phineas ferb conquest 2 play

What coins does Sberbank buy?

What old money does Sberbank accept?

Review of the game "Daylight Closed House Day"

Mass Effect: Andromeda: What We Know About the Real Andromeda Galaxy

Uncharted 4 a thief's end platforms

Role-playing game on the history of ancient Russia "We are Slavs. Visiting the goddess of history Clio"

Play is a natural form of learning for a child. She is part of his life experience. Transferring knowledge through the game, the teacher takes into account not only the future interests of the student, but satisfies today's. The teacher who uses the game organizes learning activities based on the natural needs of the child, and not solely on the basis of his (adult) considerations of convenience, order and expediency.
In the process of the child's play, a life balance is established between him and the adult. The game encourages the student to reincarnate into another person from the past or the present, makes him "jump above himself", because he portrays an adult, "trying on" an image that is far from his daily practice. Through understanding the thoughts, feelings and actions of their heroes, students model historical reality. At the same time, the knowledge acquired in the game becomes personally significant for each student, emotionally colored, which helps him to better understand, better “feel” the era under study.
The relevance of the game is currently increasing due to the oversaturation of the modern student with information. Television, video, radio, computer networks have recently significantly increased the flow of information received by children and its diversity. But all these sources provide, in the main, material for passive perception. In addition, the game is able to solve another problem. Today's school is saturated with so-called interactive teaching methods and tools that do not take into account the natural emotionality of children. And the game organically combines emotional and rational types of cognitive activity.
Games are classified according to various criteria: by goals, by the number of participants, by the nature of the activity. In particular, according to one of these classifications, games are divided into business and retrospective.
A retrospective game models a situation that puts students in the position of eyewitnesses of certain events. These games, conditionally, can be divided into role-playing and non-role-playing.
Role-playing games of a retrospective nature are based on playing roles - participants in historical events in an imaginary situation of the past. They are divided into the following subspecies: theatrical performance, theatrical game and problem-debating game.
It should be noted that the role-playing game as a teaching method has its advantages and disadvantages.

Advantages

1. Causes interest in the lesson;
2. Makes learning fun;
3. Organizes work at the creative and search level;
4. Serves as a practice for the use of knowledge gained in the classroom and out of class;
5. Combines emotional and rational types of cognitive activity;
6. Gives a powerful incentive in learning;
7. Contributes to the rapid and active arousal of cognitive interest;
8. Activates the psychological processes of participants in gaming activities: attention, memorization, perception, thinking;
9. Creates conditions for the development of the child's creativity;
10. Promotes deep knowledge;
11. Performs an educational function.

disadvantages
1. Cannot be used all the time;
2. Occupies the entire lesson, sometimes doubled;
3. There is a lot of preliminary preparation;
4. The need to constantly monitor discipline;
5. The problem of maintaining the scientific approach;
6. The problem of objective grading;
7. Unpredictability;
8. Schedule of tasks.

Thus, this table shows that despite the disadvantages, the role-playing game has more advantages, and therefore contributes to the implementation of various forms of lessons.
Let us now turn to the main stages of the historical game. There are four of them:
Stage I - preparatory (before the lesson).
Stage II - introductory (at the lesson).
Stage III - game (in the lesson).
Stage IV - evaluation (at the end of the lesson).
Based on all of the above, it follows that the game is one of the forms of learning, and therefore it should organically "fit" into the educational process in the subject in close connection with other types of educational work.

Download:

Preview:

"Student-Centered Approach in Teaching Schoolchildren"

Completed by: Marsova O.P.

Student-centered learning - learning, in which the goals and content of learning, formulated in the state educational standard, training programs, acquire personal meaning for the student, develop motivation for learning. On the other hand, such training allows the student, in accordance with his individual abilities and communicative needs, the possibilities to modify the goals and learning outcomes. The learner-centered approach is based on taking into account the individual characteristics of the trainees, who are considered as individuals with their own characteristics, inclinations and interests. It is noted that for each student one or another way of carrying out activities is typical. Training in accordance with this approach involves:

independence of students in the learning process;
reliance on the existing knowledge of students, on his experience;
taking into account the socio-cultural characteristics of students and their lifestyle, encouraging the desire to be “oneself”;
taking into account the emotional state of students, as well as their moral, ethical and moral values;
purposeful formation of learning skills, characteristic of a particular student learning strategies;
redistribution of the roles of the teacher and the student in the educational process: limiting the leading role of the teacher, assigning him the functions of an assistant, consultant, adviser.

The person-centered approach has been around for a long time. Such outstanding psychologists as A.N. Leontiev, I. S. Yakimanskaya, K. Rogers wrote about the influence of the school on the formation of the personality of students. For the first time, the term "personal-oriented approach" began to be used by K. Rogers. At the same time, he spoke of such a teaching method as a fundamentally new one, allowing the student not only to study, but to study with pleasure and receive information-rich material that develops the imagination. Rogers also emphasized that, according to the established tradition, the emphasis in education was only on intellectual development and not on personal development. He singled out two main directions in education: authoritarian and human-centered, free education, in which students from the first days of schooling find themselves in a friendly atmosphere, with an open, caring teacher who helps to learn what they want and like.

Rogers has two words that characterize the educational process: learning and teaching. Under learning Rogers understands the process of the influence of the teacher on the students, and under teaching - the process of development of intellectual and personal characteristics of students as a result of their own activities. He identifies the following teacher attitudes when using a student-centered method: the teacher's openness to interpersonal communication with students, the teacher's inner confidence in each student, in his abilities and abilities, the ability to see the world through the eyes of a student. Training shouldlead to personal growth and development. And a teacher who adheres to such attitudes can positively influence the development of the personality of students.

Just like C. Rogers, S. L. Rubinshtein believed that "the personality is not formed first, and then begins to act: it is formed, acting, in the course of its activity." The mental properties of a person are formed and developed in the process of activity. In doing so, he poses questions to the teacher that need to be asked before studying personality development:What is attractive for the student, what does he aspire to? What can he do? What is he?The answer to these questions can give a complete picture of the orientation, interests and needs of the student, study his abilities, find out how the student implements them and, importantly, learn the character of a person. S.L. Rubinshtein says that in the process of education and training it is necessary to study and take into account the individual characteristics of students, it is necessary to find an individualized approach to each student. However, this does not mention one of the main features of the person-centered approach: the consideration of personal experience. Thus, S.L. Rubinshtein proceeds only from the mental image of the personality. This means that upbringing and education are included in the very process of the development of the child, and are not built only on him.

For a long time in Russia, a person was understood as a bearer of sociocultural patterns, as a spokesman for their content. At the same time, personality-oriented pedagogy proceeded from the recognition of the leading role of external influences, and not the self-development of an individual. The individual approach was reduced to the division of students into weak, medium and strong, and pedagogical correction was carried out through a special organization of educational material according to the degree of its objective complexity, the level of requirements for mastering this material. Thus, subject differentiation was carried out, and not a personal approach. Individual abilities were considered through learning ability, which was defined as the ability to acquire knowledge. And the psychological models of student-centered learning were subordinated to the task of developing cognitive abilities, such as: reflection, planning, goal setting.

Thus, the lesson should create such conditions that contribute to the development of the personality of each student.

The principles of a person-centered approach: variability, synthesis of intellect, affect and action, as well as a priority start.

Variability: the use of not the same type, equal for all, but different learning models depending on the individual characteristics of children and their experience. At the same time, the responsibility for this principle lies with adults.

Synthesis: these are technologies that involve students in the process of cognition, joint action and emotional exploration of the world.

Start: involving children in activities that are more pleasant for them, closer, more preferable, creating favorable conditions for further learning a foreign language.

In the process of personality development, it is necessary to focus on the development of the cognitive sphere of students (sensations, perception, memory and thinking). The student must be a full subject of educational activity. He must know the psychological patterns underlying the cognitive, emotional and volitional spheres. At the same time, students should know that they are more responsible for the development of their personality.

Theoretical Foundations of the Person-Centered Approach

at the present stage.

The changes that are rapidly taking place in our society in connection with the transition to new relationships have had a significant impact on the development of education. In modern socio-cultural and economic conditions, the practice of work of all educational institutions is being rebuilt with a focus on the pupil as a person who is a self-conscious, responsible subject of his own development and the subject of educational interaction. The idea of a student-centered approach in our country has been developed since the early 80s by K. A. Abulkhanova-Slavskaya, I. A. Alekseev, Sh. A. Amonashvili, E. V. Bondarevskaya, S. V. Kulnevich, A. A. Orlov, V. V. Serikov, I. S. Yakimanskaya and others.

A student-centered approach involves helping the student to realize himself as a person, to identify, reveal his capabilities, the formation of self-awareness, self-realization, self-affirmation.

The essence of the personality-oriented paradigm so widely demanded by the modern educational system “is to abandon the concept of “encyclopedism”, when the main indicator of a person’s education was considered only the amount of his knowledge, from the ideas of “technocracy” in focusing on the personality of each student, which in the conditions of personality- oriented education and upbringing performs a priority, backbone role.

Features of the implementation of a student-oriented approach in the educational activities of a general education school.

There are several positions (according to I. Yakimanskaya and O. Yakunina), which the teacher should take into account when developing a student-oriented lesson:

1. Reliance on subjective experience.

“The main idea of a student-centered lesson is to reveal the content of the individual experience of students, and thereby achieve personal assimilation of this content ...

When organizing a student-centered lesson, the teacher's professional position should be to know and respect any student's statement on the content of the topic under discussion. The teacher must consider not only what material he will communicate, but also what meaningful characteristics about this material are possible in the subjective experience of students (as a result of their previous learning from different teachers and their own life activities). We need to think it over. what should be done in order to discuss children's “versions” not in a rigidly evaluative situation (right or wrong), but in an equal dialogue. How to generalize these “versions”, highlight and support those that are most adequate to the scientific content, correspond to the topic of the lesson, objectives and learning objectives.

2. Knowledge of psychophysical features.

“The selection of didactic material for a student-oriented lesson requires the teacher to know not only its objective complexity, but also the knowledge of the individual preferences of each student in working with this material. He should have a set of didactic cards that allow the student to work with the same content provided for by the program requirements, but convey it in a word, symbolic symbol, drawing, subject image, etc.

