Title of the report (67). Creative approach to teaching chess Information technologies in chess classes

The game of chess develops the skill of self-organization, the ability to navigate in a rapidly changing situation, a sense of responsibility for the decision made, orients the student to work, his own efforts. Like no other game, chess uses modern information and communication technologies.

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Teaching junior schoolchildren to play chess using computer technology (additional education).

In the conditions of our life, parents strive to give the child as much quality knowledge and skills as possible, to develop him comprehensively. It is unnecessary to talk about the benefits of playing chess for the development of memory, logical thinking, and creativity. The game of chess develops the skill of self-organization, the ability to navigate in a rapidly changing situation, a sense of responsibility for the decision made, orients the student to work, his own efforts. Like no other game, chess uses modern information and communication technologies.

The principles underlying the program of additional education - developmental education, individualization and differentiation of education, visibility, accessibility of information, sequence - from simple to complex, the introduction of a game element into the learning process - are mandatory attributes of each lesson. The independence and activity of each student is stimulated, they are offered tasks aimed at developing memory, attention and logical thinking. The involvement of the computer is not seen as an end in itself, but as a way to activate creative development personality.

We believe that it is pedagogically expedient to include teaching chess and computer technology in elementary school. Since, the inclusion of computer training programs in the process of teaching younger students can improve the effectiveness of learning. Computer programs for young children, these are, first of all, educational games in which visual images are actively used (to form abstract concepts and skills), as well as active forms of work of the child himself, since in elementary school the game form of activity is the leading one and has for children great value. Computer training programs, providing management of educational activities, serve as a tool cognitive development children.

We should not forget about the importance of chess in the development of students' creative abilities. The game of chess in general and the game of chess with a PC in particular, as well as numerous exercises in solving chess problems, develop the logical thinking of students. The ability to set a goal, solve a task, isolating the main thing and abstracting from the secondary, make decisions both on the basis of accurate calculation and on the basis of intuitive heuristic decisions - qualities that are most successfully developed through serious chess lessons.

The study of the methods and techniques of chess combat is essentially one of the sides of the multifaceted process of comprehending the truth. Enriched with new acquired knowledge, children set higher personal goals, improving the results of their performances in competitions, increasing their chess qualifications (ranks).

On the topic: methodological developments, presentations and notes

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THERE ARE the following stages in the creative development of a chess player:

A. An idealess game in which individual moves are made for random reasons.
B. When choosing a move, a chess player takes into account only the opponent's obvious response and is guided by too general, elementary considerations with their minimum concretization.
B. Fascination with the first combination or trap seen.
G. Taking into account the general perspective, but without sufficient specification.
D. A detailed calculation of the most important options, possible, of course, only with a high level of general understanding.
E. Economical thinking, the ability to combine general formulations that are convincing enough in a particular position, with the calculation of options to the end where necessary.

We illustrate the various stages of chess creativity with an example where there is only a choice between two continuations.

TARTAKOWER - RESHEVSKY
Nottingham, 1936

How should White respond to 1... B:d2+? Should they take the bishop with a rook or a king? Let's try to trace the train of thought of chess players of different qualifications.

BUT. The answer is not motivated and is due to random considerations that are not characteristic of the position.

B. With any answer, the opponent will take my knight g5. May my king be safe. I'll beat with a rook.

AT. Knight g5 I lose. It's unpleasant, of course, to bring the king out, but after 2. K: d2 Black will fall into a trap: 2. . . hg 3. hg N: e4+ 4. Q: e4. So I'll play 2. K: d2, maybe I'll jump out!

G. If my partner beats the g5-knight, I will take hg and get an attack. With 2. K: d2 I set a trap, but the option 2... N: d5 3. ed Kd4 4. Qd3 Re2 + is unpleasant. Therefore, it is more expedient to answer 2. Rx d2, leaving his king out of danger.

D. Answer 2. Kp: d2 deserves preference because: 1) it is associated with a trap; 2) no big deal 2. K: d2 N: d5 3. ed Kd4 4. Qd3 Re2+ 5. Kpcl Rxc2+ 6. Kpbl; 3) the advantage of the move 2. K: d2 will affect the options 2. . . hg 3. hg N: d5 4. Rh8 Ke7 5. R: e8+ K: e8 6. Rh1 with an attack for a piece and practical chances, or, even stronger, 3. N: f6 (instead of 3. hg) 3 . . . gf 4.hg fg 5. fg Phoebus 6. Qf6 Q: f6 7. gf Kpg8 8. Rh3 followed by a doubling of rooks and a probable draw (for example: 8. . . Ne5 9. Rdh1 Kg6 10. Rh7 Re6, 11. Rg7+ Kpf8 12. Rxg6).

