What kind of gaming technologies are there in elementary school? “Game technologies in elementary school lessons”

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

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

The principle of the child’s activity in the learning process has been and remains one of the main ones in didactics. This concept means a quality of activity that is characterized by a high level of motivation, a conscious need to acquire knowledge and skills, effectiveness and compliance with social norms.

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

Any technology has means that activate and intensify the activities of students, but in some technologies these means constitute the main idea and the basis for the effectiveness of the results.

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

1. Gaming technologies

Human culture emerged

And it unfolds in the game, like a game.

J. Huizinga

Play, along with work and study, is one of the main types of human activity, an amazing phenomenon of our existence.

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

In human practice, gaming activity performs the following functions:

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

- communicative: mastering the dialectics of communication;

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

- play therapy:overcoming various difficulties that arise in other types of life;

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

- correction function: making positive changes to 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 (according to S.A. Shmakov):

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

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

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

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

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

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

The structure of the game as a process includes:

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 conditionally reproduced in the game.

The value of the game cannot be exhausted and assessed by its entertainment and recreational capabilities. This is its phenomenon that, being entertainment and relaxation, it can develop into learning, creativity, therapy, a model of the type of human relationships and manifestations in work.

People have used games as a method of learning and transferring the experience of older generations to younger ones since ancient times. The game is widely used in folk pedagogy, in preschool and out-of-school institutions.

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

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

- as elements (sometimes very significant) of a broader technology;

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

- as technologies for extracurricular activities (games such as “Zarnitsa”, “Eaglet”, KTD, etc.).

The concept of “game pedagogical technologies” includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.

The game form of classes is created in lessons with the help of game techniques and situations that act as a means of inducing and stimulating students to learn.

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

The place and role of gaming technology in the educational process, the combination of game and learning elements largely depend on the teacher’s understanding of the functions and classification of pedagogical games (Fig. 4).

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

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

a) teaching, training, controlling and generalizing;

b) cognitive, educational, developmental;

c) reproductive, productive, creative;

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

The typology of pedagogical games based on the nature of the gaming methodology is extensive. We will only indicatethe most important types used:subject, plot, role-playing, business, simulation and dramatization games.

Games in all school disciplines are distinguished by subject area.

And finally, the specifics of gaming technology are largely determined by the gaming environment: there are games with and without objects, tabletop, indoor, outdoor, on-site, computer and with TSO, as well as with various means of transportation.

Classification parameters of gaming technologies

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

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

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

SDP

By nature of content: all types + penetrating.

By type of management: all types - from a consultation system to a programmatic one.

By organizational forms: all forms.

According to the approach to the child: free upbringing.

According to the predominant method: developmental, exploratory, creative.

In the direction of modernization: activation.

Rice. 4 Classification of pedagogical games

Spectrum of target orientations

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

Educating: nurturing independence, will; the formation of certain approaches, positions, moral, aesthetic and ideological attitudes; fostering cooperation, collectivism, sociability, and communication.

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

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

Conceptual foundations of gaming technologies

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

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

Game is a space for a child’s “internal socialization”, a means of assimilating social attitudes (L.S. Vygotsky).

Game is the freedom of the individual in the imagination, “the illusory realization of unrealizable interests” (A.N. Leontyev).

The ability to engage in a game is not related to a person’s age, but at each age the game has its own characteristics.

In the age periodization of children (D.B. Elkonin), a special role is assigned to leading activities, which have their own content for each age. In each leading activity, corresponding mental new formations arise and are formed. Play is the leading activity for preschool age.

Features of gaming technologies

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

Gaming technologies in the preschool period

The child masters role play by the third year of life, becomes familiar with human relationships, begins to distinguish between the external and internal aspects of phenomena, discovers the presence of experiences and begins to navigate them.

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

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

Technology of educational games B.P. Nikitin

The game activity program consists of a set of educational games, which, with all their diversity, are based on a general idea and have characteristic features.

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

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

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

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

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

Educational games can provide “writing” for developing creativity from a very early age;

Their stepping stone tasks always create conditions that precede the development of abilities;

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

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

Gaming technologies in primary school age

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

In the game model of the educational process, the creation of a problem situation occurs through the introduction of a game situation: the problem situation is experienced by the participants in its game embodiment, the basis of the activity is game modeling, and part of the students’ activities takes place in a conditional game plan.

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

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

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

Gaming technology is built as a holistic education, covering a certain part of the educational process and united by a common plot and character.

It includes sequential games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them; groups of games to generalize objects according to certain characteristics; groups of games, during which primary schoolchildren develop the ability to distinguish real from unreal phenomena; groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic hearing, ingenuity, etc. At the same time, the game plot develops in parallel with the main content of training, helps to intensify the learning process, and master a number of educational elements. Compiling gaming technologies from individual games and elements is the concern of every elementary school teacher.

In domestic pedagogy there are a number of such gaming technologies (“Samych himself” by V.V. Repkin, “Moomins” by Tomsk authors, characters from “The Wizard of the Emerald City”, “The Adventures of Pinocchio”, etc.) built into the main content of education .

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

Gaming technologies in middle and high school age

In adolescence, there is an intensification of the need to create one’s own world, in the desire for adulthood, rapid development of imagination, fantasy, and the emergence of spontaneous group games.

Features of the game at high school age are a focus on self-affirmation in front of society, a humorous coloring, a desire for practical jokes, and a focus on speech activity.

Business games

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

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

The stage of analysis, discussion and evaluation of the game results. Expert presentations, exchange of opinions, students defending their decisions and conclusions. In conclusion, the teacher states the results achieved, notes mistakes, and formulates the final outcome of the lesson. Attention is drawn to comparing the simulation used with the corresponding area of a real person, establishing a connection between the game and the content of the educational subject.

“Game is the spark that ignites the flame of inquisitiveness and curiosity”

V.A. Sukhomlinsky

Justification for the choice of gaming technologies.

The choice of this technology is primarily due to the fact that I work with children of primary school age, and play occupies a significant place in the first years of children’s schooling. Everyone is well aware that the beginning of a child’s education at school is a difficult and important stage in his life. Children six to seven years old are experiencing a psychological crisis associated with the need to adapt to school. The child experiences a change in his leading activity: before going to school, children are primarily engaged in play, and when they come to school they begin to master learning activities. The transition from play activities to learning activities is often imposed on the child by adults, rather than happening naturally. How to help a child? Games that will create optimal psychological conditions for the successful development of the personality of a primary school student will help with this.

Psychologists have found that with the end of preschool childhood, play does not die, but not only continues to live, but also develops in its own way. Without the justified use of games in the educational process, a lesson in a modern school cannot be considered complete.

In modern schools there is an urgent need to expand active forms of learning. TO such active forms of learninginclude: gaming technologies, problem-based learning, communication technologies. Since I actively use problem-based learning technology in the educational process, the creation of a problem situation occurs through the introduction of a game situation: the problem situation is lived by the participants in its game embodiment, the basis of the activity is game modeling, part of the students’ activities takes place in a conditional game plan.

The teacher’s task is to teach each child to learn independently, to create in him the need to be active in the educational process. One of the means that will provide real help to students is a game.

Game technology is one of the unique forms of learning, which will make it possible to make interesting and exciting not only the work of students at the creative and exploratory level, but also the everyday steps of studying subjects. The entertaining nature of the conventional world of the game makes the monotonous activity of memorizing, repeating, consolidating or assimilating information positive and emotionally charged. And the emotionality of the game action activates cognitive activity.

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

Every student in the class participates in the game, in one role or another. If several students work at the board, then everyone else plays the role of controller, judge, teacher, etc.

The use of game methods in teaching forms in children such qualities as are necessary for the development of educational activities, such as a general positive attitude towards school and the academic subject. The desire to constantly expand one’s capabilities and abilities, to “build” oneself in co-creation with the teacher and classmates, awareness of methods, self-control and self-esteem.

The specific influence of game techniques and game elements allows some students to overcome the lag in the pace of work in the lesson, while others experience isolation and alienation in the group of peers.

The program of the educational system “School 2100”, which includes a variety of gaming material, also helps me to successfully use this technology.