3. As equal partners

“How to build educational communication in the lesson in such a way that the student himself can choose the most interesting task for him in terms of content, type and form, and thereby most actively express himself? To do this, the teacher should refer to the frontal methods of work in the lesson only informational (setting, content-instructive), and to individual - all forms of independent, group (pair) work.

This requires him to take into account not only cognitive, but also emotional-volitional and motivational-need characteristics of students, the possibilities of their manifestation during the lesson. That is why, when preparing for a lesson, it is necessary to design in advance all possible types of communication subordinated to educational goals, all forms of cooperation between students, taking into account their optimal personal interaction.

It should be stated that the implementation of student-centered learning in a modern school causes certain difficulties for a number of reasons. Here are some of them:

1. Acquisition of groups of students - in a class with a capacity of 25 people, the teacher is often unable to see the individual characteristics of each student, not to mention building learning effects based on the subjective experience of each child.

2. Orientation of the learning process to the "average" student.

3. Lack of organizational conditions that allow students to realize their abilities and individually significant values in individual subjects.

4. The need to "evenly" pay attention to all academic subjects - both those that are significant for the child and "unloved" subjects.

5. The priority of assessing the knowledge of skills and abilities, and not the efforts that the student spends on mastering the content of education.

One way or another, we can state the fact that the implementation of student-centered learning in a modern school is a complex and painful process. Along with the objective reasons that prevent the introduction of student-centered learning, one can also talk about the conservatism of a certain part of teachers who position themselves within the framework of authoritarian pedagogy, or who are accustomed to introducing innovations into educational practice on formal grounds, without delving into the deep essence of transformations. The introduction of student-centered learning is possible only if the functions of all participants in the educational process are rethought and all the necessary conditions are met.

Bibliography.

Amonashvili Sh.A. Personal and humane basis of the pedagogical process

Bondarevskaya E.V. Values of personality-oriented education // Pedagogy. - 1995.- No. 4.

Griboedova T.P. Student-centered approach in the system of advanced training

Zimnyaya I.A. Pedagogical psychology

Rogova G.V., Vereshchagina I.N., Yazykova N.V. Methods of teaching English. 1-4 grades

Fokina K.V., Ternova L.N. Methods of teaching a foreign language

Yakimanskaya I., Yakunina O. Personally-oriented lesson: planning and technology of conducting.

Preview:

The use of role-playing games in history lessons.

At school, a special place is occupied by such forms of classes that provide an active role in the lesson of each student, increase the authority of knowledge and individual responsibility of students for the results of educational work. These tasks can be solved through the technology of game forms of learning. Game learning technologies are distinguished by an exceptional variety: role-playing, business, games - travel, game - competition, game - quiz, lesson - auction, mini-Olympiad, lesson - game "Connoisseurs Club".

The game forms of the lesson are characterized by:

Modeling of certain types of practical activities;

Modeling the conditions in which the activity takes place;

The presence of roles, their distribution among the participants in the game;

The difference in role-playing goals between the participants in the game;

Interaction of participants performing certain roles;

The presence of a common goal for the entire gaming team.

Group or individual evaluation of participants' activities

games.

The play activity of children, arising at preschool age, goes in its own development from elementary imitation to a complex role-playing game. At the beginning, it reflects the objective activity of people, and then - human relationships, norms and rules of public behavior. Already at school age, children prefer collective games that accustom them to collective forms of life and activity. Game situations enrich the emotional susceptibility of children, sharpen their enthusiasm, imagination and thinking, exercise in the guidance of desires and moods. Lessons with a game basis help to increase students' interest in the subject, allow them to better remember dates and concepts, learn to find and make decisions, develop abilities, learn competitiveness, the ability to communicate, establish contacts, create a positive emotional environment, use learning knowledge in practice.

The game only seems carefree and easy from the outside. But in fact, she imperiously asks that the player give her the maximum of his own energy, intelligence, endurance, independence. An exciting game increases mental activity. But this does not mean that classes must be conducted only in the form of a game. The game is just one of the ways, and it only gives great results in combination with others: observation, conversation, reading and others. While playing, children learn to use their knowledge and skills in practice, to use them in various conditions. The child in the game performs, as it were, two functions: on the one hand, he performs his role, and on the other, he controls his behavior. The game is important for the formation of a friendly children's team, and for the formation of independence, and for the formation of a positive attitude towards work, and for many other things.

Game development is built as a holistic education, covering a certain part of the educational process, united by a common content, plot and character. At the same time, the game plot develops in parallel with the main content. Such training helps to activate the cognitive process, to assimilate a number of educational parts. In role-playing games, the situation of the distant past is modeled, and the participants play the roles of historical figures and representatives of social groups involved in certain fundamental events. During the game, a certain situation of the past or real is modeled, people “come to life” and “act” - participants in the historical drama. It is important to create a game state for schoolchildren during such a lesson - a specific emotional attitude to historical reality. The students, as it were, fill the “deserted” story with characters that they themselves portray in games of various types. Through understanding the thoughts, feelings and actions of their own heroes, students model historical reality. At the same time, the knowledge acquired in the game becomes personally important for each student, emotionally colored, which helps him to better understand, better “feel” the era under study. This difficult task requires the student to mobilize all the skills, encourages him to master and deepen new knowledge, broadens his horizons and, most importantly, makes him master a whole range of fundamental skills, primarily communicative ones. The student's ability to perceive, empathize develops.

Games are classified according to different criteria: by goals, by the number of participants, by the nature of the reflection of reality. Identified, in particular, simulation, symbolic and research games. There are several types of games: - interactive games with an indirect effect on the student - puzzles, crossword puzzles; - Interactive games with direct action on the student role-playing games.

Consider a detailed classification of games:

1. Business game models the situation of a later era in comparison with the historical situation under study, the student receives in it the role of our contemporary or a descendant who studies historical actions (archaeologist, writer, journalist). At the same time, two subspecies of such a game are clearly traced. One of them is a game-discussion, during which an imaginary situation of the present with a dispute, a discussion is recreated. Such a game is based on an educational dialogue, but even with a certain program of activities, it is carried out with a large share of children's improvisation.

2. Exploration game, it is based on an imaginary situation of the present, studying the past, but, unlike the previous form, it is based on the personal actions of a “hero” who writes an essay, a letter, a fragment of a book, a newspaper article, a scientific report on one or another historical event.

3. Retrospective gamemodels a situation that puts students in the position of eyewitnesses and participants in events in the past, each student receives the role of a representative of a certain public group or even a historical figure. The main feature of this type of game is the "presence effect" and the principle of historical fiction. A schoolboy for such a game, as a rule, invents a name, biographical facts, profession, social status of his own “hero”, and even in some cases prepares a costume, thinks over the appearance. At the same time, he must have an idea about the character, feelings, thoughts and views of the character. Retrospective games help the student to “enter” the historical time, feel the spectrum of the era, get to know specific people with their worldview and actions in a specific historical situation of a certain time. Retrospective games can be divided into role-playing and non-role-playing. Role-playing games of a retrospective nature are based on playing roles - participants in historical events in an imaginary situation of the past. They are divided into the following subspecies: theatrical performance, theatrical game and problem-debating game. The theatrical performance has a correctly marked and written script, according to which the action is played out, as on the stage of the theater. It recreates different views and pictures of the past. All attributes of a theatrical production, including scenery, costumes of actors, must take place. The meaning of such a game for schoolchildren lies not only in the reproduction of past eras, but also in the subsequent discussion of these scenes by the whole class. Children recognize the time and place of a historical phenomenon and its participants - representatives of certain social strata by the actions of the heroes of the presentation. In the theatrical game, the texts of the characters are composed by the children themselves. Its main difference is a large share of improvisation of the participants in the game. But in this game, the theatrical action is still close to the era that is being studied. Modernization of the past is not allowed here.

Playing in the classroom is serious business. A methodically correctly organized game requires a lot of time for preparation, the greatest activity of students in activities not only at the level of reproduction and transformation, but also at the level of creative search, promotes cooperation between the teacher and students in the learning process. The history teacher can act in the game in the following game roles:

An instructor who reduces his role to a minimum - explaining the rules of the game and the consequences of playing actions;

The referee, who supports the course of the game, controls the observance of the game rules, evaluates the activities of the children;

A coach who gives tasks, makes hints, assists during the game, encourages children and supports the game situation;

The chairman-leader, who gives impetus to the game and regulates its entire course, holds in his own hands all the game actions of the participants, sums up and compares the simulated situation with the real situation.

As historical games become more or less the same occupation of the children, the teacher gradually fades into the background. But in the beginning, he is both the supreme arbiter and judge during the arising disputes and certainly an active ordinary participant in the games.

Students play the following roles:actors, spectators, professionals. Actors take a role in the scenes, pronounce the texts of the roles. Viewers study additional literature, complete tasks and take part in the discussion. Specialists analyze the game and each participant separately, compare the simulated situation with the real one. During the game, the actors recreate the image of the character created in their minds, carry out conscious and purposeful game actions in accordance with the purpose of the game, its storyline and the content of the role. Actors interact with the audience, answer questions and defend their position. Their main task is to reliably and emotionally convey the content of the species they depict. Often they empathize with their hero. Spectators comprehend the game task and the storyline of the game, express their attitude to what is happening with the help of facial expressions and gestures, replicas, questions, laughter. In the process of acting out the situation, the audience determines their position in relation to the heroes of the game, correlates the sights they see with their system of values, "get used" to the game context and mentally create their own game plan, put themselves in the place of the actors. Specialists evaluate the types created in the game - the content of the role, its persuasiveness, reliability, artistic abilities of the performers. The task of experts includes a very difficult task - to analyze the process of the game itself, its effectiveness, therefore, along the way, they make notes, create analysis cards. At the end of the game, they perform with fruits, note more and less successful moments, speeches, statements, and rate the participants. When analyzing the game, experts pay attention to the game behavior of the characters, the adequacy of the reaction of the audience, the analysis of the activities of the presenter, the fascination and entertainment of the entire course of the game.

