Game technologies in the professional growth of a teacher. Report "The use of modern forms of gaming technologies in the organization of training sessions in sports". The correctness of the task

The formation of general competencies in a student is impossible without the use of new pedagogical technologies. Obviously, the traditional tools in the teacher's arsenal (textbooks, visual aids, didactic material, etc.) should be supplemented with modern tools.

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Game learning technologies

Difficulty of applicationgaming technologyis determined by the variety of forms of the game, ways of participation of partners in it and the algorithms of the game. During the game:

• learn the rules of behavior of students in society;
• the skills of joint collective activity are acquired, the individual characteristics of students necessary to achieve the set gaming goals are worked out;
• cultural traditions are accumulating, brought into the game by students, teachers, attracted by additional means - visual aids, textbooks, computer technologies.

In the ITC, in the classroom, a game form is created with the help of game techniques and situations that act as a means of inducing, stimulating students to learning activities. The learning process develops in the language of action, all participants in the game learn and learn as a result of active contacts with each other. Game technology is applicable to all academic disciplines.Game forms of education enable teachers to optimally use all levels of knowledge acquisition: from reproducing activity to creative search activity.

College teachers choose different forms of play. At classes in economics, social studies, literature, history - creative, plot-role-playing, intellectual games ("Lucky chance", "What? Where? When?", "Profitable production", "Business patrol", "City of the 21st century" , "Laws of the city", "Tale on the contrary", "My company"). The game model reflects the selected fragment of reality, setting the subject context of the professional activity of a specialist in the educational process.Creative role-playing games in education are not just an entertaining technique or a way of organizing educational material. The game has a huge heuristic and persuasive potential, it breeds what is apparently one, and brings together what in teaching and in life resists comparison and balancing. Scientific foresight, guessing the future can be explained by "the ability of the game imagination to present as systems of integrity, which, from the point of view of science or common sense, are not systems."

especially stands out among the forms of the game - a business game.A business game is a rather time-consuming and resource-intensive form of training, so it should be used only in cases where it is impossible to achieve the educational goals set by other forms and methods of training.

A business game is a non-standard situation for a student, in which he must not only apply the knowledge gained in the classroom, but also gain experience in solving professional problems using mathematical methods. The opportunity to play with the mathematical apparatus, taking into account their professional orientation and prove to myself that I can even master mathematics, is the strongest motivating factor that stimulates students to study the academic discipline "Mathematics". When choosing a business game model, the teacher must take into account the professional orientation of students, having previously studied the specifics of the specialty. While preparing for the game, students should clearly understand how and where the acquired professional skills will be used in the future. For example, the business game "Mathematics and Business" is effective for professions and specialties of a technical and socio-economic profile. The goals of this game are aimed at expanding the horizons of students in the field of mathematics, combining elements of two sciences - mathematics and economics, mastering the concepts of capital, cost, bank, teaching students to think logically, distributing the concept of "capital" in accordance with their knowledge in the course of economics.

In the classrooms in geography, history, literature, biology, teachers actively use the game-journey. This type of game is in the nature of geographical, historical, local lore, pathfinder "expeditions" made according to books, maps, documents. All of them are performed by students in imaginary conditions, where all actions and experiences are determined by playing roles: historian, literature, geologist, zoologist, topographer, etc. Students write diaries, write letters "from the field", collect a variety of cognitive material. A distinctive feature of this game is the activity of the imagination, which creates the originality of this form of activity. Therefore, as a result of the game, students develop a theoretical activity of creative imagination, which creates a project of something and implements this project through external actions. There is a coexistence of gaming, educational and labor activity. Students work hard and hard, studying books, maps, reference books, etc. on the topic.

Game technology is relevant at the present time due to the oversaturation of the modern student with information. An important task of the college is to develop the skills of self-assessment and selection of information received. Help develop these skillsdidactic game, which serves as a kind of practice for using the knowledge gained in the classroom and outside of school hours.

As a rule, a didactic game requires the student to be able to decipher, unravel, unravel, and most importantly, know the subject. The more skillfully the didactic game is abandoned, the more skillfully the didactic goal is concealed. The student learns to operate with the knowledge invested in the game unintentionally, involuntarily, while playing.

A didactic game on history (“Journey to the Past”, “Excursion to the 20th century”, “Court of Time”) is a practical activity in which students use the knowledge gained not only in history lessons, but also in the process of studying others. academic disciplines as well as life experience. The undoubted advantage is that through games knowledge is synthesized, becomes more vital. In this sense, the classification according to interdisciplinary connections has the right to exist: historical and literary; historical and philological; historical and geographical; historical and mathematical, etc.

Another factor in the formation cognitive interest in the course of the didactic game, there is a problematic situation when students, for example, making a trip to the country "Chemistry", must explain from a scientific point of view the essence of chemical processes occurring in nature and the surrounding reality. Some questions and tasks require the application of previously acquired knowledge, the manifestation of ingenuity, others require erudition and use additional information. It should be noted that in the didactic game, students receive knowledge not only from the teacher, they themselves are participants in their search, exchanging information with each other, ways of obtaining it.

In physics classes, teachers use different didactic games: lotto game, tennis game, domino game, relay race game. The advantage of the game lies in the combination mental activity with movement, ease of individualization of the survey (difficult questions for strong students, simple questions for weak ones), ensuring the independence of students' work.

