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 play activity preschoolers were taught by outstanding teachers of our time (P.P. Blonsky, L.S. Vygotsky, S.L. Rubinstein, D.B. Elkonin, etc.). Aspects of gaming activity in secondary school 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 that are not sufficiently covered in teaching methods primary school, 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 synthesis of psychological and pedagogical literature on the research problem, observation of the educational process, pedagogical experiment, method of analysis 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 has been clarified, describing the process of development of cognitive interests of children of primary school age through the use of gaming technologies.
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, bibliography, including 42 titles, applications (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 considered 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. Freier);
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 one or another 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 relevant and significant aspects in the subject environment for their implementation, finding other necessary ways, bringing 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 modern production, in understanding rationalization processes, in knowledge of 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 with their use 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 the description of natural phenomena, events in social life, history, and observation of words with the help of a teacher gives 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 of active search, guesswork, reflection, situations of mental tension, situations of inconsistency of judgments, clashes of different positions that 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 in primary school It is rare and 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 academic subjects, including the most difficult ones. They are situational, in different lessons, when studying different educational material give bursts of interest, upsurges of 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 feeling 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 item will be lost. 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 problem solving, non-standard tasks gives 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 emphasis on the core);
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 more big role must play an active role. For primary school age, the most effective means for developing cognitive interests is the use of gaming technologies, the possibilities of which will be discussed 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 integral part 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 complete definition is 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, proceed from 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 activity, compiled a structure or game model, 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 systematicity of the inclusion of games and gaming 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 in lessons with the help of game techniques and situations that act as a means of inducing and stimulating students to learn.
The implementation of game techniques and situations in the lesson form of classes occurs in the following main directions: a didactic goal is set for students in the form of a game task; educational activities are subject to the rules of the game; educational material is used as its means, an element of competition is introduced into educational activities, which transforms the didactic task into a game one; successful completion of a didactic task is associated with the game result.
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 an important place in the educational process, as 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 correctly organized taking into account the specifics of the material trains memory, helps students develop speech skills and 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 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 is fantasy, an independent search for answers, 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. At the formative stage of the experiment, the control group received classes provided for in the 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. I am 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 an 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 and distinctive function of sounds and letters, enrichment of students’ vocabulary, development 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 manifests itself in direction and stability. cognitive processes, the desire for effective mastery of knowledge and methods of activity, in 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 offered to them and often found very interesting ones.
In order to determine how effective our classes using gaming technologies were, we conducted a 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, we can also note some psychological characteristics of 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. Children have a moment of “thinking” - when a child, at a 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 of proximal development and are formed under the influence of the teacher during lessons 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 game situation intensify the process of assimilation of new knowledge, and the positive emotions that arise during the games help prevent overload and 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 educational programs, the implementation of the principle of a humane approach to children, etc. In other words, the school is extremely interested in knowledge about the characteristics mental development of each individual child. And it is no coincidence that the role of practical knowledge in vocational training teaching staff.
The level of education and upbringing in school is largely determined by the extent to which the pedagogical process is focused on the psychology of the age-related and individual development of the child. This involves a psychological and pedagogical study of schoolchildren throughout the entire period of study in order to identify individual development options, the creative abilities of each child, strengthening his own positive activity, revealing the uniqueness of his personality, and timely assistance in case of lagging behind in studies or unsatisfactory behavior. This is especially important in the lower grades of school, when a person’s purposeful learning just begins, when learning becomes the leading activity, in the bosom of which the mental properties and qualities of the child are formed, primarily cognitive processes and attitude towards oneself as a subject of knowledge (cognitive motives, self-esteem, ability to cooperation, etc.).
In this regard, there is a relevance in the development of gaming technologies for the modern school. Recently, several manuals on gaming technologies have been published. I would like to note the work of A.B. Pleshakova “Game technologies in the educational process”, A.V. Finogenova “Game technologies at school” and O.A. Stepanova “Prevention of 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 familiarization of the interests and desires of each student for knowledge and improving 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.
Bibliography
1. Current issues of developing interest in learning / Ed. G.I. Shchukina. - M.: Education, 1984.- P.34.
2. Anikeeva N.P. Education through play [Text] /N.P. Anikeeva. - M.: Education, 1987.- 334 p.
3. Baev, I.M. We play at Russian language lessons [Text] / I.M. Baev. - M.: Education, 1989.- P. 113.
4. Bartashnikova I.A. Learn by playing [Text] / I.A. Bartashnikova, A.A. Bartashnikov. - Kharkov, 1997.- P.45.
5. Besova M.A. Educational games from A to Z [Text] / M.A. Besova. – Yaroslavl: Academy of Development, 2004. – 272 p.
6. Bozhovich L.I. Problems of personality formation [Text]/L.I. Bozhovich.-M.: Pedagogy, 1997. - M.: Education, - P.324.
7. Bruner J. Psychology of cognition [Text]/D. Bruner. – M.: Education, 1977.- P.423.
8. Wenger V.A. Development of cognitive abilities in the process of preschool education [Text]/V.A. Wenger. - M.: Education, 1986.- P.80.
9. Developmental and educational psychology//Ed. M.V. Gamezo. M., Education, 1984 – P.446.
10. Vygotsky L.S. Psychology of cognition [Text]/L.S. Vygotsky. – M.: Education, 1977.- P.127.
11. Gazman O.S. To school - with a game [Text] /O.S. Gazman. - M.: Education, 1991.- 334.
12. Galitsyn V.B. Cognitive activity of preschool children [Text] / V.B. Galitsyn // Soviet pedagogy. -1991. -No. 3.- P.23.
13. Gracheva N.V. Pedagogical conditions for activating the cognitive orientation of preschoolers [Text]/N.V. Gracheva. – Kirov, 2003.- P.55.
14. Deykina A.Yu. Cognitive interest: the essence and problems of studying [Text] /A.Yu. Deykina.- M.: Education, 2002.- P.345.
15. Denisenko, N. Formation of a cognitive attitude towards a learning task (in the preparatory group) [Text]/N. Denisenko// Preschool education. -1991. -No. 3.- P.18.
16. Ermolaeva, M.V. Psychological and pedagogical practice in the education system [Text]/M.V. Ermolaeva, A.E. Zakharova, L.I. Kalinina, S.I. Naumova. – M.: Education, 1998.-336 p.
17. Zaitseva I.A. Formation of cognitive interest in learning as a way to develop the creative abilities of an individual [Text]/I.A. Zaitseva. – Noyabrsk, 2005.- P.12-24.
18. Zanko S.F.. Play and learning [Text] / S.F. Zanko. - M.: Education, 1992. - 226 p.
19. Kostaeva T.V. On the issue of studying the sustainable cognitive interest of students [Text]/ T.V. Kostaeva // Pedagogy of cooperation: problems of youth education. – Issue 5. – Saratov: Publishing House of the Saratov Pedagogical Institute, 1998.- P.28.
20. Kulyutkin Yu. N. Motivation of cognitive activity [Text] / Yu.N. Kulyutkin, G.S. Sukhobskaya. - M.: Education, 1972.-P.55.
21. Makarenko A.S. Some conclusions from teaching experience. Op. t.V. [Text] /A.S. Makarenko. - M.: Education, 1958.- P.69.
22. Markova A.K. Formation of learning motivation at school age: A manual for teachers [Text] / A.K. Markova. – M.: Education, 1983. – 96 p.
23. Minkin E.M. From play to knowledge [Text] / E.M. Minkin. - M.: Education, 1983.- P.254.
24. Morozova, N.G. To the teacher about cognitive interest [Text] / N.G. Morozova // Psychology and pedagogy.-1979.- No. 2.- P. 5.
25. Mukhina V.S. Developmental psychology [Text]/V.S. Mukhina. – M.: Education, 1998.- P.228.
26. Nemov R.S. Psychology / In 3 books. [Text]/R.S. Nemov. – M.: Education, 1995.- 324 p.
27. Fundamentals of Psychology: Workshop / Ed.-comp. L.D. Stolyarenko.- M.: Education, 2003.- P.337.
28. Pedagogy: pedagogical theories, systems, technologies// Textbook.- M.: Education, 1988.- P. 456 p.
29. Pidkasisty P.I. Game technology in training and development [Text] / P.I. Pidkasisty, Zh.S. Khaidarov. - M.: RPA, 1996.- P.80.
30. Savina, F.K. Formation of cognitive interests of students in the context of school reform: Textbook. manual for the special course [Text] / F.K. Savina. - Volgograd: VSPI im. A.S. Serafimovich, 1989. - 67 p.
31. Slastenin V.A. and others. Pedagogy: Textbook. aid for students higher ped. textbook establishments [Text]/ V.A. Slastenin, I.F. Isaev, E.N. Shiyanov; Ed. V.A. Slastenina. - M.: Publishing center "Academy", 2002. - 432 p.
32. Talyzina N.F. Pedagogical psychology [Text]/N.F. Talyzin. – M.: Education, 1999.- P.224.
33. Tikhomirova L.F. Development of children's cognitive abilities: a popular guide for parents and teachers [Text]/L.F. Tikhomirov. – Yaroslavl: Academy of Development, 1997. – 227 p.
34. Ushakov, N.N. Entertaining materials for Russian language lessons in primary school [Text] / N.N. Ushakov. – M. – Education, 1986. – 83 p.
35. Fridman L.M., Kulagina I.Yu. Psychological reference book for teachers [Text] / L.M. Fridman, I.Yu. Kulagina. – M.: Education, 1999.- P.175.
36. Kharlamov I.F. Pedagogy: tutorial[Text]/I.F. Kharlamov. M.: Jurist, 1997. – 512 p.
37. Shchukina G.I. Activation of cognitive activity of students in the educational process [Text] / G.I. Shchukin. - M.: Education, 1979. -S. 97.
38. Shchukina G.I. Methods of studying and forming cognitive interests of students [Text] /G.I. Shchukin. - M.: Pedagogy, 1971. - 358 p.
39. Shchukina G.I. Pedagogical problems of forming cognitive interests of students [Text] / G.I. Shchukin. - M.: Pedagogy, 1988. - 208 p.
40. Shchukina G.I. Pedagogical problems of forming cognitive interests of students [Text]/G.I. Shchukina.- M.: Education, 1988.- P.334.
41. Shchukina, G.I. The problem of cognitive interest in pedagogy [Text] /G.I. Shchukin. – M.: Education, 1971.- P. 175.
42. Elkonin, D.B. Psychology of the game [Text] / D.B. Elkonin. - M.: Education, 1979.- P.25.
Game as a means of effectively developing the cognitive interest of younger schoolchildren
Game is the eternal companion of childhood, “ perpetual motion machine» creativity, activism, 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 of knowledge through play.
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, from all the existing diversity various types 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 can be expressed in the very name of the game and in the game task, by solving 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) manager
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 objects by size is a critical skill needed for measuring magnitude 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 purpose: 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 switch 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 of such gaming activities is creativity, creativity: the child himself 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, and plot games. It is these games that establish continuity between the leading activities of adjacent periods of 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.
Content
Introduction. 4
Chapter I. Formation of cognitive interest of students. 7
§1 Psychological and pedagogical foundations of cognitive interest. 7
§2 Cognitive interest and ways of its formation. 10
2.1 Cognitive interest, stages of its development. 10
2.2 Conditions for the formation of cognitive interest. 16
2.3 Formation of cognitive interests in teaching mathematics. 19
Chapter II. Extracurricular work in mathematics as a means of developing students' cognitive interest. 24
§1 The importance of extracurricular work in mathematics as a means of developing cognitive interest. 24
§2 Mathematical game as a form of extracurricular work in mathematics. thirty
Chapter III. Mathematical game as a means of developing students' cognitive interest. 34
§ 1 Psychological and pedagogical foundations of mathematical games.. 34
§ 2 Math games as a means of developing cognitive interest in mathematics. 38
2.1 Relevance. 38
2.2 Goals, objectives, functions, requirements of a mathematical game.. 41
2.3 Types of mathematical games. 44
2.4 Structure of a mathematical game... 63
2.5 Organizational stages of a mathematical game.. 65
2.6 Requirements for the selection of tasks. 67
2.7 Requirements for conducting a mathematical game... 70
Chapter IV. Experienced teaching. 74
§1 Questioning of teachers and students. 74
§2 Observations, personal experience. 80
Conclusion. 85
Bibliographic list. 86
Introduction
As you know, knowledge acquired without interest does not become useful. Therefore, one of the most difficult and most important tasks Didactics has been and remains the problem of cultivating interest in learning.
Cognitive interest in the works of psychologists and teachers has been studied quite thoroughly. But some questions still remain unresolved. The main one is how to arouse sustainable cognitive interest.
Every year children become more and more indifferent to their studies. In particular, students’ proficiency in such a subject as mathematics decreases. This subject is perceived by students as boring and not at all interesting. In this regard, teachers are searching for effective forms and methods of teaching mathematics that would contribute to the activation of learning activities and the formation of cognitive interest.
One of the opportunities to develop students’ cognitive interest in mathematics lies in the widespread use of extracurricular work in mathematics. Extracurricular work in mathematics has a powerful reserve for the implementation of such a learning task as increasing cognitive interest, through all the variety of forms of its implementation. One such form is a mathematical game.
Mathematical games are emotional and evoke in students a positive attitude towards extracurricular mathematics activities, and, consequently, towards mathematics in general; contribute to the activation of educational activities; sharpen intellectual processes and, most importantly, contribute to the formation of cognitive interest in the subject. But it should be noted that mathematical games as a form of extracurricular activity are used quite rarely, due to the difficulties of organization and implementation. Thus, the great educational, controlling, nurturing opportunities (in particular the opportunity to develop cognitive interest) of using a mathematical game in extracurricular work in mathematics are not sufficiently realized.
Can a mathematical game be an effective means of developing students’ cognitive interest in mathematics? This is what it's all about problem this study.