There are several stages of the historical game.

The first stage is preparatory,it runs until the lesson itself. During this period, the general plan and strategy of the game are discussed, a plan and script are written, the participants are instructed, and the materials necessary for the lesson are prepared. The teacher explains the game task to the children, distributes roles, taking into account the game interests and abilities, gives the necessary additional literature, composes advanced tasks and introduces them to the children. If necessary, the teacher also conducts personal consultations on preparing for the game, discusses fragments of the scenario with the participants and corrects it, supervises the external design of the lesson.

Second phase is already happening in class. It is called introductory, it is at this stage that the teacher once again explains to the whole class the tasks and abilities of the game, the role of individual participants and gives a general direction to the game, formulating cognitive tasks for the entire lesson. It is at this stage that the teacher introduces the participants. Schoolchildren are introduced into the game state, a certain mood is created. The game stage is characterized by the emotional involvement of all students in the class in the game action. The guys during this period, as it were, "live" the situation in its game incarnation, act according to certain game rules. The game plot unfolds. The teacher coordinates game activities, provides indirect control over the actions of the participants, that is, regulates the course of the lesson. If necessary, he also corrects the performances of the actors, involves a larger number of schoolchildren in the game, briefly summarizes their activities in the course, encourages active players with a word, draws attention to the work of experts, without imposing their own ideas on them. The teacher at this stage is obliged to pay the greatest attention not to the activities of actors and experts, but to the audience, that is, to the whole class.

At the last evaluationstage after the game is over, the analysis of the lesson is carried out, the assessments and self-assessments of the participants are listened to, the very course and effectiveness of the game actions of the students are discussed. The degree of correspondence between the game situation and historical reality is analyzed separately. The teacher gives the final word, distributes cards for game analysis, listens to the expert group. In addition, you can conduct a blitz interview and a small survey to find out the results of the game.

For fifth-graders, history is a new subject, so the main task of the teacher is to interest students in this science, to support the desire to study it. The organization of game situations, theatricalization, situations of intrigue and surprise, situations of choice will help to effectively solve this problem. In the methodological arsenal of each teacher there are a variety of historical games: role-playing and business, individual and group. The same can be said about theatricalization: didactic collections contain many scenarios and fragments of lessons that dramatize the events of the history of the ancient world.

Here are some of the examples of such situations used in my practice:

Demonstration to students of a “mysterious bundle”, a “mysterious box”, “parcels from the past”, etc. with the attached note "Open after studying the topic ..."; the content of the convolution can be a thing, a reproduction of a picture, a historical document on the topic studied.

Demonstration to students of an object (product, reproduction of a painting, historical document, rebus) that is directly related to the topic of the lesson, and finding out the reason for the appearance of this object in the lesson.

Demonstration to students of a video from a documentary or feature film, listening to a musical fragment with historical content.

Examples of the teacher's use of the situation of choice.

Students' choice of learning plan and how to study a new topic.

The teacher offers several questions on the topic of the lesson and, together with the students, determines the order (numbering) of studying these questions - draws up a plan for studying a new topic. Students have the right to add their own question to the plan. Starting the study of a particular issue, the teacher each time consults with the students about exactly how they want to learn about it. Students can choose a teacher's story, they can read it on their own, they can read and discuss aloud together, they have the right to suggest a different way of doing it.

Students' choice of a method of updating subjective experience.

The teacher offers to choose a method of individual testing of knowledge on previously studied topics:

Explain these terms, dates, personalities or replace definitions and descriptions with the necessary terms, dates, personalities;

Answer the question "succinctly" or "eloquently";

Solve a historical crossword puzzle or make it yourself.

Students' choice of a way to control knowledge.

At the end of each section of the history course, the teacher invites students to complete either a test or creative work.

A lesson where the teacher, together with the students, carries out equal work on the search and selection of the scientific content of knowledge that is to be mastered, can rightly be called personality-oriented.

An example of the use of game situations in the lesson in the fifth grade.

Lesson topic: In ancient Alexandria of Egypt

Lesson objectives: 1. Create conditions for emotional perception

Landmarks of Alexandria Egyptian.

2. To promote the development of cognitive activity of students; mental processes: recreating imagination, memory, speech; historical thinking; ability to work with plans and maps.

3. To promote the education of interest in the Hellenistic period of the history of Greece, the value attitude to the culture of antiquity.

Methodological tools: personally oriented situations of intrigue, choice, solution of a historical problem, surprise; business game.

Equipment: a textbook, a computer, a multimedia projector with a demonstration screen, a computer presentation of the lesson, files with posters: “about. Pharos", "Pharos Lighthouse", "Museion", "Muse", "Clio".

During the classes:

I. Organization. theme intrigue.

II. Actualization of the subjective experience of students. Business game "We buy tickets."

III. Exploring a new topic. The situation of choosing a study plan and a method of studying a topic.

Solving historical problems.

TEACHER

STUDENTS

To explore the sights of A.E. asks questions:

Location - Pharos lighthouse

On the streets of the city - Museumon

- ? (question from students)

1. Invites students to identify where they would like to start their journey and why it is so important to them.

Arranges questions in numerical order.

2. Asks students to define how they want to learn about places of interest:

For the teacher to tell

To read and discuss together

Some of the students already know and can tell

May offer another option

3. Organizes the study of a new topic according to the plan and methods chosen by the students, using a computer presentation.

1. During the discussion, they determine the order of studying the topic, argue their choice.

2. Choose a method before starting to study each question.

3. In the course of studying the topic, historical tasks are solved:

Why are car lights called "headlights"?

What is the main difference between A.E. from the plan of Athens?

Why is the Museum in A.E. and modern museums have similar names?

IV. Summary of a new topic. surprise situation.

V. Reflection.

When studying the history of the Ancient World in the 5th grade at the lesson on the topic "Athenian policy", students answered the questions of "merchants" who arrived in the Athenian port of Piraeus from the countries of the East. The students played their roles with pleasure, staged the conditions of an imaginary situation, which emotionally embellished the lesson, immersed the fifth graders in the era of Ancient Greece. In the 5th grade in the classroom I also use games - competitions. The pedagogical value and advantage of this game form over other types of didactic games is obvious, because.

such a game is characterized by competitive struggle and cooperation;

game - competition allows the teacher to introduce into the game not only entertaining material, but also complex issues of the curriculum.

I conduct the generalizing lesson "Ancient Greece" in the form of a lesson - the Olympiad. Preliminary preparation was carried out for the lesson: the class is divided into teams, approximately equal in ability, the psychological characteristics of students are taken into account, their compatibility, teams choose captains, prepare emblems and greetings to rivals. Consultants take part in the preparation of assignments, members of the jury (who wish) are selected. After the end of the game, the results are summed up.

In the 8th grade, when summarizing the topic “Culture of Russia in the first half of the 19th century,” I conduct a lesson - an auction. “Auction” is a word of Latin origin, meaning a sale at a public auction, in which the goods are previously exhibited for inspection. The auction is designed on the model and likeness of a real, adult auction. The necessary attributes of the auction will be preserved: presenter - speaker,

"banker" and money - "knowers", auction participants: "businessmen" - students divided into teams. Mandatory - a gong and a hammer, the blow of which confirms the sale of goods. The quality of the "goods" are questions that are included in the lots. All questions are divided into three lots: an open lot (the speaker puts up a question for sale: “Name the architect, author of the Kazan Cathedral”), a semi-open lot (only the topic is indicated), a closed lot (the question is sold without specifying the topic). During the game, teams can use the services of a banker (borrow money). After the auction closes, the speaker sums up the results. The summary table of results allows the teacher to analyze the assimilation of the topic.

Lesson - auction contributes to the development of some economic relations by students, introduces participants into the system of commodity-money relations, maintains and develops interest in the learning process and the subject, forms estates and group work skills, develops communication skills, the learning process is as close as possible to practical activities, during the game there is a certain emotional mood that activates the learning process.

When explaining new material in the 6th grade on the topic "The fragmentation of Russia", we watch a fragment of the video film "Vladimir - Suzdal Principality of the XII - XIII centuries." Before watching the story, students are given the task of answering the questions that are written on the board:

Name the city that became the capital of the Vladimir-Suzdal Principality?

What is an opal?

What attracted settlers from the south to the northeastern lands?

What are the names of Vladimir - Suzdal princes of the XII - XIII centuries?

When explaining new material, you can include a video film in the educational process as a consolidation of the material of the studied topic.

In the 6th grade, after explaining the topic “Invasion of the Mongol-Tatars to Russia”, students watch a fragment of the video film “Invasion” and, as a consolidation of the material covered in the lesson, complete the task on the contour map.

In the 7th grade, at the end of the study of the topic "Troubles", you can play the game "Election of the Tsar". Students must imagine themselves as participants in the Zemsky Sobor, which, after the turmoil, will have to choose a new Russian tsar.

Students are divided into candidate support groups. The teacher prepares cards with the necessary information for each group. The rules of the game are explained.

In the lessons of repetition of the studied material, I use video questions. In grade 8, at the lesson on repeating the topic “Russia in the first half of the 19th century: dates and portraits”, after watching a short plot from the film “A.S. Pushkin and the Decembrists”, students answer the question: “Which poem by A.S. Pushkin is dedicated to the Decembrists?” What are the names of the Decembrists with whom the poet was familiar?

At the lessons of systematization and control of knowledge in the 5th grade on the studied topic, I use such a form of work as voicing a fragment of a video film. After watching without sound a two-minute story "Athenian port of Piraeus" from the video film "Walk in Athens", students write a story about what they saw.

Given the psychophysical characteristics of students, after watching the video, you can give alternative tasks to complete: - fill in the table, diagram, the graphical basis of which is given on the board;

Make an illustration for the viewed plot;

Write a review, a review of the viewed story;

To make a plan.

Since conducting lessons - games requires a lot of time to prepare, it is often not possible to conduct them, but it is realistic to conduct such a lesson at least once a quarter (in each class). In small classes, it is possible to use individual game moments.