In the ITC, didactic games are held, as a rule, in order to repeat, consolidate and test the assimilation of the studied material. Such games include competitions "Who is faster", "Who is more accurate", "Technical fights"; technical KVN, compiling and solving crossword puzzles on the material of the subject; thematic quizzes, etc. Competitiveness, changing types of activities during didactic games enliven perception, interest, contribute to a stronger memorization of educational material, help the teacher, the master to alternate hard work with relaxed play breaks, change the pace of activity, prevent students from overworking.

• Specialty HAC RF13.00.08
• Number of pages 190

Chapter I. Game technologies as a pedagogical problem.

1.1. Essence and philosophical and methodological content of game forms of activity.

1.2. The genesis of the development of gaming technologies in education.

1.3. The problem of gaming technologies in vocational education in the context of the prospects for professional training of specialists in the field of tourism.

2.1. Classification of gaming technologies in vocational education.

2.3. Results of experimental work. FROM

Recommended list of dissertations in the specialty "Theory and Methods of Vocational Education", 13.00.08 VAK code

• Designing a business game as a form of teaching students professional communicative competencies in the educational process of a tourist university 2011, candidate of pedagogical sciences Bokareva, Natalya Vladimirovna

• Professional training of specialists in the management of cultural and educational tourism in a humanitarian university 1999, candidate of pedagogical sciences Ustimenko, Valentina Timofeevna

• The content of training students of a tourist university in gaming leisure technologies 2003, candidate of pedagogical sciences Tsyplukhin, Sergey Anatolyevich

• The content and technologies of training specialists for the tourism sector in the system of higher professional education 2007, candidate of pedagogical sciences Baranova, Vera Viktorovna

• Development of a regional system of professional training of tourist personnel in an open educational environment 2007, Doctor of Pedagogical Sciences Goryacheva, Tamara Konstantinovna

Introduction to the thesis (part of the abstract) on the topic "Game technologies as a means of professional training of specialists in the field of tourism: On the example of a tourist university"

Elena Volodina
The role of games and gaming technologies in the implementation of GEF

The role of games and gaming technologies in the implementation of GEF

Frishman I.I.

Deputy Chairman of the SPO - FDO, Director of the Federal State Scientific Institution

"Institute psychological and pedagogical childhood problems"

RAO, Doctor of Pedagogical Sciences, Professor

The changes that have taken place in the economic and social conditions of life in our country have determined the direction of the transition from an industrial to a post-industrial information society. Technical development , scientific discoveries, cultural diversity, the challenges and risks of globalization are ahead of a person's ability to comprehend social changes and predict their future. The priority is the sphere of education, in which the ability of the individual is formed "be able to learn". Human intelligence and creativity is a competitive advantage in the labor market.

The adoption of the new Law on Education in 2012 marked the transition from the development stage GEF(started in 2005) to the stage of searching for the main technologies for its implementation. The Standard is based on a system-activity approach related to the formation of students' readiness for self-development and continuous education.

This is no coincidence. Pedagogy as a science as the leading activities highlights three: game, educational and labor. In practice, their integration in the cooperation of the teacher and the student makes it possible to transform educational material into cognitive "development situation". We find confirmation of this in the works of L.S. Vygodsky: "Only that training is good, which stimulates development, "lead behind you", and does not simply serve to enrich the child with new information that easily enters into his consciousness.

Unfortunately, in the modern educational process, active forms of learning are not given much attention. The game is often perceived as "redundant element" modern education. At the same time, studies by teachers, pediatricians, human rights activists, neurophysiologists from around the world prove that the game belongs to the fundamental role in human development defining for his life self-determination.

Let us turn again to the works of L.S. Vygotsky: "The child in the game goes to the internal processes in school age, to inner speech, logical memory, abstract thinking.

At the same time, most games have four sign:

1. Free developing activity.

2. Creative, improvisational active nature of this activity.

3. Emotional saturation of the ways of carrying out activities.

4. Presence of rules reflecting the content game actions of participants.

into the structure games organically included: goal setting, planning, implementation

goals, as well as an analysis of the results in which the individual realizes itself as a subject.

Analyzing the current state of pedagogical practice, the readiness of teachers to GEF implementation, it can be concluded that the development gaming technologies for implementation educational standard should take into account the factors of effective interaction of all subjects of the education system (teachers, parents, students).

Before developing and applying gaming technology, the teacher needs to study the phenomenon games in all its diversity. Any technology occupies an intermediate position between science and practice and is aimed at implementation scientific ideas , provisions.

Vygotsky L.S. Psychology of human development. - M.: Publishing House of Meaning; Eksmo, 2005. - 1136 p.

there. Additional education children of Moscow from A to Z. 2014. V. 3. No. 2. http://dodmsk. rf

Therefore, the purpose of the application gaming technology for the implementation of GEF is the development of a child's sustainable cognitive interest in the diversity of life phenomena. Usage value game technology in solving the problems of the Federal State Educational Standard is that it allows you to achieve positive effect:

as a pedagogical technologies to master concepts, topics and areas

as part of a wider technologies;

as a way, prima, method, means of a learning dialogue when solving

social, moral tasks;

as the basis of intergenerational interaction in conditions of social mobility

and information richness.

The role of the game and the game activity in solving educational problems is associated with the understanding that the transformation games, gaming activity into technology becomes possible if the final results are defined and there is an algorithm for monitoring its achievements.