Based on this problem, it can be determined purpose of the study– to substantiate the effectiveness of using a mathematical game in extracurricular work in mathematics for the formation and development of students’ cognitive interest in mathematics.
Object of study will serve cognitive interest , subject – mathematical game as a form of extracurricular work in mathematics .
Let's formulate research hypothesis : The use of a mathematical game in extracurricular work in mathematics contributes to the development of students’ cognitive interest in mathematics .
Tasks :
1. Consider the concept of cognitive interest from various points of view, stages of development, conditions for its formation;
2. To study ways of forming cognitive interest in teaching mathematics;
3. Consider the goals, objectives, forms of organizing extracurricular work in mathematics as a means of developing cognitive interest;
4. Study a mathematical game as a form of extracurricular work in mathematics;
5. Determine goals, objectives, conditions, components, types of mathematical games, requirements for conducting and selecting tasks;
6. Based on an analysis of methodological, psychological and pedagogical literature, a survey of teachers and students, and one’s own experience in conducting a mathematical game, justify the need to use a mathematical game in extracurricular mathematics classes.
To solve these problems, the following are used methods :
1. Study of methodological, psychological and pedagogical literature on the topic under consideration;
2. Observation of students;
3. Questionnaire;
4. Experimental work.
Chapter I. Formation of cognitive interest of students
§1 Psychological and pedagogical foundations of cognitive interest
Today we need a person who not only consumes knowledge, but also knows how to obtain it. The unusual situations of our day require us to have a wide range of interests. Interest is the real reason for action, perceived by a person as especially important. It is one of the constant powerful motives of activity. Interest can be defined as a positive evaluative attitude of a subject towards his activities.
As a strong and very significant formation for a person, interest has many interpretations in its psychological definitions; it is considered as:
o manifestation of his mental and emotional activity (S.L. Rubinstein);
o a special alloy of emotional-volitional and intellectual processes that increase the activity of human consciousness and activity (A.A. Gordon);
o active cognitive (V.N. Myasintsev, V.G. Ivanov), emotional-cognitive (N.G. Morozova) attitude of a person to the world;
o a specific attitude of a person towards an object, caused by the awareness of its vital significance and emotional attractiveness (A.G. Kovalev).
This list of interpretations of interest in psychology is far from complete, but what has been said confirms that, along with the differences, there is also a certain commonality of aspects aimed at revealing the phenomenon of interest - its connection with various mental processes, of which emotional, intellectual, regulatory ( attention, will), its involvement in various personal formations.
A special type of interest is interest in knowledge, or, as it is now commonly called, cognitive interest. Its area is cognitive activity, during which the content of educational subjects is mastered and by necessary means or the skills and abilities by which a student receives an education.
The problem of interest as the most important stimulus for personal development is now increasingly attracting the attention of both teachers and psychologists.
Interest from a psychological point of view is characterized by mobility, variability, variety of shades and degrees of development. Most psychologists classify interest in the category of orientations, that is, the individual’s aspirations towards an object or activity. Attaching particular importance to cognitive interest, psychologists point out that this “interest is understood as both interest in the content and in the process of acquiring knowledge.”
From the point of view of S.L. Rubinstein and B.G. Ananyev, the psychological processes included in cognitive interest are not the sum of components, but special connections, peculiar relationships. Interest is an “alloy” of many mental processes that form a special tone of activity, special states of personality (joy from the learning process, the desire to delve into the knowledge of a subject of interest, cognitive activity, experiencing failures and volitional aspirations to overcome them).
Cognitive interest plays a major role in the pedagogical process. I. V. Metelsky defines cognitive interest as follows: “Interest is 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.”
G.I. Shchukina, who was specially involved in the study of cognitive interest in pedagogy, defines it as follows: “cognitive interest appears to us as a selective orientation of the individual, addressed to the field of knowledge, to its subject side and the very process of mastering knowledge.” .
Psychologists and educators study cognitive interest from various angles, but consider any research as part of the general problem of education and development. Today, the problem of interest is increasingly being studied in the context of the diverse activities of students, which allows creative teachers and educators to successfully form and develop the interests of students, enriching the personality, and cultivating an active attitude to life.
§2 Cognitive interest and ways of its formation
2.1 Cognitive interest, stages of its development
Cognitive interest is a selective focus of the individual on objects and phenomena surrounding reality. This orientation is characterized by a constant desire for knowledge, for new, more complete and profound knowledge. Only when this or that field of science, this or that academic subject seems important and significant to a person, does he engage with it with special enthusiasm, trying to more deeply and thoroughly study all aspects of those phenomena and events that are related to the area of knowledge that interests him. Otherwise, interest in the subject cannot be of a genuine cognitive nature: it can be random, unstable and superficial.
Systematically strengthening and developing cognitive interest becomes the basis for a positive attitude towards learning. Cognitive interest is exploratory in nature. Under its influence, a person constantly has questions, the answers to which he himself is constantly and actively looking for. At the same time, the student’s search activity is carried out with enthusiasm, he experiences an emotional uplift and joy from success. Cognitive interest has a positive effect not only on the process and result of activity, but also on the course of mental processes - thinking, imagination, memory, attention, which, under the influence of cognitive interest, acquire special activity and direction.
A characteristic feature of cognitive interest is its volitional orientation. Cognitive interest is aimed not only at the process of cognition, but also at its result, and this is always associated with the pursuit of a goal, with its implementation, overcoming difficulties, with volitional tension and effort. Cognitive interest is not the enemy of volitional effort, but its faithful ally. In cognitive interest, all the most important manifestations of personality interact in a unique way.
Cognitive interest is one of the most important teaching motives schoolchildren. Under the influence of cognitive interest, educational work even among weak students is more productive. This motive emotionally colors the entire educational activity of a teenager. At the same time, it is associated with other motives (responsibility to parents and the team, etc.). 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. Independent penetration into new areas of knowledge and overcoming difficulties evokes a feeling of satisfaction, pride, success, that is, it creates the emotional background that is characteristic of interest.
Cognitive interest, with proper pedagogical and methodological organization of students’ activities and systematic and purposeful educational activities, can and should become stable personality trait schoolchild and has a strong influence on his development. As a personality trait, cognitive interest manifests itself in all circumstances and finds application for its inquisitiveness in any situation, under any conditions. Under the influence of interest, mental activity develops, which is expressed in many questions, with which a schoolchild, for example, turns to a teacher, parents, adults, finding out the essence of the phenomenon that interests him. Finding and reading books in an area of interest, choosing certain forms of extracurricular work that can satisfy his interest - all this shapes and develops the student’s personality.
Cognitive interest also acts as a strong teaching aid . When characterizing interest as a means of learning, it should be noted that interesting teaching is not entertaining teaching, full of effective experiments, demonstrations of colorful aids, entertaining tasks and stories, etc., it is not even facilitated teaching, in which everything is told and explained to the student All that remains is to remember. Interest as a means of learning operates only when internal stimuli come to the fore, capable of holding back flashes of interest that arise from external influences. Novelty, unusualness, surprise, strangeness, inconsistency with what was previously studied, all these features can not only arouse instant interest, but also awaken emotions that generate a desire to study the material more deeply, i.e., contribute to the sustainability of interest. Classical pedagogy of the past stated: “The deadly sin of a teacher is to be boring.” When a child studies under pressure, he causes the teacher a lot of trouble and grief, but when children study willingly, things go completely differently.
Activating a student’s cognitive activity without developing his cognitive interest is not only difficult, but practically impossible. That is why, in the learning process, it is necessary to systematically arouse, develop and strengthen the cognitive interest of students, both as an important motive for learning, and as a persistent personality trait, and as a powerful means of educational learning and improving its quality.
For schoolchildren of the same class, cognitive interest may have different levels of development and the nature of its manifestations, due to different experiences and special paths of individual development.
The elementary level of cognitive interest can be considered open, direct interest in new facts, entertaining phenomena that appear in the information received by the student in the lesson. At this stage - stages of curiosity the student is content only with the interest of this or that subject, this or that area of knowledge. At this stage, students do not yet show any desire to understand the essence.
A higher level of it is the interest in knowledge of the essential properties of objects and phenomena that make up their deeper, often invisible, inner essence. This level, called curiosity stage , requires search, guesswork, active operation of existing knowledge, acquired methods. The stage of curiosity is characterized by the desire to penetrate beyond what is visible at the stage of development of cognitive interest. The student is characterized by emotions of surprise and the joy of learning. The student, engaging in activities on his own volition, encounters difficulties and begins to look for the reasons for failure. Curiosity, becoming a stable character trait, is of great value for personal development. This stage, as research has shown, is typical for younger adolescents who do not yet have sufficient theoretical knowledge to penetrate into the essence and depth of things, but have already broken away from elementary concrete actions and become capable of an independent deductive approach to learning.
An even higher level of cognitive interest is the student’s interest in cause-and-effect relationships, in identifying patterns, in establishing general principles of phenomena operating in various conditions. This interest truly characterizes cognitive interest . The stage of cognitive interest is usually associated with the student’s desire to resolve a problematic issue. The focus of the student’s attention becomes not the finished material of the educational subject and not the activity itself, but a question, a problem. Cognitive interest, as a special focus of the individual on understanding the surrounding reality, is characterized by a continuous forward movement that facilitates the student’s transition from ignorance to knowledge, from less complete and deep to more complete and deep penetration into the essence of phenomena. For
cognitive interest is characterized by tension of thought, strengthening of will, manifestation of feelings, leading to overcoming difficulties in solving problems, to an active search for an answer to problematic questions.
There is also stage of theoretical interest , associated not only with the desire to understand patterns and theoretical foundations, but also with their application in practice, appears at a certain stage in the development of the individual and his worldview. This stage is characterized by an active influence on the world, aimed at its reconstruction; it requires from the individual not only deep knowledge, it is associated with the formation of his persistent beliefs. Only older schoolchildren who have a theoretical basis for the formation of scientific views and a correct understanding of the world are able to rise to this level.
These stages of development of cognitive interest: curiosity, inquisitiveness, cognitive interest, theoretical interest help us more or less accurately determine the student’s attitude to the subject and the degree of its influence on the individual. And although these stages are not accepted by everyone and are distinguished, they remain generally recognized purely conditionally.
It would be a mistake, however, to consider these stages of cognitive interest in isolation from each other. In the real process, they represent extremely complex combinations and relationships.
The state of interest that a student discovers in a particular educational lesson, manifested under the influence of a wide variety of aspects of learning (entertainment, disposition towards the teacher, a successful answer that raised his prestige in front of the team, etc.), can be temporary, transitory, and does not leave a deep imprint on the development of the student’s personality, in the student’s attitude to learning. But in conditions of a high level of education, with the teacher’s purposeful work on the formation of cognitive interests, this temporary state of interest can be used as a starting point for the development of inquisitiveness, curiosity, the desire to be guided in everything by a scientific approach when studying various educational subjects (search and find evidence, read additional literature, be interested in the latest scientific discoveries, etc.).
Be attentive to every child. To be able to see, to notice in a student the slightest spark of interest in any aspect of educational work, to create all the conditions in order to kindle it and turn it into a genuine interest in science, in knowledge - this is the task of a teacher who forms cognitive interest.
Thus, cognitive interest can be considered as one of the most important motives for learning, as a stable personality trait and as a strong means of learning. In the process of learning, it is important to develop and strengthen cognitive interest both as a motive for learning, and as a personality trait, and as a means of learning. At the same time, you need to remember that there are different stages of development of cognitive interest, know their features and signs. And in order for a teacher to be able to form cognitive interest in any activity, he must know the basic forms and ways of activating cognitive interest, and take into account all the conditions necessary for this.
2.2 Conditions for the formation of cognitive interest
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 students’ cognitive interest:
1. The first condition is that, provide maximum support for the active mental activity of students . The main basis for the development of cognitive powers and capabilities of students, as well as for the development of genuine cognitive interest, are situations of solving cognitive problems, situations of active search, guesswork, reflection, situations of mental tension, situations of inconsistency of judgments, clashes of different positions that you need to understand yourself , make a decision, take a certain point of view.
2. The second condition involves ensuring the formation of cognitive interests and the personality as a whole. It consists in conduct the educational process at the optimal level of student development . 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 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. In the actual learning process, a teacher has to deal with constantly teaching students a variety of skills and abilities. With all the variety of subject skills, there are general ones that can guide learning regardless of the content of training, such as, for example, the ability to read a book (work with a book), analyze and generalize, the ability to systematize educational material, highlight the only thing, the main thing, logically construct an answer, provide evidence, etc. These generalized skills are based on a complex of emotional regular processes. They constitute those methods of cognitive activity that allow you to easily, mobilely, in various conditions, use knowledge and, at the expense of previous knowledge, acquire new ones.
3. Emotional atmosphere of learning, positive emotional tone of the educational process - the third important condition. A prosperous emotional atmosphere of teaching and learning is associated with two main sources of student development: with activity and communication, which give rise to multi-valued relationships and create the tone of the student’s personal mood. Both of these sources are not isolated from each other, they are constantly intertwined in the educational process, and at the same time, the stimuli coming from them are different, and their influence on cognitive activity and interest in knowledge is different, others - indirectly. A prosperous learning atmosphere brings the student a desire to be smarter, better and more resourceful. It is this desire of the student to rise above what has already been achieved that strengthens his sense of self-worth and brings him the deepest satisfaction in successful activities, good mood, in which you work faster, faster and more productively. Creating a favorable emotional atmosphere for students’ cognitive activity is the most important condition for the formation of cognitive interest and the development of the student’s personality in the educational process. This condition connects the entire complex of learning functions - educational, developmental, nurturing and has a direct and indirect impact on interest. From this follows the fourth important condition, which ensures a beneficial effect on interest and on the personality as a whole.
