XIII Международная студенческая научная конференция Студенческий научный форум - 2021

Educational games are a splendid learning method, if pupils are desired to be the ones responsible for their own learning. Executing the idea of an effective constructivist classroom. In this article, educational games are discussed from the standpoints of a pupil and a teacher. Also a tool for designing and evaluating educational games for lower-secondary chemistry education purposes is presented.

As noted by the President of the country N.Nazarbayev, "in the modern world, it is very important to give young people a new education that meets international standards related to information technology", the widespread use of innovative methods and techniques is one of the conditions for a new education[1].

The main goal of education is not only to update the content of education, but also to increase the effectiveness of the use of various methods and means of teaching. Awakening students interest in classes also depends on the way the teacher conducts the lesson. Currently, there are a huge number of methods and techniques of training. Fluency in all known at the present level of development of pedagogy and best practices methods and techniques of teaching, selecting the most effective depending on each case and the effective, harmonious and creative use of a few of them together-the key to a successful lesson. In this regard, I would like to draw special attention to the following issues.

1. The teacher needs to conduct an independent analysis of missed lessons and try to find their own drawback.

2. In education and upbringing, it is necessary to strive for innovation, relying on transparency, pedagogical cooperation,scientific and methodological research.

3. The teacher should prepare creatively for each lesson every day. After all, a lesson is an art, a work of the teacher. Therefore, I think that in the effective organization of each lesson, we should contribute to the creation of conditions that will not let the student get bored, increase his abilities.

The requirements for the modern field of education are a comprehensive deepening of students knowledge. In such a situation, the teacher faces a big question: how can you give a student deep knowledge without tiring and without leading to passivity? From this point of view, using the game method in the learning process is the only way to solve the problem.

One of the best ways to increase students desire, motivation, and interest in knowledge is to use games in the classroom. Play, education, work – the main business qualities of a person. Play is always a small education, which, being a small education, prepares the child for the work of education. Those who think the game is deceptive or entertaining are wrong.No wonder some teachers and psychologists say that school-age children have passed the playing age. Events in the game give the lesson a zest, make the lesson interesting, give it an emotional coloring.

The game is one of the main types of human existence, along with work and knowledge,and the game is a form of behavior under conditions of conditions aimed at the activation and assimilation of social experience, which is achieved by self-management with enthusias [2].

The technology of learning through the game is divided into Didactic, Educational, and developmental[3,4]. Pedagogical games are divided into: physical, intellectual, labor, psychological, and social. Depending on the nature of the pedagogical process, the game can be divided into the following groups:

1. Training, training, control and generalization of analysis.

2. Cognitive, educational, developmental;

3. Reproductive, productive, creative;

4. Communicative, diagnostic information. The game is subject-based, plot-based, business-based, role-playing, imitative, and dramatic.

The game increases the student's thinking ability, increases his erudition, interest in the subject, and improves the quality of knowledge.The game covers 1/5 of the class time. In the process of learning - visual (experience, training): storage information- 50%. Information heard by ear is remembered only by 10%, in case of interest of the student and participation (games) - 90% of the information remains in memory.

In the game, all the senses are activated randomly, without effort. The child works creatively.

The activity of the student is increased by 100%. Educated students act as active leaders. To other children, his word becomes important and obeys them. Competition, shortness of time, communication with each other-all this increases interest in the subject.

The role of play in the development of the child has always been discussed by professionals of pedagogical science. Through the game, children open doors to the world, increase creativity. The great thinker, the Chinese philosopher Confucius says: "I forget what I hear, I remember what I see, and I understand what I do with my mind." The great teacher V. A. Sukhomlinsky wrote that " without a game, a child does not develop fully." Such scientists as L. S. Vygotsky, S. L. Rubinstein, D. B. Elkonin, B. G. Ananyev, and A. N. Leontiev took part in the study of the game from the point of view of psychology [5]. According to S. L. On the basis of the game, all the mental abilities of a person are formed, prepare the child for adult life. Through play, the child interacts with the environment." Psychologists have proven the following list of games:

Need→motive→goal→game activity →result.

If the chemistry lesson: game elements are often and systematically used; the set time is effectively used, the task is given according to the capabilities of each student, then the expected result: there is constant activity and interest in the lesson. The student is able to express himself as a person, his activity depends on his abilities and level. Through the game, they get along quickly with each other, get along well, learn from each other's dexterity. Students' abilities in chemistry are determined.

Play activity is of great importance from the first days of children's life.: "in the life of a child, play is of great importance, for an adult it is of the same importance as work, work, activity. The more the child is in the game, the more he will be in the work after growing up"" Kazakh national games can be used, starting with family education, in the process of learning chemistry ("ring", "white bone", "tengealu", "neighbor-neighbor", etc.), To increase the child's interest in the subject.

Classes organized by the game come to children fun, easy.

In chemistry, game types are divided into: training, cognitive, story-role, creative, etc., depending on the purpose of application: in the perception and consolidation of knowledge, to motivate students to actively assimilate knowledge, to coordinate knowledge, motivation for self-education and their creative application.

