Playing as a means of formation of students' interest in academic subject

 
The main objective of geographical education - formation of geographical culture of the younger generation as an important part of the overall culture of the modern citizen, representation of geographical picture of the world, natural sciences, social and scientific world.

The content of school geography, facilities, methods and techniques of training stipulate the form of its organization, т.е. special design, which is largely determined by the content of the interaction of teachers and pupils at work on that or other educational material. Joint activities of teachers and students in the classroom awakens students to active learning knowledge, to the mastery of skills, It fosters creativity, is vivid and emotional attitude towards the values, which are embodied in the studied material, and helps in the selection of the various forms of lesson. According to its didadakticheskim objectives of these lessons are varied. But the main thing - they become more productive in shape. It combines and individual, and group, Teamwork and students, Lessons are held lectures, Lessons Seminars, Gaming Lessons, Tutorials-disputy, lessons, travel and other.

In my practice, I often try to use a portion to non-traditional forms of activity, т.к. Children with great pleasure that are included in this work, which reveals their individual personality, traced knowledge of educational material, formed new skills and creative abilities are revealed. When choosing a form of work in the classroom, I consider the individual characteristics of children, class as a whole, that helps me with the students to achieve the objective and effectiveness of the studied material.

For middle managers, I use such forms of lesson, as a lesson game, Lesson-tale, Lesson-opening, Lesson-trip, KVN, creative lessons. In high school, I apply the lessons form the problematic nature: lesson-dispute, lesson conference, environmental and other marathon.

Non-traditional forms of activity allow a portion to make lessons more diverse, entertaining, bearing inspirational. One such form of, I use quite often in your work is a "lessons-GAME".

In the book "Children and War" But the authors. Freud and Berlinghem bright handed reaction of adults and children in the bombing of London. Adults - again and again talked about, the horror they experienced. Children, survivors of the same, almost never talked about it. Their reaction to the experiences expressed in the game. Children built houses out of blocks and dropping bombs on them. Houses burned, wailing sirens, Circle were killed and wounded, and "ambulance" took them away to hospitals. Such game lasted several days. In this example we see, how natural and organic consciousness is close and the game in the child.

In order to enhance teaching and learning activities in the educational process is increasingly used educational games and discussions. As practice shows, in most cases, the transfer of knowledge is not always ready to encourage the person to the willingness and ability to identify, analyze and determine their own ways of solving them. It takes a completely different approach to the organization of training, changing the whole interaction between teacher and students. The student becomes an active participant in the learning process. Students themselves formulate the goal, identify problems, analyze information, develop criteria and possible solutions. Applied experience. Apprentice turns to the main figure of the entire educational process, that makes learning a truly student-centered.

In psychology, didactics, procedure there is no single approach to the concept of "game". What is the game? Game - it is receiving training, aimed at simulation of reality to make decisions in a simulated environment. Playing the geography lesson - the active form of training session, in which it simulated a certain situation, past or present, "Come to life" and "action" people - participants of the historical or geographical drama. It is important to establish the state of play in children - a specific emotional attitude to the historical and reality.

"The game - a group exercise to develop a sequence of solutions in artificial conditions, illustrating a real production environment " (VI. Rybalskyi). Games are classified according to various criteria: on targets, the number of participants, the nature of the reflection of reality. There are many kinds of classifications of games depending on, what grounds are laid in its foundation.

Let us consider the classification, game separating the business and retrospective.

CLASSIFICATION OF GAMES

BUSINESS GAME simulates the situation of the ancient world, history of the past compared to the present, and the reality, where the student receives a role of our contemporary or descendant, exploring geographic events. At the same time observed two subspecies of the game.

- PLAYING FOR DISCUSSION, during which recreates the imaginary situation of today with the dispute, diskussiey. It is built on dialogue and training is carried out with a greater degree of improvisation students.

- Play-RESEARCH, which is based on an imaginary situation as of today, the past, but it is based on the individual actions of the "hero", who wrote an essay, letter, fragment of a book about a particular geographical event.

RETROSPECTIVE game simulates the situation, would place students in the position of witnesses and participants, where each student receives a role of representative of a particular social group or person. In this game the child, "Can not jump higher than yourself, for some time to become smarter, bolder, nobler, Justice ", as noted is a psychologist AN. Bow. Students for this game, как правило, come up with a name, biographical facts, profession, think through the appearance of their "hero". However, they must have an understanding of the nature of, feelings, thoughts and views character. Например, studying in 7 class "Education continents and oceans", students present themselves as travelers, scientists, are considering painting the appearance of the continents of Gondwana and Laurasia on principle - "could be so".

Retrospective of the game can be divided into role and nerolevye.