So in the 1st grade, the hero of the textbooks was the hare Pus, who turns into the boy Petya Zaitsev and goes to study in the first grade. Petya knows and can’t do almost anything, and first-graders help him study, explain, answer his questions, that is, they play the “role” of a teacher, which is the best way to understand the subject of the explanation yourself.

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

In grades 3 and 4, the permanent characters are Nastya, professor Alexander Nikolaevich Rozhdestvensky and the twins Olya and Igor, they travel through the pages of history into the distant and not-so-distant past, “talk” with students, ask questions to which children try to find the answer on their own . The educational material is full of logical problems, puzzles, riddles, etc.

Thus, we can say with confidence that the inclusion of a game or a game situation in the educational process leads to the fact that students, captivated by the game, unnoticeably acquire certain knowledge, skills and abilities.

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

Application of gaming technologies in practice.

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

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

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

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

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

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

Didactic games in the classroom mathematics

It is not difficult to get a first-grader interested in mathematics. The most common solution to examples can be presented in such a way that children will not find this work boring and tedious. To do this, it is enough to make the exercises exciting and include elements of competition in the work. The form of the game captivates children, and they complete the task with pleasure.

During math lessonsmy students loved it very much"to populate the houses"This is a simple game to learn the composition of numbers. It can be used at any stage of the lesson. And almost every child can take part, depending on the number of houses. It promotes quick and lasting memorization of the composition of a number through the techniques of visual, auditory and motor activity.

"Controllers"

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

Game content:The teacher divides the children into two teams. Two controllers at the board monitor the correctness of the answers: one for the first team, the second for the other team. At the teacher’s signal, the students of the first team make several rhythmic tilts to the right and left and count to themselves. At the teacher’s signal, they call in chorus the number of inclinations of the first team to a given number and count silently (for example, 6 - added, 1.7 - added 2.8 - added 3). They then call out the number of bends performed. The composition of the number is called based on the number of inclinations performed by students of groups 1 and 2. The teacher says: “Eight is…”, the students continue: “Five and four.” Controllers show green circles in their right hand if they agree with the answer, red if they don’t. In case of an error, the exercise is repeated. Then the teacher invites the children of the second team to do several squats at a signal, and the students of the first team complete the squats to a given number. The composition of the number is called. The composition of numbers based on claps is analyzed similarly.

This game not only systematizes students’ knowledge, but also carries elements of physical relaxation, because uses physical exercises.

. Game "Best Counter"

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

Game "Clap"

"Numbers running towards each other"

Didactic goal:getting to know the composition of the number 10.

For example:

0 1 2 3 4 5 6 7 8 9 10

0 +10 = 10 - 10 + 0 = 10

1 + 9 = 10 - 9 + 1 = 10

The teacher asks: “What interesting things did you notice when composing the examples? Children answer that the numbers that are in the same places on the right and left in the number line add up to the number 10.”

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

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

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

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

Game "Eye - photo"

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

Game "Mathematical Streams"

Progress of the game: Children sitting in the same row stand facing each other. I say that an unusual rain has just passed - mathematical. Stormy mathematical streams have formed, which run merrily, overtaking each other, from the hillock down to the lake. Which stream is the fastest, which one will reach the lake first?

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

To strengthen counting skills, you can offer a game"Listen and consider":

“Name the neighbors of the number”

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

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

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

Game "Fishermen"

Didactic goal: analysis of single-digit and double-digit numbers.

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

Game "Score the ball into the basket."

Progress of the game: On the board I hang pictures with basketball baskets and on them the numbers 12, 18, 24. Each row is given the task of creating as many examples as possible with a given answer to multiplication in a certain time (5 minutes). The first row - with the answer 12, the second - with the answer - 18 and the third row - with the answer - 24. The team whose participants write down the most and most correct expressions with this answer wins.

"Mystery"

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

Riddles in mathematics lessons.

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

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

Various numbers:

He has four legs, black and tailed.

Paws - DAC-scratch, Doesn't bark, doesn't bite,

A pair of sensitive ears. And from class to class

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

mathematical relations:

The more you take from her, she speaks silently,

The bigger it gets. And it’s understandable and not boring.

(Yama) Talk to her more often -

You will become 10 times smarter (Book)

Units of measurement:

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

Digging the ground at the gate. Lifted a ton to the clouds.

A ton of earth will go into his mouth, He is a very important worker,

If the mole opens his mouth. He is building a multi-storey house.

(Excavator) (Crane)

When introducing a new number, a riddle can serve as source material for identifying the number being studied. For example, I invite children to guess the riddle:

She will fluff up her sides,

Voi four corners,

And you, when night comes,

It will still attract you.

Pillow)

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

Particularly useful are the riddles, from the text of which you have to guess what number you are talking about and write or show it. Such riddles help children remember the graphic representation of numbers and teach them to recognize them by description. First-graders are happy to respond to the teacher’s invitations to think about what number said about itself:

I'm so sweet, I'm so round,

I consist of two circles,

I'm so glad I found it

Friends like you!

(Eight)

Or guess what this number is:

Her appearance is like a comma,

The tail is crocheted, and it’s no secret:

She loves all lazy people

But her lazy people are not.

(Deuce)

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

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

If you stand on your head, it will be exactly three more.

(Six)

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

I'm puffing, puffing, puffing,

I drag a hundred carriages.

(Locomotive)

I eat coal, I drink water.

As soon as I get drunk, I’ll speed up.

I'm transporting a train of one hundred wheels

And I call myself. . .

(Locomotive)

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

Baby girl dancing

And only one leg.

(Spinning top, spinning top)

You can ask students what kind of children's toy we are talking about. This indication narrows the search and makes it easier to find the answer.

In order for children to guess the riddle, they must be familiar with the object or phenomenon in question and observe it. On the other hand, riddles about the same object, allowing it to be shown from different sides, help expand knowledge about the world around us, for example:

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

They don’t drive him away with a whip, Where in the fields I’ll walk in the spring,

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

Dragging seven plows. (Tractor)

(Tractor)

When further studying the numbering of numbers, I offer children the following riddles:

Twelve brothers Thirty-three sisters -

They follow each other, written beauties,

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

(Months) And they are famous everywhere!

(Letters)

A canvas, not a path, he is golden and has a mustache,

A horse, not a horse - a centipede. There are a hundred guys in a hundred pockets.

It crawls along that path (Spike)

The whole convoy is carried by one. (Train)

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

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

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

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

(Excavator) (Anthill)

After the children solve the riddle and at least briefly explain which words in the text helped them with this, you can offer to use number fans to show the number that appeared in the riddle. Then determine how many tens and ones there are in it, name the number of units of each digit, present the number as a sum of digit terms, etc.

Riddles can be used when studying the topic “Measures of Time”. So, the riddle:

Two sisters next to each other

They run lap after lap.

Shorty - just once

The one above is every hour.

(Clock hands) -

can attract students' attention to the movement of the hands and serve as a starting point for working with a model of a clock (moving hands). For example, you can ask to place the clock hands so that they show 9 o'clock, and then determine what angle is formed between the hands (straight line), what part of the dial is separated by the hands (1/4).

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

Annual bush 12 young ones came out,

Every day a leaf drops. 52 falcons carried out,

A year will pass and the entire leaf will fall off. 365 swans were released.

(Calendar) (Months, weeks, days)

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

The basic relationships between measures of time are considered in a unique way in V. Dahl’s fairy tale “The Old Man of the Year”. Children perceive this work as a big mystery in which quantitative characteristics need to be determined: what birds the old yearling released, what are their names, why do these magical birds have 4 wings, what are the seven feathers in each wing and why “one half of the feather is white, the other is black.”

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

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

Antoshka is standing Antoshka is standing

On one leg. On one leg.

Where the sun becomes, they look for Him,

That's where he'll look. But he doesn’t respond.

(Sunflower) (Mushroom)

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

I build many games on various materials difficulties . This makes it possible to carry outindividual approach,ensure the participation of students with different levels of knowledge in the same game. For example, I give independent work in the form of a game “Who will reach the finish line first?” And since this is a game, students feel free, so they begin to work with confidence and interest. Everyone receives a card with a task - a task. Everyone has the same task, but the degree of help in solving it is different for each student. For well-prepared students, I suggest solving a problem using a short notation, composing an expression based on it; for low-performing students - compose a problem using a short note and complete its solution.These lessons aim to instill a love of mathematics in students with varying mathematical abilities.