Obviously, using the game, gaming activity as a technology, it is necessary to apply performance criteria (ensuring the goal, reproducibility (ability to use in changed conditions, broadcastability (opportunities to transfer experience and use in the form of knowledge).

That is why literal translation concepts « technology» from Greek - the science of craftsmanship. Mastering this skill will allow in practice to achieve a new level of accessibility and quality of Russian education.

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

Sukhomlinsky

At the lessons of industrial training, it is necessary to teach students the skills of practical use of knowledge, while forming certain psychological qualities of future specialists, developing students' creative abilities and skills. The game creates the most favorable conditions for development creativity. It is in the lessons with the use of active forms of learning that the initiative and independence of students develop. The use of game forms in the lessons makes it possible to:

Use collective forms of student interaction;

Develop and consolidate the skills and abilities of independent work;

Increase students' interest in the profession.

Game technology is aimed at developing behavioral skills, both professional and social character, students learn to listen, analyze, express their opinion. Active learning methods include cognitive games that relieve tension, arouse interest, cause joy, all this softens the atmosphere of mental tension. The more actively students participate in the educational process, the more consciously, meaningfully, they learn the material being studied. How to encourage students to actively participate in reinforcing or learning new material? Easily! Playfully!

In terms of safety, I use a system of active educational games, which helps to diversify the process of mastering the safe working methods of tailors.

1. Graphic dictation

In the first lesson after a 3-hour safety and labor protection briefing, students are not yet able to remember all the instructions and cannot repeat them, but they are ready to act. Therefore, for offset, I use a graphic dictation, where I translate their knowledge into actions, that is, I make sentences - questions from the first person in the form of proposed actions.

Example:

1 - I check the car at idle (the answer is yes);

2 - if necessary, I will brake sharply by the flywheel (the answer is no).

I make up a dictation of 10 - 12 questions - sentences. Students draw a strip in a notebook in a cage, measure equal segments according to the number of questions and put a sign on it, ^ if the answer is “yes” and - if the answer is “no”.

It turns out the schedule

^ ^ _ ^ _ _ ^ ^ ^ _

1 2 3 4 5 6 7 8 9 10

Dictation activates mental processes activities (perception, memory, attention, thinking) and, as a rule, gives a good result, which is checked quickly. Students get joy from participating in the game - dictation and satisfaction from the result achieved. “Off-schedule” issues are discussed by the whole group.

2. Game "Tolerance"

At The students are divided into 2 teams passing security control against each other. They rate appearance each other for compliance with labor safety requirements and give "Admission" to the lesson - a colored chip. The team with the most chips wins. Those who have not received a "permit" - a chip answer additional safety questions. And corrects mistakes. I also include in the game "Tolerance" a check of readiness for classes (the presence of a personal tool, blanks of patterns, cut parts). The game includes the whole group in the process of checking readiness for the lesson, teaches students business-like, correct communication in the group, develops self-criticism, eliminates monotonous situations between the master and students who constantly violate safety requirements. I always prepare a surprise: I ask you to give me permission as a master. Students are looking for the "violation" I have prepared - a scarf on their shoulders, high-heeled shoes, long beads, and so on. Under the amicable approval, I also bring my appearance in accordance with safety requirements.

3. The game "Who knows more forbidden tricks"

Students are divided into 2 teams. Prohibited techniques in safety engineering are those techniques that must be performed automatically and do not tolerate discrepancies. The game is played quickly, the answers must be clear, with a delay, the right to answer is transferred to the other team. The team that knows the most answers and collects the most chips wins. The game is built on a voluntary basis, students are not forced, but the passive ones themselves gradually join the game with great interest, as they protect the interest of their team.

4. The game "Seqwain»

An associative poem that develops critical thinking. 2 teams compete. 1 - represents a poem, a riddle - the other guesses what corresponds to her in the safety instructions.

And the loop machine

He's not to blame

It's me with my eyes closed

I can't find where the brakes are.

If the iron does not need to heat up anymore

Don't pull on the cord, the "tail" can come off!

5. Game "Analysis of production situations"

Students are presented with various work situations and must evaluate them in terms of compliance with safety rules.

Production Situations #1

The worker, deciding to save time, changed the needle while the electric motor was on and threw it into the wastebasket.
- A worker at an ironing workplace works without a dielectric mat.
- Laying a line, the worker holds the product with both hands on both sides of the needle.
- During work, the worker brakes with her hand on the flywheel.
- In order not to lose the needles, the worker stabbed them on the dress.

Students on the interactive whiteboard are presented with photos of students at work. It is necessary to evaluate them from the point of view of compliance with the TB rules.

6. Yes or no game

The safety inspector reads the safety rules, students must answer the statement is true or not.

Game yes or no

№ p/n

Question

Answer (yes/no)

I check the car at work

Yes

I will put the scissors and peg away from the rotating parts of the machines

Yes

Threads, needles and spools will be changed without turning off the machine to save time

No

Games are divided into three groups

1. Games - exercises

2. Didactic games

3. Role playing or story games

The simplest in preparation and content are games - exercises but their role is huge. They act on individual cognitive processes. Some develop memory, others - thinking, others - attention, etc., that is, they help to solve various pedagogical problems. The method of application is simple - they can be used at all stages of the lesson - when fixing new material, when checking what has been learned, time is spent from 2 to 10 minutes.

