Game as a means of effective development cognitive interest junior schoolchildren
Game is an eternal companion of childhood, a “perpetual motion machine” of creativity, vigorous activity, self-knowledge and self-expression.
At the origins of the development of game theory were such scientists as: E.A. Arkin, L.S. Vygotsky, A.N. Leontyev and others. The famous innovative teacher Sh.A. Amonashvili introduces the child into the most complex world knowledge.
What is a game?
GAME is a form of activity in conditional situations aimed at recreating and assimilating social experience, fixed in socially fixed ways of carrying out objective actions, in subjects of science and culture. In the game, as a special historically emerged form of social practice, the norms of human life and activity are reproduced, subordination to which ensures the knowledge and assimilation of objective and social activities, the intellectual, emotional and moral development of the individual. For preschool children, play is the leading type of activity.
The arrival of a child at school means entering a new age stage - primary school age and a new leading activity - education.
Does this mean that the leading activity of preschool age (play) ceases to be desirable for him?
No, play remains a very important activity. It is she who helps to form a new leading activity - educational.
G.I. Shchukina in her book “Pedagogical Problems of Forming Students’ Cognitive Interests” notes the following functionality of the game as one of the types of activities in teaching:
The game contributes to the development of students' cognitive powers;
Stimulates the creative processes of their activities
Helps relieve tension, relieves fatigue;
Creates a favorable atmosphere for learning activities, enlivens learning activities;
Helps develop interest in learning.
But it must be remembered that not every game is educational. In order for a game to become a teaching method, a number of conditions must be met:
1.The learning task must coincide with the game.
2. The presence of a learning task should not “overwhelm” the game task; it is necessary to preserve the game situation.
3. A single game does not provide any learning effect; a system of games with a gradually more complex learning task should be built.
Thus, of the entire existing variety of different types of games, it is didactic games that are most closely connected with the educational process.
Didactic games refer to the type of “games according to the rules”, which include outdoor games and games related to music. They are a striking example of the synthesis of various types of pedagogical influence on students: intellectual, moral and emotional.
Didactic games consist of mandatory elements: game concept, didactic task, game action and rules.
The game concept and game action make didactic games an attractive, desirable and emotional activity. The game concept is expressed in the very name of the game and in the game task, through the solution of which children begin to understand the practical application of the knowledge they have acquired. The game concept determines the nature of the game action, and the game action enables children to learn at the moment when they play.
Rules help guide gameplay. They regulate the behavior of children and their relationships with each other. The results of the game are always obvious, concrete and visual. Compliance with the rules obliges children to independently perform game actions, and at the same time they develop criteria for assessing the behavior of their classmates and their own.
Working on a didactic task requires activation of the child’s entire mental activity. Cognitive processes, thinking, memory, and imagination develop. Mental activity is improved, including carrying out various operations in their unity. Attention becomes more focused, stable, and the student develops the ability to distribute it correctly. The development of cognitive abilities, observation, intelligence and curiosity is stimulated. Children begin to develop a strong-willed restraining principle. Compliance with the rules, which is the result of children's interest in the game, helps to develop important moral and volitional qualities, such as organization, restraint, goodwill, honesty, etc. In the process of practicing didactic games, the ability to work independently, exercise control and self-control is formed , coordinate their actions and subordinate them.
There is no single classification of games. This classification of didactic games does not reflect all their diversity, however, it allows you to navigate the abundance of games.
DIDACTICAL
GAMES
by the nature of cognitive activity
according to the availability of game material
according to the level of activity of children
by number of participants
by time
1.acquaintance with the outside world
2.speech development
3.development mathematical representation
1. games require executive activity from children;
2.requiring the reproduction of actions;
3.with the help of which children change examples and tasks into others that are logically related to them;
4. which include elements of search and creativity
1.playing with toys;
2.demonstration - visual
3.desktop - printed
Verbal
Subject - verbal
1.without the participation of an adult
2. with the participation of an adult
a) consultant;
b) leader
1.individual
2. group
3.collective
1. miniature games
2.games - episodes
3. games - activities
Thus, while working on the topic of the creative report, I came to the conclusion that when selecting and conducting games with primary schoolchildren, it is necessary to rely on the following principles:
The learning task must coincide with the game.
The game system should have a gradually more complex learning task.
Let's give examples. In first grade mathematics there is a topic: “Comparing objects by size.” Children entering school, as a rule, do not have a clear idea of the size of objects. When comparing objects, they replace such characteristics of objects as narrow, short, thin with the word “small”, thick with the word “wide”, thin with the word “big”.
Comparing items by size – essential skill, necessary for measuring quantities and solving problems. It is easier to compare objects by size using the example of comparing two identical objects of different sizes. In the future, children will be able to compare objects that differ in different characteristics. Children become more aware of the above signs through games.
Game "What has changed."
I use this game in my lesson to explain new material. Its purpose: to teach students to name the characteristics of objects associated with comparing objects by size.
Teaching aids: thick and thin notebooks, wide and narrow tapes, long and short pencil, etc.
“Close your eyes,” I remove one of the objects. - Open it! Tell me, what has changed?
By opening their eyes, children determine which item is missing. In their answer, they must clearly indicate the size of the hidden object. For example: “A thick book is missing,” “a long ribbon has been removed,” etc.
In the future, I remove not one item, but two or three. Then the children themselves hide the objects one by one.
During the consolidation lesson on the same topic, the game “Find what is hidden” was played. Its goal: teaching children to independently name objects and compare them.
Teaching aids: wide and narrow ribbons, long and short belts, thick and thin books, deep and shallow plates.
Why did the hoop stop at the closet? Perhaps there is something hidden there? Children take out hidden objects, name and show them. Then the game is played in the same way.
In the process of teaching children, it is extremely important that each child himself performs a game action comparing the size of an object. For this purpose the following game is played.
“We’ll build houses and plant trees.”
Didactic goal: generalization and systematization of quantitative and spatial concepts in children, teaching them to compare objects according to various characteristics.
Teaching aids: 14 strips of colored paper for building houses and laying out roads, 7 green triangles for Christmas trees, 2 mushroom stencils (1 mushroom with a large cap on a thick stem and 1 mushroom with a small cap on a thin stem).
Contents of the game. I invite the student to build (lay out strips of paper) first a tall house on a magnetic board, and then a low one on their tables. Near a high house to a low one, draw a road with two green strips of paper. This road widens near the tall house and becomes narrower near the low house. Place a mushroom with a large cap on a thick stem near a tall tree, and place a small mushroom on a thin stem near a low tree.
(see picture)
The game is played and tested in stages.
In the future, word games are carried out, the purpose of which is to include in the students’ active vocabulary terms associated with comparing objects by size. For example: the games “Ending”, “On the contrary”, “For berries and mushrooms” and others.
Taking into account the age characteristics of children and their preparation, I select games according to the nature of the students’ cognitive activity.
At the very beginning, these are games that require performing activities from children. With the help of these games, children perform actions according to the model. For example, “Let’s make a pattern,” “Let’s make a word.”
Then games that require replay action. These games are aimed at developing skills. In mathematics, these are “Mathematical Fishing”, “Best Pilot”; In Russian
“What sounds live in houses”, “Add a syllable”, “Chain”, “Telegraph” and others.
The above games are aimed at the reproductive nature of students' activities. The following are intended to help students reach constructive and creative levels of activity:
Games with which children change examples and problems into others that are logically related to them (for example, “Chain”, “Math Relay Race”, “Language Relay Race”, “Compiling Circular Examples” and many others)
And games that include elements of search and creativity. This is "Guess the riddles of Pinocchio"
“Determine the course of the plane”, “Write a poem according to the given rhymes”, composing and solving charades, puzzles, etc.
An interesting game is “Dreamers.” To play this game, you need to print the story in advance so that there is one copy on each table. The stories of L.N. Tolstoy are good for this purpose; they are small in size and educationally valuable.
The text is divided into two parts and cut. On each table are two halves of the same story. At the request of the teacher, the children take the half that they got. Assignment: read to yourself; guess who has the beginning and who has the end. Then we all listen to the beginning being read aloud. Children who have the beginning printed are tasked with coming up with an ending. We all listen to their stories (4-5 people), then the student whose ending is printed reads it aloud, and compares the children’s creativity with the true ending.
In the following story, the children change roles: whoever had the beginning gets the end.
In addition, such work provides great opportunities for preparing elementary school children for complex text analysis.
Individual games help me organize work with weak students. For example: “Score a goal”, “Typker” and others.
In another case, I organize a game for a weak student in pairs with a strong one, who helps complete the game action.
When conducting the game, I try to create a situation of expectation, mystery, I try to make all students feel free, at ease, and experience satisfaction from the awareness of their own independence.
Constantly being in a play environment created by the teacher, children usually strive to prolong the pleasure by organizing independent role-playing games.
For the development of imagination, a process necessary for the effectiveness of learning, play activity, which is constructed by the participant himself, is especially important, while guidance from an adult can be accepted or rejected if it is imposed.
One of the main elements is play activity- creativity, creativity: the child manages the role he has taken on, establishes the rules of the game and relationships with partners, develops the plot of the game and ends it according to his own decision.
Each academic subject has conditions for organizing role-playing, theatrical, story game. It is these games that establish continuity between the leading activities of adjacent periods. age development.
I conducted such role-playing games as “Forest Meeting”, “Meeting of Guests”, “March 8th Holiday” and others.
Thus, the games presented are the result of my searches, thoughts, my work. Thanks to such didactic games, students develop their mental abilities, develop their imagination, memory, thinking, attention, and speech. The students themselves are busy, their hands, feelings, and thoughts are working; The children develop a sense of responsibility, discipline, character, and will. When playing, the children do not get tired so quickly; interest is maintained throughout the lesson.
Problem didactic games V modern psychological and pedagogical literature.
The increase in mental load in mathematics lessons makes us think about how to maintain students’ interest in the material being studied and their activity throughout the lesson. In this regard, teachers and psychologists are searching for new effective teaching methods and methodological techniques that would activate the thoughts of schoolchildren and stimulate them to independently acquire knowledge.
One of the effective means of awakening keen interest in an educational subject, along with other methods, is a didactic game. One of the main activities of a preschooler is play.
Play is the first simplest form of activity that children master. Its goal is the game process itself. At the same time, children are to a certain extent prepared for both learning and work. Play activity is preserved, modified and occupies a significant place in the first years of a child’s education at school.
Today, educators, psychologists, methodologists, and teachers convince us that play is the dictate of the times and has a leading place in the learning process. The game mobilizes children's mental capabilities, develops organizational skills, instills self-discipline skills, and brings joy from joint actions. One of the effective means of awakening keen interest in an educational subject, along with other types, techniques and methods, is a didactic game.
The problem of didactic games is widely considered by teachers and psychologists in modern literature. Highly appreciating the importance of the game, V.A. Sukhomlinsky wrote: “Without play there is no, and cannot be, a full-fledged mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. A game is a spark that ignites the flame of inquisitiveness and curiosity.”
In didactic games, the child observes, compares, juxtaposes, classifies objects according to certain criteria, performs analyzes available to him, and makes a generalization.
The problem of didactic games was dealt with by T.K. Zhigalkina, candidate of pedagogical sciences. in the book “Game system for mathematics lessons in grades 1-2.” This manual is a collection of mathematics games for children of primary school age. Revealing the importance of didactic games as a means of educating children's mental activity, the author gives a classification of games according to the nature of students' cognitive activity, and offers our attention methodological recommendations for their implementation. The author reveals some psychological and pedagogical foundations of learning. Didactic games provide the opportunity to develop in children the volition of such mental processes as attention and memory. Game tasks develop children's ingenuity, resourcefulness, and intelligence. The material in the manual promotes the development of interest in mathematics in children and tries to make learning accessible and interesting.
