As a rule, they require students to be able to decipher, unravel, unravel, The main thing is to know the subject itself.

Any teacher, with the help of his student assistants, can obtain a good set of gaming material on the subject, which can always be used both in educational and extracurricular activities.

List of used literature.

Bespalko V.P. “Components of pedagogical technology.” M. Pedagogy, 1989

Markova A.P. and others. “Formation of learning motivation” M. Prosveshchenie, 1990.

Pidkasisty P.I. “Game technology in teaching” - M. Prosveshchenie, 1992.

Zavgorodnyaya O.D. “Non-standard: its paths, gains and pitfalls” M. - 1987.

Legal education at school. 9-11 grades: development of organizational and activity games / author's compilation. V.V. Gordeeva. - Volgograd: Teacher, 2007.

Works of the state educational institution of secondary school No. 152

Organization of research activities of schoolchildren based on design technologies

Methodological system of history and social studies teacher O. S. Ardasheva. Active forms and methods of teaching as a means of socializing the student’s personality