In many didactic games, examples of which I gave above, as well as “Dial a Number”, “Who is Faster”, “Ladder”, “Don’t Yawn”, there is an element of competition between groups, which enhances the emotional nature of the game. In this case, children strive not only to complete the task well themselves, but also to encourage their comrades to do this and help them. Such games, in addition to solving educational problems, contribute to the development of moral qualities of the individual and instilling skills of correct behavior in a team.During the game, students unnoticed perform various exercises where they themselves have to compare, perform arithmetic operations, practice mental calculation, and solve problems. The game puts students in a search condition, awakens interest in winning, therefore, children strive to be fast, resourceful, accurately complete tasks, following the rules of the game.

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

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

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

The game is only interesting if every child takes part in it. Long waits for your turn reduce interest. The reporting of results must be clear and fair.

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

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

To arouse interest in classes and improve writing literacy, I introduce playful moments at different stages of the lesson. Using variouspuzzles, crosswordswork on it goes on in one breathvocabulary words. These types of tasks develop logical thinking in children and contribute to better memorization of vocabulary words. Good and quick memorization of words with untestable vowels helps puzzles. Children love this form of play very much.Moreover, riddles can be used when studying various spellings.Such as paired consonants at the end of a word, unstressed vowels at the root of a word, etc. Riddles help develop imaginative and logical thinking, the ability to identify essential features and compare, train the speed and flexibility of the mind, and quick wit. You can invite children to independently make up riddles about any known objects (ball, book, pencil, etc.).

I'm playing the game for the same purpose.“Eliminate the unnecessary.”

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

. Game "Cryptographers"

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

Progress: They play in pairs: one as a coder, the other as a guesser.

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

zhyil anski kyoink

skis sleds skates

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

For example:

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

Oarz, straa, enkl, roamksha (rose, aster, maple, chamomile)

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

Game "Postman"

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

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

Children determine where they have been invited.

vegetable garden park sea school dining room zoo

dirty roads plo-tsy books bread-tsy kle-ka

Kali-ka bere-ki fla-ki oblo-ki piro-ki marty-ka

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

carrot-ka-li-ki-spicy-ki-get-wet-ka cabbage-decided

Tasks:

Explain spellings by choosing test words.

Make up sentences using these words.

Game "Nicknames"

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

Move : Form animal names from the following words:

BALL, ARROW, EAGLE, RED, STAR

Make sentences.

BALL, ARROW, EAGLE, RAZHIK, STAR

Highlight the part of the word that you used to compose nicknames (suffix, ending).

Game "Let's go, let's go."

Target : development of the ability to identify words in speech that denote objects.

Progress of the game . Students depict the movement of a train, the teacher names the words. If the word denotes an object, students clap their hands - stop. If another part of speech is called, the children continue to move, and the teacher says, “We passed by, let’s move on.”

pedagogical advice on the topic: “New pedagogical technologies in primary school”

__________________________________________________________________

GENERALIZATION OF EXPERIENCE: “GAME TECHNOLOGIES IN PRIMARY SCHOOL”

Target: generalization of experience.

Achieving this goal required solving the following tasks:

Conduct a theoretical analysis of pedagogical literature in order to identify the essence of the game.

Reveal the functions of gaming technologies.

Determine what place gaming technologies occupy in a modern school.

The study of educational material dictates the advisability of using gaming technologies that promote the activation of cognitive activity of students and lead to a more meaningful assimilation of knowledge. The use of the latter will increase the strength and quality of students’ knowledge acquisition if:

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

The level of students' cognitive activity reaches transformative (for games with rules) and creative-exploratory (for role-playing and complex games).

Currently, the school needs to organize its activities in such a way that would ensure the development of individual abilities and a creative attitude to the life of each student, the introduction of various innovative educational programs, the implementation of the principle of a humane approach to children, etc. In other words, the school is extremely interested in knowledge about the characteristics of the mental development of each individual child.
The level of education and upbringing in school is largely determined by the extent to which the pedagogical process is focused on the psychology of the age-related and individual development of the child. This involves a psychological and pedagogical study of schoolchildren throughout the entire period of study in order to identify individual development options, the creative abilities of each child, strengthening his own positive activity, revealing the uniqueness of his personality, and timely assistance in case of lagging behind in studies or unsatisfactory behavior. This is especially important in the lower grades of school, when a person’s purposeful learning just begins, when learning becomes the leading activity, in the bosom of which the mental properties and qualities of the child are formed, primarily cognitive processes and attitude towards oneself as a subject of knowledge (cognitive motives, self-esteem, ability to cooperation, etc.).
Game as a phenomenal human phenomenon is considered in most detail in such fields of knowledge as psychology and philosophy. In pedagogy and teaching methods, more attention is paid to the games of preschoolers (N.A. Korotkova, N.Ya. Mikhailenko, A.I. Sorokina, N.R. Eiges, etc.) and younger schoolchildren (F.K. Blekher, A. S. Ibragimova, N. M. Konysheva, M. T. Salikhova, etc.). This is due to the fact that teachers consider play as an important teaching method for children of preschool and primary school age. A number of special studies on the play activities of preschoolers were carried out by outstanding teachers of our time (P.P. Blonsky, L.S. Vygotsky, S.L. Rubinstein, D.B. Elkonin, etc.). Aspects of gaming activities in secondary schools were considered by S.V. Harutyunyan, O.S. Gazman, V.M. Grigoriev, O.A. Dyachkova, F.I. Fradkina, G.P. Shchedrovitsky and others.

Back in the 20s of the last century, L.S. Vygotsky drew attention to changes in the content and dynamics of children's play. One of the chapters of this book by L.S. Vygotsky “Educational Psychology” contains a study of the pedagogical significance of the game. “...it has long been discovered,” writes L.S. Vygotsky, “that play is not something accidental; it invariably arises at all stages of cultural life among a variety of peoples and represents an irreducible and natural feature of human nature. ... They [games] organize higher forms of behavior, are associated with the resolution of rather complex behavioral problems, require tension, ingenuity and resourcefulness from the player, joint and combined action of a wide variety of abilities and forces"
During the perestroika period there was a sharp surge in interest in educational games (V.V. Petrusinsky, P.I. Pidkasisty, Zh.S. Khaidarov,

S.A. Shmakov, M.V. Clarin, A.S. Prutchenkov, etc.).
In a modern school, there is an urgent need to expand methodological potential in general, and in active forms of learning in particular. Such active forms of learning, which are not sufficiently covered in teaching methods, include gaming technologies.
The concept of “game pedagogical technologies” includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games, which differ from games in general in that they have a clearly defined learning goal and a corresponding pedagogical result, which in turn are justified and highlighted in explicit form and are characterized by educational and cognitive orientation. Speaking about the characteristics of the game, it is necessary to note the features of their transformation in the pedagogical game: the situation of the classroom-lesson teaching system does not allow the game to manifest itself in the so-called “pure form”; the teacher must organize and coordinate the play activities of children. The game form of classes is created in lessons with the help of game techniques and situations, which should act as a means of inducing and stimulating students to learn.
The relevance of the game is currently increasing due to the oversaturation of modern schoolchildren with information. All over the world, and in Russia in particular, the subject-information environment is expanding immeasurably. Television, video, radio, and computer networks have recently bombarded students with a huge amount of information. The urgent task of the school is to develop independent assessment and selection of information received. One of the forms of training that develops such skills is a didactic game, which promotes the practical use of knowledge acquired in class and outside of class.

Functions of gaming technologies.

Play is a natural and humane form of learning for a child. By teaching through play, we teach children not how it is convenient for us, adults, to give educational material, but how it is convenient and natural for children to take it. In people's lives, games perform such important functions as:
1. entertaining (the main function of the game is to entertain, give pleasure, inspire, arouse interest);
2. communicative: mastering the dialectics of communication;
3. on self-realization in the game as a “testing ground for human practice”;
4. therapeutic: overcoming various difficulties that arise in other types of life;
5. diagnostic: identifying deviations from normative behavior, self-knowledge during the game;
6. correctional: making positive changes to the structure of personal indicators;
7. interethnic communication: the assimilation of socio-cultural values common to all people;
8. socialization: inclusion in the system of social relations, assimilation of the norms of human society.