In the article “Game is the dictate of the times,” Raisa Alabina, a teacher at one of the Moscow schools, shares with us her experience of using game material in the classroom. She is of the opinion that through play children learn about the world around them, gain knowledge about various objects and phenomena, and master speech in communication with other people. The author introduces readers to the requirements for organizing and conducting didactic games. She, like T.K. Zhigalkina, classifies didactic games according to the nature of cognitive activity. Raisa Alabina believes that introducing games, play exercises and situations into the lesson allows you to minimize the child’s fatigue and tension and maintain his attention throughout the lesson.
In their opinion, a didactic game is a type of activity through which children learn. Depending on what materials are used when playing games, they distinguish the following types: subject, subject-verbal and verbal. The author believes that didactic games contribute to the development of cognitive abilities and needs, intellectual and moral-volitional qualities, and the formation of cognitive interest. The problem of didactic games in mathematics lessons is considered in his manual by V.G. Kovalenko. He defines didactic games as a means of teaching and education. In his opinion, a didactic game is a type of transformative creative activity in close connection with other types academic work. The book “Didactic Games in Mathematics Lessons” shows their use in the process of teaching and educating schoolchildren. It contains a large number of educational games with different plots.
A.V. Zaporozhets, assessing the role of the didactic game, emphasized: “We need to ensure that the didactic game is not only a form of assimilation of individual knowledge and skills, but also contributes to the overall development of the child.” He also wrote that a didactic game is also a game form of education, which, as is known, is actively used in the initial stages of education, that is, in senior preschool and junior school age.
“Game is creativity, game is work,” wrote V.G. Kovalenko. In the process of playing, children develop the habit of concentrating, thinking independently, developing attention, and a desire for activities. Being carried away, children do not notice that they are studying, learning new things, navigating in unusual situations, replenishing their stock of ideas and concepts, and developing their imagination. Even the most passive of children join the game with great desire and make every effort not to let their playmates down.
During play, children are usually very attentive, focused, and disciplined. V.G. Kovalenko believes that didactic games go very well with “serious” teaching. The inclusion of didactic and gaming methods in the lesson makes the learning process interesting and entertaining, creates a cheerful working mood in children, and makes it easier to overcome difficulties in mastering educational material. Play should be considered as a powerful, indispensable lever for a child’s mental development.
Psychologists, like teachers, were also interested in the problem of didactic games. Let's focus on one of them - D.B. Elkonine. He created an extensive theory of games. While exploring the game, D.B. Elkonin examined the content, conditions, and its significance in the development of the child. He wrote that when organizing the education of a child at a given age, it is necessary to focus not on those mental processes that have already been formed, but on those that should be formed and developed by constructing activities appropriate to a given age.
Modern didactics, turning to game forms of teaching in the classroom, rightly sees in them the opportunity effective organization interaction between the teacher and students, the productive form of their communication with the inherent elements of competition, spontaneity, and genuine interest.
“A good game is like a good job... In every game there is, first of all, a working effort and an effort of thought,” wrote L.S. Makarenko. That is why games and play exercises should have a strong place both in the learning process and in educational work.
Research by teachers and psychologists has shown that play influences the formation of a child’s personality and is an activity through which significant changes occur in the child’s psyche and the most important mental qualities are formed. In no other activity does a child independently show as much persistence, determination, and tirelessness as in play.
Essence didactic games, her kinds And structures
One of the effective means of developing interest in an academic subject, along with other methods and techniques used in the classroom, is a didactic game. A didactic game is a game specially created or adapted for educational purposes. The game, as one of the main activities in the life of young students, is given a necessary place in the educational process. They are used as one of the ways to teach various academic subjects in primary school. Also K.D. Ushinsky advised to include elements of entertainment and playful moments in students’ educational work in order for the learning process to be productive.
A didactic game (educational game) is a type of activity in which children learn. This is a means approved in pedagogical practice and theory for expanding, deepening and consolidating knowledge.
Didactic games are an important means of cultivating the mental activity of students. It arouses in children a keen interest in the learning process and helps them master any educational material.
A didactic game is also a game form of learning, which is mainly used when teaching primary schoolchildren.
Didactic games are a type of games with rules, specially created by pedagogy for the purpose of teaching and raising children. They are aimed at solving specific problems of teaching children, but at the same time, the educational and developmental influence of gaming activities is manifested. The need to use didactic games as a means of teaching children in preschool and primary school age is determined by a number of reasons:
- 1. Play activity as a leading activity in preschool childhood has not yet lost its importance (it is no coincidence that many children bring toys to school). One can agree with L.S. Vygotsky, who wrote that “at school age, play does not die, but penetrates into the relationship with reality. It has its internal continuation in school education and upbringing.” It follows that relying on play activities, play forms and techniques is an important and most adequate way to include children in educational work.
- 2. Mastering educational activities and including children in them is slow (many children do not even know what a “teacher” is).
- 3. There are age-related characteristics of children associated with insufficient stability and arbitrariness of attention. Didactic games precisely contribute to the development of mental processes in children.
- 4. Cognitive motivation is not sufficiently formed. The motive and content of educational activities do not contribute and do not correspond to each other.
Pedagogical theory has accumulated significant material about the possibilities of play in the process of learning, development and education. Researchers are unanimous in their opinion that the game reveals individual personality traits to the greatest extent.
There are a huge number of didactic games, so naturally the question of their classification arises. Pedagogical classification, presented in the table, is intended to become a guide in the variety of games, a source of information about them. This classification is not complete and includes only some of the grounds for classification.
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Didactic games |
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By learning purpose |
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educational |
controlling |
raising |
generalizing |
developing |
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By mass numbers |
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group (collective) |
individual |
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By reaction |
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movable |
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"high-speed" |
"quality" |
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According to applicability in educational process |
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single |
universal |
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According to the nature of schoolchildren’s activities |
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reproductive |
partially search |
search engines |
creative |
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According to the form |
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travel games |
errand games |
guessing games |
riddle games |
conversation games |
Rice. Classification of didactic games
- · developmental, as they are aimed at developing the student’s personality;
- · collective, since they attract students because when working collectively, a “success situation” more often arises, which is necessary for children;
- · individual, as they will help students express themselves, and the teacher - to diagnose the level of knowledge of students, the level of their development;
- · mobile, since primary school students are prone to fatigue and need “relaxation”;
- · quiet, as they contribute to the development of thinking, memory, mental flexibility, independence, perseverance, perseverance in achieving goals, etc.;
- · “fast”, since solving riddles develops the ability to analyze, generalize, and develops the ability to reason and draw conclusions.
When selecting and developing games, some teachers proceeded from the basic principles of learning. Let's name the main one: “Learning occurs only with the active activity of students. The more versatile the teacher’s intensity of student activity with the subject of mastery, the higher the quality of mastery at a level that depends on the nature of the activity being organized - reproductive or creative.”
Taking this pattern into account, they developed and selected games taking into account various types of activities; they can be classified into the following groups:
Games that require children to perform.
With the help of these games, children perform actions according to a model or instructions. For example, they make patterns according to a sample and more.
Games during which children perform reproductive activities.
This group includes a large number of games that promote the development of computational skills: “Fox Hunt”, “Determine the course of the plane”, “Labyrinth”.
Games in which students' control activities are programmed.
These include: “I am a teacher”; in which the guys check the work done by someone, “Controller”.
Games with which children carry out transformative activities.
For example, the game “Defector Numbers”.
A game that includes elements of search activity.
Children really love the games of this group. They like to compare, analyze, find commonalities and differences, and are interested in searching for what is missing. Other teachers identify the following types of didactic games:
- · Games - trips designed to enhance the impression, to draw children's attention to what is nearby. They sharpen observation skills and make it easier to overcome difficulties.
- · Games - instructions simpler in content, but shorter in duration. They are based on actions with objects, toys, and verbal instructions.
- · Games - assumptions(what would happen...) Children are given a task and a situation is created that requires comprehension of the subsequent action. At the same time, children’s mental activity is activated, they learn to listen to each other.
- · Riddle games. These games are based on testing knowledge. Solving riddles develops the ability to analyze, generalize, and develops the ability to reason and draw conclusions.
- · Conversation games. The basis is generalization. The main thing is spontaneity of experience, interest, and goodwill. Such a game makes demands on the activation of emotional and mental processes.
Some researchers divide didactic games into two groups: visual; verbal.
· Games - With using funds visibility, in turn, are divided into games with demonstration and handout materials and games with various toys. Didactic games using visuals can also include dramatization games.
The basis of verbal games is the accumulated experience of children and their observations. The purpose of these games is to systematize and generalize.
One of modern games for generalization (along with computer games, games with mechanized toys and others) are programmed didactic games. In them, the game action takes place using elementary technology - in response to the action performed, feedback appears through a sound or light signal. Based on this signal, the child controls to what extent he correctly follows certain rules.
Depending on the cognitive content, games help to master various types of knowledge: arithmetic, geometric, etc.
A didactic game, like every game, is an independent activity that children engage in.
Didactic games according to the number of participants in them are divided into:
- · collective;
- · group;
- · individual.
It is very important to distinguish between didactic games and game moments. The didactic game has a certain structure. Structure is the basic elements that characterize play as a form of learning.
Main structural components of a didactic game are: game concept, rules, game actions, cognitive content or didactic tasks, equipment, game result.
Unlike games, in general, a didactic game has an essential feature - the presence of a clearly defined learning goal and a corresponding pedagogical result, which can be justified, identified explicitly and characterized by an educational and cognitive orientation.
Game idea- the first structural component of the game - is expressed, as a rule, in the name of the game. It is embedded in the didactic task that must be solved in the educational process. Each didactic game has rules that determine the order of actions, and the behavior of students during the game contributes to the creation of a working environment in the lesson.
An essential aspect of a didactic game is game actions, which are regulated by the rules of the game, giving students the opportunity to demonstrate their abilities and apply existing knowledge to achieve the goals of the game.
The basis of the didactic game, which permeates its structural elements, is the cognitive content. It consists in mastering the knowledge and skills that are used in solving a learning problem.
The equipment of the didactic game is the presence of T.S.O., code positives, transparencies and filmstrips. This also includes various visual aids and didactic handouts.
A didactic game has a certain result, which is the finale of the game and gives completeness to the game.
All structural elements of a didactic game are interconnected, and the absence of the main ones disrupts the game. The combination of all game elements and their interaction leads to increased organization of the game and the desired result.
A didactic game is a game only for children. For an adult, it is a way of learning. The purpose of didactic games is to facilitate the transition to educational tasks and make it gradual.
All this allows us to form basic functions didactic games:
- 1. the function of forming a sustainable interest in learning and relieving stress associated with the process of adaptation of the child to the school regime;
- 2. function of the formation of mental neoplasms;
- 3. the function of forming the actual educational activity;
- 4. the function of forming general educational skills, educational and independent work;
- 5. function of developing self-control and self-esteem skills;
- 6. the function of forming adequate relationships and mastering social roles.
When conducting a mathematics lesson using a didactic game, the teacher needs to think through the following questions of methodology identified by V.G. Kovalenko:
- 1. What skills and abilities in the field of mathematics will schoolchildren master during the game? What moment of the game should you pay special attention to? What developmental and educational goals are set when playing the game?
- 2. How many students will participate in the game?
- 3. What teaching materials and aids will be needed for the game?
- 4. How to introduce students to the rules of the game with the least amount of time?
- 5. How long should the game last?
- 6. How to ensure the participation of all schoolchildren in the game?