E. It is necessary to capture with the king in order to be able to quickly double the rooks along the h-file after capturing the knight on g5. Of course, partner won't fall into the trap, but even in the variation 3. ed Kd4 4. Qd3 Re2+ 5. Kpcl Rxc2+ 6. Kb1 I get chances, as his pieces hang. Anyway, 2. R: d2 is completely hopeless: I won't get a real attack for the lost piece. So, without going into further details, we must decide on 2. K: d2.

Of course, there are an infinite number of transitional steps, and it is impossible to draw a precise line between them, but in general terms, our division corresponds to the main stages of chess improvement.
The teacher's efforts should be aimed at ensuring that his students gradually, as they gain experience, move from the lower stages to the higher, accessible to them according to their natural data. It would be a gross methodological error to attempt to artificially jump over the lower levels of creativity.
Particular attention should be paid to the meaning of general formulations. They free the chess player from unnecessary calculations at the board and make it easier to find specific opportunities. But if general considerations turn into dogmas, then they are harmful, because they teach superficiality. Only those general formulations that are based on the practical experience of a chess player at a certain level of his qualifications are useful.

We turn to the specification of teaching methods. It seems to me that from the very beginning it is necessary to proceed from the orientation towards practical exercises. It is enough to devote 15-20 minutes to getting acquainted with the moves of the pieces and the basic rules. After that, without cluttering the memory of beginners with various exercises and chess notation, they should be allowed to immediately start playing under the supervision of a teacher. No instructions on how to play expediently should be given at this stage.
After a beginner has mastered the board, one should systematically accustom him to the motivation of moves, gradually introducing him to the basics in all stages of the game. For example, the teacher invites the student to play with him. The beginner, of course, develops the game in a completely illogical way: he moves the outer pawns and then removes the rooks, jumps the knights around the board in search of prey, etc. Meanwhile, the teacher systematically develops and, say, announces checkmate on f7. The resulting mat is imprinted - and incomparably stronger than demonstrated in the classroom. Or the teacher, watching the game of two beginners, points out the simplest missed opportunities. Or in the position obtained by two students, the teacher replaces one of them and easily wins, and then offers to change colors and achieves a draw.
The latter method is especially recommended in endgame positions where the student finds himself helpless to checkmate the opponent. This applies to the middlegame as well. Let's say one of the players has a significant material advantage. The teacher replaces the weak side and wins with a planned attack against the enemy king.

Already at the very beginning it is possible to give general (accessible) formulations. For example, after learning in practice how to checkmate a king with a rook and a king, a formula is given: checkmate is achieved by pushing the enemy king to the edge of the board when kings are confronted. This formula, given as a conclusion from practice, prompts the thought to independently find moves by which the pushing of the king and the confrontation of kings are achieved. Using the cases when one of the opponents has one pawn left, one can go through the simplest pawn ends and explain the meaning of the tempo.
In the area of ​​debut, one should gradually introduce oneself to the basic principles of development, refraining from explaining the significance of the center for a certain period. Of course, a lot of attention should be paid to elementary combinations in the opening, especially in connection with the weakness of the f7-square, the h5-e8 and h4-el diagonals. In the middle game, you should first study simple mating attacks and typical combinations.
The display of short games or individual positions must be used subject to the following indispensable conditions: there must be an analogy in idea with the variation just encountered at the board; the example should be taken from some game or from an etude close in nature to a practical game, it should be bright and accessible for a given level of development in terms of idea and variant design.
At the same stage of assimilation of the minimum, it is necessary to study elementary methods that facilitate the technique of calculation (the rule of the square, etc.). When the minimum is learned, familiarize those involved with the notation.

Analysis of games after the game is very useful. The loser usually seeks to prove that he was defeated due to an accidental oversight, and the winner - that he won due to a good game. This natural interest in one's own game, when the ardor of the struggle has not yet cooled down, the teacher should make the most of it. Of course, the presence of other members of the circle in such a collective analysis is also desirable.
Consulting games are very useful, during which there is a lively exchange of experience: it is especially important here that each consultant must justify the proposed move to the other. Thus, the habit of reasonable motivation of moves is developed. Sessions should be widely used. If the teacher, while giving a session, encounters an instructive position or a mistake, he should invite the participant to write down the position, and then, at the end of the session, in the presence of other participants, analyze the example.
The display of games and individual positions at this stage can be used more often. For chess players of lower qualifications Morphy's games are very useful, where his opponents made typical mistakes, which were effectively and convincingly used. When any outstanding match takes place, one should practice the demonstration of the individual games played in it. But at the same time, it is not necessary to show super-subtleties, but pay attention to quite understandable and instructive moments.
The lecture method, it seems to me, should pursue the goal of summing up the results of practical exercises and developing such topics as "Basic Concepts of the Opening", "Types of Combinations", "Attacking the Castling Position" and others.