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

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

as an element of a more general technology;

as a lesson or part of it (introduction, control);

as a technology for extracurricular activities."

The concept of “game pedagogical technologies” includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be explicitly justified and are characterized by an educational-cognitive orientation. The game form of classes is created in lessons with the help of game techniques and situations that act as a means of inducing and stimulating learning activities.

The implementation of game techniques and situations during the lesson form of classes occurs in the following main areas:

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 a didactic task into a game one;

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

Educational games perform 3 main functions:

Instrumental: formation of certain skills and abilities;

Gnostic: formation of knowledge and development of students’ thinking;

Social-psychological: development of communication skills.

The game is valuable only if it contributes to a better understanding of the essence of the issue, clarification and formation of students’ knowledge. Didactic games and play exercises stimulate communication between students and the teacher, individual students, since in the process of these games the relationships between children begin to be more relaxed and emotional.
Practice shows that entertaining material is used at different stages of knowledge acquisition: at the stages of explaining new material, consolidating it, repeating it, and monitoring it. The use of gaming technologies is justified only when they are closely related to the topic of the lesson and are organically combined with educational material that corresponds to the didactic goals of the lesson.
In primary school practice, there is experience in using games at the stage of repetition and consolidation of learned material, and games are extremely rarely used to acquire new knowledge.
When explaining new material, it is necessary to use games that contain essential features of the topic being studied. It should also include practical actions of children with groups of objects or drawings.

How to put a lesson into a game form in school practice? There are a great many options, but the following conditions must be met:

1) compliance of the game with the educational goals of the lesson;

2) accessibility for students of a given age;

3) moderation in the use of games in the classroom.

In addition, within the framework of the topic, the following types of lessons can be distinguished:

1) role-playing games in class (dramatization);

2) game-based organization of the educational process using game tasks (lesson-competition, lesson-competition, lesson-travel, lesson-KVN);

3) game-based organization of the educational process using tasks that are usually offered in a traditional lesson (find a spelling, perform one of the types of analysis, etc.);

4) use of the game at a certain stage of the lesson (beginning, middle, end; acquaintance with new material, consolidation of knowledge, skills, repetition and systematization of what has been learned).

Pedagogical games are a fairly broad group of methods and techniques for organizing the pedagogical process.

Pedagogical games are quite diverse in:

* didactic purposes;

* organizational structure;

* age-related possibilities of their use;

* specific content.

By the nature of the pedagogical process:

· teaching, training, controlling, generalizing;

· cognitive, educational, developmental;

· reproductive, productive, creative;

·communicative, diagnostic, career guidance, psychotechnical and others.

Practical part.

In the process of studying and using didactic games in practice, a classification of didactic games was developed according to the level of activity of students.

Games that require children to perform.

With the help of this group of games, children perform actions according to a model or direction. In the process of such games, students become familiar with the simplest concepts, master counting, reading, and writing. In this group of games you can use the following tasks: come up with words, numerical expressions, lay out a pattern, draw a figure similar to this one.

Games during which children perform reproductive activities.

This group includes games that help develop computing and spelling skills. These are “Mathematical Fishing”, “Letter Cat”, “Labyrinth”, “How to Get to the Top”, “Fill in the Box”, “Determine the Course of the Ship”.

Games in which controlling activities are programmed. These include: games “I am a teacher”, “Controller” in which students check someone’s work. Children are given cards: in mathematics lessons with examples that they must solve. If the answer matches the bus number, then he is a passenger; in Russian language lessons, cards with words - children must explain the spelling and write the letter. For example, a bus with the letter A and the words “raspberry”, “car”, “coat”, “shawl”.

Games that require transformative activities from children.

In these games you need to transform words, numbers, problems into others that are logically related to them. Games “Defector numbers”, “Come up with words from words”, “Collect circular examples”

Children must identify a pattern that is the key to this task. Students really love the games in this group. They like to compare and analyze. Finding commonalities and differences, it is interesting to search for what is missing: “Identify the pattern,” “Find the key,” “Which path will you follow.”

Game situations can be diversified by changing the hero, plot, rule, which allows the use of didactic games in all lessons in elementary school. Games based on material of varying degrees of difficulty make it possible to implement a differentiated approach to teaching children with different levels of development.

Lesson stage

Traditional teaching technologies

Gaming technologies

organizational stage

the stage of preparing students for active and conscious perception of new material

Problematic, search

Games that include elements of search activity.

stage of learning new knowledge and ways of doing things

Explanatory and illustrative, search

Games related to children's performing activities

stage of consolidation of what has been learned

Personality-oriented, differentiated

Games to reproduce properties, techniques, algorithms and their transformation.

stage of applying what has been learned

Independent, group work

Games that are transformative and creative and include an element of exploration.

stage of control and self-control

Individual work

Control games

stage of summarizing the lesson

Educational dialogue

"Silence."
This game helps students practice mental arithmetic. The children felt free, at ease, and participated in the game with interest.

Russian language.

Word games. Games with words

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

"Complete the word"

The presenter names part of the word (book...) and throws the ball. The child must catch the ball and complete the word (... ha).

The child and the adult can take turns acting as the leader.

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

Name words that have opposite meanings: Thin - Sharp - Clean - Loud - Low - Healthy - Victory - etc.

"Who will compose more"

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

Cucumber - well done. Hare - finger. Glasses - icons. Flower - scarf . Etc.

Note. To explain the concept of “rhyme,” you can use an excerpt from N.N. Nosov’s book “The Adventures of Dunno and His Friends” about how Dunno composed poetry.

"Inverted Words"

The child is presented with a set of words in which the letters are reversed. It is necessary to restore the normal word order.

Example:MAIZ - WINTER.

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

Example:NYNAAV - BATHROOM .

“From syllables - words”

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

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

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

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

Compose words according to construction

Various design options are offered, according to which you need to choose words.

a) compose at least 10 words using the following constructions:

b) make up 6 words in which the first two letters are SV, and the number of others is not limited. For example: FREEDOM, PIPE, etc.

In 3 min. write as many 3-letter words as possible

Compose as many words (nouns) as possible from the letters that form a word.

For example: PHOTOGRAPHY - reef, shooting range, mountain, bargaining, grotto, draft, count, etc.

Adding other letters is prohibited!

A root word is suggested: table, cat, house, etc. It is necessary to find as many derivative words for it as possible in the shortest possible time. For example: HOUSE - house, house, house, house, brownie, housewife, housewife, housewife, brownie, etc.

More complex games include composing palindromes.

Palindromes are words or whole sentences that are read equally both from left to right and from right to left: Anna, hut, Cossack, revolver, etc. And the rose fell on Azor’s paw. Argentina beckons the Negro. Lesha found a bug on the shelf, etc.

Conclusion.

Game technologies are one of the unique forms of learning, which makes it possible to make interesting and exciting not only the work of students at the creative and exploratory level, but also the everyday steps of studying educational material. The entertaining nature of the conventional world of the game makes the monotonous activity of memorizing, repeating, consolidating or assimilating information positively emotionally charged, and the emotionality of the game action activates all the mental processes and functions of the child. Another positive side of the game is that it promotes the use of knowledge in a new situation, i.e. The material acquired by students goes through a kind of practice, introducing variety and interest into the learning process.

The material studied in the process of gaming activity is forgotten by students to a lesser extent and more slowly than material in the study of which the game was not used. This is explained, first of all, by the fact that the game organically combines entertainment, which makes the learning process accessible and exciting for schoolchildren, and activity, thanks to whose participation in the learning process, knowledge acquisition becomes better and more durable.
Game techniques are usually perceived with joy by children due to the fact that they meet the age-related desire for play; The teacher usually bases them on attractive tasks and actions characteristic of independent children's games. The use of such characteristic elements of mystery, intrigue and unraveling, searching and finding, expectation and surprise, playful movement, competition stimulates the mental activity and volitional activity of children, helps ensure conscious perception of educational and cognitive material, accustoms them to feasible tension of thought and constancy of actions in one direction, develops independence.
The gaming technique should not distract children from the educational content, but, on the contrary, attract even more attention to it. When choosing a game technique, one should strive for the naturalness of its application, which is dictated, on the one hand, by the logic of children's play, and on the other, by the tasks solved by us, teachers.
Finally, the game result is the successful completion of the didactic task. That is why, at first glance, different games-travels to the “Mathematical Tale” or “Enchanted Forest”, to the “Country of Spelling”, “World of Sounds and Letters”, to the “Mysterious Island”, “Unknown Planet”, etc. , to which a lesson or a series of lessons can be devoted significantly increases children’s interest in a particular subject area, generally activates their mental, speech, creative activity and influences the effectiveness of the formation of broad cognitive motives.
I try to intensify the cognitive activity of students and increase interest in learning at each stage of the lesson, using various methods, forms and types of work for this: creative tasks (mini-essays, crosswords, scanwords, puzzles, anagrams, object drawings, lesson-competition, lesson-performance, lesson-travel).
In my lessons I try to use interactive methods in the form of role-playing games, game exercises, playing out situations, working in groups, associations, and reproducing material.