- 7. How to organize observation of children to find out if everyone is involved in the work?
- 8. What conclusions should be reported to students at the end of the game (the best moments of the game, shortcomings in the game, the result of mastering mathematical knowledge, marks and evaluations of the game participants, comments on violation of discipline, etc.)?
Any means, even the most perfect, can be used for good and for harm. And even good intentions do not ensure the usefulness of using the means: you also need knowledge of the ability to use the means appropriately so that its use brings unconditional benefit. In the same way, using a game in teaching requires compliance with certain rules. J.A. Komensky first wrote about these rules in “The Laws of a Well-Organized School.” They are formulated so consistently and reasonably that even in our time they are of practical rather than historical interest:
- 1. Games should be of such a kind that the players get used to looking at them as something secondary, and not as some kind of business.
- 2. Games should serve as a prelude to serious things.
- 3. The game should end before it gets boring.
- 4. Games must be supervised by teachers.
- 5. If these conditions are strictly observed, the game becomes a serious matter, i.e. the development of health, or rest for the mind, or preparation for life's activities, or all of these at the same time.
The study of modern pedagogical literature about the game allows us to formulate the following requirements that the teacher must take into account when organizing didactic games in mathematics lessons in elementary school:
- 1. The game should not distract children from educational content, but, on the contrary, attract even more attention to it. When choosing a gaming technique, you should strive for the naturalness of its application, which is dictated, on the one hand, by the logic of the game, and on the other, by the tasks that the teacher wants to solve by using it. The mathematical side of the game content should always be clearly highlighted. Only then will the game play its role in the mathematical development of children and in nurturing their interest in mathematics.
- 2. The game should not humiliate the dignity of its participants, including the losers.
- 3. The game should have a positive impact on the development of the emotional-volitional, intellectual and rational-physical spheres of its participants.
- 4. The game must be organized and directed, restrained if necessary, but not suppressed, and provide each participant with the opportunity to take initiative.
- 5. The rules of the game should be simple, precisely formulated, and the mathematical content of the proposed material should be understandable to schoolchildren. Otherwise, the game will not generate interest and will be played formally.
- 6. You need to finish the game in this lesson and get the result. Only in this case will it play a positive role.
Thus, having considered different kinds games, we can draw the following conclusions: properly organized didactic games with their diversity can attract children, as well as arouse inspiration and genuine interest among students in the subject. Thanks to this rise, children's cognitive interest in mathematics lessons can significantly increase.
Junior schoolchildren
The foundation of the theory of play as the most important means of comprehensive development and education of children was laid by such scientists as E.A. Arkin, E.I. Tikheyeva, E.A. Fleurin, later the work of N.M. was devoted to the game. Aksarina, T.A. Markova, D.V. Menderzhitskaya, F.I. Fradkina, etc.
S.A. Shatsky, highly appreciating the importance of the game, wrote: “The game, this vital laboratory of childhood, gives that aroma, that atmosphere of young life, without which this time of life would be useless for humanity. In play, this special processing of life material, there is the healthiest core of the rational school of childhood.”
D.B. Elkonin gives the following definition of game: “Human play is an activity in which social relationships between people are recreated outside the conditions of directly utilitarian activity.”
Also, play is one of the most important means of mental and moral education of children; This is a means of relieving unpleasant or forbidden experiences for the student’s personality. Games are divided into creative games and games with rules. Creative games, in turn, include: theatrical, role-playing and construction games. Games with rules are didactic, active, musical and fun games. An essential feature of a didactic game is a stable structure, which distinguishes it from any other activity. (12;79) Structural components didactic game: game concept, game actions and rules.
In the process of playing, children develop the habit of concentrating, thinking independently, developing attention, and the desire for knowledge. Being carried away by the game, children do not notice that they are learning, experiencing, remembering new things, navigating in unusual situations, replenishing their stock of ideas and concepts, and developing their imagination. Even the most passive of children join the game with great desire and make every effort not to let their playmates down.
Research by psychologists (A.V. Zaporozhets, Ya.Z. Neverovich, T.P. Khrizman, etc.) speaks about how significant emotions and experiences of game events are. Emotions cement the game, make it exciting, create a favorable climate for relationships, increase the tone that every child needs for his mental comfort, and this, in turn, becomes a condition for the preschooler’s receptivity to educational influences and joint activities with peers. Besides, good game– an effective means of correcting disorders in the emotional sphere of children.
One of the means of creating cognitive interest is entertainment. Elements of entertainment, games, everything unusual and unexpected evoke in children a sense of surprise, a keen interest in the learning process, and help them learn any educational material.
Akshina T.B. highlighted the following psychological and pedagogical features of conducting didactic games:
1. During the game, the teacher must create an atmosphere of trust in the class, students’ confidence in their own abilities and the achievability of their goals. The key to this is the teacher’s goodwill, tact, encouragement and approval of students’ actions.
2. Any game offered by the teacher must be well thought out and prepared. To simplify the game, you cannot give up clarity if it is required.
3. The teacher should be very attentive to how prepared the students are for the game, especially for creative games where students are given greater independence.
4. You should pay attention to the composition of the teams for the game. They are selected so that each has participants different levels and at the same time, each group must have a leader.
To create a joyful mood, mutual understanding, and friendliness, the teacher must take into account the character, temperament, perseverance, organization, and health status of each participant in the game.
The content of the game should be interesting and meaningful for its participants; the game ends with results that are valuable to them.
Game activities are based on the knowledge, skills and abilities acquired in the classroom; they provide students with the opportunity to make rational, effective solutions, evaluate yourself and others critically.
When using a game as a teaching tool, it is important for a teacher to be confident in the appropriateness of its use.
The educational game performs several functions:
- teaching, educational (impacts on the personality of the student, developing his thinking, expanding his horizons);
- orientation (teaches how to navigate a specific situation and apply knowledge to solve a non-standard educational task);
- motivational and incentive (motivates and stimulates the cognitive activity of students, promotes the development of cognitive interest.
Examples of educational games that teachers use in practice:
- Exercise games suggest that gaming activities can be organized in collective and group forms, but still more individualized. It is used to consolidate material, test students’ knowledge, and in extracurricular activities.
Example: "The fifth is odd." Students are asked to find in a given set of names (plants of the same family, animals of an order, etc.) one that accidentally falls into this list.
The search game invites students to find in the story, for example, plants of the Rosaceae family, the names of which, interspersed with plants of other families, are encountered during the teacher’s story, or to find proper names in a series of common nouns. Such games do not require special equipment, they take little time, but give good results.
- Competitive games include competitions, quizzes, simulations of television competitions, etc. These games can be played both in class and in extracurricular activities.
- The peculiarity of role-playing games is that students play roles, and the games themselves are filled with deep and interesting content that corresponds to certain tasks set by the teacher. This is a “Press Conference”, “Round Table”, etc. Students can play the roles of specialists in agriculture, fish conservation, ornithologist, archaeologist, linguist, mathematician, etc. The roles that put students in the position of a researcher pursue not only educational goals , but also professional orientation. In the process of such a game, favorable conditions are created to satisfy a wide range of interests, desires, requests, and creative aspirations of students.
- Educational travel games. In the proposed game, students can make “travels” to continents, to various geographical zones, climatic zones etc. The game can provide information that is new to students and test existing knowledge. A travel game is usually carried out after studying a topic or several topics of a section in order to identify the level of knowledge of students. Marks are given for each "station".
Games with rules have ready-made content and a predetermined sequence of actions; The main thing in them is solving the task at hand, following the rules. According to the nature of the game task, they are divided into two large groups: mobile and didactic. However, this division is largely arbitrary, since many outdoor games have educational value (they develop spatial orientation, require knowledge of poetry, songs, and the ability to count), and some didactic games are associated with various movements.
In a modern school, the main form of organizing the educational process is the lesson. Along with the lesson, modern schools also use other forms, called differently - auxiliary, extracurricular, extracurricular, etc. For example: role-playing game, lesson-competition, lesson-travel, lesson-auction, lesson using a didactic game, lesson - theatrical performance, lesson-essay, lesson - publishing a “living newspaper”, lesson of invention, comprehensive creative lesson, lesson- excursion.
The purpose of such forms of educational activities is: to expand and deepen the knowledge and skills acquired in the lessons, to develop individual inclinations, talents and abilities of students, and most importantly, to arouse and maintain the interest of schoolchildren in educational work.
There is no clear classification or grouping of games by type yet. Games are often related to learning content, such as sensory games, word games, nature awareness games, and others.
You can group games like this:
1. Games - travel
2. Games - errands
3. Games - assumptions
4. Games - riddles
5. Games - conversations
Travel games are always somewhat romantic. This is what develops interest and active participation in the development of the game’s plot, enrichment of game actions, the desire to master the rules of the game and get a result: solve a problem, learn something. The purpose of the travel game is to enhance the impression, to give the cognitive content a slightly fabulous unusualness, to draw children’s attention to what is nearby, but is not noticed by them. Travel games develop attention, observation, understanding of game tasks, make it easier to overcome difficulties and achieve success.
Errand games. They are based on actions with objects, toys, and verbal instructions (gather together all objects of the same color, arrange objects by size, shape).
Guessing Games . "What would be…?" or “What would I do...?” etc. The didactic content of the game lies in the fact that children are given a task and a situation is created that requires comprehension of the subsequent action. These games require the ability to correlate knowledge with circumstances and establish causal relationships.
Riddle games are used to test knowledge and resourcefulness. The main feature of riddles is a logical task. The methods for constructing logical tasks are different, but they all activate the child’s mental activity. Children love riddle games. The need to compare, remember, think, guess is the joy of mental work. Solving riddles develops the ability to analyze, generalize, and develops the ability to reason, draw conclusions, and draw conclusions.
Conversation games (dialogues). They are based on communication between the teacher and the children, between the children and the teacher, and between the children. The conversation game develops the ability to listen to the teacher’s questions, students’ questions and answers, the ability to focus attention on the content of the conversation, complement what was said, and express a judgment. All this characterizes an active search for a solution to the problem.
Special studies devoted to the problem of the formation of cognitive interest show that interest in all its types and at all stages of development is characterized by at least three mandatory points:
1) positive emotions towards the activity;
2) the presence of the cognitive side of these emotions;
3) the presence of a direct motive coming from the activity itself.
It follows that in the learning process it is important to ensure the emergence of positive emotions in relation to the learning activity, its content, forms and methods of implementation. Emotional condition always associated with emotions, emotional unrest, sympathy, joy, anger, surprise. The processes of attention, remembering, and comprehension in this state are connected to deep internal experiences of the individual, which make these processes intense and therefore more effective in terms of achieved goals.
To emotionally stimulate learning, you can use the introduction of entertaining examples, experiments, and paradoxical facts into the educational process.
To create emotional situations during lessons, the artistry, brightness, and emotionality of the teacher’s speech are of great importance. Without all this, the teacher’s speech, of course, remains informatively useful, but it does not adequately implement the function of stimulating the educational and cognitive activity of students. This once again reveals the difference between methods of organizing cognitive activity and methods of stimulating it.
Artistry, imagery, brightness, entertainment, surprise, moral feelings cause emotional elation, which in turn arouses a positive attitude towards learning activities and serves as the first step towards the formation of cognitive interest. At the same time, among the main points characterizing interest, it was emphasized not just the excitement of emotionality, but also the presence of these emotions in their own cognitive side, which manifests itself in the joy of knowledge.
As experts emphasize, entertaining situations created in lessons should evoke the joy of learning not about incidental bright details or details, but about the main ideas of the problem being studied. Emotions should lead the student into the problem, and not lead away from it - this is the difference between genuine cognitive emotions and emotions of an entertaining, secondary nature. It is the oversaturation of some lessons with side emotions that serves as the basis for the objections of some methodologists to exaggerating the role of the entertaining factor in learning.