1. Game "Insert the missing word"

Students are offered a technological sequence for processing any node with missing terms or technical conditions, they must be inserted.

2. Game "Find the mistake" Students are offered a technological sequence for processing any node with errors, they need to be found and corrected.

3. The game "Find the extra detail"

Students are invited to sketch the details of the cut of any product with extra details, you need to find them.

4. The game "Encounter battle"

Students at home prepare questions that they ask each other in pairs. The game requires the attention of the whole group, since the questions should not be repeated by the next pair of students. With each game, students come up with more and more interesting questions.

5. A game "Spread it out"

3 pockets (shelves) are prepared on the sheet with the name of the seams - connecting, edge, finishing. Students are divided into 3 rows and take turns approaching the master's table, take strips with the name of the seams, put them on a shelf and pass the baton to the next participant in a row.

6. Game "Collect the picture"

Students are offered a technological sequence for processing any node in disorder, it is necessary to assemble it in correct sequence. First, I divide the group into teams of 4 - 5 people and give a task so that they can say the answer aloud, discuss with each other, that is, repeat the topic again before choosing a collective answer and at the same time, as it were, relieve responsibility for the answer from a particular student and I assign it to the team. Students develop communication skills, a sense of camaraderie and collective responsibility. Then I use these cards to consolidate the material and divide the group into teams of 2 - 3 people, I test knowledge individually.

7. Game "Choose a processing method" Students are offered a specific task, for example, “Processing the bottom of the sleeve with cuffs” in a sport-style linen product - you need to choose a processing method and justify it - the game contributes to the development of critical thinking.

Modern life requires a person to be able to make choices - from choosing goods and services to choosing friends and choosing life path. The use of games such as “Choose a processing method”, “Choose the necessary equipment, material”, etc. in the lessons involves the development of variant thinking in students, that is, an understanding of the possibility various options problem solving, the ability to carry out a systematic enumeration of options, compare them and find the best option. Education, in which the principle of variability is implemented, relieves students of the fear of making a mistake, teaches them to perceive failure not as a tragedy, but as a signal to correct the situation - after all, this is just one of the options that turned out to be unsuccessful, therefore, we need to look for another option. Such an approach to solving problems, especially in difficult, "dead-end" situations, is also necessary in life: in case of failure, do not become discouraged, but seek and find a way out of the situation.

8. Game "Lotto"

Students make cards - fields with numbers in cells and colored chips. I prepare questions on any topic. The student who answers first closes the cell with the question numbers with a chip. The one who closes the most cells wins.

9. Game "Rope"

In two rows, a sheet of questions is launched. 1st table - 1 question, 2nd table - 2 questions. Whose row answers faster and correctly, he wins. Whoever gives the wrong answer, who does not know the answer puts a dash - the rope breaks.

10. Game "YES or NO"

On any topic, 5-10 questions are prepared. The students are given a card.

1 2 3 4 5 6 7 8 9 10

Yes

No

Rules of the game - the question is read once and each student puts a cross in the box "Yes" or "No". The master or the students themselves check the correctness of the answers.

11. Game "Relay"

Students are divided into several teams, the task is given - to write a sequence for processing a node, the whole team participates, processing operations are written in turn. The team that completes the task faster and correctly wins.

12. Game "Baiga"

Rules of the game - the whole group participates, the question is asked once, it is necessary to answer it quickly, a chip is issued for the correct answer, the student who scores wins the largest number chips. Questions should be clear so that the answer to them is short, unambiguous.

Didactic games

These include games in which a captain, commander, and so on are elected. They play an organizational role. These games include imaginary journeys, KVN, “What, where, when”, “Own game”, “Lucky accident”, etc.

KVN games, “What, where, when”, “Own game”, “Lucky chance” require additional preparation, they are conducted with pre-prepared questions and musical pauses between 2 - 3 teams. Estimates by 5 point system. Most often used when repeating large topics of the program, during a competition or competition.

Football game

The group is divided into two teams. The teams choose a goalkeeper, attacker, defender, players. The forward of the first team asks a question and throws the ball (conditionally). The players of the second team answer first, if they did not answer - the defender, the last - the goalkeeper. If the answer is incorrect or incomplete, a goal is awarded to the team.

Role-playing or story games

The game is played in several stages.

Preparation for the game - definition of the topic, distribution of roles (controller, technologist, etc.)

The course of the game is the solution of a production task or the completion of a practical task.

Conclusion - discussion of the result.

Role-playing games allow students to "try on" new behaviors in a safe environment. Role-playing games are used in the study of problems and situations that arise in real life. In the classroom, the activities of an enterprise, its division, events, specific activities of people are imitated ( technologist, quality controller, safety inspector). The game develops the adaptive capabilities of future specialists to real production conditions. The game helps students to understand themselves in new role, in parallel, makes students reckon with their comrades, empathize, sympathize, i.e. contributes to the development of personality.

In addition to individual gaming moments in the lessons of industrial training, I use active forms of learning - non-traditional lessons - games (lesson - competition, lesson - competition, lesson - business game).

Game technologies make it possible to use collective forms of student interaction, identify interdisciplinary connections and integrate them into general knowledge, increase students' interest in the profession, and help students achieve a stronger assimilation of knowledge, skills and abilities. The main goal of the game is the development of creative skills and abilities, the formation of creative potential and professionally oriented thinking, the preparation of a competent graduate.