4. The fourth condition is favorable communication in the educational process . This group of conditions for the relationship “student - teacher”, “student - parents and relatives”, “student - team”. To this should be added some individual characteristics of the student himself, the experience of success and failure, his inclinations, the presence of other strong interests and much more in the child’s psychology. Each of these relationships can influence a student's engagement, either in a positive or negative direction. All these relationships and, above all, the “teacher-student” relationship are managed by the teacher. His demanding and at the same time caring attitude towards the student, his passion for the subject and desire to emphasize its great importance determine the student’s attitude towards the study of this subject. This group of conditions follows the student’s ability, as well as the success achieved by him as a result of perseverance and perseverance.
So, one of the most important conditions for the formation of cognitive interest was discussed above. Compliance with all these conditions contributes to the formation of cognitive interest in teaching school subjects, including mathematics.
2.3 Formation of cognitive interests in learning
mathematics
Cognitive interest, like any personality trait and motive for a student’s activity, develops and is formed in activity, and, above all, in learning.
The success of a teacher in the learning process depends primarily on how much he managed to interest students in his subject. But interest cannot arise on its own; the teacher needs to take part in this and contribute. How to do it? It should be noted that student performance in a subject is not always an indicator of whether the student has a cognitive interest in it. A child can only receive excellent grades, and this can only indicate his diligence or that mathematics is easy for him. It is impossible to say that he has a cognitive interest in mathematics. At the same time, a student who does not perform well in mathematics may show interest in the subject and enjoy studying in mathematics class. The teacher’s job in the classroom is to identify such students, develop and form a sustainable cognitive interest in them. The teacher should support such students, diversify their educational activities, and involve them in extracurricular work in mathematics. Perhaps such children will like to solve non-standard mathematical problems in which they can show their mathematical abilities. Having achieved success, the student will rise not only in his own eyes, but in the eyes of his classmates. All this will inspire him to further more seriously study mathematics.
In order to interest as many students as possible in mathematics, the teacher needs to use various forms in teaching mathematics and know the main ways of developing cognitive interest. The formation of students’ cognitive interests in learning can occur through two main channels: on the one hand, the content of educational subjects itself contains this opportunity, and on the other hand, through a certain organization of students’ cognitive activity.
The first thing that is a subject of cognitive interest for schoolchildren is new knowledge about the world. That is why a deeply thought-out selection of the content of educational material, showing the wealth contained in scientific knowledge, are the most important link in the formation of interest in learning. What are the ways to accomplish this task? First of all, interest is aroused and reinforced by educational material that is new, unknown to students, strikes their imagination, and makes them wonder. Surprise is a strong stimulus for cognition, its primary element. Being surprised, a person seems to strive to look ahead. He is in a state of anticipation of something new.
But cognitive interest in educational material cannot be maintained all the time only by bright facts, and its attractiveness cannot be reduced to surprising and striking imagination. The new and unexpected always appears in educational material against the background of the already known and familiar. That is why, in order to maintain cognitive interest, it is important to teach schoolchildren the ability to see new things in the familiar. Such teaching leads to the realization that ordinary, repetitive phenomena of the world around us have many surprising sides, which he can learn about in the classroom.
All significant phenomena of life, which have become ordinary for a child due to their repetition, can and should acquire for him in training an unexpectedly new, full of meaning, completely different sound. And this will certainly stimulate the student’s interest in learning. That is why the teacher needs to transfer schoolchildren from the level of their purely everyday, rather narrow and poor ideas about the world - to the level of scientific concepts, generalizations, and understanding of patterns. Interest in knowledge is also promoted by displaying the latest achievements of science. Now, more than ever, it is necessary to expand the scope of programs, to acquaint students with the main directions of scientific research and discoveries. All this can be done both in mathematics class and in extracurricular mathematics work.
There are other ways to develop schoolchildren’s interest in mathematics, for example, the use of science fiction. Tasks can also serve as a means of developing cognitive interest. The content of the problems, their entertaining plot, and connection with life are indispensable when teaching mathematics. Entertaining creates interest, gives rise to a sense of expectation, stimulates curiosity, curiosity turns into curiosity and stimulates interest in solving mathematical problems, in mathematics itself. The content side of the task also includes its novelty, achieved through the inclusion of information related to life. Increase interest in mathematics and tasks containing facts from the life of specific historical figures, information from the history of mathematics. In general, the inclusion of information from the history of science in classes contributes to a more conscious assimilation of educational material and the development of interest in mathematics among schoolchildren. The novelty of tasks can also be achieved through the implementation of subject connections. You can also use problems and exercises that contain errors to develop interest in mathematics. Such tasks teach schoolchildren to pay attention to the need for strict logical reasoning. The ability to solve problems is one of the indicators of the level of mathematical development of students and the depth of assimilation of their existing knowledge.
Not everything in the educational material may be interesting for students. And then another, no less important source of cognitive interest appears - the process of activity itself. In order to arouse the desire to learn, it is necessary to develop the student’s need to engage in cognitive activity, and this means that in the process itself the student must find attractive aspects, so that the learning process itself contains positive charges of interest. Thus, the occasional use of game situations, conducting lessons and extracurricular activities in the form of games, with their non-traditional and entertaining nature, increase students’ interest in the subject.
By diversifying the content of mathematics classes, both extracurricular and the lessons themselves, changing the form of their presentation and taking into account all the conditions for the formation of cognitive interest, it is possible to promote its development in a large number of students.
Conclusion: So, in the first chapter we examined the concept of cognitive interest, the conditions and methods of its formation when teaching mathematics. In this regard, the following conclusions can be drawn:
Psychologists and teachers study cognitive interest from different angles, but any study considers interest as part of the general problem of education and development.
Cognitive interest is a selective focus of the individual on objects and phenomena of the surrounding reality.
Cognitive interest can be viewed from different angles: as a motive for learning, as a stable personality trait, and as a strong means of learning. In order to intensify the educational activity of a student, it is necessary to systematically stimulate, develop and strengthen cognitive interest both as a motive, and as a persistent personality trait, and as a powerful means of learning.
There are four levels of development of cognitive interest. These are curiosity, curiosity, cognitive interest and theoretical interest. The teacher needs to be able to determine at what stage of development the cognitive interest of individual students in order to help strengthen interest in the subject and its further growth.
The conditions for the formation of cognitive interest are also identified, namely: maximum reliance on the active mental activity of students, conducting the educational process at the optimal level of student development, positive emotional tone of the educational process, favorable communication in the educational process.
Cognitive interest in mathematics is formed and developed in the learning process. The main goal of the teacher is to interest students in his subject. And this goal can be successfully achieved not only in the classroom, but also in extracurricular work in mathematics.
Chapter II. Extracurricular work in mathematics as a means of developing students’ cognitive interest
§1 The importance of extracurricular work in mathematics as a means of developing cognitive interest
The attitude of students to a particular subject is determined by various factors: individual personality characteristics, characteristics of the subject itself, and the methodology of its teaching.
In relation to mathematics, there are always some categories of students who show increased interest in it; those who engage in it as needed and do not show any particular interest in the subject; students who consider mathematics boring, dry and generally not a favorite subject. Therefore, already from the first grades, a sharp stratification of the student body begins: into those who easily and with interest learn the program material in mathematics, into those who achieve only satisfactory results in mathematics, and those for whom successful study of mathematics is given with great difficulty. This leads to the need to individualize mathematics teaching, one of the forms of which is extracurricular activities.
Extracurricular work in mathematics is understood as optional systematic classes of students with a teacher outside of class hours.
Extracurricular mathematics classes are designed to solve a whole range of problems in in-depth mathematical education, the comprehensive development of individual abilities of schoolchildren and maximum satisfaction of their interests and needs.
Dyshinsky identifies three main tasks of extracurricular work in mathematics:
o Increase the level of mathematical thinking, deepen theoretical knowledge and develop practical skills of students who have demonstrated mathematical abilities;
o Contribute to the emergence of interest among the majority of students, attracting some of them to the ranks of “mathematics lovers”;
o Organize leisure time for students in their free time from school.
Extracurricular work in mathematics is an integral part of the educational process, a natural continuation of work in the classroom. It differs from classroom work in that it is based on the principle of voluntariness. There are no state programs for extracurricular activities, and there are no grading standards. For extracurricular work, the teacher selects material of increased difficulty or material that complements the study of the main mathematics course, but taking into account continuity with class work. Exercises in an entertaining form can be widely used here.
Despite its optionality for school, extracurricular activities in mathematics deserve the closest attention of every teacher teaching this subject, since the hours for the main mathematics course are being reduced.
During extracurricular mathematics classes, a teacher can take into account the capabilities, needs and interests of his students to the maximum extent possible. Extracurricular work in mathematics complements the compulsory academic work in the subject and should, first of all, contribute to a deeper assimilation by students of the material provided for in the program.
One of the main reasons for the relatively poor performance in mathematics is the weak interest of many students in this subject. Interest in the subject depends, first of all, on the quality of educational work in the classroom. At the same time, with the help of a well-thought-out system of extracurricular activities, it is possible to significantly increase the interest of schoolchildren in mathematics.
Along with students who are indifferent to mathematics, there are also students who are interested in this subject. The knowledge they receive in class is not enough for them. They would like to learn more about their favorite subject and solve more difficult problems. Various forms of extracurricular activities provide great opportunities in this direction.
Extracurricular activities with students can be successfully used to deepen students’ knowledge in the field of program material, develop their logical thinking, research skills, ingenuity, instill a taste for reading mathematical literature, and provide students with useful information from the history of mathematics.
Extracurricular work creates great opportunities for solving educational tasks, facing the school (in particular, instilling in students perseverance, initiative, will, and ingenuity).
Extracurricular activities with students bring great benefits to the teacher himself. In order to successfully conduct extracurricular activities, the teacher has to constantly expand his knowledge of mathematics and follow the news of mathematical science. This also has a beneficial effect on the quality of his lessons.
The following types of extracurricular work in mathematics can be distinguished:
o Working with students who are behind others in learning program material;
o Working with students who show increased interest and ability in studying mathematics;
o Working with students to develop interest in learning mathematics.
In the third case, the teacher's task is to interest students in mathematics.
Systematic extracurricular work in mathematics should cover the majority of schoolchildren; not only students who are passionate about mathematics should be involved in it, but also those students who do not yet gravitate toward mathematics and have not identified their abilities and inclinations.
This is especially important in adolescence, when permanent interests and inclinations towards a particular subject are still being formed and sometimes determined. It is during this period that one should strive to reveal the attractive sides of mathematics to all students, using all opportunities for this purpose, including the features of extracurricular activities.
In connection with the above types of extracurricular work in mathematics, the following goals can be distinguished:
1. Timely elimination (and prevention) of students’ existing gaps in knowledge and skills in the mathematics course;
2. Awakening and developing students’ sustainable interest in mathematics and its applications;
3. Expanding and deepening students’ knowledge of program material;
4. Optimal development of mathematical abilities in students and instilling in students certain skills of a scientific research nature;
5. Fostering a high culture of mathematical thinking;
6. Development in schoolchildren of the ability to independently and creatively work with educational and popular science literature;
7. Expanding and deepening students’ understanding of the practical significance of mathematics;
8. Fostering in students a sense of collectivism and the ability to combine individual work with collective work;
9. Establishing closer business contacts between the mathematics teacher and students and, on this basis, a deeper study of the cognitive interests and requests of schoolchildren;
10. Creation of an asset capable of assisting a mathematics teacher in organizing effective mathematics teaching for the entire staff of a given class.
It is assumed that the implementation of these goals is partially carried out in the classroom. However, in the course of classroom lessons, limited by the boundaries of teaching time and program, this cannot be done with sufficient completeness. Therefore, the final and complete implementation of these goals is transferred to extracurricular activities of this type.
Mathematics teachers who work creatively, with passion, attach great importance in their work to the formation of cognitive interests in the learning process, the search for methods, forms, means, techniques that encourage students to active mental activity.
To ensure that the majority of teenagers experience and understand the attractive aspects of mathematics, its capabilities in improving mental abilities, love to think, overcome difficulties - difficult, but a very necessary and important side of teaching mathematics. The emergence of interest in mathematics among most students depends to a large extent on the methodology of its presentation, on how subtly and skillfully the educational work is structured.
The forms, the widespread use of which is appropriate in extracurricular work in mathematics, include game forms of classes - classes imbued with game elements, competitions containing game situations.
The development of students’ cognitive interest is a task of extreme importance, on the solution of which the success of students’ mastery of various knowledge, skills and abilities largely depends. In the process of educational activity, the level of development of cognitive processes plays an important role: thinking, attention, memory, imagination, speech; as well as the abilities of students. Their development and improvement will entail the expansion of children’s cognitive capabilities. To do this, it is necessary to include the child in activities accessible to his age. The activity should evoke strong and lasting positive emotions and pleasure in the student; it should be as creative as possible; the student must pursue goals that always slightly exceed his capabilities, that is, there is an active development of the students’ cognitive interest. This is facilitated by various forms of extracurricular work in mathematics. When conducting extracurricular work in mathematics, systems of special tasks and assignments are regularly used, which are aimed at developing cognitive capabilities and abilities, expanding the mathematical horizons of schoolchildren, promoting mathematical development, improving the quality of mathematical preparedness, allowing children to more confidently navigate the simplest patterns of the reality around them and use mathematical knowledge more actively in everyday life. When conducting extracurricular work in mathematics, the teacher relies on the knowledge that the student already has, while the student discovers something new, unknown. Thus, extracurricular work in mathematics acts as a means of developing the cognitive interest of students through its goals, objectives, content and forms of implementation.
§2 Mathematical game as a form of extracurricular work in mathematics
Today, there are various forms of conducting extracurricular work in mathematics with students. These include:
o Mathematical circle;
o School math evening;
o Mathematical Olympiad;
o Mathematical game;
o School math print;
o Mathematical excursion;
o Mathematical abstracts and essays;
o Mathematical conference;
o Extracurricular reading of mathematical literature, etc.
Obviously, the forms of extracurricular activities and the techniques used in these classes must satisfy a number of requirements.