To summarize, we can draw the following conclusions:
1) the game is an effective means of nurturing cognitive interests and activating students’ activities;
2) a game properly organized taking into account the specifics of the material trains memory and helps students develop speech skills;
3) the game stimulates the mental activity of students, develops attention and cognitive interest in the subject;
4) the game is one of the methods of overcoming the passivity of students;
5) as part of a team, each student is responsible for the entire team, each is interested in the best result of his team, each strives to complete the task as quickly and successfully as possible. Thus, competition helps to enhance the performance of all students.
Conclusion
Our time is a time of change. Now we need people who are able to make non-standard decisions and who can think creatively. Unfortunately, modern mass schools still retain an uncreative approach to the acquisition of knowledge. Monotonous, patterned repetition of the same actions kills interest in learning. Children are deprived of the joy of discovery and may gradually lose their ability to create and interest in learning and knowledge. It is in this regard that it is so important to develop and shape cognitive interests, which in turn will lead children to the development of creative thinking. And vice versa, creative activity will also play a big role in the development of cognitive interest.
I would like to emphasize that the formation of cognitive activity is not an end in itself. The teacher’s goal is to educate a creative person who is ready to use his cognitive abilities for a common cause.
List of used literature
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5. Gutkina N.I., Pechenkov V.V. Dynamics of educational motivation of students from first to second grade // Bulletin of practical psychology of education. – 2005. – No. 4(5) October-December.
6. Gusarova N.V. Formation of cognitive activity in primary schoolchildren
7. Ermolaeva M.V., Zakharova A.E., Kalinina L.I., Naumova S.I. Psychological and pedagogical practice in the education system. – M., 1998.
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9. Zvereva V.I. Diagnostics and examination pedagogical activity certified teachers. – M., 1997.
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13. Mukhina V.S. Age-related psychology. – M., 1998.
14. Nemov R.S. Psychology / In 3 books. – M., 1995.
15. Rogov E.I. Handbook for a practical psychologist. – M., 1999.
16. Slastenin V.A. and others. Pedagogy: Textbook. aid for students higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenina. - M.: Publishing center "Academy", 2002.
17. Slinkina O.A. Formation of cognitive interests of students in the implementation of modern principles of organizing the educational process
18. Syuzeva N. Using the possibilities of music in the development of cognitive interest of primary schoolchildren. Barnaul, 2002
19. Talyzina N.F. Pedagogical psychology. – M., 1999.
20. Tamarin V. E. Interrelation of educational and extracurricular cognitive activities of primary school students / Formation of cognitive activity of junior schoolchildren: collection. scientific works. – Vladimir: Publishing house VGPI, 1983.
21. Fopel K. How to teach children to cooperate? / Psychological games and exercises. Practical guide. In 4 volumes - M., 2001.
22. Fridman L.M., Kulagina I.Yu. Psychological reference book for teachers. – M., 1999.
23. Friedman L.M. Studying the personality of students and student groups. – M., 1988.
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MBOU Dolmatovskaya secondary school No. 16 
Introduction
Chapter 1. Theoretical foundations for the study of gaming technologies as a means of developing the cognitive interests of primary schoolchildren
1.1 The concept of “cognitive interest” in psychological and pedagogical literature
1.2 Features of the development of cognitive interest in primary school age
1.3 Gaming technologies as a means of developing the cognitive interests of children of primary school age
Chapter 2. Experimental study of gaming technologies as a means of developing the cognitive interests of primary schoolchildren
2.1 Diagnostics of the levels of development of cognitive interests of junior schoolchildren
2.2 Organization of work to develop the cognitive interests of younger schoolchildren through the use of gaming technologies
2.3 Analysis of implemented activities to develop the cognitive interests of junior schoolchildren
Conclusion
Bibliography
Applications
Introduction
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.
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. Klarin, 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 primary school teaching methods, include gaming technologies.
Gaming 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 search level, but also the everyday steps of learning the Russian language. 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.
All this caused Relevance of the research topic .
When studying psychological and pedagogical literature, we discovered contradiction between the need to develop the cognitive interests of primary school students and the small number of developments on gaming technologies as a means of developing the cognitive interests of children of primary school age. The revealed contradiction made it possible to identify research problem: studying the possibilities of gaming technologies in the development of cognitive interests of primary schoolchildren.
This problem allowed us to formulate research topic: “Game technologies as a means of developing the cognitive interests of younger schoolchildren.”
Object of study: the process of developing the cognitive interests of younger schoolchildren.
Subject of study: gaming technologies as a means of developing the cognitive interests of primary schoolchildren.
Purpose of the study: theoretically determine and experimentally test the possibility of gaming technologies as a means of developing the cognitive interests of younger schoolchildren.
The study of psychological and pedagogical literature on the research topic allowed us to put forward the following hypothesis: It is assumed that the development of the cognitive interests of younger schoolchildren will be more successful if gaming technologies are used in the lessons.
In accordance with the purpose and hypothesis of the study, the following were identified: tasks :
1. Analyze the psychological and pedagogical literature on the research problem.
2. Consider the concept of “cognitive interest” and determine the features of the development of cognitive interests in children of primary school age.
3. Identify the possibilities of gaming technologies as a means of developing the cognitive interests of younger schoolchildren.
4. To experimentally test the effectiveness of using gaming technologies as a means of developing the cognitive interests of primary schoolchildren.
Theoretical and methodological basis of the study: methodological and scientific research on the development of cognitive interests of junior schoolchildren in the works of S.V. Harutyunyan, O.S. Gazman, V.M. Grigorieva, O.A. Dyachkova, F.I. Fradkina, G.P. Shchedrovitsky and others, conceptual provisions for the use of gaming technologies in the development of cognitive interests of primary schoolchildren in the psychological and pedagogical complex of V.V. Petrusinsky, P.I. Pidkasisty, Zh.S. Khaidarova, S.A. Shmakova, M.V. Clarina, A.S. Prutchenkov and others.
The research of L.I. was devoted to the problem of cognitive interests, ways and methods of intensifying educational activities. Bozhovich, A.A. Verbitsky, L.S. Vygotsky, P.I. Galperina, V.V. Davydova, V.S. Ilyina, A.N. Leontyeva, A.K. Markova, A.M. Matyushkina, A.V. Petrovsky, N.F. Talyzina, G.A. Tsukerman, L.M. Friedman, T.I. Shamova, G.M. Shchukina, D.B. Elkonina, I.S. Yakimanskaya.
To solve the problems and test the hypothesis, the following were used: research methods: theoretical analysis and generalization of psychological and pedagogical literature on the research problem, observation of the educational process, pedagogical experiment, method of analyzing a pedagogical experiment, statistical methods of data processing.
Experimental research base: Municipal educational institution secondary school in the village of Ilyinovo, Yalutorovsky district Tyumen region. 4th grade students participated in the experiment.
The study was carried out in three stages.
The first stage is staged (01.02.10 – 01.03.10) – selection and understanding of the topic. Studying psychological and pedagogical literature, stating a problem, formulating a goal, subject, object, research objectives, setting a hypothesis.
The second stage is the actual research stage (03/02/10 – 04/02/10) – development of a set of measures and their systematic implementation, processing of the results obtained, testing of the hypothesis.
The third stage is interpretation and design (04/03/10 – 05/03/10) – conducting a control experiment, processing and systematizing the material.
Scientific novelty of the research: The research is that the conceptual and terminological apparatus describing the process of development of cognitive interests of children of primary school age through the use of gaming technologies has been clarified.
Practical significance is that the conclusions and results of the course work can be used in the educational process of general education institutions.
Structure and scope of work: the work consists of an introduction, two chapters, a conclusion, a bibliography including 42 titles, and appendices (4). The work includes tables (4).
The total volume of work is 54 pages of computer text.
Chapter 1. Theoretical foundations for the study of gaming technologies as a means of developing the cognitive interests of primary schoolchildren
1.1 The concept of “cognitive interest” in psychological and pedagogical literature
Interest, as a complex and very significant formation for a person, has many interpretations in its psychological definitions, it is treated as:
Selective focus of human attention (N.F. Dobrynin, T. Ribot);
Manifestation of his mental and emotional activity (S.L. Rubinstein);
Activator of various feelings (D. Freyer);
Active emotional-cognitive attitude of a person to the world (N.G. Morozova);
A specific attitude of a person to an object, caused by the awareness of its vital significance and emotional appeal (A.G. Kovalev).
The most important area of the general phenomenon of interest is cognitive interest. Its subject is the most significant property of man: to cognize the world around him not only for the purpose of biological and social orientation in reality, but in the most essential relationship of man to the world - in the desire to penetrate into its diversity, to reflect in consciousness the essential aspects, cause-and-effect relationships, patterns , inconsistency.
At the same time, cognitive interest, being included in cognitive activity, is closely associated with the formation of diverse personal relationships: selective attitude towards a particular field of science, cognitive activity, participation in them, communication with participants in knowledge. It is on this basis - knowledge of the objective world and attitude towards it, scientific truths - that a worldview, worldview, and attitude are formed, the active, biased nature of which is facilitated by cognitive interest.
Moreover, cognitive interest, activating all mental processes of a person, at a high level of its development encourages a person to constantly search for the transformation of reality through activity (changing, complicating its goals, highlighting subject environment relevant and significant aspects for their implementation, finding other necessary ways, introducing creativity into them).
A feature of cognitive interest is its ability to enrich and activate the process of not only cognitive, but also any human activity, since the cognitive principle is present in each of them. In work, a person, using objects, materials, tools, methods, needs to know their properties, to study the scientific foundations of modern production, to understand rationalization processes, to know the technology of a particular production. Any type of human activity contains a cognitive principle, search creative processes that contribute to the transformation of reality. A person inspired by cognitive interest performs any activity with greater passion and more effectively.
Cognitive interest is the most important formation of personality, which develops in the process of human life, is formed in the social conditions of his existence and is in no way immanently inherent in a person from birth.
The importance of cognitive interest in the life of specific individuals cannot be overestimated. Interest acts as the most energetic activator, stimulator of activity, real subject, educational, creative actions and life in general.
Cognitive interest is of particular importance in the preschool years, when knowledge becomes the fundamental basis of life.
Cognitive interest is the integral education of the individual. As a general phenomenon of interest, it has a complex structure, which consists of both individual mental processes (intellectual, emotional, regulatory) and objective and subjective connections of a person with the world, expressed in relationships.
In the unity of the objective and subjective in interest, the dialectics of the formation, development and deepening of interest is manifested. Interest is formed and developed in activity, and it is influenced not by individual components of activity, but by its entire objective-subjective essence (character, process, result). Interest is an “alloy” of many mental processes that form a special tone of activity, special states of personality (joy from the process of learning, the desire to delve deeper into knowledge of a subject of interest, into cognitive activity, experiencing failures and volitional aspirations to overcome them).
Cognitive interest is expressed in its development by various states. Conventionally, successive stages of its development are distinguished: curiosity, inquisitiveness, cognitive interest, theoretical interest. And although these stages are distinguished purely conventionally, their most characteristic features are generally recognized.
Curiosity is an elementary stage of a selective attitude, which is caused by purely external, often unexpected circumstances that attract a person’s attention. For a person, this elementary orientation, associated with the novelty of the situation, may not have much significance. At the stage of curiosity, the child is content with only orientation related to the interest of this or that object, this or that situation. This stage does not yet reveal a genuine desire for knowledge. And, nevertheless, entertainment as a factor in identifying cognitive interest can serve as its initial impetus.