The results of using educational games in general are evidenced by numerous studies by domestic specialists, who note that this technology can increase the effectiveness of learning by an average of 3 times.

Cognitive motives:

Each game has a close result (the end of the game), stimulates the student to achieve the goal (victory) and understand the way to achieve the goal (you need to know more than others).

In the game, teams or individual students are initially equal (there are no A students or C students, there are players). The result depends on the player himself, his level of preparedness, abilities, endurance, skill, character.

The impersonal learning process in the game takes on personal meanings. students try on social masks, immerse themselves in the historical setting and feel like they are part of the historical process being studied.

A situation of success creates a favorable emotional background for the development of cognitive interest. Failure is perceived not as a personal defeat, but as a defeat in the game and stimulates cognitive activity (revenge).

Competitiveness, an integral part of the game, is attractive to children. The pleasure gained from the game creates a comfortable state in the classroom and increases the desire to study the subject.

There is always a certain mystery in the game - an unreceived answer, which activates the student’s mental activity and pushes him to search for an answer.

In gaming activity, in the process of achieving a common goal, mental activity is activated. Thought is looking for a way out, it is aimed at solving cognitive problems.

Based on my experience in using gaming technologies, I can say that their use increases the cognitive interest of students. I have been working as a primary school teacher for 3 years. I use gaming technologies quite successfully. In my lessons I use various forms of games: individual, group, collective. The choice of form depends on the goals and objectives of the games. The goal is selected depending on the result that needs to be achieved.
In my opinion, it is preferable to use the game at the stage of testing or consolidating educational material. When using games, knowledge is consolidated and improved, students develop psychological qualities, students develop speech, the ability to correctly and logically express their thoughts, develop the ability to find optimal solutions, etc.
Based on my teaching experience, I can conclude that children love games in the classroom, but do not always follow the rules. Most often this happens in group play, where children try to help each other. In this case, I did not stop the gameplay, but made the rules of the game more stringent.
Throughout the entire process of playing in the lesson, it is necessary to carefully monitor so that a conflict situation does not arise between children and relationships in the class do not deteriorate. If I noticed this, I would intervene in the course of the game and divert the children’s attention to solving other problems in the game itself.
I believe that games help students develop personally. This includes the ability to cooperate with peers, the ability to listen and accept the opinions of others, etc.
In order to understand how to make the use of games more effective for teaching and educating students, how to use games and at what stages it is preferable, I conducted research among students in my class, inviting them to answer questionnaire questions.

Bibliography:

Amonashvili Sh. A. Pedagogical symphony. Ekaterinburg, 1993.

Bespalko V.P. Pedagogy and progressive teaching technologies. - M., 1995.

Bukatov V.M. Pedagogical sacraments of didactic games. M., 1997.

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

Vygotsky L. S. Game and its role in the psychological development of a child // Questions of psychology, 1966. No. 6.

Pidkasisty P.I., Khaidarov Zh.S. Game technology in training and development: Textbook. M., 1996.

Podlasy I.P. Pedagogy. – M.: Education, 1996.

Selevko G.K. Modern educational technologies. M.: Public Education, 1998.

Shmakov S.A. Students' games are a cultural phenomenon. M., 1994.

Modern life places high demands on the intellectual and social development of the individual. However, there is a danger of psychological overload for children who are required to absorb a large amount of information. And only through play are they capable of actively acquiring knowledge without harming their health. Therefore, the relevance of the topic is beyond doubt. This social problem is one of the most important in pedagogy.

“Play is an important method, and it is somewhat mistaken to consider play as one of the child’s activities, since in childhood play is the norm, and the child must play even when doing serious work. His whole life is a game.” A.S. Makarenko

Play is a unique type of children's activity. It is an effective means of shaping personality, nurturing moral qualities, and developing creative inclinations.

In the elementary grades, play, as is known, occupies one of the most important places in the consciousness and activities of children. When organizing and conducting games in the classroom, you should keep in mind that their purpose is not limited to filling free time. Games must be selected meaningfully, used in a certain system and sequence, taking into account exactly what mental properties and qualities that children need, they develop, and what educational and educational tasks they solve.

Playing and studying are two different activities; there are qualitative differences between them. It has been rightly noted that “schools devote too little space to play, immediately imposing on the child an approach to any activity using the methods of an adult. She underestimates the organizational role of the game. The transition from play to serious studies is too abrupt; there is an unfilled gap between free play and regulated school activities. We need transitional forms here.” Didactic games act as such. The game should be organized in such a way that it anticipates the future lesson.

It has long been proven that the participation of younger schoolchildren in didactic games contributes to their self-affirmation, develops perseverance, desire for success and various motivational qualities. Games improve thinking, including planning, forecasting, weighing the chances of success, and choosing alternatives.

The purpose of games played in elementary school lessons is to awaken interest in knowledge, science, books, and learning. The game, didactic in its purpose, is one of the effective means that can arouse interest in classes in primary school.

Functions of games as a method of studying subjects in primary school.

The first, simplest function is to facilitate the learning process, to enliven it. This role is played by fairy-tale elements, entertaining pictures, selection of entertaining texts, etc.

The second function is the “theatricalization” of the educational process: game forms introduce a role-playing element, for example, fictional characters. Artistic techniques are used in role-playing dialogues, role-playing, dramatization of fables, fairy tales, etc.

Role-playing game- this is a special form of children's life, developed or created by society to control the development of children. This is a game in which roles are distributed between the participants. In it, a problem is posed, a problematic situation is played out, and as a result of role-playing, children jointly find a solution.

A number of role-playing games have been developed, which are often used in elementary schools:

On everyday subjects (“Giving gifts”, “We know how to smile kindly”, “Talking on the phone”);

On the problems of professional guidance of students (“In the editorial office of the newspaper”, “Design Bureau”, “We are economists”);

For intellectual activity (“In the literary salon”, “In the club of experts”, “Talking about a person”);

To resolve social problems (“Young ecologists”, “If I were President”). An example of a role-playing game: in a lesson on the subject “The World around us,” a situation is played out in which a boy, having eaten ice cream, quietly throws garbage into the water. A group of young ecologists see this. They are faced with the problem of how to resolve the situation?

The third function is competitive. The game introduces an element of competition, competition, and evokes activity and a desire for leadership.

The named three functions of the game represent steps from the game - fun to the game - passion for knowledge. This is the highest level - from play to creativity, to scientific logic, to ahead of school programs.

Didactic game at school - one of the means of cultivating the mental activity of students. The choice of game is determined by the educational goals of the lesson. In addition, the game should be accessible to students and meet their needs and interests. It is clear that an overwhelming task discourages interest in the game; very simple - perceived as entertainment. The game should be feasible, but at the same time contain some difficulties that require the student to exert attention and memory.

The didactic game has a certain structure, characterizing the game as a form of learning:

Didactic task;

Game actions;

Rules of the game;

Result.

The didactic task is determined by the purpose of teaching and educational influence. It is determined by the teacher and reflects his teaching activities.

The game task is carried out by children. The didactic task is realized through a game task that is solved by students.

Game actions are the basis of the game. The more varied the game activities, the more interesting the game itself is for children and the more successfully cognitive and gaming tasks are solved.