In classes with a circle of higher qualification, approximately with the third category, an even greater variety in teaching methods is possible. More often it is necessary to use the demonstration of parties. It is possible to introduce a joint reading of the chess newspaper with a critical approach to the comments placed in it. Written analyzes of the adjourned game, followed by a comparison and critical evaluation of the analyzes of both opponents, are extremely useful. There are thematic tournaments on a certain opening, thematic sessions with clocks, reports of listeners on a given topic. It is useful for chess players not lower than the second category to entrust the compilation of comments to the game with their subsequent critical assessment by the teacher.

Within the framework of this article, I am deprived of the opportunity to dwell in detail on methodological issues related to the study of individual stages of the game. I will therefore confine myself to brief remarks.
In the area of ​​the opening, one should by no means strive to become familiar with all the principles. It is useless and even harmful to study opening variations in isolation from the game as a whole and from practice game. The value of the center must be revealed gradually, as the chess player grows. The role of the mobile center is most accessible and most visible; the meaning of dominance over the central fields can be studied from abundant practical material. The teaching of modern opening variations to chess players of the lowest and even average qualifications, which is widespread in many circles, seems to be a methodical absurdity.
In the area of ​​the middlegame. The main mistake here lies in the separate teaching of tactics and strategy, that is, combinational and positional principles. The deepening of positional understanding must go hand in hand with the development of the art of combination. In particular, such important positional concepts as open lines, weak points, it is best to initially study on examples of combinations. Also, on the example of combinations, a general formulation of the most essential strategic moment can be given - the significance of the superiority of forces in a separate sector.
It is necessary to accustom to evaluate the position as a whole, taking into account all its features in the development of a specific plan. It is necessary to evaluate the position according to a certain method, taking into account the material, the position of the kings, the advantage in the center, weaknesses, open files, the mobility of the pieces, passed pawns, specific opportunities. The evaluation of the position must be thought out to the end, in such a way that all the points noted in it will come to light in the further course of the game.

As an example, let us cite the position from the party WINTER - ALEKHIN Nottingham, 1936.

Material forces are equal. White's castling position is weakened due to the advance of the c-pawn. They have a “bad” bishop on e3, constrained by their own pawns, white knights interfere with each other, and the knight on g3 has no good squares at all. White's attempt to transfer the e2-knight via gl and f3 to e5-square can be prevented by the opponent by f7-f6. The only open file, e, is more likely to be occupied by Black due to the cluttering up of its white pieces. In the center is the balance, but Black is more secure in the e4-square than White is in the e5-square. In addition to the weakness on e4, White's e3-square is also weak. If Black manages to paralyze White's attempt to activate his play with f4-f5, then his positional advantage will become decisive.

In order to teach how to correctly evaluate a position, the method of “sensations” recommended by Nimzowitsch is very useful. Let's explain it on the example of another game of the same tournament.

VIDMAR - EIVE

An average chess player will first of all pay attention to the exposed position of the black king and on this basis will give preference to the position of white or, at best, regard it as equal. Meanwhile, the game is hopeless for White. The exposed position of the black king cannot really be used by the opponent. Black has the advantage of two bishops and a significant pawn superiority on the queenside, white has weakened white squares in the absence of a light-squared bishop.
The game was followed by: 1. Bc3 b5 2. Ra1 c5 3. Qc1 (avoiding the exchange of queens after c5-c4) 3... c4 4. Ke1 Bb7, and White is helpless against the threat of Qe4. Two moves later - 5. Kf3 g4 6. Kg5 Qf5 - they resigned. The fact that a position, from the point of view of an inexperienced chess player, safe for White, fell apart in four moves will create a sensation, and the significance of pawn superiority on the queenside and the weakness of castling squares will be vividly imprinted.

In the area of ​​the endgame, the amount of minimum knowledge required to achieve average strength in the game is relatively small. The subtleties of the endgame are accessible only to strong chess players and can be learned with benefit for practice only with increased interest in them, for example, when analyzing your own adjourned game. For a correct account of chances in a complex endgame, where each of the partners has more than one piece, general formulations with conclusions for each type of simple endgame are important.