Curiosity is a valuable personality state. It is characterized by a person’s desire to penetrate beyond what he sees. At this stage of interest, fairly strong expressions of emotions of surprise, joy of learning, and satisfaction with the activity are revealed. The emergence of riddles and their deciphering is the essence of curiosity, as an active vision of the world, which develops not only in classes, but also in work, when a person is detached from simple performance and passive memorization. Curiosity, becoming a stable character trait, has significant value in personality development. Curious people are not indifferent to the world; they are always in search.
Cognitive interest along the path of its development is usually characterized by cognitive activity, a clear selective focus on educational subjects, and valuable motivation, in which cognitive motives occupy the main place. Cognitive interest promotes the penetration of the individual into essential connections, relationships, and patterns of cognition. This stage is characterized by the progressive movement of the preschooler’s cognitive activity, the search for information that interests him. An inquisitive preschooler devotes his free time to a subject of cognitive interest.
Theoretical interest is associated both with the desire to understand complex theoretical issues and problems of a specific science, and using them as a tool of knowledge. This stage of a person’s active influence on the world, on its reconstruction, which is directly related to a person’s worldview, with his beliefs in the power and capabilities of science. This stage characterizes not only the cognitive principle in the structure of the personality, but also the person as an actor, subject, personality.
In the real process, all of the indicated stages of cognitive interest represent extremely complex combinations and relationships. Cognitive interest reveals both relapses in connection with a change in the subject area, and coexistence in a single act of cognition, when curiosity turns into inquisitiveness.
In learning conditions, cognitive interest is expressed by the student’s disposition to learn, to the cognitive activity of one, and perhaps a number of academic subjects.
As psychological and pedagogical research shows, the interests of younger schoolchildren are characterized by a strongly expressed emotional attitude towards what is especially clearly and effectively revealed in the content of knowledge. Interest in impressive facts, in descriptions of natural phenomena and events public life, stories, observations with the help of the teacher over the word give rise to interest in linguistic forms. All this allows us to talk about the breadth of interests of younger schoolchildren, which largely depend on the circumstances of their studies and on the teacher. At the same time, practical activities with plants and animals outside of school hours further expand interests, develop horizons, and encourage one to look into the causes of phenomena in the surrounding world. Enriching children's horizons brings changes to their cognitive interests.
In educational and cognitive activities, the interests of a primary school student are not always localized, since the amount of systematized knowledge and experience in acquiring it is small. Therefore, the teacher’s attempts to formulate generalization techniques, as well as children’s search for generalized ways to solve assigned problems, are often unsuccessful, which affects the nature of the interest of schoolchildren, who are often directed not so much to the learning process as to its practical results (did, decided, managed). That is why bringing the goal of an activity closer to its result is an important basis for a preschooler, strengthening interest. Frequent switching of interest can adversely affect not only the strengthening of interest in learning, but also the process of formation of the student’s personality. Only with the acquisition of experience in cognitive activity, skillfully directed by the teacher, does gradual mastery of generalized methods occur, allowing one to solve more complex learning problems that enrich the interest of the preschooler.
Based on the vast experience of the past, on special research and practice of modern experience, we can talk about the conditions, the observance of which contributes to the formation, development and strengthening of the cognitive interest of a primary school student:
1. Maximum support for the active mental activity of the primary school student. The main basis for the development of the cognitive powers and capabilities of a junior schoolchild, as well as for the development of genuine cognitive interest, are situations of solving cognitive problems, situations active search, guesses, reflections, situations of mental tension, situations of inconsistency of judgments, collisions various positions, which you need to understand yourself, make a decision, take a certain point of view.
2. The second condition that ensures the formation of cognitive interests and the personality as a whole is to conduct the educational process at the optimal level of development of the primary school student.
Studies testing the effect of the deductive path in the cognitive process (L.S. Vygotsky, A.I. Yantsov) also showed that the inductive path, which was considered classical, cannot fully correspond to the optimal development of a primary school student. The path of generalizations, the search for patterns that govern visible phenomena and processes, is a path that, in covering many queries and branches of science, contributes to a higher level of learning and assimilation, since it is based on the maximum level of development of the primary school student. It is this condition that ensures the strengthening and deepening of cognitive interest on the basis that training systematically and optimally improves the activity of cognition, its methods, and its skills.
Persistent cognitive interest is formed by combining the emotional and rational in learning. Also K.D. Ushinsky emphasized how important it is to make a serious activity entertaining for children. To this end, teachers saturate their activities with techniques that awaken the immediate interest of the student. They use a variety of entertaining educational material and role-playing games, mini-quizzes, intelligence tasks, puzzles, charades, and entertaining situations. Pedagogical science currently has large reserves, the use of which in practical activities helps to successfully achieve the goals of teaching and educating schoolchildren.
Analysis of philosophical and psychological-pedagogical literature makes it possible to characterize interest as a complex mental formation with its inherent features: selective focus, organic unity of intellectual, emotional and volitional components. The same complex structure is also inherent in the variety of interest - cognitive interest.
Long-term research by I.G. Morozova, G.I. Shchukina, T.A. Kulikova proved that cognitive interest is not inherent in a person from birth, it develops in the process of a person’s life, and is formed in the social conditions of his existence. At the same time, the path to the development of interest in primary school age goes through several qualitative stages: from interest in the external qualities, properties of objects and phenomena of the surrounding world to penetration into their essence, to the discovery of connections and relationships that exist between them.
In our research, we consider cognitive interest as an emotional-cognitive attitude that arises from an emotional-cognitive experience towards an object or directly motivated activity, as an attitude that, under favorable conditions, turns into an emotional-cognitive orientation of the individual (N.G. Morozova).
Thus, “cognitive interest in the most general definition can be called the selective activity of a person for the knowledge of objects, phenomena, events of the surrounding world, activating mental processes, human activity, and his cognitive capabilities.”
A feature of cognitive interest is its ability to enrich and activate the process of not only cognitive, but also any human activity, since the cognitive principle is present in each of them. An important feature of cognitive interest is also the fact that its center is such a cognitive task that requires active, exploratory or creative work from a person, and not an elementary orientation towards novelty and surprise. The formation and development of cognitive interests is part of the broad problem of raising a comprehensively developed personality. Therefore, the need to form cognitive interests in primary school has social, pedagogical and psychological significance. In the next paragraph we will look at the features of the development of cognitive interest in children of primary school age.
1.2 Features of the development of cognitive interest in primary school age
A junior schoolchild is in new conditions for him - he is included in socially significant educational activities, the results of which are highly or lowly assessed by close adults. The development of his personality during this period directly depends on his school performance and assessment of the child as a good or bad student.
Vivid differences among younger schoolchildren are observed in the area of cognitive interests. Deep interest in studying any academic subject is rare in the primary grades; it is usually combined with the early development of special abilities. There are only a few such children considered gifted. Most junior schoolchildren have cognitive interests that are not of a very high level. But well-performing children are attracted to a variety of subjects, including the most difficult ones. They situationally, in different lessons, when studying different educational material, give bursts of interest and increases in intellectual activity.
The diversity of views on interest has already been noted by many in our time, including A.G. Kovalev and B.I. Dodonov, who devoted special chapters to it as a psychological phenomenon in their monographs. Thus, the first notes that some psychologists reduce interest to a conscious need, others to the direction of attention, while the majority is inclined to define interest as a person’s cognitive attitude to reality. B.I. Dodonov, in turn, notes that interest appears to us either in the form of a fleeting state, or in the form of a personality trait and its manifestation in systematically repeated experiences and activities. At the same time, he assumes that behind the “fan” of opposing opinions about interest lie not the misconceptions of researchers, but the “grasping” by each of them of certain individual aspects and manifestations of it, which partially coincide with the phenomena of other mental formations. Interests act as a constant incentive mechanism for cognition.
The formation of cognitive interests in younger schoolchildren occurs in the form of curiosity, inquisitiveness with the inclusion of attention mechanisms (therefore, some authors, as already mentioned, take attention for interest; but attention is only a mechanism for the manifestation of situational interest). The transition of interest from one stage of its development to another does not mean the disappearance of the previous ones. They remain and function on a par with the newly emerged forms.
The development of interest can also include cases of transformation of cognitive interest into educational interest. AND I. Milenky studied the specifics of educational interest, which distinguishes it from other types of cognitive interest. The formation of cognitive interests in schoolchildren begins from the very beginning of school. Only after the emergence of interest in the results of their educational work does younger schoolchildren develop an interest in the content of educational activities and the need to acquire knowledge.
On this basis, motives for learning of a high social order, associated with a truly responsible attitude to academic activities, can be formed in a junior schoolchild. The teacher must cultivate precisely such motives for learning and ensure that children understand the social significance of educational work. And this process should not be forced until the appropriate prerequisites have been created for it.
The formation of cognitive interest in the content of educational activities and the acquisition of knowledge is associated with the student’s experience of a sense of satisfaction from his achievements.
In the first years of education, all the interests of a primary school student develop very noticeably, especially cognitive interest, a greedy desire to learn more, and intellectual curiosity. First, interests appear in individual facts, isolated phenomena (grades 1-2), then interests related to the disclosure of causes, patterns, connections and interdependencies between phenomena. If first and second graders are more often interested in “what is this?”, then at an older age the questions “why?” become typical. And How?". With the development of reading skills, an interest in reading certain literature develops; boys quickly develop an interest in technology. From the 3rd grade, educational interests begin to differentiate.
Cognitive interest, as well as creative activity, are complex, multi-valued phenomena that can be considered from two sides. Firstly, they act as a means of learning, as an external stimulus with which the problem of entertainment is associated. Secondly, these concepts are the most valuable motive for a student’s educational activities. But external influences are not enough to form motives; they must be based on the needs of the individual himself. Therefore, we can distinguish internal and external manifestations of cognitive interest, and, consequently, the conditions influencing their formation can also be divided into internal and external.
The problem of developing the cognitive interest of younger schoolchildren does not have a clear solution, due to its multifactorial nature. M.N. Skatkin argues that the development of the cognitive interest of younger schoolchildren is influenced by the content of the material, teaching methods, organizational forms, the organization of educational work, the material resources of the school, and, finally, the personality of the teacher.
When forming the cognitive interest of younger schoolchildren when performing various kinds of tasks, it is important to take into account its internal and external aspects. But since the teacher cannot fully influence the motives and needs of the individual, it is necessary to focus on the means of teaching and, therefore, take into account external conditions.
The subject of cognitive interest for younger schoolchildren is new knowledge about the world. Therefore, deeply thought-out, well-selected educational material, which will be new, unknown, striking the imagination of students, making them wonder, and also necessarily containing new achievements of science, scientific research and discoveries, will be the most important link in the formation of interest in learning.
The main thing in the system of work to develop the cognitive interest of younger schoolchildren: the educational process should be intense and exciting, and the communication style should be soft and friendly. It is necessary to maintain a feeling of joy and interest in the child for a long time. Mathematics lessons using presentations are interesting and do not tire children, giving them useful exercises for the mind, developing observation skills, teaching oneself to draw conclusions. A child of primary school age is an inquisitive, thinking, observing, experimenting person.
Exploring the world and exploring it, the child makes a lot of discoveries and inventions, showing interest in different areas of the surrounding reality.
Among the characteristic features of the cognitive interest of younger schoolchildren, such a feature as effectiveness, expressed in the active activity of the child aimed at familiarizing himself with objects and phenomena, acquires special significance for us. social reality, in overcoming difficulties and demonstrating strong-willed efforts to achieve the goal.