Organization and conduct of the game . Before starting the game, the teacher informs what material it will be based on, warns about possible difficulties, and uses questions to find out the students’ understanding of the material on which the game is based. Next, he tells the task, explains the rules of the game, and shows a sample game action. You cannot start the game without making sure that the students understand what needs to be done and what is required of them. During the game, the teacher helps with difficulties, sometimes suggests solutions with leading questions, and directs the actions of the players.

When summing up the results of the game, the teacher praises both those who finished the work first and those who completed it last, but successfully completed the task. Any game should bring children pleasure, joy, and interest.

The game can be played at different stages of the lesson. At the beginning of the lesson, the goal of the game is to organize and interest children and stimulate their activity. In the middle of the lesson, a didactic game should solve the problem of mastering the topic. At the end of the lesson, the game can be of a search nature.

The main types of games that are used in elementary school lessons are defined in the methodological literature.

V.A. Sukhomlinsky wrote “A game is a huge bright window through which a life-giving stream of ideas and concepts about the surrounding world flows into the spiritual world of a child. Play is the spark that ignites the flame of inquisitiveness and curiosity.”

Thus, the use of game development elements that follow the principles of learning, universality, repetition and training contributes to the solid assimilation of knowledge and the development of children’s thinking.

Literature.

1. Steps to creativity, or educational games. M., 1990

2. Sukhomlinsky V.A. I give my heart to children. Kyiv, 1969

3. Magazine “Primary School” No. 2, 5, 8 – 2008

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

Any technology has means that activate and intensify the activities of students, but in some technologies these means constitute the main idea and the basis for the effectiveness of the results.

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

1. Gaming technologies

Human culture emerged
and unfolds in the game, like a game.
J. Huizinga

Play, along with work and study, is one of the main types of human activity, an amazing phenomenon of our existence.

By definition, a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-control of behavior is developed and improved.

In human practice, gaming activity performs the following functions:

entertaining (this is the main function of the game - to entertain, give pleasure, inspire, arouse interest);
communicative: mastering the dialectics of communication;
self-realization in the game as a testing ground for human practice;
game therapy: overcoming various difficulties 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 (according to S.A. Shmakov):

free developmental activity, undertaken only at the request of the child, for the sake of pleasure from the process of activity itself, and not just from the result (procedural pleasure);
creative, largely improvisational, very active nature of this activity (“field of creativity”);

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

emotional elation of activity, rivalry, competitiveness, competition, attraction, etc. (sensual nature of the game, “emotional tension”);
the presence of direct or indirect rules reflecting the content of the game, the logical and temporal sequence of its development.

The structure of the game as a process includes:

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 conditionally reproduced in the game.

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

as independent technologies for mastering a concept, topic, or even a section of an academic subject;
as elements (sometimes very significant) of a broader technology;
as a lesson (lesson) or part of it (introduction, explanation, reinforcement, exercise, control);
as technologies for extracurricular activities (games such as “Zarnitsa”, “Eaglet”, KTD, etc.).

The concept of “game pedagogical technologies” includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.

Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be justified, identified explicitly and characterized by an educational-cognitive orientation.
The game form of classes is created in lessons with the help of game techniques and situations that act as a means of inducing and stimulating students to learn.

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

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

a) teaching, training, controlling and generalizing;
b) cognitive, educational, developmental;
c) reproductive, productive, creative;
d) communicative, diagnostic, career guidance, psychotechnical, etc.

The typology of pedagogical games based on the nature of the gaming methodology is extensive. We will indicate only the most important types used: subject, plot, role-playing, business, simulation and dramatization games.

Games in all school disciplines are distinguished by subject area.

Classification parameters of gaming technologies

By level of application: all levels.
On a philosophical basis: adaptable.
According to the main development factor: psychogenic.
According to the concept of assimilation of experience: associative-reflex + gestalt + suggestion.
By orientation to personal structures: ZUN + SUD + SUM + SEN + SDP.
By nature of content: all types + penetrating.
By type of management: all types - from a consultation system to a programmatic one.
By organizational forms: all forms.
According to the approach to the child: free upbringing.
According to the predominant method: developmental, exploratory, creative.
In the direction of modernization: activation.
By category of trainees: mass, all categories.

Spectrum of target orientations

Didactic: broadening horizons, cognitive activity; application of ZUN in practical activities; formation of certain skills and abilities necessary in practical activities; development of general educational skills; development of labor skills.
Educating: nurturing independence, will; the formation of certain approaches, positions, moral, aesthetic and ideological attitudes; fostering cooperation, collectivism, sociability, and communication.
Developmental: development of attention, memory, speech, thinking, skills to compare, contrast, find analogies, imagination, fantasy, creativity, empathy, reflection, ability to find optimal solutions; development of motivation for educational activities.
Socializing: familiarization with the norms and values of society; adaptation to environmental conditions; stress control, self-regulation; communication training; psychotherapy.

Conceptual foundations of gaming technologies

The psychological mechanisms of gaming activity are based on the fundamental needs of the individual for self-expression, self-affirmation, self-determination, self-regulation, and self-realization.
Game is a form of psychogenic behavior, i.e. internal, immanent of the personality (D.N. Uznadze).
Game is a space for a child’s “internal socialization”, a means of assimilating social attitudes (L.S. Vygotsky).
Game is the freedom of the individual in the imagination, “the illusory realization of unrealizable interests” (A.N. Leontyev).
The ability to engage in a game is not related to a person’s age, but at each age the game has its own characteristics.
The content of children's games develops from games in which the main content is objective activity, to games that reflect relationships between people, and, finally, to games in which the main content is obedience to the rules of social behavior and relationships between people.
In the age periodization of children (D.B. Elkonin), a special role is assigned to leading activities, which have their own content for each age. In each leading activity, corresponding mental new formations arise and are formed. Play is the leading activity for preschool age.

Features of gaming technologies

Gaming technologies in the preschool period

As a result of mastering play activities in the preschool period, readiness for socially significant and socially valued learning activities is formed.
Technology of educational games B.P. Nikitin

The game activity program consists of a set of educational games, which, with all their diversity, are based on a general idea and have characteristic features.
Each game is a set of problems that the child solves with the help of cubes, bricks, squares made of cardboard or plastic, parts from a mechanical designer, etc. In his books, Nikitin offers educational games with cubes, patterns, Montessori frames and inserts, unicube, plans and maps, squares, “Guess” sets, hundred tables, “dots”, “clocks”, thermometer, bricks, cubes, constructors . Children play with balls, ropes, rubber bands, pebbles, nuts, corks, buttons, sticks, etc. and so on. Subject-based educational games are the basis of construction, labor and technical games, and they are directly related to intelligence.

This union allowed the game to solve several problems related to the development of creative abilities:

educational games can provide “writing” for the development of creative abilities from a very early age;
their stepping stone tasks always create conditions that precede the development of abilities;
By rising independently each time to his “ceiling”, the child develops most successfully;
educational games can be very diverse in their content and, moreover, like any games, they do not tolerate coercion and create an atmosphere of free and joyful creativity.

Gaming technologies in primary school age

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

Gaming technology is built as a holistic education, covering a certain part of the educational process and united by a common plot and character.
It includes sequential games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them; groups of games to generalize objects according to certain characteristics; groups of games, during which primary schoolchildren develop the ability to distinguish real from unreal phenomena; groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic hearing, ingenuity, etc. At the same time, the game plot develops in parallel with the main content of training, helps to intensify the learning process, and master a number of educational elements. Compiling gaming technologies from individual games and elements is the concern of every elementary school teacher.

Gaming technologies in middle and high school age

Features of the game at high school age are a focus on self-affirmation in front of society, a humorous coloring, a desire for practical jokes, and a focus on speech activity.

Business games

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

“Game is the spark that ignites the flame of inquisitiveness and curiosity”
V.A. Sukhomlinsky

Justification for the choice of gaming technologies.

In modern schools there is an urgent need to expand active forms of learning. Such active forms of learning include: gaming technologies, problem-based learning, communication technologies. Since I actively use problem-based learning technology in the educational process, the creation of a problem situation occurs through the introduction of a game situation: the problem situation is lived by the participants in its game embodiment, the basis of the activity is game modeling, part of the students’ activities takes place in a conditional game plan.

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

Every student in the class participates in the game, in one role or another. If several students work at the board, then everyone else plays the role of controller, judge, teacher, etc.