All-Russian Conference "Organization of the educational process in a preschool educational institution in the context of the implementation of the Federal State Educational Standard of DO"

Relevance

The Government of the Russian Federation pays great attention to the issue of promoting chess education, which is noted in the Program for the Development of Chess in the Russian Federation for 2011-2018. The Khanty-Mansiysk Okrug in a relatively short period of time has taken the lead in the development of chess education. During the opening of the 17th Anatoly Karpov International Chess Tournament, which was held in the urban-type settlement of Poikovsky, Natalya Komarova made a statement that our district was switching to universal chess education.

In this regard, one of the key tasks of modernization in the education system is the search, testing and integration into the educational process of disciplines that contribute to the intellectual development of the younger generation. The great experience accumulated in many countries makes it possible to consider chess as one of such subjects.

Vice President of the Russian Federation Dmitry Anatolyevich Medvedev, putting forward the initiative "Our New School", emphasized that the concept of four "I" (which includes institutions, investments, infrastructure and innovations) should be supplemented with a fifth component - Intelligence.

Research by our scientists shows that chess is a powerful catalyst for the development of children's intelligence.

An outstanding Russian teacher V.A. Sukhomlinsky wrote: "Without chess, one cannot imagine the education of mental abilities and memory."

Chess activity influences the formation of arbitrary mental processes in children; in the game, they develop arbitrary attention and arbitrary memory. In the conditions of the game, children concentrate better and remember more. The game of chess organizes the child's feelings, his moral qualities and behavior. Learning to play chess allows you to make the most of the potential inherent in ancient game in the formation of logical thinking of preschoolers.

The relevance of the problem of teaching preschoolers to play chess is due to the creation of pedagogical conditions for the formation of intellectual abilities.

An analysis of the results of a survey of parents showed: 100% of parents believe that playing chess has a positive effect on the development of children's intelligence, 100% of parents would like their child to learn how to play chess, and 70% believe that learning to play chess can be started already in children's garden.

Project summary

The material of the project on the organization of chess activities is one of the main aspects of intellectual development. The ways of solving the problems of creating pedagogical conditions for the intellectual development of pupils by means of chess activity are shown, in the implementation of which the manifestations of intellectual abilities in children preparing to enter school are obvious.

A feature of the presented material is its consistency in organizing work on chess activities in kindergarten (the closest social environment), resource support pedagogical process, material and technical equipment, communication with society.

The material is focused on the development of the child's intellectual abilities in the process of chess activity.

The main directions of the project are: creation of psychological and pedagogical conditions for the successful popularization of chess among children preschool age and parents, ensuring the unity of the educational space on the territory of the district, mastering the basics of a chess game for a preschooler; formation of prerequisites for a conscious attitude of a preschooler to such a sport as chess.

Passport of the project "Chess for preschool children"

Project "Chess for preschool children"

Creative aspects of SHIP and GSHP. Combinations, combinational thinking e

and combinational vision

(Initially the text was intended for teachers)

Above, the definition of a mating combination in terms of the theory of arrows was given.Combinationis the fruit of pure creativity, intuitive insight,supported by logical reasoning. In the broad sense of the word, a chess combination is a kind of splash or geyser of information that drastically changes the course of the game, the direction and speed of information flows. At the moment of combination, the system abruptly goes out of balance.

By definition, a SHIP is an essentially non-equilibrium system. Except for draw outcomes, all other games are non-equilibrium information process, the result of which is determined by a stronger logic and sports component: who is faster, more enduring, bolder or more careful, etc.

Creativity in SHIP is directly related to combinational thinking, combinational vision.

The chess combination and position variability are inversely proportional.

Conclusion 43. If before the beginning of the combination the variability of the position of the partners was significantly greater than one, then from the moment the combination began, the variability drops sharply. The variability of the passive side decreases especially sharply: the partner on whom the experiment is being carried out. He has little choice: to go in a given direction or in one of two or three directions (options). But the result, no matter in what direction he moves, is a foregone conclusion: worsening of the situation up to the checkmate.

That is, due to the certainty of the result of the combination, the variability of the choice of options for the victim of the combination is practically no more than one.

Just as Rodin extracted the "Thinker" from a stone block, so a chess player creates a combination from a variety of options: a piece product of creative thinking!