Firstly, they must differ from the forms of conducting lessons and other compulsory events. This is important because extracurricular activities are voluntary and usually take place after school. Therefore, in order to interest students in the subject and attract them to extracurricular activities, it is necessary to conduct it in an unusual form.
Secondly, these forms of extracurricular activities should be varied. After all, in order to maintain the interest of students, you need to constantly surprise them and diversify their activities.
Thirdly, the forms of extracurricular activities should be designed for different categories of students. Extracurricular activities should attract and be carried out not only for students interested in mathematics and gifted students, but for students who do not show interest in the subject. Perhaps, thanks to the correctly chosen form of extracurricular work, designed to interest and captivate students, such students will begin to pay more attention to mathematics.
And finally, fourthly, these forms should be selected taking into account the age characteristics of the children for whom the extracurricular activity is being held.
Failure to comply with these basic requirements may result in few or no students attending extracurricular mathematics classes. Students study mathematics only in lessons, where they do not have the opportunity to experience and realize the attractive aspects of mathematics, its potential for improving mental abilities, and to fall in love with the subject. Therefore, when organizing extracurricular activities, it is important not only to think about its content, but also, of course, about the methodology and form.
Game forms of classes or mathematical games are activities imbued with game elements, competitions containing game situations.
A mathematical game as a form of extracurricular activity plays a huge role in the development of cognitive interest in students. The game has a noticeable impact on the activities of students. The gaming motive is for them a reinforcement of the cognitive motive, promotes the activity of mental activity, increases concentration, perseverance, efficiency, interest, and creates conditions for the emergence of the joy of success, satisfaction, and a sense of teamwork. While playing, children are carried away and do not notice that they are learning. The gaming motive is equally effective for all categories of students, both strong and average, and weak. Children eagerly take part in mathematical games of various nature and form. A mathematical game is very different from a regular lesson, and therefore arouses the interest of most students and the desire to participate in it. It should also be noted that many forms of extracurricular work in mathematics may contain game elements, and vice versa, some forms of extracurricular work may be part of a mathematical game. The introduction of game elements into extracurricular activities destroys the intellectual passivity of students, which occurs in students after prolonged mental work in class.
A mathematical game as a form of extracurricular work in mathematics is massive in scope and cognitive, active, and creative in relation to the activities of students.
The main goal of using a mathematical game is to develop sustainable cognitive interest in students through the variety of applications of mathematical games.
Thus, among the forms of extracurricular work, a mathematical game can be distinguished as the most vibrant and attractive for students. Games and gaming forms are included in extracurricular activities not only to entertain students, but also to interest them in mathematics, to arouse their desire to overcome difficulties, and to acquire new knowledge in the subject. A mathematical game successfully combines gaming and cognitive motives, and in such gaming activities there is a gradual transition from gaming motives to educational motives.
Conclusion: The following conclusions can be drawn from the second chapter:
Extracurricular work in mathematics solves some problems. Namely, it increases the level of mathematical thinking, deepens theoretical knowledge, develops students’ practical skills, and most importantly contributes to the emergence of cognitive interest among schoolchildren in mathematics.
There are several types of extracurricular work in mathematics: work with those lagging behind in mathematics; working with students interested in mathematics; work to develop cognitive interest in mathematics.
In connection with the types of extracurricular work in mathematics, its goals are distinguished. One of the most important goals of extracurricular work in mathematics is to awaken and develop students’ sustainable interest in mathematics.
Extracurricular work in mathematics can be carried out in different forms. These forms of extracurricular work must satisfy a number of requirements: they must differ from the forms of lessons, must be varied, must be designed for different categories of students, selected and developed taking into account age characteristics.
Among all forms of extracurricular work in mathematics, one can single out a mathematical game as the most vibrant and favorite for most schoolchildren. A mathematical game as a form of extracurricular activity plays a huge role in the development of students’ cognitive interest in mathematics.
Chapter III. Mathematical game as a means of developing students’ cognitive interest
§ 1 Psychological and pedagogical foundations of mathematical games
A mathematical game is one of the forms of extracurricular work in mathematics. It is used in the system of extracurricular activities to develop children's interest in the subject, acquire new knowledge, abilities, skills, and deepen existing knowledge. Play, along with learning and work, is one of the main types of human activity, an amazing phenomenon of our existence.
What is meant by the word game? The term “game” has many meanings; in widespread use, the boundaries between play and non-game are extremely blurred. As D. B. Elkonin and S. A. Shkakov rightly emphasized, the words “game” and “play” are used in a variety of senses: entertainment, performance of a piece of music or roles in a play. The leading function of the game is relaxation and entertainment. This property is precisely what distinguishes a game from a non-game.
The phenomenon of children's play has been studied by researchers quite widely and comprehensively, both in domestic developments and abroad.
Play, according to many psychologists, is a type of developmental activity, a form of mastering social experience, and one of the complex human abilities.
Russian psychologist A.N. Leontyev considers play to be the leading type of child activity, with the development of which the main changes in the children’s psyche occur, preparing the transition to a new, highest degree of their development. Having fun and playing, the child finds himself and becomes aware of himself as an individual.
The game, in particular the mathematical one, is unusually informative and “tells” a lot about the child himself. It helps the child find himself in a group of comrades, in the whole society, in humanity, in the universe.
In pedagogy, games include a wide variety of activities and forms of children’s activities. A game is an activity that, firstly, is subjectively significant, enjoyable, independent and voluntary, secondly, it has an analogue in reality, but is distinguished by its non-utilitarian and literal reproduction, thirdly, it arises spontaneously or is created artificially for development any functions or qualities of a person, consolidating achievements or relieving tension. An obligatory characteristic feature of all games is a special emotional state against the background and with the participation of which they take place.
A.S. Makarenko believed that “a game should constantly replenish knowledge, be a means comprehensive development the child, his abilities, evoke positive emotions, and enrich the life of the children’s group with interesting content.”
The following definition of game can be given. A game is a type of activity that imitates real life, having clear rules and limited duration. But, despite the differences in approaches to defining the essence of a game and its purpose, all researchers agree on one thing: a game, including a mathematical one, is a way of developing a person and enriching his life experience. Therefore, the game is used as a means, form and method of teaching and education.
There are many classifications and types of games. If we classify the game by subject area, we can single out a mathematical game. A mathematical game in the field of activity is, first of all, an intellectual game, that is, a game where success is achieved mainly due to a person’s thinking abilities, his mind, and his knowledge in mathematics.
A mathematical game helps to consolidate and expand the knowledge, skills and abilities provided for in the school curriculum. It is highly recommended for use during after-school activities and evenings. But these games should not be perceived by children as a process of deliberate learning, as this would destroy the very essence of the game. The nature of the game is such that in the absence of absolute voluntariness, it ceases to be a game.
In modern school, a mathematical game is used in the following cases: as an independent technology * for mastering a concept, topic or even a section of an academic subject; as an element of a broader technology; as a lesson or part of it; as a technology for extracurricular activities.
A mathematical game included in a lesson, and simply playful activities during the learning process, have a noticeable impact on the activities of students. The gaming motive is for them a real reinforcement of the cognitive motive, helps to create additional conditions for the active mental activity of students, increases concentration, perseverance, efficiency, and creates additional conditions for the emergence of the joy of success, satisfaction, and a sense of teamwork.
A mathematical game, and any game in the educational process, has characteristic features. On the one hand, the conditional nature of the game, the presence of a plot or conditions, the presence of objects and actions used with the help of which the game problem is solved. On the other hand, freedom of choice, improvisation in external and internal activities allow game participants to receive new information, new knowledge, and be enriched with new sensory experiences and experiences of mental and practical activity. Through the game, the real feelings and thoughts of the game participants, their positive attitude, real actions, creativity, it is possible to successfully solve educational problems, namely, the formation of positive motivation in educational activities, a sense of success, interest, activity, the need for communication, the desire to achieve the best result, surpass yourself, improve your skills.
§ 2 Mathematical games as a means of developing cognitive interest in mathematics
2.1 Relevance
The subject of mathematics is a coherent system of definitions, theorems and rules. Each new definition, theorem and rule is based on the previous one, previously introduced and proven. Each new problem includes elements of a previously solved one. Such coherence, interdependence and complementarity of all sections of the subject, intolerance to gaps and omissions, misunderstandings, both in general and in parts, is the reason for students’ failure in learning mathematics. As a result of these failures, there is a loss of interest in the subject. But along with this, mathematics is also a system of problems, the solution of each of which requires mental effort, perseverance, will and other personality qualities. These features of mathematics create favorable conditions for the development of active thinking, but they also often cause students’ passivity. For such students who do not show interest in mathematics, for whom it seems like a “boring”, “dry” science, extracurricular activities need to be conducted in an interesting, entertaining form, in the form of a mathematical game. Initially, students will be captivated by the process itself, and later they will want to learn something new in order to achieve success in the game and win.
It is known that only in the presence of both close motives - directly motivating educational activity (interests, encouragement, praise, evaluation, etc.), and distant - social motives that orient it (duty, need, responsibility to the team, awareness of the social significance of learning and etc.), stable mental activity and interest in the subject are possible. Lack of motives or their weakening can lead to passivity. Often, in a mathematics lesson, monotonous, “boring” work and tasks of the same type are performed. In such cases, interest in the subject is weakened, similar motives for activity are absent, the motive of practical significance is weakened, i.e. The motives for the activity do not make sense to the students at the moment. The presence of only distant motives, reinforced verbally, does not create sufficient conditions for the manifestation of persistence and activity (calculations remain incomplete). This can also be observed when solving problems of increased difficulty, which are given a large place in extracurricular activities. This work is recognized by students as useful and necessary, but the difficulties sometimes turn out to be too great and the emotional upsurge that was observed at the beginning of solving the problem decreases, attention and will weaken, interest decreases, and ultimately all this leads to passivity. In these situations, mathematical games containing elements of competition can be used to great effect. Students have a goal to win, to beat everyone else, to be the best. They focus deeply on a task and persist in solving it. Having achieved success, the student “strives to overcome even higher peaks,” and failures only spur him on to prepare and achieve his goal next time. All this stimulates students’ cognitive activity and interest.
Activity and interest in activities depends on the nature of the activity and its organization. It is known that activities in which questions are posed, problems that require independent decision, activities during which positive emotions are born (the joy of success, satisfaction, etc.) most often arouse interest and active cognitive activity. Conversely, the activity is monotonous, designed to be performed mechanically, memorization, as a rule, cannot arouse interest, and the lack of positive emotions can lead to passivity. Mathematical games are varied, require independence and are emotionally rich. Using them in extracurricular activities increases the activity of students, charges them with positive emotions, and contributes to the emergence of cognitive interest in the subject. A math game engages students. They carry out various tasks with enthusiasm. Students do not think about the fact that during the game they are studying, doing the same mental work as in the lessons.
All this suggests that a mathematical game should be used in extracurricular work in mathematics in order to influence the awakening of the intellectual activity of schoolchildren and the formation of their interest in the subject.
2.2 Goals, objectives, functions, requirements of the mathematical game
As mentioned above, the main goal of using a mathematical game in extracurricular mathematics classes is to develop students’ sustainable cognitive interest in the subject through the variety of mathematical games used.
We can also highlight the following purposes for using mathematical games:
o Development of thinking;
o Deepening theoretical knowledge;
o Self-determination in the world of hobbies and professions;
o Organization of free time;
o Communication with peers;
o Fostering cooperation and collectivism;
o Acquisition of new knowledge, skills and abilities;
o Formation of adequate self-esteem;
o Development of strong-willed qualities;
o Knowledge control;
o Motivation for educational activities, etc.
Mathematical games are designed to solve the following problems.
Educational:
Promote students’ solid assimilation of educational material;
Contribute to broadening the horizons of students, etc.
Educational:
Develop creative thinking in students;
Contribute practical application skills and abilities acquired in lessons and extracurricular activities;
Promote the development of imagination, fantasy, creative abilities, etc.
Educational:
Contribute to the education of a self-developing and self-realizing personality;
Educate moral views and beliefs;
Contribute to the development of independence and will in work, etc.
Mathematical games serve various functions.
1. During a mathematical game, gaming, educational and work activity. Indeed, the game brings together what is not comparable in life and separates what is considered one.
2. A mathematical game requires the student to know the subject. After all, without knowing how to solve problems, solve, decipher and unravel, a student will not be able to participate in the game.
3. In games, students learn to plan their work, evaluate the results of not only someone else’s, but also their own activities, be smart when solving problems, take a creative approach to any task, use and select the right material.
4. The results of the games show schoolchildren their level of preparedness and training. Mathematical games help students improve themselves and thereby stimulate their cognitive activity and increase their interest in the subject.
5. While participating in mathematical games, students not only receive new information, but also gain experience in collecting the necessary information and applying it correctly.
There are a number of requirements for game forms of extracurricular activities.
Participants in a mathematical game must have certain knowledge requirements. In particular, to play, you need to know. This requirement gives the game an educational character.
The rules of the game should be such that students show a desire to participate in it. That's why games should be developed taking into account the age characteristics of children, the interests they show at a given age, their development and existing knowledge.
Mathematical games should be developed taking into account the individual characteristics of students, taking into account various groups students: weak, strong; active, passive, etc. They must be such that each type of student can express themselves in the game, show their abilities, capabilities, independence, perseverance, ingenuity, and experience a sense of satisfaction and success.
When developing a game easier game options should be provided, assignments for weak students and vice versa, a more difficult option for strong students. For very weak students, games are being developed where you don’t need to think, but only need ingenuity. In this way, it is possible to attract more students to attend extracurricular mathematics classes and thereby contribute to the development of their cognitive interest.
Mathematical games should be designed taking into account the subject and its material. They should be varied. The variety of types of mathematical games will help increase the effectiveness of extracurricular work in mathematics and serve as an additional source of systematic and solid knowledge.