The specific influence of game techniques and game elements allows some students to overcome the lag in the pace of work in the lesson, while others - isolation and alienation in the group of peers.

The program of the educational system “School 2100”, which includes a variety of gaming material, also helps me to successfully use this technology.

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

In grades 3 and 4, the permanent characters are Nastya, professor Alexander Nikolaevich Rozhdestvensky and the twins Olya and Igor, they travel through the pages of history into the distant and not-so-distant past, “talk” to students, ask questions to which children try to find the answer on their own . The educational material is full of logical problems, puzzles, riddles, etc.

Application of gaming technologies in practice.

I would like to dwell on three main types of games: didactic, role-playing and action games.
One of the effective means of developing interest in an academic subject, along with other methods and techniques used in lessons, is a didactic game.
The essence of a didactic game. This type of game is a complex, multifaceted pedagogical phenomenon; it is no coincidence that it is called a method, a technique, a form of teaching, a type of activity, and a means of teaching. A didactic game is a teaching method during which educational problems are solved in a game situation. educational tasks.

The value of didactic games lies in the fact that children largely learn independently, actively helping each other and testing themselves with each other.
I will give examples of didactic games that I use in mathematics, Russian language, literary reading, etc. lessons.

Didactic games in mathematics lessons.

During my math lessons, my students really enjoyed “populating the houses.” This is a simple game for learning the composition of numbers. It can be used at any stage of the lesson. And almost every child can take part, depending on the number of houses. It promotes quick and lasting memorization of the composition of a number through the techniques of visual, auditory and motor activity.

"Controllers"

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

Contents of the game: the teacher divides the children into two teams. Two controllers at the board monitor the correctness of the answers: one for the first team, the second for the other team. At the teacher’s signal, the students of the first team make several rhythmic tilts to the right and left and count to themselves. At the teacher’s signal, they call in chorus the number of inclinations of the first team to a given number and count silently (for example, 6 - added, 1.7 - added 2,8 - added 3). They then call out the number of bends performed. The composition of the number is called based on the number of inclinations performed by students of groups 1 and 2. The teacher says: “Eight is…”, the students continue: “Five and four.” Controllers show green circles in their right hand if they agree with the answer, red if they don’t. In case of an error, the exercise is repeated. Then the teacher invites the children of the second team to do several squats at a signal, and the students of the first team complete the squats to a given number. The composition of the number is called. The composition of numbers based on claps is analyzed similarly.
This game not only systematizes students’ knowledge, but also carries elements of physical relaxation, because uses physical exercises.

Game "Best Counter"

Contents of the game: the teacher places from 1 to 10 drawings on the board, according to sectors. Opening each sector in turn, the teacher asks the children to count the number of drawings and show the desired number. The first one to count is called the best counter. Then the teacher shows the numbers separately, and the students show the corresponding number of drawings in sectors of the circle. As a result of the game, the teacher opens 2 sectors, offers to compare the number of drawings in them and determine where there are fewer objects and by how many.

Game "Clap"

"Numbers running towards each other"

Didactic goal: familiarization with the composition of the number 10.
Contents of the game: the teacher invites the children to write down numbers from 1 to 10 in order in their notebooks and show in arcs two numbers that run towards each other, forming the number 10 in total. Then asks them to write down examples of addition with these numbers.

For example:
0 1 2 3 4 5 6 7 8 9 10
0 +10 = 10 - 10 + 0 = 10
1 + 9 = 10 - 9 + 1 = 10

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

To consolidate knowledge of addition and subtraction tables within 10 and multiplication tables, you can use game "The Fastest Postman".

Game "Eye - photo"

Game "Mathematical Streams"

How to play: Children sitting in the same row stand turned around, facing each other. I say that an unusual rain has just passed - mathematical. Stormy mathematical streams have formed, which run merrily, overtaking each other, from the hillock down to the lake. Which stream is the fastest, which one will reach the lake first?

To strengthen counting skills, you can offer game “Listen and count”:

This game makes it possible to consider each number of the first hundred not in isolation, but in connection with the previous and subsequent numbers.
Teaching aids: a ball or two balls - large and small (or different colors).

Contents of the game: the teacher throws the ball to one, then to another participant in the game, and they, returning the ball, answer the teacher’s question. When throwing the ball, the teacher names a number, for example twenty-one, the player must name adjacent numbers -20 and 22 (necessarily first the smaller one, then the larger one).
Another, more complex version of the game is also possible. When returning the ball, the player must first subtract one from the number named by the teacher, then add the resulting difference to it. For example, the teacher named the number 11, and the player must name the numbers 10 (11-1=10) and 21 (11+10=21). This game can be played with two balls: a large and a small one (or of different colors). When the teacher throws a large ball, the respondent must, for example, add 9 and return the ball back, and when a small one, subtract 3. Here children not only count, but also develop attention so as not to confuse the actions.

Game "Fishermen"

Didactic goal: analysis of single-digit and double-digit numbers.

Game "Score the ball into the basket."

Progress of the game: On the board I hang pictures with basketball baskets and on them the numbers 12, 18, 24. Each row is given the task of making up as many examples as possible with a given answer to multiplication in a certain time (5 minutes). The first row - with the answer 12, the second - with the answer - 18 and the third row - with the answer - 24. The team whose participants write down more and more correct expressions with this answer wins.

"Mystery"

Didactic goal: to consolidate the numbering of numbers within 100; decimal composition of a number.

Riddles in mathematics lessons.

various numbers:

He has four legs, black and tailed.
Paws - DAC-scratch, Doesn't bark, doesn't bite,
A pair of sensitive ears. And from class to class
He is a thunderstorm for mice. (Cat) Doesn't let me in. (Deuce)

mathematical relations:

The more you take from her, she speaks silently,
The bigger it gets. And it’s understandable and not boring.
(Yama) Talk to her more often -
You will become 10 times smarter (Book)

units of measurement:

A mole, a one-armed giant, climbed into our yard
Digging the ground at the gate. Lifted a ton to the clouds.
A ton of earth will go into his mouth, He is a very important worker,
If the mole opens his mouth. He is building a multi-storey house.
(Excavator) (Crane)

When introducing a new number, a riddle can serve as source material for identifying the number being studied. For example, I invite children to guess the riddle:

She will fluff up her sides,
Its four corners,
And you, when night comes,
It will still attract you.
(Pillow)

I'm so sweet, I'm so round,
I consist of two circles,
I'm so glad I found it
Friends like you!
(Eight)

Or guess what this number is:
Her appearance is like a comma,
The tail is crocheted, and it’s no secret:
She loves all lazy people
But her lazy people are not.
(Deuce)

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

Guess, guys, what kind of figure is an acrobat?
If you stand on your head, it will be exactly three more.
(Six)

After the children have answered the riddle question correctly, you can continue working with the riddle. Ask them to find the number six on the fan of numbers, turn it over and answer what number they got. How much more is 9 than 6? How can you find out how much one number is greater than another? Children can then write the example in their notebooks.
Any riddle is a logical exercise, during which the child learns to identify the quantitative aspects of an object (abstraction). And also find an object based on several listed characteristics (synthesis). Riddles can be of varying degrees of complexity, it depends on the number of signs (it is difficult for children to take into account all the signs of an object) and on how characteristic they are for a given object. Therefore, the younger the children, the fewer signs should be contained in the riddle. But they should be the most characteristic of the subject, for example:

I'm puffing, puffing, puffing,
I drag a hundred carriages.
(Locomotive)

I eat coal, I drink water.
As soon as I get drunk, I’ll speed up.
I'm transporting a train of one hundred wheels
And I call myself. . .
(Locomotive)

The first of the riddles is easier, since a small number of conditions and imitation of sounds helps to quickly find the answer; the second contains more features that need to be taken into account, but the rhyming of the text with the answer also makes it easier to find the correct answer.
If the riddle causes difficulties for children, then you should not rush to say the answer. We must try to help the children: say that the riddle tells about an animal or household item, a natural phenomenon or a berry.