Preview:

Introduction

At present, almost every history teacher uses non-traditional forms of teaching schoolchildren in their activities. In our opinion, this is due to the formation of a new style of thinking for teachers, who are guided by the effective solution of educational problems in the conditions of more than a modest number of subject hours and the strengthening of independent creative and search activities of schoolchildren.

For a whole decade now, the modern history teacher has been facing tasks inspired by the revision of the content of the subject: alternative approaches to assessing the events of the past, forecasting events and phenomena, ambiguous ethical assessments of historical figures and the course of events. It goes without saying that the discussion of these issues in the classroom is impossible without the students gaining experience in dialogue and discussion, involvement in creative activities, communication skills and the ability to model situations. It follows that: "... the arsenal of forms of the modern history teacher should not only be updated under the influence of the growing role of the student's personality in teaching, but also be transformed towards unusual, playful forms of presenting educational material."

“It has long been recognized that play is a significant part of a child's life. Back in the eighteenth century, J.J. Rousseau wrote that in order to get to know and understand a child, it is necessary to observe his games, which means that, in an effort to make it easier for the student to express and explore his own emotional world, the teacher must turn to this conceptual-expressive world. Unlike adults, for whom the natural environment for communication is language, the natural environment for communication for a child is play and a variety of activities.

“Playing for children is a way to learn what no one else can teach them. This is a way of exploring and orienting in the real world, space and time, animal things, structures, people. Involving in the process of play, children learn to live in our symbolic world - the world of meanings and values, while at the same time exploring, experimenting, learning.

The game activates the mental processes of the participants in the game activity: attention, memorization, interest, perception and thinking. The unique feature of the game is that it allows you to expand the boundaries of the child's own life, to imagine what he has not seen, to imagine from someone else's story what was not in his direct experience. The game is emotional in nature and therefore is able to revive even the most dry information, make it vivid and memorable. In the game, everyone can be involved in active work, this form of lesson is opposed to passive listening or reading. During the game, an intellectually passive child is able to perform such a volume of work that is completely inaccessible to him in a normal learning situation.

“Mastering knowledge in the game is a new, unique condition for rallying peers, a condition for gaining interest and respect for each other, and along the way, finding oneself”, thus, among other things, a huge educational work takes place in the game.

The purpose of the work: to clarify the role and place of the game in history lessons.

Tasks:

1. to reveal the concept of "game situations in history lessons", to identify their psychological and pedagogical basis.

2. to prove that among the many ways of educating students' interest in learning, the most effective is a combination of gaming activities.

3. show the methodological techniques of gaming activities in history lessons.

Role playing in history lessons

Almost all people go through games in general and role-playing games in particular.

It is difficult to find a girl who at least once in her life has not played "daughters - mothers", a school or a hospital, a boy who was neither a brave warrior nor a valiant Indian.

“A game for children is a way of knowing the world and one’s place in it, and therefore, it is necessary for the development of a child’s personality. However, the widespread opinion that the need to play with growing up disappears is erroneous. This delusion becomes especially pronounced when we define play as any activity whose purpose is the activity itself. With this approach, the games that most adults play include theater, cinema, politics, and much, much more.

Role-playing games, in their modern sense, appeared relatively recently, but a number of their predecessors can be noted. First of all, these are the trials of literary heroes, popular in the 1920s and 30s, which made it possible to at least “be in the shoes” of one or another literary hero and find out if it was possible to act differently in the world where they lived. The second predecessor of role-playing games should be called paramilitary games on the ground "Zarnitsa" and "Eaglet". Although the actual role-playing moment in them was sharply limited, such games became the prototype of polygon role-playing games. The third predecessor of role-playing games was out-of-school teenage associations, which allowed not only to consciously choose a role for themselves, but also to live inside it, and not just portray it externally. In addition, in teen clubs, a lot really depended on a single person. And, finally, as another predecessor, one can name the battle of the Russian and French armies that is repeated annually (since the beginning of the 80s) on the Borodino field.

The term "role-playing game" is very ambiguous. In this work, we consider a role-playing game as: "the process of creating a game world with the player immersed in it as an independent person." Let's consider this definition in more detail.

The game world may or may not reflect the real world, being a conditionally historical or fictional world by the organizers of the game.

However, in any case, it must be holistic. Many people naively believe that it is enough to specify the initial game situation, but in practice this is very little. In this case, the game will stop as soon as the possibilities of the given situation are exhausted. The game world, on the other hand, is a set of organically interconnected real and possible situations.

Creating it, of course, is more difficult than a separate situation, but it pays off with a wealth of game possibilities. The more thoughtful the idea of the game world, the more opportunities for players to fulfill themselves in it. Naturally, the world, even the most fantastic, must be reliable for the players, otherwise the game simply will not work.

The world is created during the game, and not before it starts, and all players take part in its creation, regardless of their role. That is why "non-play behavior", i.e. deviation from the rules of life in the game world, in most games is punished very severely, up to removal from the game.

An essential condition for creating a game world is the player's immersion in the game. Anyone who does not comply with this condition can only play formal situations strictly assigned to him personally, remaining an external observer of events, and therefore is not able to play the game.

Outsiders, external spectators are not allowed to play or are ignored by the players, which is associated with the reliability of the game world. Each player chooses a role from among those conceived and proposed by the world (the organizers of the game). At the same time, the player has the right to make an independent choice, which may be limited by the organizer of the game and the capabilities of the player himself (one who is deprived of his voice and hearing cannot play the role of a minstrel, the role of a bishop who does not know the history of the church, etc.). If the role desired by the player does not appear in the list of those planned by the organizer, he can declare it and it will be accepted if it corresponds to the specified game world. The game is considered individual, because any player has the right to team up with others in a team or act independently.

In the process of creating a game world, each role is significant, since the more diverse the roles, the better they are played, the more complete and interesting the created world. There are no two identical roles, just as there are no two identical people in real life. Compare, for example, the role of "blacksmith-gunsmith-court master" and the role of "blacksmith-gunsmith-joker". And in general, the more fully socially and psychologically the role is embodied, the higher the player is rated. Thus, the chosen role becomes a powerful incentive for self-education. “To perform well in the role of a scribe, one must be able to read and write well. The paladin must demonstrate high moral qualities and set an example of serving God, and the owner of the castle must be feminine and beautiful in order to give a reason to sing her in poetic creations, but at the same time be economic, otherwise her whole family (team of players) will remain hungry and will not be able to accept a full-fledged participation in the game. By the way, many players who like the chosen roles continue to adhere to them in everyday life: the archivist collects books. Marvelous elves are cleaning the nearest forest park strip from garbage. It is difficult to call such an educational technique new, which, however, does not in the least detract from its effectiveness - Buddhist monks already demanded that those wishing to take initiation take the names of ancient heroes in order to imitate them in everyday life.

RPG classification

Role-playing games are classified according to various criteria. They are divided into classes depending on the method of their creation and location, on the levels of complexity and on the basis of time or purpose. In this paper, we present one of the options for classifying role-playing games.

In general, all games one way or another solve three main tasks by their impact on the participants. But: “... having singled out three types: educational, educational and entertaining games, it is impossible to draw a clear line between them. Each game teaches something and brings up certain qualities in the players.” And each role-playing game at this stage is a way of spending leisure time, that is, entertaining, with the exception, perhaps, of business games. However, even now it is possible to separate entertainment games (whose participants gather mainly to relax in such an unconventional way), and educational games (the organizers of which set themselves the task of transferring certain knowledge and skills to the players). At the same time: "the game style of learning is the most productive, as it provides an opportunity to create historical, political, ethnographic and technical models, and the solution of game problems is a way to advance in the game and achieve the goal for players and organizers."

According to the source of the world created during the game, role-playing games can be divided into three main groups: literary, historical and fantasy.

At the same time, one should not forget that in its pure form, these types of games are practically never found. Literary role-playing games have a clearly indicated literary source (one, less often several). In this case, most of the roles are described in the work used, the names and occupations of the characters are indicated.

Historical role-playing games may or may not have literary and artistic descriptions. Their main sources are historical and linguistic essays, serious scientific works. An example is the role-playing game "The Trial of Socrates". Fantasy role-playing games are based on the joint literary and artistic creativity of their organizers, and this can be either a skillfully executed collage of literary and historical sources, or their own original developments.

Naturally, in such games there are increased demands on the creative abilities of the players and organizers of the game.

According to the degree of freedom of the players, role-playing games can be divided into: theatrical and creative. In theatrical games, the main course of the plot is known in advance, and often its many auxiliary lines. Therefore, the main efforts of the players are aimed at recreating this plot with the greatest possible realism. In creative role-playing games, there is no predetermined plot, but there is only an initial situation, although sometimes there may not be one.

According to the venue, role-playing games are divided into:

Board games are the simplest games in terms of technical requirements. The player needs only paper and a pen, as well as a developed system of rules and information cards. Most games of this kind require a trained leader, but there are games that can be played without one. Preliminary training of players is not required.

Cabinet - games that are held indoors and in which it is possible to simulate large areas and processes.

It is desirable to have an entourage and appropriate equipment. These games require the presence of leaders (masters) who regulate the course of the game.

The preparation of the participants in the game depends on the level of complexity of the game.

It is possible to include elements of board games.

Polygon games are the most complex games in terms of technical requirements, especially when they are played over several days and require solving transport and domestic problems. As a rule, to conduct a role-playing game on the ground, elements of the entourage, costumes for participants, game and tourist equipment are needed. To conduct large-scale role-playing games, it is necessary to have trained game technicians and an administrative group who prepare in advance for the event and supervise the preparation of participants.

The division of role-playing games by the method of creation:

1. Base games - they are based on the idea of accurate observance of the facts stated in the historical source. The basic facts, laws and conditions for the existence of the selected world are taken. Situations that arose in real history when these conditions changed are repeated.

2. Conditional games - the conditions and laws of the existence of the game world are developed by the creators and participants of the game independently, up to physical, biological and historical ones.

Role-playing players can also be classified according to several criteria.