РОЛЕВЫЕ ИГРЫ ретроспективного характера основаны на разыгрывание ролей – участников различных событий в условиях воображаемой ситуации прошлого и современности. Они рассчитаны не столько на улучшение предметных знаний, сколько на приобретение способностей самовыражения, понимание обучаемым самого себя и позиций других людей. Здесь обучение происходит через возможность свободно «сыграть» роль, взятую из реальной жизни. Собственно подготовка к исполнению ролей начинается после того, как сформулирована и осознана идея или смысловая ситуация, которая требует усвоения через проигрывание ее в группе участников.

При изучении темы «Горные породы» в 6 классе я провожу «урок-сказку», где учащиеся опираются на знания литературы (сказка П. Бажова), что помогает им «проникнуть в недра Земли» и познакомиться с различными группами горных пород. As well as in the study of new material goes role-playing game, where children lose this tale, delving into the study of new material.

Board games are divided into the following subtypes: театрализованное представление, театрализованная игра и проблемно-дискуссионная игра.

ТЕАТРАЛИЗОВАННОЕ ПРЕДСТАВЛЕНИЕ имеет четко обозначенный и прописанный сценарий, по которому и разыгрывается, как на сцене театра, действие. Оно воссоздает картины прошлого и настоящего. Смысл такой игры для школьников заключается не только в «оживлении картин», но и в последующем обсуждении этих сцен всем классом. Такая игра способствует развитию творческих, индивидуальных способностей ребенка, and also has an emotional impact on students.

so 6 классе, the study of the theme "Flora and fauna" we are preparing children mini-performance "Forest Kingdom", including elements of environmental education. It helps children through facial expressions, gestures, costume (made by children) transfer characteristics of each animal, познакомиться с представителями «лесного царства», а также понять, увидеть и серьезно задуматься над теми экологическими проблемами, которые касаются лесных жителей и нашей планеты. Children must find solutions to these problems and to create a law for a man of the world organic forest protection.

The theatrical texts Game characters make the students themselves. Its main difference from the previous subspecies is a large proportion of participants in the game of improvisation. In this game, all the actions apply only to that topic, who studied. Здесь прослеживается поисковая работа детей, развивается мышление, воображение и индивидуальные качества ребенка. И особенностью является то, that in this game you can attract a large number of participants. Actor can become any child.

The basis of problem-DISCUSSION OF THE GAME is an imaginary situation, where activities are built around the discussion of the important issue or problem. The game is expected to debate participants, teacher reduces his role to a minimum, and intermediates poses a challenge questions, It distributes the roles of participants. Students in this game is to solve the problem from the perspective of its characters, and the decision result is not known in advance. As a result, the game can be made a few decisions and it is important to participate in the development of each child's problems,ru.

А в 9 class after studying the theme "Power" class is held in the form of problem-Game Discussion, including an element of theatrical performance, We show where the children prepared a small literary composition "Chernobyl footprint" and then hold a press conference, regarding this issue. This tutorial has the following tasks:

- Show the inextricable link ecology and economy, the need for attention to environmental measures in order to mitigate the effects of man-made disasters.

- Using the knowledge of different school subjects, convince children to mandatory environmental management to preserve people's health,ru.

This composition helps students understand the seriousness of the picture of what happened at Chernobyl and reflect on environmental issues, facing our society, here reveals the emotional and moral qualities of children. A holding "press conference" is held in the form of academic dialogue, где дети рассматривают вопросы и решают проблемы Чернобыльской катастрофы с позиции своих персонажей (министр атомной энергетики России, врач-радиолог, Specialist of the Center for Nuclear Research, journalists and others.). The result of the game is to take decisions on this subject, and it is important part of every child to develop this problem.

An important advantage of role-playing games is, they make it possible not only to absorb the contents of the training of the Mother, but also give the student experience in collective decision-making in a large number of cases, when they are in actual practice difficult. Role play - a strong stimulator of active learning activities.

NEROLEVYE GAME very close games with external regulations, to such games include games COMPETITIVE retrospective, when artificially simulated learning situation. In such a game situation with the teacher on the one hand, check the students' knowledge on a competitive basis, on the other - makes it possible that knowledge "used" in a simulation of past and present, thereby deepening and expanding the knowledge learned. The competitive spirit of this game, "ignites" the guys, and the pursuit of knowledge of the geography becomes virtually infinite resolution for the game situation.

Another example - a synthesis lesson 7 class on "HYDROSPHERE". To expand the topics studied material, increase the horizons of students, as well as for the development of the individual and the creative abilities of children and fostering a sense of collectivism, I spend a lesson in two stages. The first - the game "Battleship", where various tasks using knowledge identify, obtained in the study of the topic, and the second - "Ecological Marathon", which allows us to consider the problem of pollution of the hydrosphere and find ways to solve them.

The game has a correlation with the other school disciplines, where students, опираясь на знания литературы, мировой художественной культуры самостоятельно или коллективно сопоставляют их с географическими явлениями, терминами, concepts. Such competitive games cause children great interest in the subject and to the game itself, in which they are completely "immersed", revealing themselves on different sides.