A number of studies have been devoted to the problem of developing cognitive interest in younger schoolchildren (R.D. Triger, K.M. Ramonova, N.K. Postnikova, I.D. Vlasova, L.F. Zakharevich, L.M. Manevtsova, T. A. Kulikova, E.V. Ivanova, E.S. Babunova, L.N. Vakhrusheva, etc.), considering it as a motive for cognitive activity.
The cognitive interest of younger schoolchildren enriches the communication process. Intensive activity, passion in discussing current issues, acquiring broad information from each other - everything contributes to the effectiveness of learning and social connections of younger schoolchildren, education and strengthening of collective aspirations. In the psychological and pedagogical literature, the interests of younger schoolchildren are characterized as interests with a strongly expressed emotional attitude, which is especially clearly and effectively revealed in the content of knowledge. Interest in impressive facts, in the relationship of natural phenomena, events in life societies (history), observation of words with the help of a teacher, interest in the transformation of linguistic forms allow us to talk about the multifaceted interests of preschoolers. At the same time, practical actions with plants living outside of their studies expand the scope of their interests in the world around them and force them to gradually peer into the causes of the observed phenomena; this, of course, is facilitated by television programs: “The Travelers Club”, “In the Animal World” and others, to which older preschoolers have already been introduced.
Several stages can be distinguished in the development of cognitive interest in younger schoolchildren. Initially, it manifests itself in the form of curiosity - a natural human reaction to everything unexpected and intriguing. Curiosity caused by an unexpected result of an experiment, an interesting fact, attracts the student’s attention to the material of this lesson, but does not transfer to other lessons. This is an unstable, situational interest. A higher stage of interest is curiosity, when the student shows a desire to understand more deeply and understand the phenomenon being studied. In this case, the student is usually active in the lesson, asks questions, participates in discussing the results of demonstrations, gives his own examples, reads additional literature, designs instruments, independently conducts experiments, etc. However, the student’s curiosity usually does not extend to studying the entire subject. The material of another topic or section may be boring for him, and interest in the subject will disappear. Therefore, the task is to maintain curiosity and strive to form in students a sustainable interest in the subject, in which the student understands the structure, logic of the course, the methods used in it to search and prove new knowledge, in his studies he is captivated by the very process of comprehending new knowledge, and independent solving problems and non-standard tasks is a pleasure. Thus, the cognitive interest of younger schoolchildren is an important factor in learning and at the same time is a vital factor in the development of personality.
Cognitive interest contributes to the general orientation of the activities of younger schoolchildren and can play a significant role in the structure of their personality. The influence of cognitive interest on the formation of personality is ensured by a number of conditions:
The level of development of interest (its strength, depth, stability);
Character (multilateral, broad interests, local-core or multilateral interests with highlighting of the rod);
The place of cognitive interest among other motives and their interaction;
The originality of interest in the cognitive process (theoretical orientation or the desire to use knowledge of an applied nature);
Connection with life plans and prospects.
These conditions ensure the strength and depth of influence of cognitive interest on the personality of younger schoolchildren.
The development of cognitive interests directly depends on the organization of educational work. Therefore, the teacher needs to focus on the patterns of development of the cognitive interests of younger schoolchildren, remember that development proceeds from simple to complex, from known to unknown, from close to distant, from description to explanation. To develop cognitive interests, it is important to observe the principle: the younger the students, the more visual the learning should be and the greater the role active action should play. For primary school age, the most effective means for developing cognitive interests is the use of gaming technologies, the possibilities of which we'll talk in the next paragraph.
1.3 Gaming technologies as a means of developing the cognitive interests of children of primary school age
Gaming technologies are an integral part of pedagogical technologies. The problem of using gaming technologies in the educational process in pedagogical theory and practice is not new. L. S. Vygotsky, A. N. were engaged in the development of the theory of the game, its methodological foundations, clarification of its social nature, and its significance for the development of the student in Russian pedagogy. Leontyev, D.B. Elkonin et al.
The word "game" is not a scientific concept in the strict sense of the word. Perhaps precisely because a number of researchers have tried to find something in common between the most diverse and different-quality actions denoted by the word “game,” we still do not have a satisfactory differentiation of these activities and a satisfactory explanation of the different forms of play.
The beginning of the development of game theory is usually associated with the names of such thinkers of the 19th century as F. Schiller, G. Spencer, W. Wundt. While developing their philosophical, psychological and mainly aesthetic views, they simultaneously, in only a few positions, touched upon play as one of the most widespread phenomena of life, linking the origin of play with the origin of art. In the domestic pedagogical literature there are different views and approaches to the essence of the didactic possibilities of games. Some scientists, for example, L.S. Shubina, L.I. Kryukova and others classify them as teaching methods. V.P. Bederkanova, N.N. Bogomolov characterizes games as a means of learning. Game activity as a problem was developed by K.D. Ushinsky, P.P. Blonsky, S.L. Rubinstein.
According to D.N. Uznadze game is a form of psychogenic behavior, i.e. intrinsic, immanent to the individual. L.S. Vygotsky envisioned play as a space for a child’s “internal socialization” and a means of assimilating social attitudes.
This concept was described quite interestingly by A.N. Leontyev, namely as personal freedom in the imagination, “illusory realization of unrealizable interests.” In our opinion, the most full definition presented by V.S. Kukushina. He believes that a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-control of behavior is formed and improved.
The technology of play as a form of organizing and improving the educational process has been examined most deeply by S.F. Zanko, Yu.S. Tyunnikov and S.M. Tyunnikova, who believe that “before the development of the theory of problem-based learning, its basic concepts, principles, methods, the game could not receive, and did not have a pedagogical logic of construction, either in the aspect of didactic interpretation of the structure and content of problems, or in the aspect of organizing the implementation of the game process.”
Otherwise, the game is presented by B.P. Nikitin, namely as a set of problems that a child solves with the help of cubes, bricks, squares made of cardboard, plastic. Technology of educational games B.P. Nikitin is interesting in that the program of gaming activities consists of a set of educational games, which, with all their diversity, are based on a general idea and have characteristic features.
The game method of teaching was most accurately and widely described by A.A. Verbitsky, he most accurately defined the principles of a business game, he is absolutely right when he says that DI allows students to gain experience in cognitive and professional activities, he compiled a structure or game model, and identified the peculiarity of a business game. A great contribution to the development of business games was made by Yu.N. Kulyutkin, who described the main stages of the game.
A little later, the concept of gaming technology arose, or what the process of implementing a game means in our understanding.
The structure of gaming technology as an activity limitedly includes goal setting, planning, goal implementation, as well as analysis of the results in which the individual fully realizes himself as a subject. The structure of gaming technology 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;
The value of gaming technology cannot be exhausted and assessed by entertainment and recreational opportunities. This is the essence of its phenomenon: being entertainment and relaxation, it can develop into learning, creativity, therapy, a model of the type of human relationships and manifestations in work and education. In a modern school that relies on the activation and intensification of the educational process, gaming technology is used in the following cases:
As independent technologies for mastering a concept, topic, or even a section of an academic subject;
As elements (sometimes quite significant) of a larger technology;
As a technology for a lesson or its fragment (introduction, explanation, reinforcement, exercise, control);
As a technology for extracurricular activities (games like “Zarnitsa”, etc.).
The concept of “game technologies” includes a fairly broad group of techniques for organizing the pedagogical process in the form of various didactic games.
Students' activities should be based on the creative use of games and play activities in the educational process with younger students, which best meets the age needs of this category of students.
Based on the importance of gaming technologies for the development of cognitive interests, as well as the consistency and systematic inclusion of games and game techniques in creative cognitive activity, we have identified general conditions for the use of games in the learning process of primary schoolchildren: a) the need to evaluate the everyday use of the game according to a double criterion; according to the immediate effect and in accordance with the prospects for the development of cognitive interests; b) understanding the game as a form of organizing collective, teacher-led, educational activities; c) the need to ensure a direct educational effect of the game, that is, a cognitive orientation aimed at mastering the methods of educational actions; d) creating a positive emotional mood that helps to induce in the child a state of creative search and initiative during the game.
The game form of classes is created during lessons using gaming techniques and situations that act as a means of inducing and stimulating students to learning activities.
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 didactic assignment associated with the game result.
When using gaming technologies in lessons, 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.
We can distinguish the following types of lessons using gaming technologies:
1) role-playing games in class;
2) game 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);
5) various types of extracurricular work in the Russian language (linguistic KVN, excursions, evenings, olympiads, etc.), which can be carried out between students different classes one parallel.
Gaming technologies occupy important place in the educational process, since they not only contribute to the development of cognitive interests and the activation of students’ activities, but also perform a number of other functions:
1) a game properly organized taking into account the specifics of the material trains memory, helps students develop speech skills;
2) the game stimulates the mental activity of students, develops attention and cognitive interest in the subject;
3) the game is one of the methods for overcoming the passivity of students.
Thus, having considered the theoretical foundations of the use of gaming technologies as a means of developing the cognitive interests of primary schoolchildren, we came to the following conclusions:
1. Cognitive interests are an active cognitive orientation associated with a positive, emotionally charged attitude towards studying a subject with the joy of learning, overcoming difficulties, creating success, with self-expression and affirmation of a developing personality.
2. At primary school age, the development of cognitive interests has its own characteristics. Cognitive interest as a motive for learning encourages the student to engage in independent activity; if there is interest, the process of acquiring knowledge becomes more active and creative, which in turn affects the strengthening of interest. The development of the cognitive interests of younger schoolchildren should occur in a form accessible to them, that is, through the use of games and the use of gaming technologies.
3. Activities imbued with game elements, competitions containing game situations significantly contribute to the development of the cognitive interests of younger schoolchildren. During the game, the student is a full participant in cognitive activity; he independently sets tasks for himself and solves them. For him, a game is not a carefree and easy pastime: the player gives it maximum energy, intelligence, endurance, and independence. Knowledge of the surrounding world in the game takes on forms that are unlike conventional learning: here there is fantasy, and an independent search for answers, and a new look at known facts and phenomena, replenishment and expansion of knowledge and skills, establishing connections, similarities and differences between individual events. But the most important thing is that not out of necessity, not under pressure, but at the request of the students themselves, during games the material is repeated many times in its various combinations and forms.
In the next chapter we will consider an experimental study of the development of cognitive interests of primary schoolchildren using gaming technologies.
Chapter 2. Experimental study of gaming technologies as a means of developing the cognitive interests of primary schoolchildren
2.1 Diagnostics of the levels of development of cognitive interests of junior schoolchildren
To study the possibilities of gaming technologies as a means of developing the cognitive interests of children of primary school age, an experiment was conducted at the secondary school in the village of Ilyinovo, Yalutorovsky district, Tyumen region.
20 4th grade students took part in the experiment. They were divided into two groups: experimental and control (10 people in each). The list of children participating in the study is given in Appendix 1.
The experiment consisted of three stages:
Stage 1 – ascertaining.
At this stage, a primary diagnosis of the level of formation of cognitive interests of children of primary school age in the experimental and control groups was carried out.
Stage 2 - formative.
At this stage, classes were conducted aimed at developing the cognitive interests of children of primary school age. With the control group at the formative stage of the experiment, classes were carried out, provided curriculum. The children who made up this group were not included in the formative experiment.
Stage 3 – control.
At this stage, a repeated diagnosis of the level of formation of cognitive interests of children of primary school age in the experimental and control groups was carried out, and the results obtained were analyzed.
To identify the level of development of the cognitive interests of younger schoolchildren, we identified the following criteria and indicators:
Cognitive (presence of cognitive questions, emotional involvement of the child in the activity);
Motivational (creating situations of success and joy, purposefulness of activity, its completion);
Emotional-volitional (manifestation of positive emotions in the process of activity; duration and stability of interest in solving cognitive problems);
Effective and practical (initiative in cognition; manifestation of levels of cognitive activity and perseverance, the degree of initiative of the child).