Department of Education of the Akimat of the West Kazakhstan region

GKKP " College of Technology»

Considered at the meeting

subject-cycle commission

Head of the PCC

Suyunova G.S.

Protocol No. __ dated "" 2014

MASTER CLASS

"The use of game technology in the lessons of industrial training"

Developed - master of production

learning the highest category

Titorenko S.I.

Uralsk - 201 4 g

In this methodological guide the essence of gaming technologies, the methodology for their use in the professional training of specialists are stated.

Content

Introduction 3

2. Play as a learning method 7

Conclusion 24

Applications

2. Lesson meeting

Bibliography

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Regional State Autonomous educational institution secondary vocational education "Yakovlevsky Polytechnic College"

Toolkit

Pereverzeva N.A.

Builder

Introduction 3

1. Origin and essence of gaming technologies 4

2. Play as a learning method 7

3. Game as a means of forming the creative potential of future specialists 10

4. Varieties of games used in pedagogical technologies 16

Conclusion 24

Applications

1. Lesson-consultation "Clever and clever"

2. Lesson meeting

3. Lesson-game "Who wants to become a finisher!"

4. Lesson-game "Lucky event"

5. Finishing lessons on the field of miracles

6. Lesson-quiz "Own game"

Bibliography

Introduction

The goal of education is now to "equip" professionals with the skills to live independently in the real world of business and high technology. In this regard, even now it would be possible to try to structure knowledge not with the help of subject division, but with the help of designating problems. By focusing on the problem, it is easier to build a demo "beginner" game that would provide the learner with immersion. problem and would allow him to engage in the formulation and solution of individual problems-questions. In this case, the role of exams-tests could be performed by a filtering network of games operating in the mode of variable games. This may be the basis for the training of future specialists.

The use of modern educational technologies based on the use of active learning methods is one of the important funds formation of a competitive personality. The range of such methods is quite diverse, but a special place among them belongs togaming technologies.

The practice of using gaming technologies has proven their success in increasing the efficiency of not only educational activities but also in solving complex, multi-professional and interdisciplinary problems.

This methodological manual outlines the essence of gaming technologies, the methodology for their use in the professional training of specialists, as well as the development of lessons in the form of a game.

Origin and essence of gaming technologies

Attempts to unravel the "mystery" of the origin of the game were made by scientists from different scientific directions for more than one hundred years. The range of answers offered about the origins of the game is very wide.

The problem of the game, according to one of the concepts, arose as a component of the problem of free time and leisure of people due to many trends in the religious socio-economic and cultural development of society. IN ancient world games were the focus public life, they were given religious and political significance. The ancient Greeks believed that the gods patronize the players, and therefore F. Schiller, for example, argued that the ancient games are divine and can serve as an ideal for any subsequent types of human leisure. IN Ancient China festive games were opened by the emperor and he himself participated in them.

IN Soviet time the preservation and development of the traditions of the gaming culture of the people, which were very deformed by the totalitarian regime, began with the practice of summer country camps that kept the gaming wealth of society.

For the first time, gaming technologies in the practice of training specialists in the USSR were developed in 1932. Soviet scientists who set a goal, in the absence of experience in any new organizational event, should first try in the laboratory to analyze its implementation in life, identifying possible difficulties and ways to eliminate them (Birshtein M.M.)

In world pedagogy, a game is considered as any competition or competition between players, whose actions are limited by certain conditions (rules) and are aimed at achieving a specific goal (winning, winning, prize).

Especially widely gaming technologies began to be used in last years. The transition to a market economy, the need for an informal system of training specialists have become an incentive for the widespread use of gaming technologies in the educational process.

The concept of "gaming pedagogical technologies» includes a fairly extensive group of methods and techniques of organization pedagogical process in the form of various pedagogical games.

Unlike games in general, pedagogical games have essential feature- a clearly defined learning goal and corresponding to it pedagogical result, which can be substantiated, highlighted explicitly and characterized by educational and cognitive orientation.

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

The game is one of the wonderful phenomena of life, an activity that seems to be useless and at the same time necessary. Involuntarily enchanting and attracting to itself as a vital phenomenon, the game turned out to be a very serious and difficult problem for scientific thought.

In domestic pedagogy and psychology, the problem of play activity was developed by K. D. Ushinsky, P. P. Blonsky, S. L. Rubinstein, D. B. Elkonin.

Game as a learning method

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

The game as a method of teaching, transferring the experience of older generations to younger people has been used since antiquity. The game is widely used in folk pedagogy, in preschool and out-of-school institutions. IN modern school that relies on the activation and intensification educational process, game activity is used in the following cases:

1. as independent technologies for mastering a concept, topic, and even a section of a subject;
2. as an element of a more general technology;
3. as a lesson or part of it (introduction, control);
4. as a technology for extracurricular activities.

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

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

1. the didactic goal is set for students in the form of a game task;
2. educational activity is subject to the rules of the game;
3. teaching material is used. as its means;
4. an element of competition is introduced into the educational activity, which translates the didactic task into a game one;
5. successful completion of the didactic task is associated with the game result.

The game is a school of professional and family life, School of Human Relations. But it differs from an ordinary school in that a person, learning during the game, does not suspect that he is learning something. In an ordinary school, it is not difficult to indicate the source of knowledge. This is a teacher - a teaching person. The learning process can be conducted in the form of a monologue (the teacher explains, the student listens) and in the form of a dialogue (either the student asks the teacher a question if he does not understand something and is able to fix his understanding, or the teacher questions the students for the purpose of control). There is no easily identifiable source of knowledge in the game, no person to be trained. The learning process develops in the language of action, all participants in the game learn and learn as a result of active contacts with each other. Game learning is unobtrusive. The game is mostly voluntary and desirable.