The most frequently used role-playing games in teaching chemistry are: (business-game lesson, KVN, forensic lesson, intellectual games, etc.), simulator games ( logical chain, riddles, chemical lotto, chemical billiards, chemical business, "find a couple", "Find the extra", etc.).

The business game allows students to understand the educational material from different points of view, using it to solve complex problems of mastering new material, fixing the material, developing creative abilities, and forming general educational skills.

The content of the technology of learning through the game should not be connected by chance, but directly with the topic of the lesson that takes place in the learning process.

Basic principles of gaming activity:

Matching the purpose and content of the training;

Visual technology and simple design;

To be clear;

Systematic application and complication at different stages;

Variety of gaming activities;

Passing from class to class;

Always enrich the game content;

Methodological support of the game, the ability to effectively combine tools and techniques;

Developing communication, collaboration and providing an emotional climate;

Preliminary preparation of the game scenario in its organization and conduct and involvement of students in the activity.

In the methodology of teaching chemistry, much attention is paid to play activities in the process of mastering the educational material. Play activities are widely used in the self-education of students.The educational process uses such modifications of business games as: simulation, operational,role-playing games,business theater, psycho-and sociodrama.Business game lessons play an important role in choosing a student's profession. (For example: in summing up the topic of the Silicate industry, there is a game "plants", an interview with a correspondent, a video).

"Who wants to be the best?" game. The game is given 10 questions. Questions #6 and # 8 are fireproof. Questions come up on the screen. The player can get 3 help: 50/50 from a classmate and help from class students. 1 - fireproof score. If the player gets it-gets a score of "3". 2-fireproof. After receiving it, the player receives a score of "4". When answering all questions, it gets a score of "5". Any student can become a player. The teacher pulls out any of all the cards with the names of the students, is the same player. This game can be played before the test work, at the end of the quarter. Questions have the form of a test, students participate in the preparation of the question.

The game “Domino”. The paper is divided into two parts and records one question or reacting substances, and the other the answer to another question or reaction products. Students must find and compose the correct answer to the question. If the task is completed correctly, a certain drawing or proverb appears on the other side of the paper.

The game "Throw the ring". This game is designed to search for an unknown object (grade 8). (chemical changes: К→К₂О→КОН→КІ→КСІ→АgСІ). The game involves a full class, a didactic goal: to take out this exercise on the board and throw the ring to the student he wants. So the game continues quickly. Its main feature is the improvement of the child's thinking. In the game, children concentrate better on each thing and remember more. In the game, he quickly and easily implements the goal.

The goal of the game "neighbor-neighbor": to remember the valence of the elements. 8th grade students are instructed to bring 25 items to each card.The teacher tells the elements living in house 1 to quickly stand in one row, students with a card on which the first valence elements are written go to the first row. Living in the 2nd house-secondary valence elements, living in the 3rd house-tertiary valence elements, etc.

Cryptic reports. Solve the scheme of the reaction in which the iron atom participates, write the equations of the chemical reaction. 56→127→90→72→56

The answer:

 Fe →FeCI₂→Fe(ОН)₂→FeO→Fe

"Chemical football». The class is divided into two groups. Each team chooses a commander, 3-striker, 3-defender, 3-midfielder and goalkeeper. Each team prepares questions for each other on the topics covered. The first question is given to the striker, if there is no answer, given to the midfielder, if he also does not answer, given to the defender, and finally to the goalkeeper. If there is no answer to the question, then the goal is considered scored. So the teams take turns asking each other questions. The team that gives fewer answers to the question is considered the loser.

Through the game, the child learns, is brought up, learns to respect society, gets used to cooperate and strives not to lose, but to lose. Students put fairy tales, legends, literary works, life events on the stage, and play different roles themselves.

A study by scientists has proven that business games have a beneficial effect on student performance. Business games are one of the most effective, cost-effective, basic training methods. They allow you to teach the student without putting pressure on him, contribute to a deep understanding of the student event. Teachers conduct a lot of educational games. A variety of puzzles, crosswords, riddles, statements, logical tasks give knowledge and motivate students.

Following the results of the questioning which is carried out among school students the conclusion is drawn that thanks to a game method at a lesson, it was succeeded to increase interest in a subject, the level of digestion of material, to make active orientation on the acquisition of knowledge and motivation of success.The relationship between the game and human culture has been scientifically determined. Their importance in personal development was determined.

REFERENCES:

Prensky, M. (2010). Educating the Millennial Generation. In A. Hirumi (ed.), Playing Games in School (pp. 7-32). Washington, Dc: international society

Wong, B.Y. (1985). Self-questioning instructional research: a review. Review of Educational Research, 55(2), 227-268.

Rastegarpour, H., & Marashi, P. 2012. The effect of card games and computer games on learning of chemistry concepts. Procedia - Social and Behavioral Sciences 31 Available online at www.sciencedirect.com, p597 – 601

Ina, Y., & Cagiltay, K. 2007. Flow Experiences of Children in an Interactive Social Game Environment. British Journal of Educational Technology, 38, 454-464

Abdimominova D. К. Project-based learning technology as a tool for student development. - 2018. - 86 p.

Код для цитирования: Скопировать