problems, participating in the game, learn to communicate, consider the opinions of colleagues
. In the game, for the solution of collective tasks students use their own different capabilities Children in practical activities realize the usefulness of the experiment and think quickly and work well
. Joint emotional distress during the game helps to strengthen interpersonal relationships.motives:
. In the game, each student can express themselves, their knowledge, skills, character, endurance and stamina, their attitude towards work and people.motives:
. Each game has a similar result (end of a game) and stimulates the student to achieve the goal (victory) and awareness towards the goal (to know more than others). p align="justify">. In the game the team or individual pupils are initially equal (no standouts and weak students, there are players). The result depends on the player, the level of their preparedness, ability, endurance, skill, character. p align="justify">. Impersonal process of learning the game gets personal values.
The situation of success creates a favorable backdrop for the emotional development of cognitive interest. Failure is not perceived as a personal defeat, but as defeat in the game and stimulates cognitive activity (revenge) [31, c. 23]. p align="justify"> Adversarial - an integral part of the game - is attractive to children. The pleasure derived from the game, creats a comfortable condition in the classroom and enhances the desire to learn the subject
Rules of the game Their content and focus are driven by common
tasks - the formation of personality, cognitive content, game challenges and game action. In a didactic game rules are given With the help of the rules the teacher controls the game, the processes of cognitive activity and behavior of students The rules also affect the decision of the didactic tasks - seamlessly limit the actions of the students, direct their attention to the specific task of a subject As a result, the ability to control their, to relate them to the actions of other players actions is developing [32, c. 62-63]. Of a game have teaching, organizing and disciplining nature
Rules must be used carefully, as not to overload their game, but to use only the necessary one The introduction of many of the rules, the performance of their enforcement leads to negative results Excessive discipline decreases in interest in the game and even destroy it, and sometimes causes a cunning ploy to avoid compliance with the rules.to offer games to students The main task in the proposal of the game is to initiate interest in it, in such a formulation of the question, when the same goals and desires of the student teacher. Gaming receipt of proposals may be oral and...