In relation to the game and gaming experience, participants in role-playing games are divided into:

Tourists (passive participants) - the participant does not take active actions, but only observes the development of the plot played out by a group of game technicians or more experienced players. In between game events, he can freely move around the game area and ask questions.

Followers (limited participation) - the participant is directly included in the game. He is included in the team or has an individual role, but their initiative is limited to leaders. A group of game technicians, according to a flexible scenario, in which key points are pre-scheduled, plays out theatrical fragments, with the help of which the current situation is explained and an impetus is given to the further course of the game.

Players (freely participating) - the player independently determines his actions in the game. He himself develops personal and team legends based on masterful installations. There may be theatrical moments in the game, but basically the course of the game depends on the participants themselves. In such games, the hosts monitor compliance with the rules and regulate the course of the game.

Methodological principles of organizing and conducting role-playing games in history lessons

The block diagram proposed below is a conditional algorithm for the development and conduct and analysis of role-playing games. Naturally, not all points of the above scheme are obligatory for application, however, the authors of this work, relying on personal experience, tried to set out as fully as possible the methodological principles of organizing and conducting role-playing games in history lessons. Note that the most profound technology of role-playing games, as a form of organization and improvement of the educational process, is considered by S.F. Zanko, Yu.S. Tyunnikov and S.M. Tyunnikova, who believe that: “before the development of the theory of problem-based learning, its basic concepts, principles and methods, the game could not receive and did not have a pedagogical logic of its construction either in the aspect of didactic interpretation of the structure and content of problems or in the aspect of organizing and implementing the game process” .

The organization of the game begins with its concept. Here it is necessary to present the conditions and laws of the existence of the game world. The description scheme is as follows: the place of action, the time of action, the characters and their position, important events preceding the game period of time, the situation before the start of the game.

In this case, the main attention should be paid to the following points:

“Firstly, the conceived world must be integral and complete, and allow for many different situations, including those that are not predetermined.

The fuller and larger the conceived world, the better. However, this should be adjusted for the experience of the players.

Secondly, the duration of the game is determined. The world for a one-day game is significantly different from the world for a multi-day game, and even more so for a repeated game. A world that is too broadly conceived is almost impossible to create, and one that is too narrowly conceived will be exhausted before the specified game time limit. Both are equally bad.

Thirdly, the form of the game is determined: cabinet or polygon.

The next stage of the organization of the game, the development of the rules of the game. In this case, the following point should be taken into account: in order to avoid disagreements during the game, the rules must be recorded in writing. All participants in the game must be familiar with the rules before the start of the game, and each team must have at least one copy.

The rules should contain the following information:

a general description of the game world and the situation at the start of the game;

list of participants and main teams indicating their image;

rules for recalculating real and game time;

separate information on the economy, culture, religion, government and other aspects of the life of the game world.

Naturally, other sections can be added to this minimal list. So, for example, it is desirable to include in the rules of the game a list of the rights and obligations of the player and the master (organizer) of the game.

Currently, when drawing up the rules for conducting role-playing games, there are two completely opposite approaches: “Some prefer the shortest possible rules containing only the most necessary information. The main principle at the same time is that everything that is not prohibited is allowed. In this case, the game situations that are not in the rules are resolved by the game master at his own will, which can cause criticism from the players and imposes additional responsibility on the master. The second approach involves a detailed description of the game world and all possible game situations. This reduces the arbitrariness of the master, but creates another problem: rules that are too voluminous are poorly remembered by the players, and it is very difficult for the master to remember all possible nuances. In our opinion, when drawing up the rules for conducting role-playing games, it is best to stick to the middle and make rules according to the principle: no more than necessary.

Everyone knows that: “the dynamics of the game is built on the achievement by each player of some of their interests and goals, which means that there is intrigue in every game (it cannot be otherwise). The dynamics of the game intrigue is based on the rivalry of the players, but unlike a military clash, where the decisive factor is the ability of a fighter to cover himself and his comrade with a shield and hit the gaps in the enemy’s shields with a sword, the one who has collected the most complete information about his rivals wins here. , each player, in addition to his own goal and information (which helps him achieve the intended goal), also has personal compromising evidence that is known to someone and can be used by an opponent.

The dynamics of the role-playing game as a whole is provided by the following factors:

“The training factor of the participants. For role-playing games, it is very important that the player is aware of his goal. Awareness of the goal occurs as a result of the personal work of the master of the game with the player, when the first one tells the player everything he needs to know. It is very important that the player's potential matches the goal. In addition, the goal should not cause a clear rejection in the player.

Goal factor. This is a determining factor for the successful conduct of a role-playing game. As mentioned above, the goal should correspond to the potential of the participant. This means that the master must know the capabilities of the player, as well as what the player will undertake to achieve the task. In addition, each player must imagine what moves he will take to achieve his goal. In this case, it is likely that he may be wrong. In addition to the player's understanding of his moves, the master must provide a constant reminder to the player of the tasks that are set for him. With a noticeable difference in the potentials of the players for the stronger ones, it is recommended to introduce certain restrictions (low social status, inability to kill opponents).”

Let's note the following features of the goals of role-playing games:

The goals of the role-playing game should be related to some objects or persons;

Players can use items or services of persons only once.

There are two options for tying the goals of different players to each other: a) Beads - the goals of the players are one after another, the tasks of one are connected with the tasks of the other. For example: One of the players owes a large amount of money, the one to whom he owes money is also obliged to pay back on an IOU, etc. Goals are like beads strung on one string, each bead must “do” something else, and this other must, in order to complete the task, do something with the next one. b) Circle - the targets are tied to each other in a circle. It is possible that with a simple circular interest, the players will quickly find a common language, so you need to establish relationships, as it were, inside the circle. So that the goal of the first and other players was connected not only with the subsequent ones, but also in a chaotic manner so that it would be impossible to find the end of the intrigue.

Goal maintenance factor. “The goal should shine on the participant throughout the game, as it is the spring that pushes the student to action. During the game, under the influence of surrounding events, he can temporarily forget his goal, and then in the rapidly changing game world it will be very difficult to find the ends by which it will be possible to find out the necessary information. For example, the player was attacked by bandits, he ran away from them, then he was accused of something, the player begins to unravel this accusation, etc.” This situation, by the way, is very common in role-playing games.

There is a system that is designed to remind the player of the task. This system is divided into two types: the passive reminder system and the active reminder system. Consider first the passive reminder system:

- Letters that the master writes to the player on behalf of the off-screen character. In these letters, the master in a playful way reminds the player of the task. It might look like this: “My dear cousin! Why haven't you written to your own uncle for so long? Everything is good in the village. I send greetings from Aunt Marusya. When will you finally send news about the case that we talked about before your departure? Naturally, in the case of such a letter, the player should be told about the uncle and that he can receive and send letters to his uncle, just as the uncle can not send a letter, but come himself. The master himself will act as this uncle, or a messenger will come from him. Also, there is a very difficult way to passively remind the player of the goal, this is a scene during the game, which would remind the player of his goal.

The active reminder system consists of:

- If the goal of the player is somehow connected with money, then it is possible for creditors to exist in the game who constantly come and demand the return of debts;

- It is possible that a person is threatened with arrest for failure to complete his task, and this threat is constantly confirmed, the same thing if the player’s goal is connected with a criminal plot and he is threatened with murder for failure to complete it.

In general, the system of active reminders is primarily aimed at the goals of other players, who will be performing their tasks in turn; kill, demand debts, etc. The master reminds some players of their task with the help of passive reminders, and those, having “remembered” their goals, go to remind other players of their goal by already active means. Such a system of building hints is the most effective, as it requires less effort on the part of the master.

The propriety factor. The concept of "propriety" refers to factors that prevent the player from achieving his goal in one fell swoop. At the same time, it is worth noting that these factors build the dynamics of the game, creating various difficulties and forcing the player to overcome them. Role modeling in general provides a variety of these difficulties and a variety of ways to overcome them.

So, by propriety is meant a certain code, which: “must be observed by the players, and difficulties arise precisely because the code must be observed. In particular, it is much easier for a player who is told in the water that he must repay a debt to someone than it is much easier to shoot his creditor than to accumulate money long and hard. To prevent this from happening, it is necessary either to ban killings, or to make it technically very difficult.”

There are the following ways to force the player to keep up appearances: - The presence of the law. And not just its presence as a book, but law as an institution. For a novice master, this is difficult;

– Impossibility of physical contact of the parties. For example, both parties are flying in spaceships and can only talk over the videophone;

- The dependence of the player on the moral person, which determines for the player what standards he must follow. It can be a good wizard and the Pope, etc.

The most important thing in this factor is the maximum aggravation of murders.

The factor of walking in the game of "dirty" stories and the presence of "compromising evidence" on each player. Under "dirty" stories and "compromising evidence" refers to the information that players collect about their rivals in order to achieve their goals. An example of such a "dirty" story is Dumas' story about pendants, if Richelieu had not learned the story about pendants, Anna would hardly have spent so much time trying to eliminate the danger of being exposed by the cardinal. If this situation were repeated in a role-playing game, then Anna, while solving her problem with pendants, would remove herself from the path of other players, thereby making it easier for them to solve the problem. The action of the main game takes place in the royal castle, and the king wages war on the northern borders, where courtiers who are especially guilty of the crown can be sent. Naturally, the person who is referred to this war is out of the game. Thus, the factor of respect for decorum is observed, the dynamics of intrigue is also observed; a person was compromised, and he lost i.e. he was removed from the game.

“The emotional effect of a role-playing game is based on a kind of discovery that the student makes while participating in the game. To explain this concept, let's imagine a situation: students start a role-playing game having a certain sensory experience, that is, they recall some of their feelings and sensations that they experienced in their lives. In the course of the game, they find themselves in a non-standard situation that is not imprinted in their sensory experience, and since this situation is completely new for them, it becomes a kind of discovery. Such discoveries can be very diverse. For example: a feeling of heavy armor and feelings at the moment of using a magic item and admiration for a castle standing on a hill, etc. After some time, when the participant has completed 2-3 games, his sensory experience will expand so much that many sensations that at the beginning seemed new to him are no longer so. Therefore, if the master does not put new ideas (namely, discoveries are built on them) into games, interest in role-playing, as in immersion in another world, will fall. A variant is possible when the game does not carry anything new, but is carried out with sufficient frequency, turns into a kind of sports competition, with known rules that must be observed in order to win.