Based on the identified criteria, as well as for analytical processing of the research results and obtaining quantitative indicators, three levels of development of cognitive interests in primary schoolchildren were identified: low, medium and high.
Low level - do not show initiative and independence in the process of completing tasks, lose interest in them when difficulties arise and show negative emotions (sadness, irritation), do not ask cognitive questions; They need a step-by-step explanation of the conditions for completing the task, a demonstration of how to use one or another ready-made model, and the help of an adult.
Intermediate level – a greater degree of independence in accepting a task and finding a way to complete it. When experiencing difficulties in solving a task, children do not lose their emotional attitude towards them, but turn to the teacher for help, ask questions to clarify the conditions for its implementation and, having received a hint, complete the task to the end, which indicates the child’s interest in this activity and the desire to look for ways solving the problem, but together with an adult.
High level – manifestation of initiative, independence, interest and desire to solve cognitive problems. In case of difficulties, children are not distracted, they showed perseverance and perseverance in achieving a result that brings them satisfaction, joy and pride in their achievements.
To identify the level of formation of cognitive interests, we used the observation method, individual conversations with students, with teachers working in a given class, studying children in the process of joint preparation and carrying out a collective creative activity. The results of the ascertaining stage are presented in Appendix 2. During the observation process, we noted the presence of the following manifestations in primary schoolchildren:
1. Characterized by diligence in learning.
2. Shows interest in the subject.
3. Is emotionally active in class.
4. Asks questions and strives to answer them.
5. Interest is directed to the object of study.
6. Shows curiosity.
7. Independently completes the teacher’s assignment.
8. Shows stability of volitional aspirations
During the observation, the following data were obtained:
On low ( reproductive-imitative) 38% of children were at the level of development of cognitive interests. This subgroup received the code name “Imitators.” Children of this subgroup did not show initiative and independence in the process of completing tasks, lost interest in them when faced with difficulties and showed negative emotions (sadness, irritation), and did not ask cognitive questions; needed a step-by-step explanation of the conditions for completing the task, a demonstration of how to use one or another ready-made model, and the help of an adult. On average ( search and execution) level of cognitive interests turned out to be 58% of children. This group of children, called “Questioners,” were characterized by a greater degree of independence in accepting a task and finding a way to complete it. When experiencing difficulties in solving a task, the children did not lose their emotional attitude towards them, but turned to the teacher for help, asked questions to clarify the conditions for its implementation and, having received a hint, completed the task to the end, which indicates the child’s interest in this activity and the desire to look for ways solving the problem, but together with an adult. The smallest number of children (4%) were at high ( search-productive) level of cognitive interests. This subgroup of children, conventionally called “Seekers,” was distinguished by their manifestation of initiative, independence, interest and desire to solve cognitive problems. In case of difficulties, the children did not get distracted, showed perseverance and perseverance in achieving a result, which brought them satisfaction, joy and pride in their achievements.
The diagnostic results are presented in Table 1.
Table 1. Indicators of the level of formation of cognitive interests at the ascertaining stage of the experiment
| Group | ||||||||||||
| Low level | Average level | High level | Low level | Average level | High level | Low level | Average level | High level | Low level | Average level | High level | |
| Experimental group | 5 | 14 | 1 | 4 | 15 | 1 | 4 | 14 | 2 | 3 | 16 | 1 |
| Control group | 1 | 16 | 3 | - | 13 | 7 | 1 | 14 | 5 | 2 | 15 | 3 |
In percentage terms, the diagnostic results by group can be presented in Table 2.
Table 2. Results of the ascertaining stage
| Criteria and indicators | Ascertaining stage | ||
| Cognitive (presence of cognitive questions, emotional involvement of the child in the activity) | Low level | Average level | High level |
| KG | 30% | 65% | 5% |
| EC | 25% | 65% | 10% |
| motivational (creating situations of success and joy, purposefulness of activity, its completion) | Low level | Average level | High level |
| KG | 49% | 31% | 20% |
| EC | 44% | 33% | 23% |
| emotional-volitional (manifestation of positive emotions in the process of activity; duration and stability of interest in solving cognitive problems) | Low level | Average level | High level |
| KG | 65% | 33% | 2% |
| EC | 69% | 31% | - |
| effective and practical (initiative in cognition; manifestation of levels of cognitive activity and perseverance, the degree of initiative of the child) | Low level | Average level | High level |
| KG | 32% | 58% | 10% |
| EC | 25% | 53% | 22% |
As a result of the work carried out at the ascertaining stage of the experiment, it was found that 30% of all subjects have a low level of development of cognitive interests, based on four criteria defined at the beginning of the experiment. These children do not show initiative and independence in the process of completing tasks, lose interest in them when faced with difficulties and show negative emotions (sadness, irritation), and do not ask cognitive questions; They need a step-by-step explanation of the conditions for completing the task, a demonstration of how to use one or another ready-made model, and the help of an adult.
57% of subjects showed average level. These children, experiencing difficulties in solving a task, do not lose their emotional attitude towards them, but turn to the teacher for help, ask questions to clarify the conditions for its implementation and, having received a hint, complete the task to the end, which indicates the child’s interest in this activity and desire to look for ways to solve a problem, but together with an adult.
Only 13% of children have a high level of development of cognitive interests. In case of difficulties, children are not distracted, they showed perseverance and perseverance in achieving a result that brings them satisfaction, joy and pride in their achievements.
The results obtained allow us to conclude that the majority of subjects have a low and average level of cognitive interests, which indicates the need for their development. For this purpose, we carried out the formative stage of the experiment, which will be discussed in the next paragraph.
2.2 Organization of work to develop the cognitive interests of younger schoolchildren through the use of gaming technologies
With the children of the experimental group, we began to conduct classes aimed at developing cognitive interests through the use of gaming technologies in Russian language lessons. One of the most effective means of arousing interest in Russian language classes is a game. The goal of the game is to awaken interest in knowledge, science, books, and learning. At primary school age, play, along with learning, occupies an important place in the development of the child. When children are included in a play situation, interest in educational activities increases sharply, the material being studied becomes more accessible to them, and their performance increases significantly.
Therefore, to conduct the experiment, we conducted a set of classes using gaming technologies. In addition to conducting lessons in a game form (see Appendix 3), we also used various game situations and exercises in other lessons.
Let's look at some of the games in Russian language lessons at the formative stage of the experiment.
I. “Choose three words” (The game can be used to reinforce any topics in the Russian language)
Goal: To monitor the formation of spelling skills, taking into account the stage of work on spelling.
The choice of words depends on the topics being studied or completed.
Nine words are written on 9 cards:
1st set: fish, blizzard, stocking, oak trees, jam, scarecrow, streams, plague, mushroom.
2nd set: entrance, warehouse, crow, hail, shooting, treasure, gate, rise, sparrow.
Two people take turns taking cards, the first one to have three words with the same spelling wins.
II. Game "Postman"
Goal: To consolidate students’ knowledge of selecting a test word, expand their vocabulary, develop phonemic awareness, and prevent dysgraphia.
Procedure: The postman distributes invitations to a group of children (4-5 people each).
Children determine where they have been invited.
Tasks:
1. Explain spellings by selecting test words.
2. Make up sentences using these words.
III. Game "Cryptographers"
Goal: 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: 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.
The guesser has to not only guess the words, but also choose the extra word from each group.
For example:
1. Aaltrek, lazhok, raukzhk, zoonkv (plate, spoon, mug, bell)
2. Oarz, straa, enkl, roamksha (rose, aster, maple, chamomile)
3. Plnaeat, zdzeav, otrbia, sgen (planet, star, orbit, snow)
IV. Game "Nicknames"
Goal: formation of the process of inflection and word formation, consolidation of phonetic and grammatical analysis of words, spelling of proper names.
Progress: 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).
Gaming techniques.
1. Find the “extra word”
Goal: develop the ability to highlight in words common feature, development of attention, consolidation of spellings of untestable vowels.
| POPPY | CHAMOMILE | ROSE | ONION |
| CAT | DOG | SPARROW | COW |
| BIRCH | OAK | RASPBERRIES | ASPEN |
| COW | FOX | WOLF | BEAR |
Tasks: Underline the “extra” word. What spellings are found in these words?
2. Children really like tasks such as:
· Replace phrases with one word:
o - time period of 60 minutes,
o - a soldier standing at a post,
o - a child who loves sweets,
o is a very funny movie.
· Divide the words into two groups.
o Find related words. Select the root.
· Complete the sentences:
Roma and Zhora have …………. One day they went …………. Suddenly from the bushes…………….. Then the guys remembered for a long time how……..
· Compose a story using key words:
o winter, snow, frost, trees, cold, bullfinches.
The value of such games lies in the fact that using their material you can also practice reading speed, syllabic composition of words, develop spelling vigilance and much more.
An important role of entertaining game exercises in the classroom is that they help relieve stress and fear when writing in children who feel their own inadequacy, and create a positive emotional infusion during the lesson.
The child happily completes any of the teacher’s tasks and exercises. And the teacher, thus, stimulates the student’s correct speech, both oral and written. The game helps the formation of phonemic perception of words, enriches the child with new information, activates mental activity, attention, and most importantly, stimulates speech. As a result, children develop an interest in the Russian language. Not to mention the fact that games in the Russian language contribute to the development of spelling vigilance in younger schoolchildren.
Interest in cognitive activity presupposes the participation of the student as a subject in it, and this is only possible in the case when children have formed one of the leading personality qualities - cognitive activity. This personality trait is manifested in the direction and stability of cognitive processes, the desire for effective mastery of knowledge and methods of activity, and the mobilization of volitional efforts to achieve educational and cognitive goals. An important factor in enhancing educational and cognitive activity is encouragement. Therefore, we tried to encourage children while completing tasks.
Thus, as a result of the successful use of rewards, interest in cognitive activity develops; the volume of work in the lesson gradually increases as a result of increased attention and good performance; the desire for creativity intensifies, children look forward to new tasks and take the initiative in finding them. The general psychological climate in the classroom is also improving: children are not afraid of mistakes and help each other.
It is possible to describe some of the changes that occur in children’s behavior during formative classes. At the beginning, the children did not show much interest in the proposed material and in finding different ways to handle it. The options offered by the children were quite monotonous and not numerous. In the middle of the formative experiment, the children's interest in the material offered to them increased significantly; they sought to find various ways to use the material offered to them, although they did not always succeed. The children began to try to expand the situation offered to them. At the end of the formative classes, the children's behavior changed significantly. They sought to find different ways to use the material he offered and often found very interesting ones.
In order to determine how effective our classes using gaming technology were, we conducted control study, which will be discussed in the next paragraph.
2.3 Analysis of implemented activities to develop the cognitive interests of junior schoolchildren
After the formative experiment, a control examination of children in the experimental and control groups was carried out. The data obtained showed that the level of indicators of cognitive interests in children of the experimental and control groups became different after conducting formative classes. The level of development of indicators in the children of the experimental group became significantly higher than in the children of the control group, with whom no special classes were conducted.
Comparison of the results of the level of development of cognitive interests in relation to the cognitive criterion (cognitive questions, emotional involvement of the child in activities) of cognitive interests within each group of children, before the formative experiment and after the formative experiment, allows us to draw the following conclusions. In the control group, where traditional classes were conducted, there were no significant changes in the level of development of cognitive interests: the number of children with a low level from 30% of children (6 people) to 29% of children (3 people), the number of children with an average level increased from 66% children (13 people) to 80% of children (12 people), the number of children with a high level of development of the content indicator of cognitive interests remained unchanged - 10% of children (2 people).