Thus, a mathematical game as a form of extracurricular work in mathematics has its own goals, objectives and functions. Compliance with all the requirements for mathematical games will allow one to achieve good results in attracting more students to extracurricular work in mathematics and developing their cognitive interest in it. Not only strong students will become more interested in the subject, but weak students will also begin to show their activity in learning.
2.3 Types of mathematical games
One of the requirements for mathematical games is their diversity. The following classification of mathematical games can be given for various reasons, but it will not be strict, since each game can be classified into several types from this classification.
So, the system of mathematical games includes the following types:
1. According to purpose they are distinguished educational , controlling And raising games. You can also highlight developing And entertaining .
By participating in educational game, schoolchildren acquire new knowledge and skills. Also, such a game can serve as an incentive for acquiring new knowledge: students are forced to acquire new knowledge before the game; Having become very interested in any material obtained during the game, the student can study it in more detail on his own.
Educating The game aims to develop in students certain personality qualities, such as attention, observation, ingenuity, independence, etc.
For participation in controlling In the game, students have enough knowledge to play. The purpose of such a game is for schoolchildren to consolidate their acquired knowledge and control it.
Entertaining games differ from other types in that you don’t need any specific knowledge to participate in it, you only need ingenuity. The main goal of such a game is to attract weak students who do not show interest in the subject to mathematics and to entertain them.
And the last species in this classification is developing games. They are mainly intended for strong students who are interested in mathematics. They develop students' non-standard thinking when solving relevant tasks. Such games are not particularly entertaining; they are more serious.
Of course, in practice, all these types are intertwined with each other, and one game can be both controlling and educational; only in the relationship between the goals can we talk about whether a mathematical game belongs to one type or another.
2. According to mass numbers, they distinguish collective And individual games.
Teenagers' games most often take on a collective character. Schoolchildren are characterized by a sense of collectivism; they have a desire to participate in the life of the team as its full member. Children strive to communicate with their peers and strive to participate in joint activities with them. Therefore use collective Mathematical games in extracurricular mathematics work are so necessary. They attract not only strong students, but also weak ones who want to take part in the game with their friends. Such students who do not show interest in mathematics collective the game can achieve success, they develop a feeling of satisfaction and interest.
On the other hand, strong students prefer individual games, as they are more independent. They strive for introspection, self-esteem, and therefore they have a need to demonstrate their individual capabilities and qualities. Such games are usually associated with mental work, that is, they are intellectual, in which students can demonstrate their mental abilities.
Both types of games have their own characteristics and capabilities, so it’s impossible to talk about preferring one of them.
3. Based on the reaction, they isolate movable And quiet games.
The main activity of students is study. They spend 5-6 hours in class at school, and spend 2-3 hours at home doing homework. Naturally, their growing body requires movement. Therefore, in extracurricular mathematics classes it is necessary to introduce elements of mobility. A mathematical game allows you to include active activity and does not interfere with mental work. Indeed, adolescence is characterized by vigorous activity and energetic movements. The most natural state of a child is movement, and therefore the use mobile mathematical games in extracurricular activities attract children with their unusualness, they like to participate in such activities, participating in it, they do not notice that they are also studying, interest arises not only in extracurricular work in mathematics, but also in the subject itself.
Quiet games serve as a good means of transition from one mental work to another. They are used before the start of a math club, math evening, Olympiad and others. mass events, at the end of an extracurricular math class. In addition, there are children who prefer quiet games that require an inquisitive mind and perseverance. Suitable for such children quiet games such as various puzzles, crosswords, folding and cutting games, and many others.
4. They are distinguished by tempo expressways And quality games.
Some mathematical games should take the form of competitions, competitions between teams or individual championships, this is due to the characteristic feature of adolescents, the desire for various types of competitions.
It is necessary to distinguish between two types of competitions. Firstly, these are games in which victory is achieved through the speed of action, but without compromising the quality of problem solving. For example, tasks on the speed of performing calculations, transformations, proofs of theorems, etc. Such games are called high-speed. Secondly, it is also possible to distinguish games in which victory is achieved not due to the speed of completing tasks, but due to the quality of its execution, the correctness of the decision, and error-freeness. Such games are conventionally called quality .
The first type of games ( expressways) is necessary when automaticity of actions is needed, the skill of quickly calculating and performing actions that do not require much mental labor is formed. Also elements expressways games can be incorporated into other math games. The use of such games is accompanied by an emotional upsurge, a desire to win, a desire to be not only the best, but also the fastest, and arouses the interest of students.
Quality games are aimed at serious calculations and require thoughtful work on difficult problems and theorems. Such games help to awaken the mental activity of students, force them to actively think about the problem, develop perseverance and perseverance, which is necessary in extracurricular work in mathematics. Unsolvable, seemingly complex problems contribute to increased mental work, perseverance, and, as a result, the desire to learn more, and the emergence of interest in the subject.
5. Finally, games are differentiated single And universal .
TO single Games include those games whose rules do not allow changes in the content of the game; they are developed taking into account the characteristics of a specific material.
Universal games, on the contrary, allow you to change their content. They are developed on a wide range of issues in the school curriculum, can be used for various purposes, on various extracurricular activities, and are therefore very valuable.
Let us give another classification of games based on the similarity of the rules and the nature of the game. This classification will include the following types of games:
o Board games;
o Mathematical mini-games;
o Quizzes;
o Games by station;
o Mathematical competitions;
o Travel games;
o Mathematical labyrinths;
o Mathematical carousel;
o Mixed ages.
In the future we will consider only these types of games.
Some of the above types of games can be included in other, larger mathematical games, as one of their stages. Now let's look at each type specifically.
Board games.
Board games include mathematical games such as mathematical lotto, chessboard games, games with matches, various puzzles, etc. The preparatory stage of such games is carried out mainly before the game itself, during which the rules of the game are explained. Mathematical board games are not considered as a separate form of extracurricular activity, but are usually used as part of a lesson and can be included in other mathematical games. Children can play them in any free time, even during recess (for example, solving a puzzle).
Let's take a look at some of the most common board games.
Math Lotto. The rules of the game are the same as when playing regular lotto. Each student receives a card with the answers written on it. The game leader takes a pack of cards with tasks written on them and pulls out one of them. Reads the task and shows it to all participants in the game. Participants solve tasks orally or in writing, receive an answer, and find it on their playing card. I close this answer with specially prepared chips. The one who closes the card first wins. Checking the correctness of closing the card is mandatory; it is not only a controlling moment, but also a learning one. You can prepare tokens in such a way that after closing the entire card, the student can create a drawing using these tokens, thereby checking the correctness of closing the card. Before starting the game, you can do a warm-up, during which you remember the formulas, rules, and knowledge necessary to play the game.
Games with matches. These games can be played in different forms, but the essence remains the same; students are given tasks in which they need to build a figure from matches, and by moving one or more matches to get another figure. The question of the game is which match needs to be moved.
Children really like it puzzle games. In them you need to arrange certain figures or numbers in a table in a special way. Another version of this game is possible. For example, a game where you need to assemble a figure from variously shaped pieces of paper, and also try to find as many different collection options as possible.
There are also tabletop fighting games between two participants. These are games such as tic-tac-toe in various variations, games on a chessboard, games using matches and many others. In such games you need to choose the right winning strategy. The problem is that you first need to guess which strategy is winning. In mathematics, there is even a type of non-standard problems where you just need to find a winning game strategy and justify it mathematically (game theory).
An example of such a game is the following game. Matches are placed in a row on the table. Two players play. They take turns taking one, two or three matches. The one who takes the last match wins.
Board games are so diverse that it is difficult to describe them general structure very difficult. What they have in common is that they are mostly immobile, individual, and require mental labor. They capture and interest students, develop their perseverance and perseverance in achieving goals, and contribute to the emergence of interest in mathematics.
Math mini-games .
In fact, board games can also be called mini-games, but they mainly include “quiet” games. This type also includes small outdoor games, which can be included as one of the stages in larger mathematical games, or as part of an extracurricular activity.
How are these games different from others? In such games, children mainly solve tasks and receive a certain number of points for this. The choice of task takes place in various game forms. Such games include, for example, "Mathematical fishing" , "Mathematical Casino" , "Target Shooting" , "Mathematical (Ferris) Wheel" and so on. Such games consist of the following stages. First, the student performs some kind of game action (catching a fish from a pond, throwing a dart at a target, throwing dice, etc.). Depending on what the result of this action will be (what kind of fish was caught, how many points were rolled on the dice, what part of the target was hit, etc.), the student is given a specific problem that he must solve. Having solved this problem, the student receives his well-deserved points and the right to receive a new task, while performing the corresponding game action.
IN "Mathematical Casino" The student rolls the dice only after solving the problem, thereby determining his winning points. In Game "Mathematical (or Ferris) Wheel" players move as if in a circle, in which there is an initial and final stage, by throwing the dice, they thereby determine which stage of this wheel they fall on. Having not solved the problem, they return to the previous stage and, in order to again gain the right to roll the dice, solve the problem of this stage. The player who manages to leave this circle or who scores the most points wins. The luck of the participant in the game plays a huge role in winning here. That's why this game is often called "Ferris wheel" .
All these games are limited in time. At the end of the game, points are tallied and winners are determined.
Mathematical mini-games seem to imitate a certain (life) situation: fishing, playing in a casino and others, thanks to this, mini-games attract children, schoolchildren become interested, they strive to solve correctly how to more tasks, applying all your strength and knowledge to this.
Among the mini-games, one can also distinguish a small group of competitive games. Such games include, for example, "Mathematical relay race", various captain competitions included in larger math games. These are mainly games for speed in completing tasks, but the quality of their execution also plays an important role. This can be a team competition or between two participants. These games are full of emotional experiences, which is typical of ordinary competitions, where you need to cope with the task faster and better than your opponent. Therefore, they are very popular with schoolchildren, and including them in extracurricular activities or other mathematics games helps develop students' interest.
Math quizzes .
It would seem that this type of game could also be included in the previous type of games, but there is no clearly defined gaming situation in them. Math quizzes are very often included in math evenings, in math circle classes, and used as a stage in another math game.
Math quizzes are easy to organize. Anyone can take part in them. Their essence lies in the fact that participants are asked questions that they must answer. Quizzes are conducted in different ways depending on the number of participants.
If there are not very many participants, then each question or task is read out by the person conducting the quiz. You are given a few minutes to think about your answer. The one who raises his hand first answers. If the answer is not complete, then you can give another participant the opportunity to speak. A certain number of points are awarded for the correct answer.
If there are many participants, then the text of all questions and tasks is written out on the board, on separate posters, or distributed to schoolchildren on separate sheets of paper, where they write answers and a brief explanation. Then the pieces of paper are handed over to the jury, where they are checked and points are calculated.
The winners are the participants with the most points.
There may be cases where quizzes are held for teams. In this case, each team is read a certain number of questions, and possible answers to them. Team members must answer as many questions correctly as possible within a certain time. The team that gives the most correct answers wins. Questions asked to teams should be of equal value.
With the help of quizzes, you can not only interest students in mathematics using unusually shaped questions, but also monitor their level of knowledge of the subject (especially when it is in written form).
The games discussed above can be included in extracurricular activities individually, or together they can form a large block of games, an activity in the form of a game, that is, a large mathematical game. This game can be played in various forms. Depending on the nature of such games, the following types are distinguished:
Games by station .
In games of this type, participants are usually given a specific game goal, depending on the general plot of the game and its theme. This could be the goal of finding a treasure, collecting a map, reaching the final station (mysterious city), etc.
As the name suggests, these games are played by station. This game usually involves teams, and it is they who walk through the stations, perform certain tasks at each of them and receive points for this, a part of the map, or tips that help the participants achieve the goal set for them. Each station is a little game. Teams go to stations using guide sheets specially issued to them. The station game usually takes place in several rooms in which different stations are located. Such games usually involve several classes, so they are massive and long-lasting. It takes a lot of people to run a game like this. At school, senior classes may be involved in conducting a similar game at stations. The result of the game is the goal of the game achieved by the teams.
Games of this type have an unusual plot and are often theatrical, that is, at the beginning of the game, some situation is played out with the help of which the goal of the game is set for the participants. Individual stations along which participants will walk can also be theatricalized. This unusualness is very attractive and interesting not only to the participants of the game, but also to the students taking part in the game. Schoolchildren become interested in mathematics; they perceive this seemingly “boring” and “dry” uninteresting subject in a new way.
This type of game can be classified as "Math Pathfinders" , "Math Train" , "Math Cross"" and others.
Mathematical competitions .
Mathematical competitions can be considered as part of a larger game or evening (for example, a captain's competition). The competition can also be considered as a competition to complete some kind of work or project (competition for the best mathematical fairy tale, competition for the best mathematical newspaper, etc.). Here, mathematical competitions will be considered as separate independent events, mathematical games, which may include other smaller mathematical games (for example, quizzes, relay races, etc.) as their elements.
Mathematical competitions are competitions that can be held both between individual participants in the game and between teams. This is the most commonly used type of math game. This includes games such as "Finest Hour" , "Lucky case" , "Wheel of Mathematics" and others.
In a competition there is always a winner and he is the only one, and there may be a draw. When holding mathematical competitions, there are usually not only the participants in the game themselves, but also spectators cheering for them. Therefore, in these types of games there are always tasks (competitions) for spectators.
No special preparation of participants for the game is required. Basically, you just need to assemble a team and sort out sample tasks. This type of games is so diverse and universal that it allows you to conduct extracurricular mathematics classes as often as possible in the form of a mathematical game, and thereby attract more students to them. Schoolchildren become interested and sometimes even express a desire to come up with their own mathematical game and play it.
KVNs .
KVN is also a mathematical competition. But it is so popular and unusual that we will classify it as separate group mathematical games.
KVNs are held between several teams. These teams prepare for the game in advance, come up with greetings to other teams, homework, in the form of a performance.