“Different people come to the game world, they have different characters, different worldviews, and therefore they have different problems. For one, the sensations that he experienced as a tavern keeper will be new, for another, the sensations of a warrior will be new, and so on. A variant is possible when the means by which the goals of the game are achieved will be new for students. For example: prosperity can be achieved with the help of work, as a person does in his usual life, or you can go out onto the main road and rob, if you have enough health, several caravans. Moreover, an attempt to use one's energy in this way in a role-playing game is unlikely to be severely punished, as if it happened in real life. In general, role modeling is the modeling of new discoveries and situations for a person.

However, in addition to the sensual side of the matter, there is also an intellectual one. Indeed, in addition to sensations in a role-playing game, there are also thoughts and a certain worldview. Awareness of ideas or awareness of the consequences of applying these ideas to a person is also a kind of discovery.

Conclusion

Practice has shown that history lessons using game situations, theatrical forms and reference notes, making the learning process exciting, contribute to the active cognitive interest of schoolchildren. “At such classes, a special atmosphere develops, where there are elements of creativity and free choice. The ability to work in a group develops: its victory depends on the personal efforts of each. Quite often, this requires the student to overcome his own shyness and indecision, disbelief in his own strength. Thus, the principle of development is realized, which is expressed not only in the development of the intellect, but also in the enrichment of the emotional sphere and the formation of the volitional qualities of the individual, the formation of adequate self-esteem.

A game in a history lesson is an active form of a lesson, during which a certain situation of the past or present is modeled, people - participants in the historical drama "come to life" and "act". The game state that occurs in schoolchildren during a game lesson is a specific, emotional attitude to historical reality. Pupils fill the "deserted" story with characters that they themselves portray in various types of historical games.

The historical game encourages the student to reincarnate into another person from the past or the present, makes him "jump above himself", because he portrays an adult, "trying on" an image far from his daily practice. Through understanding the thoughts, feelings and actions of the characters that students portray in the game, students model historical reality.

At the same time, the knowledge acquired in the game becomes personally significant for each student, emotionally colored, which helps him to better understand, better "feel" the historical era under study.

Naturally, such a difficult task requires the student to mobilize all the skills, encourages him to learn new and deepen his knowledge, broaden his horizons, and most importantly, makes him master a whole range of important, “adult” skills, primarily communicative ones. Also, historical games develop the ability of schoolchildren to critically perceive the surrounding reality and empathy.

“Historical games are fully functional. They very harmoniously combine factual and theoretical material, the usual perception of information and creative work, emotional and logical ways of perception - in a word, they force different levels of students' cognitive activity to function actively.

The game in the history lesson creates conditions for students to imagine what was not in their direct life experience; it equips the student with the means of recreating historical reality that are accessible to him. Playing any role internally liberates the child, which creates conditions for the development of a creative personality.

The historical game is emotional in nature and therefore makes the most dry information vivid and memorable.

“The game involves every student in active work in the lesson. Play is a form of work opposed to passive listening. In the process of play, intellectually passive children usually perform such a volume of educational work that is not available to them in a normal learning situation.

Bibliography

1. Alekseeva N.M. Games in history lessons // Teaching history at school. 1994. No. 4.

3. Borzova L.P. Games in history lessons. Moscow: Vlados-press, 2001.

4. Vygotsky L.S. Game and its role in the psychological development of the child // Questions of psychology. 1996. No. 6.

5. Zan'ko S.F., Tyunikov Yu.S., Tyunnikova S.M. Game and learning. Theory, practice and perspectives of gaming communication. In 2 vol. M., 1992.

6. Ivanova A.F. non-traditional forms of work in the classroom // Teaching history at school. 1994. No. 8.

Advantages

The lesson is travel.
Routes of the Great Silk Road
on the territory of Kazakhstan.
Development of trade.

Topic: Routes of the Great Silk Road on the territory of Kazakhstan. Development of trade.

Lesson Objectives:

a) Educational:
 To acquaint with the main routes of the Great Silk Road on the territory of Kazakhstan;
 To form a vivid figurative idea of the development of trade in the Middle Ages (V - XIII centuries);
 Determine the features of international trade and the importance of the cities of medieval Kazakhstan in it.

b) Developing:
 Promote the development of memory, attention, creative imagination and imagination, as well as logical thinking and oral speech skills;

c) Educational:
 foster a culture of behavior and promote the development of interest in the history of Kazakhstan.

Type of lesson: improvement of knowledge, skills, abilities.

Lesson form: lesson - journey.

Teaching aids: blackboard, chalk, map - a diagram of the Great Silk Road, adhesive tape, scissors, a record player, records, costumes, goods, tablecloths, coins, glue, a clock with a second hand.

Teaching method: role-playing game.

Leading task: read the textbook and additional literature, choose the country where the merchant caravan came from (options: China, India, Russia, European countries, the local Turkic population of the city of Taraz). Prepare assignments:

1. Present the "visiting card" of your merchant caravan (indicate which country you came from; the purpose of the trip);
2. Compose a short story about a trip to the city of Taraz along a certain route with possible obstacles;
3. Prepare "advertising" of goods brought to the city of Taraz.

Introductory word of the teacher:
The teacher introduces the topic of the lesson to the students, focuses on the fact that the students will act as medieval merchants, and the teacher himself will play several roles. At the beginning of the lesson, it is necessary to determine how the work will be evaluated and what its regulations are.

The first role of the teacher is the author of the historical source from which the game begins.
“Once upon a time, the Great Silk Road passed through the territory of the great Turks, along which merchant caravans went, in which there were sometimes 10 thousand camels, horses, mules loaded with various goods.
Most of all, silk was carried - convenient for long-distance transportation, light and highly valued in the ancient and Middle Ages. Due to the length and complexity of the trade route, merchants from East and West usually tried not to traverse the entire Silk Road. They preferred to exchange goods, somewhere halfway, obviously in the country of the great Turks. So one of the major cities of this country was the glorious Taraz - the "city of merchants", fortified, with many gardens, densely built up, having a large market square in the center. It was in this city, at the appointed time, merchant caravans from different countries began to gather. (read to the sound of "Bolero")
While reading this passage, children can be asked to close their eyes, and as soon as the music is turned on, open them again.

The second role of the teacher is the herald of the city.

“Listen, listen, and do not say that you have not heard, merchants from different countries have come to our city from all sides.
We are glad to welcome you overseas guests, but before you enter our glorious city of Taraz, tell us who you are and where you are from, and answer our questions in order to confirm that you are merchants, and not seekers of adventures and easy money.

Task 1a. Teams - "merchant caravans and India, China, Europe show a" calling card "- for 1 minute.
The introduction of the Turks begins with the words of the herald "However, in our city there are merchants who make trips to distant countries, and they also have something to say"
Task 1b. Teams receive two questions each concerning the history of the Great Silk Road, if possible, they must answer.

Sample questions:
1. When (century) began to function as a trading artery V.Sh.P. (II century BC);
2. The city from which V.Sh.L. (Luoyang);
3. Name the 1st waterless route V.Sh.P. (through Takla - Makan);
4. The person who first made the journey and opened the way (Zhang Jiang);
5. Why was the path called Silk? (1. Raw silk was transported; 2. finished silk fabrics);
6. Name the 2nd route V.Sh.P. (water) (through Kuga, Aksu, Kashgar);
7. The second capital of China, from where V.Sh.P. began to function. in the Middle Ages (Chan'an);
8. Why V.Sh.P. called transcontinental? (through the entire continent);
9. What are the main routes that got their name from what they exported or where they exported (lapis lazuli, jade, steppe);
10. What coins were used in the cities on the V.Sh.P. (silver plated dirhams and gold dinars).

“Sit down, dear guests, tell us how you got there, whether the road was difficult, whether something interesting and unusual happened along the way. What cities they saw, whom they met, what they heard.

Task 2. The stories of the teams about their journey, about the transport used and the obstacles that they encountered on the way. The story is accompanied by showing the route on the map - the scheme of the Great Silk Road. Time limit is 3 minutes.
“After hearing stories, exchanging wishes for good trade, overseas merchants began to prepare for the fair.
The next day, from the very early morning, the large market square was crowded with city people: someone to buy, someone to sell, and someone just to stare.
It was here, each in its own trading row, that merchants from different countries displayed and laid out their extraordinary goods. And how they told about them dearly to see and listen, which we will do now ”(read to the sound of music).
Task 3. The presentation of goods that overseas merchants brought with them begins. The presentation takes place in any form convenient for students: in the form of a story, in the form of ditties or in the form of a musical number. Talking about the goods, the guys, if possible, should show them.
The signal for the performance of teams is the sound of melodies characteristic of a given country. Time limit for presentation is 3-5 minutes.

The first role of the teacher is from the author.
“Having shown their goods, and looking at foreign ones, the merchants proceeded to their main business - buying and selling.
Bargaining was going on everywhere you looked, and the loud sound of coins was heard from all sides.

Within 5-7 minutes, students are given the opportunity to approach the trading row-table of those merchants whose goods are of interest to them, to make a sale or trade exchange. Then return to your table and mark the results of trading in your table.
This table is a homemade worksheet.

Sell Result Buy Result

The process of buying and selling is carried out to the sound of music. It is important for the teacher to ensure that this process is working and does not turn into a noisy mess.

The third role of the teacher is the manager of the caravanserai.
“Oh, you are my dear guests, you are probably tired today. I see that you are happy and satisfied, to know that your trade went well. Tell us, share: what you bought, what you sold, how you will surprise everyone in your homeland.

Task 4. Each team of merchants, according to their table, tells what they managed to sell and what to buy, while explaining why they were interested in this or that product.
The teacher records the numbers on the blackboard as follows:
Merchants
1. Turks
2. Chinese
3. Indians
4. Russians
5. Europeans

Sold
5
4
6
9
6

Bought
2
6
3
9
8

Specifies the number of items.
After all the figures are written down, the teacher analyzes who bought more, who sold more, and what is the ratio of sold to bought.