The place and role of game technology in the educational process, the combination of game elements and scientists largely depend on the teacher's understanding of the functions of pedagogical games. The function of the game is its various usefulness. Each type of game has its own usefulness.

Basic principles of game organization:

1. lack of coercion of any form when involving students in the game;
2. principle of game dynamics development;
3. the principle of maintaining a playful atmosphere (maintaining the real feelings of children);
4. the principle of the relationship between gaming and non-gaming activities; it is important for teachers to transfer the main meaning of game actions into real life experience children;
5. principles of transition from simple games to complex game forms; the logic of the transition from simple games to complex games is associated with a gradual deepening of the varied content of game tasks and rules - from the game state to game situations, from imitation to game initiative, from local games to complex games, from age-related games to ageless, "eternal ".

One thing is certain - educational, educational value intellectual games depends on the participation of teachers.

Tasks for the teacher:

1. rely on the achievements of the previous age;
2. strive to mobilize the potential of a particular age;
3. prepare the "ground" for the subsequent age, that is, focus not only on the present level, but also on the zone of proximal development of motives for learning activity.

Lesson in game form, requires certain rules.

Preliminary preparation. It is necessary to discuss the range of issues and the form of holding. Roles must be assigned in advance. This stimulates cognitive activity.

Mandatory attributes of the game: design, city map, crown for the king, appropriate rearrangement of furniture, which creates a novelty effect of surprise and will enhance the emotional background of the lesson.

Mandatory statement of the result of the game.

competent jury.

Game moments of a non-educational nature are required (sing a serenade, ride a horse, etc.) to switch attention and relieve stress.

Main - respect for the personality of the student, not to kill interest in the work, but to strive to develop it, leaving no feeling of anxiety and self-doubt.

Confucius wrote, "Master and student grow together." Game forms of lessons allow both students and teachers to grow.

Game as a means of shaping the creative potential of future specialists

The development of the creative potential of students can be attributed to one of the most actual tasks pedagogy. L.S. Vygotsky formulated this task as follows: "Life is a system of creativity, constant tension and overcoming, constant combination and creation of new forms of behavior." An important pedagogical task educational system is to support and develop the intellectual and creative potential of students, since the development and education of gifted and talented students solves the urgent task of forming the creative potential of society, provides opportunities for intensive social and scientific and technological progress, further development of culture, all areas of production and social life. To prepare future workers and specialists for the development of creative abilities means avoiding stereotypes and handicrafts in their future independent activities, and contributing to the development of students' own creativity.

Timely identification and creation of conditions for stimulating students to various types of activities, support for gifted students are the most important task. A clear and thoughtful organization of the educational process has a significant educational impact on students, contributes to the formation of the creative potential of future workers and specialists.

An important condition for the development of creative abilities is the content of program material that demonstrates various aspects of human individuality. IN educational process dialogical, debatable forms of work are included, contributing to the disclosure of individuality, the formation of professional skills of the individual, the expansion of the arsenal of mental technology, the richness of the emotionally sensitive world.

To date, the task of forming students' readiness for the development of creative abilities is relevant for teachers and masters of industrial training and is recognized as a significant component of their professional competence. Priority direction the work of teachers and masters of industrial training is to create conditions for self-development and self-realization of students, the disclosure of their creative potential, providing the ability to accept non-standard solutions, creative activity, successful promotion in professional and other fields of activity.

Organization vocational training is based on the basic principles of education:

1. training at the level of requirements of advanced production technology;
2. performance-based learning;
3. visualization of training;
4. systematic and consistent teaching;
5. accessibility and feasibility of education, taking into account age and individual characteristics trainees;
6. the strength of the assimilation of knowledge and skills.

In a market economy, specialists are needed who are mobile in responding to the development of new technologies, quickly adapting to production conditions, and able to take the initiative. In this regard, the importance of using forms and methods of students' activity in practical + training, which make it possible to form creative, professional thinking, the possibility of independent application of knowledge, increases. Before each occupational training session, a voluminous preparatory work, this is due to the acquisition of experience in working with students, the analysis of teaching activities.

personally oriented learning involves the use of various forms and methods of organizing educational activities that allow revealing the subjective experience of students.

At the same time, the master faces new tasks:

1. creating an atmosphere of interest for each student in the work of the group;
2. stimulating students to make statements, use various ways of completing tasks without fear of making a mistake, getting the wrong answer;
3. use during the lesson didactic material, which allows the student to choose the most significant type and form of educational content for him;
4. evaluation of the student's activity not only by the final result (correct or incorrect), but also by the process of achieving it;
5. encouraging the student's desire to find his own way of solving the problem, analyze the ways of work of other students in the course of training, choose and master the most rational ones;
6. creation of pedagogical situations of communication in the occupational training classes, allowing each student to show initiative, independence, selectivity in working methods; creating an environment for natural self-expression of the student.

The game form of classes is created with the help of game techniques and situations that allow you to activate the cognitive activity of students.

When planning a game, the didactic goal turns into a game task, production training is subject to the rules of the game, educational material is used as a means for the game.