KVN itself can also be held in the form of some kind of performance, small skits are performed between competitions, maybe in the form of a trip. The room in which the game takes place is decorated brightly and colorfully. At KVNs there are usually spectators, so there is also a competition for spectators. This game also requires a jury.
All KVNs are built according to approximately the same plan, which includes traditional competitions:
1. Greeting. In this competition, the team must explain its name, talk about the team members, and address the competitors and the jury.
2. Warm-up (for teams and fans). Teams are given tasks that they must answer as quickly as possible. May take the form of a quiz.
3. Pantomime. This competition plays on various mathematical concepts.
4. Artist competition. In this competition you need to depict something using geometric shapes, graphs of functions, etc., and also come up with a story based on your drawing.
5. Homework. It must correspond to the theme of KVN and be presented in the form of a skit, song or poem.
6. Captains competition. Team captains are asked to solve more difficult problems than in the warm-up. This competition can take the form of some small game-competition.
7. Special competitions. Must correspond to the theme of KVN, there may be several of them. For example, a historical competition, deciphering a rebus, etc.
Each competition is assessed by the jury with a certain number of points, and after its completion the jury announces the results. In KVN, the team that scores the most points based on the results of all competitions wins.
Mathematical KVNs are so popular because of their unusual form and because of the television program of the same name available on television, which is the prototype of this type of game. In this game, participants have the opportunity to demonstrate not only their mathematical skills, but also Creative skills. Schoolchildren take part in such games with pleasure not only as participants, but also as spectators. Mathematical KVNs thus contribute to the development of interest in one of the most difficult school subjects - mathematics, which in this game does not seem difficult at all, but on the contrary becomes interesting and entertaining.
Travel games .
This type of game differs from others (in particular from station games) in that they take place in a separate room, children do not walk around the stations, but sit in their places and take part in the tasks offered to them and answer them. Travel games usually take place in a theatrical form. A performance is performed in front of the students, during which they need to complete some tasks in order to help the heroes achieve them and learn new facts. Therefore, this type of game is not only entertaining, but also educational. During the game, students can mentally travel to other countries, to various fictional cities, and meet unusual characters, which they really like and evoke positive emotions in them. The result of the game is the goal achieved by the heroes of the play with the help of the students; as such, there are no winners in such games, but there is only one winner - all participants in the game.
Such games are held mainly for junior classes. This type of game is perfect for children younger age, in order to develop their interest in mathematics.
This type of game includes the game "The Adventures of Winnie the Pooh and Heel in the Land of Mathematics" , "Visiting the Queen of Mathematics" and others.
Math mazes .
This type of game was named so because its structure resembles a labyrinth, with its intricate passages. In a maze, every correctly made turn will help you get out of the maze. And if you make even one wrong turn, you won’t be able to get out of the maze. Mathematical labyrinths are designed in exactly the same way. Each correctly solved task in the game brings you closer to the correct end result of the game, and a single mistake can lead to an incorrect one. The game takes place in stages. The answer to the task in each stage determines which stage of the game you need to go to next. In the end you come to the final result. This is what is being checked. This could be the answer to the task of the last stage, or some picture, etc. If the final result is not correct, then you need to look for which stage of the game the mistake was made and, therefore, go through part of the maze again. Thus, game participants learn not only to solve problems correctly, but also to check their solutions and find errors.
Labyrinths can be both moving and quiet, team and individual. They can be conducted on a specific topic, thereby monitoring students’ learning of the material. They can include a variety of fun tasks.
While participating in the game, participants persistently and persistently try to achieve the correct result of the game, diligently solve tasks and check them, and work mentally. Children develop appropriate personality traits and develop an interest in mathematics.
Math carousel .
This type of game includes one game called "Math Carousel". It is quite difficult to attribute it to other games, since it has features that are distinctive from all others and unique to it. Therefore, in my opinion, it should be classified as a separate type of mathematical games.
The game is a team game, usually played between several classes, perhaps even between schools. The game has two milestones. Initially, the team is at the starting line. The order in which the team members sit is also important; all team members must have a serial number. The team is given a task. If the team solves the problem, then its first participant is sent to the testing stage, where he is given a testing task, for which the team will be awarded points. At the same time, the team members remaining at the starting line solve the next problem, the correct solution of which will allow the next team member to move to the scoring line. Thus, more students will solve test problems at the test level. And so on. If, at the test milestone, students do not solve the problem correctly, then the participant with the lowest serial number returns to the starting line. That is why the game is called “Mathematical Carousel”, since the participants constantly move in a circular motion.
Each team must be followed individual(or two teams), he also checks the correctness of problem solving and compliance with all the rules of the game.
Usually strong students who are interested in mathematics take part in this game. They are attracted to participate in it by the unusual nature of the game itself, the difficulty of the proposed tasks and the difficulty of obtaining points. After all, points are counted only for solving problems at the test level, which are usually more difficult than at the starting point. Such children become even more interested in mathematics.
Math fights .
This type of game includes directly "Math Battle" , "Battleship", various battles.
Such battles usually involve two teams who compete with each other in the level of mathematical knowledge they have. Usually the strongest and most capable students in the class, in relation to mathematics, take part in battles.
In such games, it is also important not only to be able to solve problems well, but also to choose the right game strategy.
Mathematical combat rules:
The game consists of two parts. First, teams receive task conditions and a certain time to solve them. After this time, the battle itself begins. The fight consists of several rounds. At the beginning of each round, one of the teams challenges the other to one of the problems whose solutions have not yet been revealed. After this, the called team reports whether it accepts the challenge, that is, whether it agrees to tell the solution to this problem. If so, then she puts up a speaker who must tell the solution, and the calling team puts up an opponent, whose duty is to look for errors in the solution. If not, then the speaker is obliged to nominate the team that called, and the one who refused to nominate the opponent.
Progress of the round: At the beginning of the round, the speaker tells the solution. Until the report is finished, the opponent can ask questions only with the consent of the speaker. After the end of the report, the opponent has the right to ask questions to the speaker. If the opponent does not ask a single question within a minute, then it is considered that he has no questions. If the speaker does not begin to answer the question within a minute, then it is considered that he does not have an answer. After the end of the dialogue between the speaker and the opponent, the jury asks its questions. If necessary, it can intervene earlier.
If during the discussion the jury determined that the opponent proved that the speaker did not have a solution and the challenge had not previously been refused, then two options are possible. If the challenge for this round is accepted, then the opponent has the right (but not the obligation) to reveal his decision. If the opponent undertakes to tell his decision, then a complete change of roles occurs: the former speaker becomes an opponent and can earn points for opposing. If the challenge for this round was accepted, then they say that the challenge was incorrect. In this case, there is no role reversal, and the team that called incorrectly must challenge the opponent again in the next round. In all other cases, the team that was called in the current round is called in the next round.
Each task is worth 12 points, which at the end of the round are distributed between the presenter, opponent and jury.
The battle ends when there are no undiscussed problems left or when one of the teams refuses the challenge and the other team refuses to tell the solution to the remaining problems.
If at the end of the battle the results of the teams differ by no more than 3 points, then the battle is considered to have ended in a draw. Otherwise, the team with the most points wins. The jury may also win the game.
This type of game is quite unusual and allows you to involve schoolchildren in extracurricular work in mathematics and develop their cognitive interest in the subject.
Multi-age games.
This type of game is played mainly between teams of different ages in a small school. For example, the game "Mathematical Hockey". The rules of this game are:
The game is played for several teams. The team consists of at least 6 people. The game resembles real hockey. The only difference is that more teams can participate in the game than in regular hockey (more than two), and they do not fight against each other. The task of each team is to prevent a goal from being scored against them. The team that did it better than the others wins. The meeting may take place in a classroom. Each team occupies one row. “Dropping the puck” consists of telling the teams the condition of the first task: either it is read aloud, or the condition is written on the board. Within 5 minutes it is solved by the “central striker” - a 5th grade student sitting at the first desk. If a fifth grader solves it, then the “puck” is considered to have been hit. If it doesn’t decide, then the solution is given by the “two extreme forwards” - 6th grade students. If they do not decide within 2-3 minutes, then the panel of judges, in which it is advisable to include ninth-graders, proposes to give the decision to two “defenders” - 7th-grade students. And if they “don’t hit the puck,” then all hope is on the “goalkeeper” - an 8th grade student. For this purpose, the most prepared student is selected. If it fails, the puck is considered to be thrown into the team’s goal. Pucks are dropped every 3-5 minutes to maintain the pace of play. The external entertainment of the game arouses the interest of schoolchildren in mathematics.
The above types of games can be intertwined, the game can combine elements of different games. In this regard, in practice there is a variety of mathematical games. Conducting extracurricular activities in the form of mathematical games will allow them to be diversified and attract different groups of students: those interested in mathematics, those who do not show obvious interest, weak, strong, etc. A correctly chosen type of mathematical game, taking into account the age and type of students, helps to attract more schoolchildren to extracurricular work in mathematics and develop their interest in the subject.
2.4 Structure of a math game
A mathematical game has a stable structure that distinguishes it from any other activity.
The main structural components of a mathematical game are: game concept , rules, game actions , content , equipment , game result . Let us dwell in more detail on the individual structural components of the mathematical game.
Game concept – the first structural component of the game. It is expressed, as a rule, in the name of the game. The game plan is embedded in the task or system of tasks that need to be solved during the gameplay. The game plan often appears in the form of a question, as if designing the course of the game, or in the form of a riddle. In any case, it gives the game not only an entertaining, but also an educational character, and makes certain demands on the participants in the game in terms of knowledge.
Any game has rules , which determine the order of actions and behavior of students during the game, contributes to the creation of a relaxed, but at the same time working, environment. The rules of mathematical games should be developed taking into account the goals and individual capabilities of students. This creates the conditions for the manifestation of independence, perseverance, mental activity, for the possibility of each person developing a feeling of satisfaction, success, and interest. In addition, the rules of the game instill in schoolchildren the ability to manage their behavior and obey the demands of the team.
An essential aspect of a mathematical game is game actions . They are regulated by the rules of the game, promote the cognitive activity of students, give them the opportunity to demonstrate their abilities, apply existing knowledge, skills and abilities to achieve the goal of the game. The teacher, as the leader of the game, directs it in the right direction,, if necessary, activates its progress with a variety of techniques, maintains interest in the game, and encourages those lagging behind.
The basis of the mathematical game is its content . The content lies in the assimilation, consolidation, repetition of the knowledge that is used in solving problems posed in the game, as well as in demonstrating one’s abilities in mathematics and creative abilities.
TO equipment A mathematical game includes various visual aids, handouts, that is, everything that is necessary when conducting the game and its competitions.
The mathematical game has a certain result , which is the ending of the game, gives the game completeness. It appears, first of all, in the form of solving a given problem, in achieving the goal of the game set for students. The resulting result of the game gives students moral and mental satisfaction. For the teacher, the result of the game is an indicator of the level of students’ achievements in mastering knowledge and its application, the presence of mathematical abilities, and interest in mathematics.
All structural elements games are interconnected. Missing one of them ruins the game. Without a game plan and game actions, without rules organizing the game, a mathematical game is either impossible or loses its specific form, turning into the performance of exercises and tasks.
The combination of all game elements and their interaction increases the organization of the game, its effectiveness, and leads to desired result. Such a game contributes to the desire to participate in it, awakens a positive attitude towards it, and increases cognitive activity and interest.
2.5 Organizational stages of a mathematical game
In order to conduct a mathematical game, and its results would be positive, it is necessary to carry out a series of consistent actions to organize it. There are a number of stages involved in organizing a mathematical game. Each stage, as part of a single whole, includes a certain logic of actions of the teacher and students.
First stage- This preliminary work . At this stage, the game itself is selected, goals are set, and a program for its implementation is developed. The choice of a game and its content primarily depends on which children it will be played for, their age, intellectual development, interests, communication levels, etc. The content of the game must correspond to the goals set; the timing of the game and its duration are also of great importance. At the same time, the place and time of the game are specified, and the necessary equipment is prepared. At this stage, the game is also offered to children. The proposal can be oral or written, and may include a brief and precise explanation of the rules and techniques of action. The main task of offering a mathematical game is to arouse students' interest in it.
Second phase – preparatory . Depending on a particular type of game, this stage may differ in time and content. But still they have common features. During the preparatory stage, students become familiar with the rules of the game, psychological attitude for the game. The teacher organizes the children. The preparatory stage of the game can take place either immediately before the game itself, or begin well in advance of the game itself. In this case, students are warned about what type of tasks will be in the game, what the rules of the game are, what they need to prepare (assemble a team, prepare homework, performance, etc.). If the game is based on any academic section of the subject of mathematics, then schoolchildren will be able to repeat it and come to the game prepared. Thanks to this stage, children become interested in the game in advance and participate in it with great pleasure, receiving positive emotions and a feeling of satisfaction, which contributes to the development of their cognitive interest.
Third stage– this is immediate the game itself , the implementation of the program in activities, the implementation of functions by each participant in the game. The content of this stage depends on what kind of game is being played.
Fourth stage- This The final stage or stage of summing up the game . This stage is mandatory, since without it the game will not be complete, not finished, and will lose its meaning. As a rule, at this stage the winners are determined and they are awarded. It also sums up the general results of the game: how the game went, did the students like it, is it still necessary to conduct similar games and so on.
The presence of all these stages, their clear thoughtfulness makes the game holistic, complete, the game produces the greatest positive effect on students, the goal is achieved - to interest schoolchildren in mathematics.
2.6 Requirements for selecting tasks
Any mathematical game presupposes the presence of problems that the schoolchildren participating in the game must solve. What are the requirements for their selection? They are different for different types of games.
If you take math mini games, then the tasks included in them can be either on some topic of the school curriculum, or unusual tasks, original, with a fascinating formulation. Most often they are of the same type, based on the application of formulas, rules, theorems, differing only in the level of complexity.