For example, after reading a riddle:

Baby girl dancing
And only one leg.
(Spinning top, spinning top)

You can ask students what kind of children's toy we are talking about. This indication narrows the search and makes it easier to find the answer.
In order for children to guess the riddle, they must be familiar with the object or phenomenon in question and observe it. On the other hand, riddles about the same object, allowing it to be shown from different sides, help expand knowledge about the world around us, for example:

They don’t feed him oats, I’m stronger than ten horses.
They don’t drive him away with a whip, Where in the fields I’ll walk in the spring,
And how it plows - In the summer the bread will become a wall.
Dragging seven plows. (Tractor)

When further studying the numbering of numbers, I offer children the following riddles:
Twelve brothers Thirty-three sisters -
They follow each other, written beauties,
They don't bypass each other. They live on the same page,
(Months) And they are famous everywhere!

A canvas, not a path, he is golden and has a mustache,
A horse, not a horse - a centipede. There are a hundred guys in a hundred pockets.
It crawls along that path (Spike)
The whole convoy is carried by one. (Train)

I'm not alive, but I'm walking, In a clearing near the fir trees
I help dig the earth, The house is built from needles.
Instead of a thousand shovels, he is not visible behind the grass,
I'm happy to work alone. And there are a million residents there.
(Excavator) (Anthill)

Riddles can be used when studying the topic “Measures of Time”. So, the riddle:

Two sisters next to each other
They run lap after lap.
Shorty - just once
The one above is every hour. (Clock hands)

It can attract students' attention to the movement of the hands and serve as a starting point for working with a model of a clock (moving hands). For example, you can ask to place the clock hands so that they show 9 o'clock, and then determine what angle is formed between the hands (straight line), what part of the dial is separated by the hands (1/4).
When introducing students to the calendar, it would be appropriate to read the following riddles:

Annual bush 12 young ones came out,
Every day a leaf drops. 52 falcons carried out,
A year will pass and the entire leaf will fall off. 365 swans were released.
(Calendar) (Months, weeks, days)

Antoshka is standing Antoshka is standing
On one leg. On one leg.
Where the sun becomes, they look for Him,
That's where he'll look. But he doesn’t respond.
(Sunflower) (Mushroom)

Education in primary school is the foundation of the further educational process. If a child masters the simplest concepts, complex subjects are easy for him in high school. Every teacher is interested in students showing good learning results. Children 6-9 years old are not interested in learning dry theory. Therefore, many teachers use gaming technology in elementary schools to make lessons bright and memorable.

The purpose of gaming technology in elementary school

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

The initial goal of gaming technology in elementary school is to motivate children to learn. In the process of entertaining activities, the student’s creative personality is formed, he learns to systematize the acquired knowledge and use it in solving various problems in the future. Another goal of the game is to strengthen the physical and psychological health of students. The children learn to communicate in a team in an active way. Many games involve light physical activity. And the emotional uplift that children receive as a result helps strengthen their own “I.” It is the game that helps to cope with children's complexes. This is especially important for guys who are not confident in themselves.

Each gaming technology in an elementary school, according to the Federal State Educational Standard, must solve the following tasks:

To develop in children the ability to think independently and solve simple problems without outside help.
To achieve complete mastery of the material in the subject by each student in the school team.
Maintain the physical and mental health of children during the educational process.

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

Types of gaming technologies

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

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

Games should be used without interruption from the main educational process. There must be an effect of surprise. The teacher will be able to achieve the best results if he combines traditional teaching with game-based teaching. Children should not go to a lesson knowing that it will be held in a non-standard form.

Gaming technologies in Russian lessons

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

For first-graders who are just beginning the educational process, travel games are perfect. The teacher can think in advance about the scenario of a non-standard lesson, in which the children will go to visit the country of Linguinia or the bright Alphabet Garden, where not ordinary fruits, but letters will grow on the trees. Such a trip can be held outdoors, inviting other teachers and parents of students. Travel games help develop children's imagination and reinforce learning material. Kids will remember an object much faster if it is associated with positive emotions.

Competition games will also help to consolidate the learned material. The teacher divides the class into two teams. Next, the children are asked to solve the assigned problems (correct errors in sentences, insert missing letter combinations, correct punctuation errors). For each correctly completed task, the team receives points. The one with the most points at the end of the game wins. As a prize, students may be exempt from homework.

Using gaming technologies in literature lessons

Not all children show a love of reading either. Various types of gaming technologies in primary schools help to generate interest in this subject. The most effective are considered to be various skits and performances dedicated to a specific literary work. Role-playing games generally help develop children's creative abilities. Thanks to these, many children decide to devote their future lives to theater even in elementary school.

After studying a certain work, the teacher invites the children to stage their own performance. Absolutely all members of a particular team must get roles. The performance based on the work is staged for parents and school administration. Students try to remember their words well in order to look beautiful on stage. The use of gaming technologies in this form allows children to develop memory and creative abilities. In addition, this way students have an excellent understanding of the material covered. The guys literally live the life of a specific literary character.

Improvisation games also give good results. During one of the lessons, the teacher invites the children to compose their own fairy tale. Each student takes turns making a sentence. Each statement should be a continuation of the previous one. The tale is recorded on a voice recorder. Then the guys listen to their work and analyze it. Often such impromptu stories turn out to be quite funny. The lesson in a playful way will awaken children's interest in studying literature. In addition, improvisation promotes the development of imagination.

Gaming technologies in mathematics lessons

Mathematics is a subject whose purpose is to teach children not only counting, but also logical thinking. An interesting math lesson might include the following games:

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

There are other examples of gaming technology in primary schools that can be used in mathematics lessons. All of them are aimed at reinforcing the material that children receive in traditional lessons.

Non-standard natural history lessons

According to the Federal State Educational Standard, children should begin natural history lessons in first grade. There are usually no problems with interest in the subject. Even in dry form, kids want to find out why birds sing. But gaming technology in elementary school according to the Federal State Educational Standard is aimed not only at awakening interest in the subject. This was written about above. It is also important to develop the children’s imagination and their physical abilities. Therefore, teachers often resort to conducting natural history lessons in the fresh air. Here the children actively spend time, get a boost of energy and at the same time study the local flora and fauna. It is most important to conduct classes of this kind in September and May, when weather conditions are conducive to training.

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

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

Games for foreign language lessons

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

As with literature, staged plays produce good results. The only difference is that all characters must speak a foreign language. Therefore, inviting parents and school administration to non-standard English lessons is inappropriate. You can act out a play or skit during a lesson without memorizing the text. All students need to do is read the lines from the presented script.

Compiling puzzles and crosswords helps to practice writing in a foreign language, as is the case with the subject “Russian Language”. At the same time, children should already have certain knowledge. Therefore, English lessons using such technology should be conducted starting from the second grade.

Outdoor games in physical education lessons

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

Good results are achieved by team games, which teach children to work together to achieve results. During physical training lessons, schoolchildren can play football, basketball, and volleyball.

Foreign experience

Gaming technology in primary schools has long been used abroad. In many European educational institutions, education begins at the age of 4. But these classes are conducted differently from those in domestic schools. The guys perceive any information through the game. There aren't even regular classrooms. Lessons can take place on the floor in the games room. The children are surrounded by toys in the form of geometric shapes, letters and animals.

Primary education in any European country is universal. To get into training, the child does not need to undergo testing. All students are equal. A feature of many foreign schools is the small number of class groups. The guys are divided into groups of 8-10 people according to their abilities. Thus, the teacher can pay maximum attention to each child. Classes take place not only in an educational institution, but also in the fresh air. The children and the teacher visit factories, other schools, and zoos. The atmosphere in the team is more like a family one.

Play is the main activity of children in primary schools in Switzerland, England, France and many other countries. In the first stages of training, great attention is paid to the physical development of children. Foreign kids may lag behind their Russian peers in terms of academic development. At the same time, they practically do not get sick; few people have to deal with the problem of scoliosis.

Many public schools in Russia today are adopting foreign experience. Teachers go to practice abroad to share knowledge with colleagues from other countries, to learn something new to introduce into the domestic educational process. After all, it cannot be said that Russian is wrong. Our children, who spend most of their time solving boring problems, also remember the subject well. But diluting standard lessons with games, like abroad, makes the learning process more vibrant, interesting, and motivates for further development.

Summarize

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

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

It is necessary to think through the implementation of games at the stage of developing the curriculum at the beginning of the year. These should be role-playing games and various kinds of competitions. Such activities should occupy at least 20% of the total teaching time. The result will be a solid assimilation of knowledge and the formation of motivation for further education at school.