The combination is always accompanied by an unexpected change in the logical algorithm a. The combination logic is paradoxical logic: ALPAR or ALCOMB. As noted above, ALPAR cancels all other algorithms, since this level of logic is the highest in the field of human thinking.

At its core, combinational logic is the logic of creativity, the logic of intuition. It does not rely on counting options, but seeks a central paradoxical idea. Only after the idea is found does the counting algorithm or ALGARM come into effect.

Definition 42. Figuratively speaking, one can call combinational logic a kind of combination vision of a person. The ability to think combinationally, to build paradoxical options, relying on intuition and instincts, is given to man by nature.

Children mostly use this type of thinking. Analytical thinking develops gradually, following the development of logical thinking. That is why a child from 6 to 10 years old (age limits are indicated conditionally) easily adapts to SHIP and is able to defeat adults without any age discounts.The development of combinational vision means the development of intuition, its highestlevel, that is, the spiritual mind.

It was proved above that chess is a figurative game. Visual images formed with the help of the theory of arrows and signs of combination facilitate the work of combinational thinking.The variability of the SHIP is almost infinite, therefore, repeating, we can say: “ chess is such a sea: from which a mosquito gets drunk and an elephant bathes". The correctness of this statement has been proven above, and life again and again confirms the wisdom of the Hindus. And so it will be for many billions of years, at least 1000000000000000000000 years.

Chess develops willpower and formsstrong character subject to systematic training.

Chess as an intellectual sport

The need for the existence of sport naturally follows from the nature of the person himself and society, outside of which a person cannot exist by definition. The progress of mankind at all times is due to the main creative ability of man: the ability to know the world around and to self-knowledge. Theoretically, absolute truth is not achievable, it can be approached to some extent. The sporting principle is inherent in nature itself and in each individual as part of nature - there is no limit, but everyone can be the first to reach one or another level in countless processes of interaction between the human psyche and his body with the outside world.

Definition 43. Sport is a game activity of a person in order to achieve the maximum possible result. The natural need of a person to know the limit of his body and spirit in the processes of interaction with nature and his own kind gives rise to all existing varieties of sports and will create many others. Ultimately, the chief conductor in all sports is human psyche, since not a single muscle will tremble if there is no corresponding nerve signal.

Conclusion 44. Consequently, a particular sport develops a set of certain personality traits developing the human psyche. Therefore, it is quite natural to classify all sports games according to the degree of workload of the human psyche. The more the human psyche is loaded - all its levels in this or that kind of sport, the greater the range of abilities required from a person, the higher the class of the sport.

According to my classification /1,2/ all sports, taking into account the three-level structure of the human psyche, are divided into six classes. The sixth grade, for example, involves the use of all three levels of the psyche ki - instincts, intellect, intuition. I include volleyball, hockey, tennis, chess, etc. in this class.

True, chess, in addition to everyday intuition, requires the use of its highest level - the intuition of the unknown. A successful society is developed by the activity of healthy, active individuals leading a correct lifestyle. The importance of sports in the formation of a healthy lifestyle cannot be overestimated. Each sport develops certain qualities of the human personality and body, forms the need for self-development and a healthy lifestyle. Sports play a particularly important role in the life of the younger generation during the period of schooling. Physical sports purposefully develop the functional capabilities of the body and those psychological personality traits (character) that allow you to more effectively achieve physical results. For example, swimming primarily develops those muscle groups of the body that allow you to swim faster. Endurance, not brute physical strength, strong character and leadership qualities are the main psychological qualities of a swimmer. A weightlifter, in addition to a strong character and endurance, must have a highly developed musculature of the legs, arms, torso, a healthy heart and lungs. Each physical sport has its own set of requirements for the physical capabilities of the body and spirit.

Conclusion 45. Naturally, the objective criteria for assessing the state of an athlete are directly related to the characteristic physiological and psychological qualities that this sport imposes on the personality of an athlete.

Naturally, the ratio of the degree of development of the personality components: body and spirit in different sports does not match. A weightlifter will not swim faster than a swimmer, or be able to play football professionally, a chess master will not compete in speed with a cyclist, and a cyclist will not think of competing with a weightlifter, etc. etc.

Conclusion 46. So Actually, chess is an intellectual sport. With sports, they are related by huge strong-willed efforts, mental performance, sports obstinacy in achieving the goal, that is, sports character. The second common sports component is the limited time of the competitive process, especially in active chess. The role of the body in chess is very limited and does not play a special role in the competitive process. It is not the muscles that compete, but the psyche that lives in the body.