Questions for the quiz should have easily visible content, not cumbersome, not requiring any significant calculations or notes, and for the most part accessible to solution in the mind. Typical problems usually solved in class are not interesting for a quiz. In addition to problems, you can include various questions on mathematics in the quiz. There are usually 6-12 tasks and questions in a quiz; quizzes can be devoted to a single topic.
IN games by station, the tasks at each station should be of the same type; it is possible to use tasks not only on knowledge of the material of the subject of mathematics, but also tasks that do not require deep mathematical knowledge (for example, sing as many songs as possible, the text of which contains numbers). The set of tasks at each stage depends on the form in which it is carried out and what mini-game is used.
To the tasks math competitions And KVNov the following requirements are presented: they must be original, with a simple and captivating formulation; solving problems should not be cumbersome, require long calculations, and may involve several solutions; should be of different levels of complexity and contain material not only from the school mathematics curriculum.
For travel games easy problems are selected that can be solved by students, mainly based on program material, and do not require large calculations. You can use entertaining tasks.
If the game is planned to be played for weak students who do not show interest in mathematics, then it is best to choose tasks that do not require good knowledge of the subject, tasks that test intelligence, or simple tasks that are not at all difficult.
You can also include tasks of a historical nature in the games, on knowledge of some unusual facts from the history of mathematics, of practical significance.
IN labyrinths Typically, tasks are used to test knowledge of the material in any section of the school mathematics course. The difficulty of such tasks increases as you move through the maze: the closer you get to the end, the more difficult the task. It is possible to carry out a maze using problems of historical content and problems on knowledge of material not included in the school mathematics course. Tasks that require ingenuity and innovative thinking can also be used in mazes.
IN "mathematical carousel" And math battles Usually, problems of increased difficulty are used, which require deep knowledge of the material and innovative thinking, since quite a lot of time is allocated for solving them and mainly only strong students participate in such games. In some mathematical battles, the tasks may not be difficult, but sometimes they are simply entertaining, just to test your wits (for example, tasks for captains).
It is possible to use tasks to consolidate or deepen the material studied. Such tasks can attract strong students and arouse their interest. Children, trying to solve them, will strive to gain new knowledge that is not yet known to them.
Taking into account all the requirements, age and type of students, you can develop a game that will be interesting to all participants. During lessons, children solve quite a lot of problems, all of them are the same and not interesting. When they come to a math game, they will see that solving problems is not at all boring, they are not so complex or, on the contrary, monotonous, that problems can have unusual and interesting formulations, and no less interesting solutions. By solving problems of practical importance, they realize the full significance of mathematics as a science. In turn, the game form in which problem solving will take place will give the whole event an entertaining, rather than educational, character and the children will not notice that they are learning.
2.7 Requirements for conducting a mathematical game
Compliance with all the requirements for conducting a mathematical game helps ensure that the extracurricular mathematics event will be held at a high level, children will like it, and all the goals will be achieved.
During the game, the teacher should play a leading role in its implementation.. The teacher must maintain order during the game. Deviation from the rules, tolerance of minor pranks or discipline can ultimately lead to disruption of the lesson. A mathematical game will not only not be useful, it will cause harm.
The teacher is also the organizer of the game. The game must be clearly organized, all its stages highlighted, The success of the game depends on this. This requirement should be given the most serious importance and kept in mind when holding a game, especially a mass one. Keeping the stages clear will prevent the game from turning into a chaotic, incomprehensible sequence of actions. A clear organization of the game also assumes that all handouts and equipment necessary for carrying out one or another stage of the game will be used in right time and there will be no technical delays in the game.
When playing a math game it is important to ensure that schoolchildren remain interested in the game. In the absence of interest or its fading, in no case children should not be forced to play, since in this case it loses its voluntariness, teaching and developmental significance, the most valuable thing - its emotional beginning - falls out of the gaming activity. If interest in the game is lost, the teacher should take actions leading to a change in the situation. This can be achieved through emotional speech, a friendly environment, and support for those lagging behind.
Very important play the game expressively. If the teacher talks to the children dryly, indifferently, and monotonously, then the children are indifferent to the game and begin to get distracted. In such cases, it can be difficult to maintain their interest, to maintain the desire to listen, watch, and participate in the game. Often, this does not succeed at all, and then the children do not receive any benefit from the game, it only causes them fatigue. A negative attitude towards mathematical games and mathematics in general arises.
The teacher himself must be involved in the game to a certain extent., be its participant, otherwise its leadership and influence will not be natural enough. He must initiate the creative work of students and skillfully introduce them to the game.
Students must understand the meaning and content of the entire game what is happening now and what to do next. All rules of the game must be explained to the participants. This happens mainly during the preparatory stage. Mathematical content should be understandable to schoolchildren. All obstacles must be overcome the proposed tasks must be solved by the students themselves, and not the teacher or his assistant. Otherwise, the game will not generate interest and will be played formally.
All participants in the game must actively participate in it, busy with business. Long waits for their turn to join the game reduce children's interest in this game. Easy and difficult competitions should alternate. In terms of content it must be pedagogical and depend on the age and outlook of the participants. During the game Students must be mathematically competent in their reasoning, mathematical speech must be correct.
During the game control over the results must be ensured, on the part of the entire team of students or selected individuals. Accounting of results must be open, clear and fair. Errors in accounting for ambiguities in the accounting organization itself lead to unfair conclusions about the winners, and, consequently, to dissatisfaction among the participants in the game.
The game should not include even the slightest possibility of risk , threatening children's health . Availability of necessary equipment, which must be safe, convenient, suitable and hygienic. It is very important that During the game the dignity of the participants was not humiliated .
Any the game must be successful. The result can be a win, a loss, a draw. Only a completed game, with a summary, can play a positive role and make a favorable impression on students.
An interesting game that gives children pleasure has a positive impact on subsequent mathematical games and their attendance. When conducting mathematical games fun and learning must be combined so that they do not interfere, but rather help each other.
The mathematical side of the game content should always be clearly highlighted. Only then will the game fulfill its role in the mathematical development of children and foster interest in mathematics.
These are all the basic requirements for playing a mathematical game.
From all that has been said above, we can conclude that it is advisable to use a mathematical game in extracurricular mathematics classes. It brings unusualness to extracurricular work in mathematics; the variety of its types allows you to diversify extracurricular activities in mathematics, each time surprising students with a new form and content of the game. All this arouses interest among schoolchildren. And in order for a mathematical game to contribute as much as possible to the development of cognitive interest, when preparing it, it is necessary to take into account all the requirements for the selection of tasks and the conduct of the game itself, and to choose the right type of game and its content.
Conclusion: Let's summarize the third chapter. It follows from it that:
There are different approaches to defining the concept of a game, but they all agree on one thing: a game is a way of developing a personality and enriching its life experience.
Among the variety of games, one can single out a mathematical game as a means of developing students’ cognitive interest in mathematics. Using a mathematical game in extracurricular mathematics work most effectively promotes students' interest in mathematics.
A mathematical game has its own goals, objectives, functions and requirements. The main goal of a mathematics game is to develop sustainable cognitive interest in the subject through the available variety of mathematical games.
Math games are very diverse. They can be classified by purpose, by mass, by reaction, by tempo, etc. You can also distinguish a classification by the similarity of the rules and the nature of the game, which includes the following types of games: board games, mini-games, quizzes, by stations, competitions, KVN, travel, labyrinths, mathematical carousel, fights and games for different ages.
A math game has its own structure, which includes: game concept, rules, content, equipment, result.
The game goes through the following stages: preliminary work, preparatory stage, the game itself, conclusion.
In order for the game to be successful, it is necessary to take into account the requirements for the selection of tasks and the requirements for conducting the game itself, which will help to leave students with a pleasant impression of it, and therefore the emergence of interest in mathematics.
Chapter IV. Experienced Teaching
§1 Questioning of teachers and students
In order to show the effectiveness of using a mathematical game for the development of cognitive interest, theoretical justification is not enough. Any theory must be confirmed by practice. In this regard, a survey was conducted among students in grades 5-9 at school No. 37 in the city of Kirov and Bezvodninsk Secondary School (BSS). A total of 75 people took part in the survey (48 students from school No. 37 in the city of Kirov and 27 students from the secondary school).
The questionnaire included the following questions:
1. Have you ever played math games?
2. Do you like attending such events? Why?
3. What did you like and dislike about the math game you played?
4. After playing the game, did you like mathematics more?
5. Did you become more willing to study in math lessons after participating in a math game?
6. Would you like to take part in the math game again?
The results of the student survey were as follows:
To the first question: “Have you ever played math games?”, all students answered positively. This means that both urban and rural schools use a form of extracurricular activity such as a mathematical game, and the majority of children attend such events.
To the second question: “Do you like attending such events?”, the majority of students answered: “Yes,” namely, 59 people, which is 79% of the total number of respondents. 6 people responded negatively, which is 8% of all respondents. The remaining 10 people answered: “I don’t know” (6 people – 8%) and “Depends on what game” (4 people – 5%).
This question also required an explanation of the reasons for a positive or negative attitude towards mathematical games. Students explain their positive or negative attitude towards mathematics games by the following reasons:
It should be noted that the main reason for a negative attitude towards mathematical games is a negative attitude towards the subject of mathematics itself and towards learning in general. But there are significantly fewer such students compared to others.
To highlight the advantages and disadvantages of a math game compared to other forms of extracurricular activities, students were asked, “What did you like and what did you not like about the math game you participated in?” The students responded as follows:
Most students enjoy everything about the math game that is played for them. What students who seem to love math like about a math game is that as much as it's fun, it also involves thinking. The most significant disadvantages of the math game are discipline, noise and possibly poor organization. There are also such answers as – not difficult tasks and difficult tasks. Therefore, when developing a mathematical game, the teacher needs to think through tasks for both strong and weak students. And in general, a mathematical game should be thought out “down to the smallest detail” so that no disputes arise during its implementation.
Questions 4 and 5 are the most significant for this study. The students responded as follows:
As can be seen from the diagram, the majority of students after the mathematical game became interested in mathematics and became more willing to study in lessons in this subject.
Question 6: “Would you like to take part in a math game again?” only 6 students answered negatively out of 75, 3 answered that they did not know, 2 people believed that probably 64 people would be happy to attend such an event again. This suggests that extracurricular activities conducted in the form of a mathematical game attract many schoolchildren. Students take part in them with pleasure, many of them realize that in this unusual way they learn a lot of new things and learn. Thanks to such events at school as a mathematical game, mathematics is revealed to children from a different perspective - it turns out that it is not such a boring subject as they thought. Students are more willing to attend not only extracurricular activities, but also work more actively in mathematics lessons.
To do correct conclusions on the importance of mathematical games for the development of cognitive interest among schoolchildren, a survey was also conducted among mathematics teachers who have extensive experience in extracurricular activities at school. A total of 12 mathematics teachers were interviewed: 8 mathematics teachers from school No. 37 in the city of Kirov and 4 teachers from the secondary school. The questionnaire for teachers consisted of the following questions:
1. Do you think it is necessary to use a mathematical game in extracurricular mathematics work?
2. Do you use a form of extracurricular activity such as a mathematical game?
3. In which classes do you most often use the math game in extracurricular math classes?
4. How do students in grades 5-7, 8-9, 10-11 feel about the mathematical game?
5. What do you see as the effectiveness and disadvantages of using a mathematical game as a form of extracurricular work in mathematics?
6. What difficulties would you highlight in using a mathematical game in extracurricular mathematics work?
7. How did the students’ attitude towards the subject change after the mathematical game?
All teachers answered the first question positively.
From the answers to the second question: “Do you use a mathematical game?” It follows that only one teacher does not use such a form of extracurricular work as a mathematical game. The remaining teachers (11 people) used a mathematical game at least once in extracurricular mathematics work. Teachers use the mathematical game most often in grades 5-9 (4 teachers), grades 5-8 (4 teachers), grades 5-7 (3 teachers). Teachers explain this by saying that at this age children perceive the game better and it is better to interest students in mathematics at this age. Teachers also note, answering the fourth question of the questionnaire, that students in grades 5-7 like to participate in such extracurricular activities; grades 8-9 are good about mathematical games, but not all. Students in grades 10-11 usually no longer take the game seriously in extracurricular mathematics classes; they are interested in any specific issues, mainly related to their future profession and upcoming exams. But 4 teachers believe that, regardless of age, all students respond well to mathematical games.
The answers to questions 5 and 6 overlap, namely, teachers highlight the same shortcomings and difficulties in conducting a mathematical game.
Some teachers notice that with the use of a computer, the difficulties in preparing the game have become much less.
As can be seen from this table, all teachers note an increase in interest in mathematics after using the mathematical game. They write the same thing when answering the last question of the questionnaire (question 7), i.e. After playing a mathematical game, students are more willing to attend extracurricular activities and mathematics lessons, interest in the subject increases, which contributes to better learning of the material.
Based on the results of two questionnaires, we can conclude that both students and teachers note the great importance and effectiveness of using mathematical games in extracurricular work in mathematics for the development of cognitive interest.
§2 Observations, personal experience
Along with questioning and studying methodological and psychological-pedagogical literature, I carried out my own experimental work. The purpose of this work was to explore the effect of a mathematical game on increasing cognitive interest in mathematics. Changes in cognitive interest were assessed according to the following criteria: academic performance, i.e. is there an increase in academic performance due to the use of a mathematical game in extracurricular mathematics classes; activity, namely, whether students’ activity in lessons and in extracurricular activities increases as their cognitive interest grows. For this purpose, methods such as observation, survey, comparison were used.
Experimental work was carried out at school No. 37 in the city of Kirov. Two classes were chosen for its implementation - 9 B and 9 G. In 9 G, during an extracurricular lesson in mathematics, a game was played on the topic “Systems of equations. Graphic solution method." Later, this topic was to be studied in algebra classes. It should be noted that the students were already familiar with the graphical method of solving a system of equations. Therefore, the material considered in the extracurricular lesson was not new to the students.