“The trade fair is over and merchant caravans loaded with new exotic goods are leaving the glorious city of Taraz. Together with them they take away not only various goods, but also new knowledge, impressions and memory of the hospitable and beautiful city of Taraz, where they met many new friends. Who knows, maybe they will meet someday ”(Read to the sound of“ Bolero ”).

Before beginning this passage, as at the beginning, students may be asked to close their eyes.

Consolidation.
The consolidation and generalization of the material on this topic proceeds as follows: a poster with text on the topic is hung on the board, but in which words are omitted in some places. Students are given leaflets on each table, with a list of missing words that they must insert, as they know the topic. Time limit is 5 to 10 minutes.

Text with gaps.

Great…. the path began to function in ...., and it began in ...., from the gates of the city ...., the second capital of this country. Most of all they carried …., as well as …., …., …. etc. Near the city…. two paths were opened that converged near the city .... . AT …. the busiest route was from China to …. through Semirechye and .... .

The movement of the path is due to the following reasons:
1. There were stakes in Semirechye .... …., which have become large consumers …. …. .
2. The old route through Central Asia has become dangerous because of .... …. rulers.
From Europe along the Silk Road they brought …., ….,…. …. .
From ancient Russia …., …., …. .
In all trading cities …., …. were famous... rows where one could meet .... juicy…., exotic…. .
Local residents of Otrar, Taraz and other cities bought overseas goods, offering their …., …., herds …., products from …. …. .
As a result of the development of the Great Silk Road, there was an exchange of not only goods, but also new knowledge, information, and experience.

Words for text:
Silk; II century BC; China; Chang'an; silk, gunpowder, porcelain, paper; Dunhan, Kashgar; VI-VII centuries; West, South Kazakhstan; Turkic Khagans, overseas goods; civil strife; wool, weapons, Roman glass; flax, honey, buckwheat; Taraz, Otrare, Indian, fruits, animals; leather, horse skin, precious stones.
At the end of the work, the teacher reads the text with the children, marking the correct answers. Then he summarizes and draws conclusions from the lesson.

Grading system.
At the beginning of the lesson, students have various coins with them, in the amount of 5 pieces for one and 25 pieces (5 people) for the team. In the course of work, depending on the participation of everyone, the teacher either distributes coins for the correct answers and active participation, or takes them if the answer is not correct or the participant is passive. At the last stage, when the results of the sale and purchase will be summed up, a large number of coins are received by the team that purchased the same number of goods as they sold. Then the coins are distributed to those who sold more than they bought, and lastly to those who bought more, and so on. Then, at the end of the lesson, it is determined how many coins each and the entire team as a whole has. If there are more than 5 coins - "5", if there are 5 left - "4", if there are less than 5 - "3". The team with the most coins is determined.

Summarizing:
- the work of students is analyzed and evaluated;
- Homework is determined.

Homework: write an essay on the topic: "Memories of an overseas merchant about a trade fair in Taraz."

The first reaction after reading the textbook material on the conquest of the Mongols: "The Mongols are a stupid and wild people who conquered the Russian people with deceit and bloodthirstiness." I think it is clear for any teacher that such a black-and-white vision of history, based on emotions, does not bode well for the future. It is unlikely that such concepts will develop patriotism in children. After all, patriotism does not consist in beating your chest and realizing that your people are the best, and all the rest are the worst. In this regard, I recall the words of Academician D.S. Likhachev: “Many are convinced that to love the Motherland is to be proud of it. Not! I was brought up on a different love - love-pity. And so I decided to go a little beyond the school curriculum and study this topic in more detail with schoolchildren. About what additional materials we used and in what form the process of in-depth study of the topic "Russia and the Horde" took place, I want to tell in this article.
I think readers will agree with me that if a teacher wants to draw the attention of students to a topic, then the game is one of the most winning moves. After all, a person is essentially Homo Ludens, a person who plays. This was masterfully shown in his book of the same name by the Dutch culturologist and philosopher Johan Huizinga. The very mention of the upcoming game caused a storm of positive emotions in the sixth graders. At each lesson, one of the students always asked: “When will we play?”. I think that the motto “Study a subject not for the sake of grades and “gaining knowledge”, but because it is interesting” should become one of the basic principles of teaching any subject at school. I took the form of the game from the book by I.V. Kucheruk "Technology of game teaching of history at school (based on the history of the Fatherland)".
The class and I immediately decided that the rules of the game would be as follows. The class is divided into three teams - Russians, Mongols and an expert commission. The expert commission will be made up of the strongest students in history in the class. The rest of the class is divided into two equal halves. Who will be Russians, and who will be Mongols, will be decided by the draw (there are a great many options for the draw - I will not dwell on this here). Next, I explain the rules of the game: “Imagine that you are participants in a trial conducted by Ms. History. You, as representatives of the ancient peoples (Russians and Mongols), are given the opportunity in a calm atmosphere (and not with weapons in your hands) to comprehend why in the XIII century everything happened exactly the way it happened, and not otherwise. But could it be otherwise? The expert commission is our contemporaries, unlike you, representatives of the past. The task of experts is to ask you questions during the game in order to better understand certain of your actions. Also, the commission will give points to the teams for their activity and organization.” The students liked this idea and got an incentive to prepare for this game. This is what I needed!
We started preparing for the game by watching the documentary "Mongolia: in the shadow of Genghis Khan". The film shows video sketches of the nature of Mongolia, as well as the life of the modern population of this country. In parallel with the present, shots of historical reconstruction from the ancient history of Mongolia during the time of Genghis Khan are interspersed in the plot: riders in armor of the 13th century are riding horses, the sound background is the recitation of fragments from the “Secret History of the Mongols”. The effect of shifting times is created: the past and present of Mongolia are closely connected with each other. The length of the film is 55 minutes, but I cut this film to 20 minutes. There are several reasons for this. Firstly, in the course of teaching, I noticed that it is difficult for students to watch documentaries for more than 20 minutes. Secondly, the 20-minute segment fits perfectly into the temporal landscape of the lesson, where the first 15 minutes are spent on checking my homework, and the last 5-10 minutes on recording and transcribing the future homework. Having the skills of working in various video editors, I cut out fragments from the film that show the process of sacrificing a ram, as well as shots relating to the history of the spread of Buddhism and the establishment of Soviet power in Mongolia, because. this material would be superfluous for 6th grade students. The result is a 20-minute documentary film-journey into the ancient and modern world of Mongolia. Sixth-graders saw how their peers, and even five-year-old children, ride horses, how the Mongols milk a horse and how koumiss is prepared. Watching and discussing the film "Mongolia: in the shadow of Genghis Khan" was our first step in preparing for the future game.
Further, we ordered a book by Derevensky B.G. for the class. "Golden Horde". The book tells about the history of the emergence, development and decline of the state of the Golden Horde. In this edition, a lot of attention is paid to the relations between Russia and the Golden Horde, a separate chapter is devoted to the life and culture of the Mongols. The edition is richly illustrated. About half of the students purchased this book and, to the credit of the compilers and publishers, it must be said that the children were delighted with the book! I have heard more than once that this book is much more interesting to read than a school textbook, where the material is presented somewhat dryly. The same schoolchildren who did not order books got acquainted with the topic under study from a history textbook.
In order to immerse the students in the historical period under study, I suggested that they read an excerpt from Vasily Yan's historical novel "Batu" (Chapter 7 "Anxiety in Kyiv"). At the same time, I explained that it is not necessary memorize what is written in this chapter, you need to try feel the situation in Russia during the Mongol invasion. And despite my comments on the homework, almost all the sixth graders who read this chapter told me that they "didn't understand anything about it." It turned out that the guys got used to learn history and do not understand what it means feel literary text on history. After that, I concluded for myself that it is necessary to periodically give children creative tasks specifically for feeling history, and not just a rational reproduction of the text of a school textbook.
And the last, probably the most difficult, task was reading a short excerpt from Lev Gumilyov's book "Ancient Russia and the Great Steppe". From the entire chapter, I had a text of one and a half pages left - I tried to adapt it for students in the 6th grade. In this text, Gumilyov shows the diversity of actions of the participants in the events of the 13th century, the ambiguity of their assessments from the side of modernity. Reading this passage was the sixth graders' first exposure to serious scientific research in history.
So, a certain foundation of knowledge on the topic under study has been formed among the students, now you can start the game. We arranged the tables in a special way - a kind of "wedge". This arrangement of furniture created a more relaxed environment for the game. At the tip of the wedge is the "Expert Commission". Along the edges - the teams "Rusichi" and "Mongols". I asked the participants of the game questions, and after a few minutes of discussion, the representative of the team had to give an answer. The commission could also ask questions to team members. The questions concerned weapons, life, tactics, religion, culture of the warring parties. The student had to answer on behalf of his people, whom he represented. For example, "Mongol" said: " We rode horses well. In battle we they used mainly bows and arrows”, etc. This immersed the students in the process of reincarnation so much that one student, having given another correct answer, threw up his hands and exclaimed: “The Mongols rule!”, although until that moment he wanted to act exclusively on the side of the Russian soldiers. One lesson for this game was not enough for us - we had to use one more lesson. Impressions from the game were the most positive. In addition to deepening into the period under study, the children and I received a kind of psychological relaxation, when everyone expressed their opinion, asked a question, and sometimes just laughed with everyone.
So, what is the positive contribution to the educational process of playing the Mongols? The first is an attempt to take a more comprehensive look at the historical events under study. Often the student perceives the phenomena of history in black and white colors: friends - enemies, good - bad. Here, I think, it is appropriate to recall Lev Gumilyov, who wrote that "in history, all phenomena are not oppositions, but polygons." During the game, students begin to understand that the relations between Russia and the Steppe were diverse and it is not always possible to evaluate them unambiguously. And this brings us to the second positive side of this game, namely, the education of the civic qualities of the student's personality. Realizing that the course of history is not determined, but multivariate, that many rays can be drawn from each historical event in various directions, the student begins to understand himself not as a passive “object of the historical process”, but as its active creator. After all, the further development of historical events largely depends on how each person behaves. A citizen can only be brought up on the soil of freedom.
It is important that the student is imbued with the consciousness that history is the free deeds of each person individually and of society as a whole. Feeling this freedom of historical choice in the past, the student will gradually project the events of the past onto the present. And then modernity will appear before him as a huge field for various social activities. And such activity, each act will go with its rays both into the past and into the future of your country, your homeland. In the formation of such a free-thinking and freely acting person, I see one of the main tasks of the school subject "History". In preparation for the game, students also learned to work with such genres of literature as historical, artistic and scientific. And most importantly, we tried to get used to the studied events of history. Get used to, in order to eventually understand that history is a living science that explores the living life of people in time and space. People making history. - the same as we, contemporaries, - with their weaknesses and passions, loving and hating. Every nation is great in some ways and small in others. I think that the "game of the Mongols" clearly and interestingly proved this.