Most games have four main features:

1. Free developing activity;
2. Creative, very active nature of this activity;
3. Emotional elation of activity, rivalry, competitiveness, competition;
4. The presence of direct or indirect rules that reflect the content of the game, the logical and temporal sequence of its development.

The value of the game cannot be exhausted and assessed. The game, being entertainment, recreation, can develop into learning, creativity, into a model of the type of human relations and manifestations in work.

The awakening of interest in the profession under the influence of vocational training is one of the most important prerequisites for the development of the creative potential of students, their professional orientation.

Vocational training prepares a specialist for work in a previously chosen field of activity and therefore, first of all, must meet its specifics. The main thing in vocational education is not the amount of information to be assimilated, but the ability to creatively use it, find it, assimilate it and apply it in practice. No wonder they say: "Creativity is available to any person, no matter what business he does" (L. Grafova).

The most effective form of conducting special technology lessons is the use of gaming technologies, computer technologies that allow students to form creative activity, the ability to work in groups, and contribute to the development of technological thinking.

To achieve the best result, the technology of a business game is used, during which students not only perceive new material but also successfully reinforce the acquired knowledge. The inclusion of the game in industrial training creates objective prerequisites for focusing attention, stimulating cognitive activity, improvement of creative abilities. Properly organized play ensures dominance problem methods, since it makes it possible to more fully take into account the individual characteristics of students, increases the manageability of the educational process. To bring students' activities closer to real production conditions, I use didactic games. For example, in the lessons of special technology in the subject "Technology of finishing construction work" the game is an illustration of the activities of workers and specialists. The roles of employers, applicants, safety engineer are distributed among the students of the group. The master of industrial training, together with senior students, acts as an employer who distributes roles and sets tasks. At the end of the lesson are shown best work, are indicated typical mistakes, ways of elimination, marks are exposed.

The development of technical thinking of students begins at the lessons of special technology, where the teacher sets certain creative tasks for the students, which at the lessons of industrial training end with the embodiment of a creative image-idea into a material, objective form, depending on the level of complexity.

In addition to the professionally important qualities of a future specialist, the development of a person’s creative abilities is of great importance, which will allow graduates to become competitive and quickly adapt to changing economic conditions.

Varieties of games used in pedagogical technologies

Most common in teaching practice games are:

1. business;
2. organizational and activity;
3. innovative games.

business game (DI) is a form of recreating the subject and social content of the future professional activity of a specialist, modeling such systems of relations that are characteristic of this activity as a whole.
With the help of symbolic means (language, speech, graphics, tables, documents) in a business game, a professional environment is reproduced, similar in basic essential characteristics with the real one. At the same time, only typical, generalized situations are reproduced in a business game on a compressed time scale.
Business game recreates subject context-environment of future professional activity (conditional practice) andsocial contextin which the student interacts with representatives of other role positions. Thus, in a business game, an integral form of collective educational activity is realized on an integral object - on the model of conditions and dialectics of production, professional activity.
In a business game, a student performs a quasi-professional activity that combines educational and professional elements. Knowledge and skills are acquired by him not in the abstract, but in the context of the profession, superimposed on the canvas of professional work. In contextual learning, knowledge is acquired not for the future, but provides the student with game actions in the real process of a business game. At the same time, the trainee, along with professional knowledge, acquires special competence - the skills of special interaction and management of people, collegiality, the ability to lead and obey, therefore, CI brings up personal qualities, accelerates the process of socialization. But this "serious" professional activity It is implemented in a game (partially gambling) form, which allows students to intellectually and emotionally "liberate themselves", to show creative initiative.
Modeling or imitating the conditions and dynamics of production, the actions and attitudes of specialists, DI serves as a means of updating, applying and consolidating knowledge and a means of developing practical thinking. This effect is achieved through the interaction of game participants in a given specific situation or system of production situations.

During the game you learn:

1. norms of professional actions;
2. norms of social action, i.e. relationships within the workforce.

At the same time, each of its participants is in an active position, interacts with partners, correlating their interests with partner ones and, thus, through interaction with the team, knowing themselves.
Organizational and activity games(ODI) as a special form of organization and a method of stimulating collective mental activity aimed at solving problems, arose in the 80s and became widespread both in the field of solving creative problems and in intelligent systems management.

The form of the organizational-activity game is one of the key forms used in the educational process at the experimental and innovative sites of the thought-activity pedagogy network. The basis of games in education is the processes of working with mental activity, that is, with the totality of the processes of thinking, action, communication, understanding, reflection. The laws of "here and now" apply in the game - the situation unfolds and the actions of the child, his will and goals, his thinking, and not the acquired information, turn out to be decisive.
The essence of ODI is that this game is a complex of interrelated methods or techniques (thinking-intellectual, socio-psychological, etc.) that provide a logically justified change various kinds collective, group, microgroup activities aimed at creating a "product of the game" - a text containing a solution to the problem posed or even formulated during the game itself. Problem solving is the subject of this game.

Unlike a business game, the purpose of which is to solve an actual practical problem, the purpose of organizational and activity games is to solve a theoretical or practical problem given in a specific situation. The situation reflects both problems and challenges . The problematic situation means such a difficulty in practice, for the resolution of which there is no experience or theoretically substantiated ways. Problem for its resolution requires the construction of a hypothesis or theoretical concept that transform the problem into a task. Task the same is a situation in which it is necessary to find a certain procedure (algorithm) to achieve the goal, and the development of this algorithm requires certain skills from the participants (intellectual, communicative and organizational).