During an extracurricular activity, a mathematical game “Labyrinth” was played for students. Its essence lies in the fact that students are given cards that show a diagram of the labyrinth and tasks that must be solved in order to complete the labyrinth. Students must, when solving systems of equations and obtaining answers to them, move in the appropriate direction along the maze (corresponding to the answer number). The path should be marked on the labyrinth diagram. At the end of the game, the route the student took in the maze and the answer obtained upon exiting the maze are checked.
(-2;-3) (1;0) (1;0)
(-4;-5) (-2;-3)
(1;0), (3;-2) (1;0), (-1;-2)
No solutions (2;-2) (1;0), (2;2)
(1;2), (2;1), (1;-2), (2;-1),
(-1;-2), (-2;-1) (-1;2), (-2;1)
(3;2), (1;0) (1;0), (2;3)
no (3;-2),(-3;-2), (2;-3),(3;2),
decide (2;3),(-2;3) (-2;-3),(-3;2)
(-1;4), (4;9) (4;9)
After playing the game and summing up the results, a survey was conducted asking whether the students liked the game and why. Most of the guys answered that they liked the game. Basically, the schoolchildren noted that the game was useful for them: they repeated the graphical method of solving systems of equations, and this will be useful to them in class. The children also noted that this form of classes is unusual and exciting. Everyone wanted to win, and to win you need to be able to solve systems of equations, it made them think. Most of the students felt joy and satisfaction that they were able to solve the problems correctly and go through the maze correctly. Those children who did not have time to complete the maze or completed it incorrectly wanted to take the cards home and try to go through it again, to find the mistakes they had made.
The next stage of the study was to observe the students’ work in class after the math game that took place the day before. Since the children managed to repeat the graphical method of solving a system of equations in an extracurricular activity, during the lesson they quickly learned the material, everyone was very active in wanting to go to the board and show their knowledge and receive a positive assessment. Compared to previous lessons, this lesson was more effective; the class managed to cover more material during the lesson than other 9th grades. In particular, class 9 B was not as active in a similar lesson; they considered and solved fewer examples than class 9 G.
To more accurately assess the increase in interest in mathematics in the entire parallel of 9 grades, a test was carried out on this topic. The results were as follows:
Grade 9: 10 people – positive grades (4-5),
8 people – satisfactory ratings (3),
2 people – unsatisfactory grades (2).
9 In class: 11 people – positive grades (4-5),
11 people – satisfactory ratings (3),
4 people – unsatisfactory grades (2).
As a percentage:
As can be seen from the diagrams, although not by much, the test results in grade 9 G are better than in grade 9 B. I would like to note that in terms of academic performance, grade 9 G is inferior to grade 9 B.
You can also compare the results of this test and the previous one. Let us present the results of both works in the form of graphs.
As you can see from the chart, performance in algebra has improved. Consequently, an increase in cognitive interest is promoted not only by activity in the classroom, but also by improved performance in the subject.
Similar work was carried out with the class in geometry, namely, a mathematical game on the topic of addition of vectors (see appendix).
In addition to the fact that mathematical games can be played on individual topics, in accordance with the school curriculum, simply entertaining math games can be played. For example, I conducted the game “Sea Battle” for 7 classes of school No. 27 in the city of Kirov. The purpose of this game was to get students interested in mathematics. The game “Sea Battle” is entertaining in nature, the tasks in it are not difficult, are designed for all types of students (those interested and not interested in mathematics), solving the tasks requires only intelligence and ingenuity (see the appendix for the development of the game).
The results of this game include the fact that children became more willing to attend extracurricular mathematics classes. Children from other classes were also present at the game as spectators. They liked the game so much that they asked for such a game to be played in their class.
So, as my personal experience shows, a mathematical game greatly contributes to the development of cognitive interest in mathematics among schoolchildren.
Conclusion: Based on this chapter, we can conclude that both the practice of experienced teachers and my personal experience confirm the hypothesis put forward: the use of a mathematical game in extracurricular work in mathematics contributes to the development of students’ cognitive interest in mathematics. This is indicated by the opinions of the students themselves, and by an increase in academic performance and activity in mathematics lessons after conducting mathematical games.
Conclusion
IN this work An analysis of methodological and psychological-pedagogical literature was carried out on the use of mathematical games in extracurricular work in mathematics to develop cognitive interest. The work also examined the types of mathematical games, the technology of playing the game, the structure, the requirements for selecting tasks and conducting the game, the features of the game as a form of extracurricular work in mathematics, and its most important feature - the strengthening and development of cognitive interest.
The research part presented the results of a survey of mathematics teachers and students, as well as our own experience of using a mathematical game in extracurricular work in mathematics. The conclusions drawn from this part of the work only confirm the correctness of the hypothesis put forward.
Both from the theoretical and practical parts it follows that a mathematical game differs from other forms of extracurricular work in mathematics in that it can complement other forms of extracurricular work in mathematics. And most importantly, a mathematical game gives students the opportunity to express themselves, their abilities, test their existing knowledge, acquire new knowledge, and all this in an unusual, entertaining way. The systematic use of mathematical games in extracurricular work in mathematics entails the formation and development of cognitive interest among students.
Summarizing all of the above, I believe that a mathematical game, as an effective means of developing cognitive interest, should be used in extracurricular work in mathematics as often as possible.
Bibliography
1. Aristova, L. Student’s learning activity [Text] / L. Aristova. – M: Enlightenment, 1968.
2. Balk, M.B. Mathematics after school [Text]: a manual for teachers / M.B. Balk, G.D. Bulk. – M: Enlightenment, 1671. – 462 p.
3. Vinogradova, M.D. Collective cognitive activity and education of schoolchildren [Text] / M.D. Vinogradova, I.B. Pervin. – M: Enlightenment, 1977.
4. Vodzinsky, D.I. Cultivating interest in knowledge among adolescents [Text] / D.I. Vodzinsky. – M: Uchpedgiz, 1963. – 183 p.
5. Ganichev, Yu. Intellectual games: issues of their classification and development [Text] // Education of a schoolchild, 2002. - No. 2.
6. Gelfand, M.B. Extracurricular work in mathematics in an eight-year school [Tex] / M.B. Gelfand. – M: Education, 1962. – 208 p.
7. Gornostaev, P.V. Play or study in class [Text] // Mathematics at school, 1999. – No. 1.
8. Domoryad, A.P. Mathematical games and entertainment [Text] / A.P. Domoryad. – M: State. edition of Physics and Mathematics Literature, 1961. – 267 p.
9. Dyshinsky, E.A. Toy library of the mathematical circle [Text] / E.A. Dyshinsky. – 1972.-142 p.
10. Game in the pedagogical process [Text] - Novosibirs, 1989.
11. Games - education, training, leisure [Text] / ed. V.V. Perusinsky. – M: New school, 1994. - 368 p.
12. Kalinin, D. Mathematical circle. New gaming technologies [Text] // Mathematics. Supplement to the newspaper “First of September”, 2001. - No. 28.
13. Kovalenko, V.G. Didactic games in mathematics lessons [Text]: a book for teachers / V.G. Kovalenko. – M: Education, 1990. – 96 p.
14. Kordemsky, B.A. To captivate a schoolchild with mathematics [Text]: material for classroom and extracurricular activities / B.A. Kordemsky. - M: Education, 1981. – 112 p.
15. Kulko, V.N. Formation of students' ability to learn [Text] / V.N. Kulko, G.Ts. Tsekhmistrova. – M: Enlightenment, 1983.
16. Lenivenko, I.P. On the problems of organizing extracurricular activities in grades 6-7 [Text] // Mathematics at school, 1993. - No. 4.
17. Makarenko, A.S. About education in the family [Text] / A.S. Makarenko. – M: Uchpedgiz, 1955.
18. Metnlsky, N.V. Didactics of mathematics: general methodology and its problems [Text] / N.V. Metelsky. – Minsk: BSU Publishing House, 1982. – 308 p.
19. Minsky, E.M. From game to knowledge [Text] / E.M. Minsky. – M: Enlightenment, 1979.
20. Morozova, N.G. To the teacher about cognitive interest [Text] / N.G. Morozova. – M: Education, 1979. – 95 p.
21. Pakhutina, G.M. Game as a form of learning organization [text] / G.M. Pakhutina. – Arzamas, 2002.
22. Petrova, E.S. Theory and methods of teaching mathematics [Text]: Educational manual for students of mathematical specialties / E.S. Petrova. – Saratov: Saratov University Publishing House, 2004. – 84 p.
23. Samoilik, G. Educational games [Text] // Mathematics. Supplement to the newspaper “First of September”, 2002. - No. 24.
24. Sidenko, A. Game approach to teaching [Text] // Public education, 2000. - No. 8.
25. Stepanov, V.D. Intensifying extracurricular work in mathematics in secondary school [Text]: a book for teachers / V.D. Stepanov. – M: Education, 1991. – 80 p.
26. Talyzina, N.F. Formation of cognitive activity of students [Text] / N.F. Talyzin. – M: Knowledge, 1983. – 96 p.
27. Technology of gaming activity [Text]: textbook / L.A. Baykova, L.K. Terenkina, O.V. Eremkina. – Ryazan: RGPU Publishing House, 1994. – 120 p.
28. Optional classes in mathematics at school [Text] / comp. M.G. Luskina, V.I. Zubareva. - K: VGGU, 1995. – 38s
29. Formation of interest in learning among schoolchildren [Text] / ed. A.K. Markova. - M: Education, 1986. – 192 p.
30. Shatalov, G. Ways to increase learning motivation [Text] // Mathematics. Supplement to the newspaper “First of September”, 2003. - No. 23.
31. Shatilova, A. Entertaining mathematics. KVNs, quizzes [Text] / A. Shatilova, L. Shmidtova. – M: Iris-press, 2004.- 128 p.
32. Shuba, M.Yu. Entertaining tasks in teaching mathematics [Text] / M.Yu. Fur coat. – M: Education, 1995.
33. Shchukina, G.I. Activation of cognitive activity of students in educational activities [Text] / G.I. Shchukin. - M: Education, 1979. – 190 p.
34. Shchukina, G.I. Pedagogical problems of forming cognitive interest of students [Text] / G.I. Shchukin. - M: Education, 1995. – 160 p.
35. Elkonin D.B. psychology of play [text] / D.B. Elkonin. M: Pedagogy, 1978.
Educational games as a means of developing cognitive interest. The huge role of play in the life and development of a child has been recognized and noted by educators at all times. “The game reveals the world to children and reveals the creative abilities of the individual. Without play there is and cannot be full-fledged mental development,” wrote V.A. Sukhomlinsky. The game, like any form, has psychological requirements: . Like any activity, gaming activity in the lesson must be motivated, and students must feel the need for it. . Psychological and intellectual readiness to participate in the game plays an important role. . 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 decisions, evaluate themselves and others critically. - When using a game as a form of teaching, it is important for a teacher to be confident in the appropriateness of its use. An educational game performs several functions: - educational, 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. Let us give examples of educational games that teachers use in practice. a) Games - exercises. Gaming activities can be organized in collective and group forms, but are 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. b) Search game. Students are asked 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. Such games do not require special equipment, they take little time, but give good results. c) Games are competition. This may include competitions, quizzes, simulations of television competitions, etc. These games can be played both in class and in extracurricular activities. d) Role-playing games. Their peculiarity 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, etc. The roles that put students in the position of a researcher pursue not only cognitive 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. e) Educational games - travel. In the proposed game, students can make “travels” to continents, to different 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”. An example of a game is travel. Game conditions: 1) You can move to the next station only by answering the questions. 2) For answers at each station you get 5 points. Station 1 “Anthill” Questions: 1) Can ants predict the weather? 2) What is myrlicology? 3) What ants build nests in mushrooms? Station 2 “Aibolit” Questions: 1) What insects can be healers? 2) What insect products have a healing effect? 3) What is “formic alcohol” and where is it used? Station 3 “Environmental” Questions: 1) How can you protect ants? 2) What other arthropods need protection? 3) How are arthropods protected? Station 4 “Flying Flowers” Questions: 1) What is the significance of the color of butterflies? 2) Why are some types of female butterflies wingless? 3) What do reptile, swede, and cabbage butterflies smell like? 4) Why don’t birds attack the great poplar butterfly? Station 5 “Beetles” Questions: 1) Which beetles received their names from famous large mammals and why? 2) What beetles smell like roses? 3) How beautiful the ground beetle is. Why is it unpleasant to pick it up? 4) Which aquatic bug is dangerous to keep in an aquarium with fish? Why? From conversations with teachers, we found that most of them consider the game to be an important means for developing students’ cognitive interest in the subject, but still few use this technique. Among the reasons explaining this fact were: lack of methodological developments, inability to organize students for the game (poor discipline), reluctance to waste lesson time, lack of interest among students. The inclusion of cognitive games in the educational process helps to reveal creative potential and activate the child’s mental activity. 1. Only by stimulating the cognitive activity of the children themselves and increasing their own efforts in mastering knowledge at all stages of education can the development of cognitive interest in biology be achieved; 2. In education, it is necessary to actively work on the development of all students, both those who are strong in academic performance and those who are weak; 3. The use of the considered techniques in the educational process contributes to the development of cognitive interest and deepening of students’ knowledge in the biology course; 4. Pedagogical theory acquires effective force only when it is embodied in the methodological skill of the teacher and stimulates this skill. Therefore, the system of methodological means and techniques for activating the cognitive activity of schoolchildren needs to be practically mastered by each teacher and to develop the appropriate skills and abilities.
MBOU Dolmatovskaya secondary school No. 16 
Surveyor. Who is a surveyor? Description of the profession. Profession surveyor Surveyor training
Magellanic clouds: who are they?
Pepper Steak Sauce Creamy Pepper Sauce
How to create a competent portfolio for a designer
If you dreamed that a house burned down - interpretation of the dream according to the dream book