P.S. The author of the article expresses his gratitude to Andrey Nikolayevich Kidin, director of school No. 3 in the city of Rasskazovo, and Valentina Vasilievna Pozdnyakova, head teacher for educational work, for the space of pedagogical freedom that they provide him and his students!

Alexey Chernov, teacher of history and social studies at secondary school No. 3 of the city of Rasskazovo, Tambov region

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Introduction

“Playing for children is a way to learn what no one else can teach them. This is a way of exploring and orienting in the real world, space and time, animal things, structures, people. Involving in the process of play, children learn to live in our symbolic world - the world of meanings and values, at the same time exploring, experimenting, learning.

The purpose of the work: to clarify the role and place of the game in history lessons.

1. to reveal the concept of "game situations in history lessons", to identify their psychological and pedagogical basis.

2. to prove that among the many ways of educating students' interest in learning, the most effective is a combination of gaming activities.

3. show the methodological techniques of gaming activities in history lessons.

Role playing in history lessons

Almost all people go through games in general and role-playing games in particular.

It is difficult to find a girl who at least once in her life has not played "daughters - mothers", a school or a hospital, a boy who was neither a brave warrior nor a valiant Indian.

Role-playing games, in their modern sense, appeared relatively recently, but a number of their predecessors can be noted. First of all, these are the trials of literary heroes that were popular in the 20-30s, which made it possible to at least “be in the shoes” of one or another literary hero and find out if it was possible to act differently in the world where they lived. The second predecessor of role-playing games should be called paramilitary games on the ground "Zarnitsa" and "Eaglet". Although the actual role-playing moment in them was sharply limited, such games became the prototype of polygon role-playing games. The third predecessor of role-playing games was out-of-school teenage associations, which allowed not only to consciously choose a role for themselves, but also to live inside it, and not just portray it externally. In addition, in teen clubs, a lot really depended on a single person. And, finally, as another predecessor, one can name the battle of the Russian and French armies that is repeated annually (since the beginning of the 80s) on the Borodino field.

The game world may or may not reflect the real world, being a conditionally historical or fictional world by the organizers of the game.

In the process of creating a game world, each role is significant, since the more diverse the roles, the better they are played, the more complete and interesting the created world. There are no two identical roles, just as there are no two identical people in real life. Compare, for example, the role of "blacksmith - gunsmith-court master" and the role of "blacksmith-gunsmith-joker". And in general, the more fully socially and psychologically the role is embodied, the higher the player is rated. Thus, the chosen role becomes a powerful incentive for self-education. “To perform well in the role of a scribe, one must be able to read and write well. The paladin must demonstrate high moral qualities and set an example of serving God, and the owner of the castle must be feminine and beautiful in order to give a reason to sing her in poetic creations, but at the same time be economic, otherwise her whole family (team of players) will remain hungry and will not be able to accept a full-fledged participation in the game. By the way, many players who like the chosen roles continue to adhere to them in everyday life: the archivist collects books. Marvelous elves are cleaning the nearest forest park strip from garbage. It is difficult to call such an educational technique new, which, however, does not in the least detract from its effectiveness - Buddhist monks already demanded that those wishing to take initiation take the names of ancient heroes in order to imitate them in everyday life.

RPG classification

According to the source of the world created during the game, role-playing games can be divided into three main groups: literary, historical and fantasy.

Naturally, in such games there are increased demands on the creative abilities of the players and organizers of the game.

According to the venue, role-playing games are divided into:

Cabinet - games that are held indoors and in which it is possible to simulate areas and processes that are significant in length.

It is desirable to have an entourage and appropriate equipment. These games require the presence of leaders (masters) who regulate the course of the game.

The preparation of the participants in the game depends on the level of complexity of the game.

It is possible to include elements of board games.

Polygon games are the most complex games in terms of technical requirements, especially when they are held over several days and require the solution of transport and domestic problems. As a rule, to conduct a role-playing game on the ground, elements of the entourage, costumes for participants, game and tourist equipment are needed. To conduct large-scale role-playing games, it is necessary to have trained game technicians and an administrative group who prepare in advance for the event and supervise the preparation of participants.

The division of role-playing games by the method of creation:

Role-playing players can also be classified according to several criteria.

In relation to the game and gaming experience, participants in role-playing games are divided into:

Methodological principles of organization and conductrole-playing games in history lessons

In this case, the main attention should be paid to the following points:

“Firstly, the conceived world must be integral and complete, and allow for many different situations, including those that are not predetermined.

The fuller and larger the conceived world, the better. However, this should be adjusted for the experience of the players.

Thirdly, the form of the game is determined: cabinet or polygon.

The rules should contain the following information:

a general description of the game world and the situation at the start of the game;

list of participants and main teams indicating their image;

rules for recalculating real and game time;

separate information on the economy, culture, religion, government and other aspects of the life of the game world.

Currently, when drawing up the rules for conducting role-playing games, there are two completely opposite approaches: “Some prefer the shortest possible rules containing only the most necessary information. The main principle in this case is that everything that is not prohibited is allowed. In this case, the game situations that are not in the rules are resolved by the game master at his own will, which can cause criticism from the players and imposes additional responsibility on the master. The second approach involves a detailed description of the game world and all possible game situations. This reduces the arbitrariness of the master, but creates another problem: rules that are too voluminous are poorly remembered by the players, and it is very difficult for the master to remember all possible nuances. In our opinion, when drawing up the rules for conducting role-playing games, it is best to stick to the middle and make rules according to the principle: no more than necessary.

Everyone knows that: “the dynamics of the game is built on the achievement by each player of some of his interests and goals, which means that there is intrigue in every game (it cannot be otherwise). The dynamics of the game intrigue is based on the rivalry of the players, but unlike a military clash, where the decisive factor is the ability of a fighter to cover himself and his comrade with a shield and hit the gaps in the enemy’s shields with a sword, the one who has collected the most complete information about his rivals wins here. , each player, in addition to his own goal and information (which helps him achieve the intended goal), also has personal compromising evidence that is known to someone and can be used by an opponent.

The dynamics of the role-playing game as a whole is provided by the following factors:

Let's note the following features of the goals of role-playing games:

The goals of the role-playing game should be related to some objects or persons;

Players can use items or services of persons only once.

Letters that the master writes to the player on behalf of the off-screen character. In these letters, the master in a playful way reminds the player of the task. It might look like this: “My dear cousin! Why haven't you written to your own uncle for so long? Everything is good in the village. I send greetings from Aunt Marusya. When will you finally send news about the case that we talked about before your departure? Naturally, in the case of such a letter, the player should be told about the uncle and that he can receive and send letters to his uncle, just as the uncle can not send a letter, but come himself. The master himself will act as this uncle, or a messenger will come from him. Also, there is a very difficult way to passively remind the player of the goal, this is a scene during the game, which would remind the player of his goal.

The active reminder system consists of:

If the goal of the player is somehow connected with money, then it is possible for creditors to exist in the game who constantly come and demand the return of debts;

A variant is possible when a person is threatened with arrest for failure to complete his task, and this threat is constantly confirmed, the same thing if the player’s goal is connected with a criminal plot and he is threatened with murder for failure to complete it.

Impossibility of physical contact of the parties. For example, both parties are flying in spaceships and can only talk over the videophone;

The dependence of the player on the moral person, which determines for the player what norms he must follow. It can be a good wizard and the Pope, etc.

The most important thing in this factor is the maximum aggravation of murders.

Conclusion

Naturally, such a difficult task requires the student to mobilize all the skills, encourages him to learn new and deepen his knowledge, broaden his horizons, and most importantly, makes him master a whole range of important, "adult" skills, primarily communicative ones. Also, historical games develop the ability of schoolchildren to critically perceive the surrounding reality and empathy.

“Historical games are fully functional. They very harmoniously combine factual and theoretical material, the usual perception of information and creative work, emotional and logical methods of perception - in a word, they force different levels of students' cognitive activity to function actively.

The historical game is emotional in nature and therefore makes the most dry information vivid and memorable.

Bibliography

1. Alekseeva N.M. Games in history lessons // Teaching history at school. 1994. No. 4.

3. Borzova L.P. Games in history lessons. Moscow: Vlados-press, 2001.

4. Vygotsky L.S. Game and its role in the psychological development of the child // Questions of psychology. 1996. No. 6.

5. Zan'ko S.F., Tyunikov Yu.S., Tyunnikova S.M. Game and learning. Theory, practice and perspectives of gaming communication. In 2 vol. M., 1992.

6. Ivanova A.F. non-traditional forms of work in the classroom // Teaching history at school. 1994. No. 8.

Related publications

Walking Dead: The Final Season walkthrough When will the walking dead second episode come out

In this walkthrough, only one of the options for passing the game is considered! + Described finding all collectibles. Episode 1:...
Passage of the plot Truckers 3 secrets of the game

Third life behind the wheel, Three centuries without sleep. "You are not alone", group DDT Rassvet. A few hundred miles behind, pink mountains ahead, and behind them...

Role-playing game on the history of ancient Russia "We are Slavs. Visiting the goddess of history Clio"

Download:

Preview:

Preview:

Preview:

Send your good work in the knowledge base is simple. Use the form below

Similar Documents

Related publications