The problematic form of organization of activity, communication, reflection and mental activity processes of participants in an organizational activity game means that the players are placed in conditions where they do not know what and how to do what they must develop and apply methods of activity, communication, thinking, reflection, that is, they are in conditions of maximum uncertainty. Examples of such problematic situations are the employment of young specialists in the conditions of a crisis and a general economic downturn, the promotion of various kinds of scientific projects, a change in one's marital status, etc. What to do in such a problematic situation, where to start, who to turn to, what to regard as success or failure remains unclear and uncertain.

Reducing the degree of uncertainty of the proposed problem situation is carried out through leading methodologists - specialists in the organization of reflective analysis of activities. Their task is to organize the process of reflexive ascent of the participants in the game from the abstract to the concrete in the analysis of activity. Methodologists activate specific difficulties that arise when getting to know the situation and entering it, build a problem field and formulate problems, create the concept of an order for the game.

Each organizational and activity game, as a rule, is held for five days and is divided into stages:

1) self-determination and development of the concept of the order;

2) analysis of the problem or problem situation;

3) determination of the system of values ​​and goals of activity, their hierarchization;

4) determination of conditions and choice of means for carrying out activities;

5) building a project (algorithm) of activity.

Each stage in its organization and conduct involves alternation sessions and group (team) work.This sets the rotational nature of the game. During the session, participants and facilitators come together. Players receive appropriate instructions and tasks from the hosts. The first session also involves the process of group building or breaking into teams. Each team consists of 4-12 players who will be in close contact, discuss with each other in the process of creatinggroup product. Designing a group product is the goal of group work, its presentation to other teams, public defense of projects is the goal of the session. Each stage includes 1-3 sessions and 1-3 group works.

During group work, the team interacts with its coach from among the game technicians. The latter implements the following actions in relation to players:

1. organizes the procedure for getting to know the team members and the distribution of responsibilities between them (the time keeper and the archivist secretary must be selected as mandatory, who captures all the proposals and hypotheses put forward by the group members, designer, speaker, generators and organizers, these roles can change or be assigned to the participants for the whole game)
2. activates the processes of mental activity and communication of participants through the use of brainstorming techniques, group discussion, emotional and informational support for players
3. controls the processes of group dynamics
4. contributes to the maintenance of a businesslike atmosphere and the confidence of the game participants in the success of their work. At the same time, the coach is not directly involved in the creation of the group product.

Group work is carried out according to the rules and takes an average of 45-90 minutes, after which the teams gather for a session. Here, during the presentation and discussion of projects, a general group discussion is organized, the purpose of which is to evaluate the presented products of group work, to find strengths and weaknesses setting goals for future work. The duration of sessional work is difficult to plan in advance. We can only talk about the limitation of the time allotted to the teams for the presentation of the products of their activities (on average, a team is given from 12-15 to 20-25 minutes for one presentation). Answers to questions and comments take approximately the same time, but the discussion may drag on, taking on the character of confrontation between individual teams. This happens especially often when different teams receive similar tasks. If different teams solve different problems in parallel, the controversy can be minimized, and the discussion of the products of group work aims only at the awareness of team members of what they have done and what they still have to do next. Finally, summing up the results of the session and formulating tasks for the teams for the next group work takes another 5-10 minutes.

The last session of the organizational and activity game is aimed at merger products of group activity, that is, the development of a common project (algorithm) of activity, which at the same time acquires the features of some universality.

The educational or didactic moment of the organizational and activity game isfinal reflection.

The goals of vocational and social learning can be achieved if students master a variety of ways to solve problems both in the professional field and in the field of social interaction.

Conclusion

The training of specialists who meet modern requirements depends on the further improvement of the work on developing the creative potential of young students as a leading direction that concentrates the possibilities of the organic unity of education, upbringing and development, educational and extracurricular work based on the achievements of the advanced pedagogical science, improving the skills of teaching staff.

At the stage of professional self-determination, the development of students' creative abilities takes place in conditions of differentiated and individualized learning. Students with the ability to learn are involved in activities where their independence, thinking, and initiative are manifested.

Successful and sustainable development personality occurs in the process of its self-realization. A qualified specialist today is a competitive specialist.

Competitiveness of a specialist is:

1. Ø competence and professional mobility;
2. Ø purposefulness and self-confidence;
3. Ø Entrepreneurship and efficiency;
4. Ø emotional stability and sociability.

One of the important means of forming a competitive personality is the use of modern educational technologies based on the use of active learning methods. The range of such methods is quite diverse, but a special place among them belongs to gaming technologies.

There is no doubt that the formation of the necessary skills and abilities, as well as the testing and consolidation of theoretical knowledge in a game form, are more effective than traditional methods learning.

But literally all the lessons cannot be turned into a game, and this is unnecessary. First of all, you need to define the following:

1. what goal does the teacher set by using this or that game;
2. choose those topics that are difficult to assimilate with traditional teaching methods;
3. use game situations familiar to most students;
4. keep in mind that different game situations can give an unexpected effect.

When organizing training, it is necessary to remember the words of the famous teacher S.I. Gessen, who stated: "... the lesson should remain a lesson, that is, contain an exact and definite goal of the work, be only permeated with creativity and aspire to it, but not move into it prematurely."

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