In the experimental group, classes were conducted using gaming technologies; significant changes occurred in the level of development of the cognitive sphere of cognitive activity. The low level of development of cognitive interests decreased from 25% of children (5 people) to 1 person. children (5%), the average level decreased from 65% of children (13 people) to 35% of children (7 people), at the same time, the high level of development of cognitive interests increased from 10% of children (2 people) to 60%. children (12 people).
Comparison of the results of the level of development of the motivational sphere of cognitive interests, before the formative experiment and after the formative experiment, allows us to draw the following conclusions. In the control group, there were no significant changes in the level of development of cognitive interests: the number of children with a low level increased from 49% of children (6 people) to 39% of children (3 people), the number of children with an average level increased from 31% of children (13 people). ) up to 41% of children (12 people), the number of children with a high level of development of the content indicator of cognitive interests remained unchanged - 20% of children (2 people).
In the experimental group, significant changes occurred in the level of development of the motivational sphere of cognitive interests. The low level of development of cognitive activity decreased from 44% of children (5 people) to 1 person. children (7%), the average level from 33% of children (13 people) to 57% of children (7 people), at the same time, the high level of development of cognitive interests increased from 23% of children (2 people) to 36% of children (12 people).
Comparison of the results of the level of development of cognitive interests in relation to the emotional-volitional sphere of cognitive activity within each group of children, before the formative experiment and after the formative experiment, allows us to draw the following conclusions. In the control group, there were no significant changes in the level of development of cognitive interests: the number of children with a low level increased from 65% of children (6 people) to 22% of children (3 people), the number of children with an average level increased from 33% of children (13 people). ) up to 68% of children (12 people), the number of children with a high level of development of the emotional-volitional sphere of cognitive interests became 10%.
In the experimental group, the following changes occurred in the level of development of the emotional-volitional sphere of cognitive interests. The low level of development of cognitive interests decreased from 69% of children (5 people) to 1 person. children (15%), the average level changed from 31% of children (13 people) to 45% of children (7 people), at the same time, the high level of development of cognitive interests increased to 40%.
Comparison of the results of the level of development of cognitive interests in relation to the effective and practical sphere of cognitive activity before the formative experiment and after the formative experiment allows us to draw the following conclusions. In the control group, there were significant changes in the level of development of the effective-practical sphere of cognitive interests: the number of children with a low level from 32% of children (6 people) to 40% of children (3 people), the number of children with an average level changed from 58% of children (13 people). people) up to 50% of children (12 people), the number of children with a high level of development of the content indicator of cognitive interests remained unchanged - 10% of children (2 people).
In the experimental group, changes occurred in the level of development of the effective-practical sphere of cognitive interests. The low level of development of cognitive interests decreased from 25% of children (5 people) to 1 person. children (6%), the average level decreased from 53% of children (13 people) to 34% of children (7 people), while the high level increased from 22% of children (2 people) to 70% of children (12 people). people).
Along with this, some psychological characteristics cognitive interests that appeared in the children of the experimental group after the formative experiment. Almost all children clearly showed increased initiative in finding new ways to handle the proposed object. The children had a moment of “thinking” - when the child, in certain moment, having exhausted his possibilities, does not leave the situation, does not begin to repeat previously made options, but takes a “timeout”, carefully examines the cubes and tries to find a new solution. If by chance, in the process of manipulating with the cubes, some option was obtained that the child had not yet done, it was usually noticed by him.
Our data allows us to draw the following conclusions.
After conducting the formative experiment, the level of development of cognitive interests of children in the experimental and control groups began to differ significantly. In the children of the experimental group, the level of cognitive interests increased significantly, while in the children of the control group they remained unchanged.
Constructing activities using gaming technologies in order to support the child’s cognitive initiative leads to the development of his cognitive interests.
The most adequate for the development of all components of cognitive interests are activities with situations in which an adult shows the child various ways to handle the material and stimulates him to search for new possibilities for action.
By the end of the experiment, the emotional involvement and initiative of the subjects increased by one and a half times, and focus - by more than 2 times.
The results showed that during the control experiment, children showed more emotional involvement and initiative. In the experimental group, the number of questions increased significantly. About half of the children asked between 2 and 4 questions. Thus, being formed in the process of productive cognitive activity, cognitive activity also revealed itself in the figurative plane, requiring imagination and some separation from the immediate situation.
The experiment conducted allows us to conclude that cognitive interests have their own zone immediate development and are formed under the influence of the teacher during a lesson using gaming technologies.
Thus, using gaming technologies in primary school classes, it is possible to purposefully develop cognitive interests in children of primary school age. The results of diagnosing the development of cognitive interests in children at the ascertaining and control stages of the study are presented in Table 3.
Table 3. Distribution of children in the experimental (EG) and control (CG) groups by level of cognitive interests (%)
| Criteria and indicators | Control stage | ||
| Cognitive (presence of cognitive questions, emotional involvement of the child in the activity) | Low level | Average level | High level |
| KG | 30% | 65% | 5% |
| EC | 25% | 65% | 10% |
| motivational (creating situations of success and joy, purposefulness of activity, its completion) | Low level | Average level | High level |
| KG | 49% | 31% | 20% |
| EC | 44% | 33% | 23% |
| emotional-volitional (manifestation of positive emotions in the process of activity; duration and stability of interest in solving cognitive problems) | Low level | Average level | High level |
| KG | 65% | 33% | 2% |
| EC | 69% | 31% | - |
| effective and practical (initiative in cognition; manifestation of levels of cognitive activity and perseverance, the degree of initiative of the child) | Low level | Average level | High level |
| KG | 32% | 58% | 10% |
| EC | 25% | 53% | 22% |
These tables indicate significant positive changes in the levels of development of cognitive interests in the experimental group compared to the control group. The research results are presented in Appendix 2.
So, the results of the study convince us of the importance of organizing and conducting classes using gaming technologies as a means of developing children’s cognitive interests. Thus, the evaluation of the results indicates that the activities developed to develop the cognitive interests of younger schoolchildren are effective.
Table 4. Development of cognitive interests based on the results of the experiment
| Criteria and indicators | Ascertaining stage | Control stage | ||||
| cognitive issues, emotional involvement of the child in activities) | Low level | Average level | High level | Low level | Average level | High level |
| KG | 30% | 65% | 5% | 29% | 66% | 5% |
| EC | 25% | 65% | 10% | 5% | 35% | 60% |
| motivational (creating situations of success and joy, purposefulness of activity, its completion) | Low level | Average level | High level | Low level | Average level | High level |
| KG | 49% | 31% | 20% | 39% | 41% | 20% |
| EC | 44% | 33% | 23% | 7% | 57% | 36% |
| emotional-volitional (manifestation of positive emotions in the process of activity; duration and stability of interest in solving cognitive problems) | Low level | Average level | High level | Low level | Average level | High level |
| KG | 65% | 33% | 2% | 22% | 68% | 10% |
| EC | 69% | 31% | - | 15% | 45% | 40% |
| effective and practical (initiative in cognition; manifestation of levels of cognitive activity and perseverance, the degree of initiative of the child) | Low level | Average level | High level | Low level | Average level | High level |
| KG | 32% | 58% | 10% | 40% | 50% | 10% |
| EC | 25% | 53% | 22% | 6% | 24% | 70% |
In the course of targeted work on introducing games into the learning process in the classroom, most students showed an increase in cognitive activity, expansion and deepening of cognitive interests, desire and ability to learn. Schoolchildren began to pay attention to their characteristics and abilities, their academic performance increased, and their emotional state improved.
The improvement of results was facilitated by the introduction of gaming techniques into the learning process. The selection of game material was carried out on the basis of the essential features of the concept under consideration. The classes were structured in such a way that different aspects of knowledge received logically consistent development. Learning to read in the form of a game contributes to the development of emotional responsiveness, activation of mental activity, and encourages personal participation in solving problems.
It has been experimentally proven that such elements of cognitive interest as the desire to overcome difficulties when completing tasks, searching for ways to solve tasks, concentrating on the object of activity, passion, activity, independence when using game techniques in the learning process are formed much faster.
The educational role of games is that it allows in a gaming situation to intensify the process of assimilation of new knowledge, and positive emotions, arising during games, help prevent overload, provide communication and intellectual skills.
The student became active and interested, and the motives for learning activities became meaningful for the children.
Thus, the analysis of the results obtained reliably shows that the classes using gaming technologies developed by us are an effective means of developing the cognitive interests of primary schoolchildren.
Conclusion
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 curricula, implementation of the principle of a humane approach to children, etc. In other words, the school is extremely interested in knowledge about the characteristics mental development each individual child. And it is no coincidence that the role of practical knowledge V vocational training teaching staff.
The level of education and upbringing in school is largely determined by how pedagogical process focused on the psychology of the age-related and individual development of the child. This involves psychological and pedagogical study of schoolchildren throughout the entire period of study in order to identify individual development options, creativity each child, strengthening his own positive activity, revealing the uniqueness of his personality, timely assistance in case of lagging behind in studies or unsatisfactory behavior. This is especially important in the lower grades of 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.).
In this regard, there is relevance in the development of gaming technologies for modern school. IN Lately Several manuals on gaming technologies have been published. I would like to note the work of A.B. Pleshakova “Game technologies in the educational process”, A.V. Finogenova “Game technologies at school” and O.A. Stepanova “Prevention school difficulties in children."
Studying the literature, analyzing and summarizing the materials collected on the problem gave us the opportunity to determine the theoretical basis for the use of gaming technologies to develop the cognitive interests of primary schoolchildren.
As a result of the work, we examined the concept of “cognitive interest” in the psychological and pedagogical literature, identified the features of the development of cognitive interests of primary school children, and identified the role of gaming technologies in the development of cognitive interests in children of primary school age.
We conducted an experimental study consisting of three stages. At the ascertaining stage of the experiment, we diagnosed the levels of formation of cognitive interests of 4th grade students, which showed that the majority of children do not have cognitive interests or are at a rather low level.
The formative stage of the experiment allowed us to conduct a series of activities to develop students’ cognitive interests. During the classes at this stage, we used various forms of gaming activities and developed special exercises using gaming situations.
The control stage confirmed the effectiveness of the activities we developed to develop the cognitive interests of primary schoolchildren. The data from the control stage showed that the material studied during game activity is forgotten by students to a lesser extent and more slowly than material in 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.
The study showed that games activate cognitive activity at all stages of learning new material, using the capabilities of methodological techniques aimed at learning the Russian language.
For younger schoolchildren, it is not enough to create a positive emotional background. It is necessary to include students in active activities that “connect the mind with the heart.” This situation allows you to solve games.
We came to the conclusion that the use of gaming technologies during primary school is the most effective means of improving the quality of students' knowledge in the subject. Therefore, every teacher should work creatively. The most important thing is that the teacher must have creative activity, skillfully and methodically correctly use this tool, contributing to the involvement of each student’s interests and desire for knowledge and increasing their literacy through a deep, conscious and lasting assimilation of language knowledge.
The use of game techniques in lessons is an important means of education and training. Often, as a result of such activities, low-performing students begin to show interest and study better, they develop an interest in reading, which is very important in the elementary grades. Many children show great abilities, initiative, and ingenuity.
As it was established, the introduction of games into the learning process helps to deepen cognitive interest, increase motivation for learning activities, and develop communication skills. One of the significant tasks of using games in the classroom is the formation of independent work skills and the development of cognitive activity in younger schoolchildren.
Thus, the tasks set at the beginning of the work were solved, the goal of the study was achieved, and the hypothesis was confirmed.
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