Another type nerolevoy games - a ROUTE GAME, or the imaginary journey (part-time tour). Route game - it is a special form of lesson, when children, например, carried in the past and "travel" on it in a certain spatial environment (stroll around the ancient city, sailing on the oceans, etc.). Also, the students "travel" to different corners of our vast planet, acquainted with one or other geographical objects of the modern world. Here, students can compare the pictures of the past and present, draw conclusions, proving the formation of a geographical object. In this game, kids can self-schedule their own route, to come up with a stop, fragments of conversation (interview) with people, that they "caught" in the journey. This form of the lesson contains elements fun and creativity, It requires a lot of preparation, as a teacher, and students.

One of such games - "Journey to the Amazon" - is carried out in the study of the nature of South America and some of its countries in the course of geography of continents and oceans,ru (7 class).

Objectives of the game:

1) the formation of students' ability to make a figurative description of the individual territories on the basis of various sources of geographic information, identification cards for the relationship between the components of the natural complex;

2) identification of students of environmental problems and identifying possible solutions.

background information.

Stefan wrote Tsveyg: "Who has seen the Amazon, Besides enough beauty for a lifetime ". Save this miracle of nature - the most important task of the peoples of South America.

The famous oceanographer Jacques-Yves Cousteau, dreaming of an expedition on the Amazon, говорил, that it will be "the biggest, important and dangerous "in his life. The route of the expedition included several directions. The first group of the famous ship "Calypso" was included in the Brazilian port of Belém, that in the Amazon estuary, from the beginning of the study of the basin of the largest rivers of the world. «Калипсо» поднялся по Амазонке до перуанского порта Икитос, а оттуда – по Укаяли, притоку Амазонки, до города Пукальпа. Вторая группа попыталась достигнуть великой реки с территории Колумбии. Третья группа искала исток Амазонки. As is known, название ее главного истока претендует две реки – Укаяли и Мараньон. The fourth group examined the Venezuelan Orinoco basin, reached by land headwaters of the Rio Negro, and passed it up to the confluence of the Amazon. И, наконец, fifth group investigated tributaries of the Amazon in the south of Peru, in Bolivia and Pargvae.

After this story to students the teacher offers to perform the following tasks:

1. Designed to make travel on routes, using the maps atlas, picture slides depicting nature study area, fiction.

2. Describe the natural systems on the cruise line.

3. Identify on maps the relationship between the components of an example of one of the complex. Create a scheme of relationships.

4. To figure out: as a result of which the economic activities of people, these connections can be destroyed; any change in the natural complexes may result? think: Does disturbed relationships recovery is possible and under what conditions,ru? What are the proposals for the rational use of natural resources of the complex and its protection you could make? Justify its proposals.

5. To characterize the nature, населения и хозяйственной деятельности стран, расположенных в бассейне Амазонки.

6. Изучить особенности населения Бразилии:

а) на основе работы с картой атласа, text textbook confirm or disprove the thesis: "Brazilians - a nation of immigrants";

б) map, define particular distribution of the population across the country. What factors determined it?

в) What about the customs and traditions of the Brazilian population, you know?

After working in groups, the assignment of students are heard opinions, It is discussed in the classroom of the results and summarizes the entire "travel" teacher.

TRAINING GAMES, their distinguishing feature is the external (tough) regulations. These include:

- Board games (domino, environmental lotto, field of miracles, etc.).

- Games based on the algorithm (puzzles, Crosswords, charades, etc.)

- Story with an imaginary situation on the basis of the training (deciphering hieroglyphs, "Find fault", a mysterious note, etc.)

Quite often, in their lessons I pay attention training games, such as: "Geographic mail", "Third wheel", "Environmental lotto", "The painting by an unknown artist", "Find the error", "Mysterious Note (decipher)», "Topographical lotto" and many others. These games allow you to test children's knowledge, develop the intellectual abilities of schoolchildren.

Game tutorial - a serious matter. Methodically right organized game requires a lot of time to prepare, the maximum activity of students in the activities not only at the level of reproduction and transformation, but also on the level of creativity, It promotes cooperation of students and teachers in the learning process. This knowledge, acquired in the game, are for each student personally meaningful, emotionally colored, which helps to better understand, better "feel" the material under study.

The game - one of the forms of collective action. Participation in the game has a strong emotional impact on students, not comparable with the impact of other forms of education. The game requires from its members a large autonomy, инициативы, стимулирует соревновательность. В ее проведении имеется много общих черт с методикой групповой работы. Но имеются и принципиальные отличия: исполняя роли, Students are immersed in the reality, which is dedicated to the game, put yourself in the place of real people, learn to make decisions.

When using the game form of activity can be traced at the appointed closely with other school subjects, with modern developments, implementation of the principle of local history teaching, clear environmental orientation, disclosure of individual and creative abilities of children. This helps to raise a child, as a social and active member of society, who knows how to make their own decisions and to educate themselves throughout their later life.