Indeed, the rules of FIDE (international chess organization) do not impose any physiological restrictions on the state of the body of a chess player. That is, a physically healthy person and any person with disabilities is allowed to the competitive process. The only and natural limitation is mental usefulness, the ability for highly intellectual activity. True, this unspoken restriction is not at all necessary, since such a person will not go far in the competitive process.

For example, Dmitry Usoltsev, a graduate of the Mekhmat of TSU, candidate master of sports in chess. No one thought of forcing him to do push-ups, jumps, pull-ups on the bar, etc., in order to determine his intellectual abilities in such a strange way. Because since childhood he suffers from a severe violation of coordination and speech. Despite these physical limitations, he is an athlete on a large scale: not every healthy chess player is able to compete on an equal footing with him in intellectual and intuitive activity - playing chess!

According to the same FIDE international rules, the only objective criterion for the progress of any chess player, regardless of the country of residence, is the sports category. The category (4, 3, 2, 1, kms, FIDE master, international master, grandmaster) is assigned according to the results of the competition. As far as I know, physical condition is evaluated in the same way in other sports.

Apparently, there is a need to revise the criteria for assessing the intellectual state of a chess player through squats, jumps and pull-ups. Why duplicate physical education teachers and do their own thing.

I propose to measure the initial and final state of students by intellectual parameters, and not by the parameters of the state of the body. Such is the specificity of chess as a sport!

Psychological features of thinking of children before adolescence.

Game moment of chess and methods of chess lesson

Play activity - natural environmenthuman habitation.

Due to the infinity of manifestations of the surrounding world, includingthe person himself, the psyche and its instrument - the brain from the very beginningfocused on interaction with practically infinite and simply infinite systems. Both material and ideal character and their combinations.

The human psyche, normally, always strives and is ready to interact with infinite systems.As noted above, a personbirth is adapted to interact with infinite systems. And inconditions of excess or lack of information, make the right decisions.

Consequence. Thus, a person, by virtue of the structure of his brain and structurethe psyche of the ki using it is initially adapted and ready to play andgaming activity, because:

Definition 45. Game, game activityhuman - it is the interaction of the psyche with someeither an infinite or practically infinite system (s) -material or ideal characters - within the limits (rules), withthe purpose of achieving a certain result, (intermediate orfinal) within a limited time.

The entire set of games that fall under this definition formspeculiar play space. The classification of games and gaming activities is made in the work /1/.Since the surrounding world and the person himself are infiniteand practically infinite systems, then almost any activitya person, including a professional one, is to some extent "doomed" to wear a playful connotation: the vector-variational nature of information processing . That is, in the course of the game, game activity, a person mustobtain the information you need and use it toachieving the ultimate goal.

In fact, the game is a model of a life situation : achievement of the goal based on their abilities and capabilities within the framework of rules, morality and law.And vice versa - “... life is a game, and people in it- actors! That is,regularity is confirmed diffuseness boundaries of human activities.

Conclusion 47. AT In the context of this concept, it is easy to understand the craving of the child (student) and the teacher himself for play activity, play. It's normal, naturalhuman condition. The reverse is more of a pathology.It is well known that the most effective learning process takes place inthe form of a game, game activity, as it activates the entire volumethe human psyche, all its spheres. Obtained independently during the gameinformation (and not chewed and ready for use) passes through allthree levels of the psyche ki and forever fixed in it.

How consequence from the above: GAME ACTIVITY, GAME- this is the most natural(close to human nature) way of existence and development PSYCHES (soul), its constituents:INSTINCTIVE MIND,INTELLECTUAL MIND, INTUITION(spiritualmind).

In conclusion, it should be noted the well-known truth that inmental activity of the childfrom birth to 10-12 years, figurative, sensual thinking (the right hemisphere of the brain) dominates.

Conclusion 48. Therefore, chess teaching methods, methods of conducting a lesson should reflect the game moment of chess. The teaching of chess should not be reduced to the usual, traditional study of the material, like the lessons of mathematics, history, etc. Definitely needed game methods for conducting a chess lesson. New information must be generated in the course of the game, in the field of thought of the chess space. The information processed by Gorynych's logical algorithm will naturally turn into knowledge. Excessive information will simply be eliminated, and will not load the student's psyche.

That is, if the studied information is understood, then it is immediately applied in practice and, thereby, is fixed and turns into active knowledge. This property of self-consistency of the studied information and practice is the highlight that distinguishes a chess lesson from an ordinary school lesson.

Influenced by modern school curricula by the end of adolescenceperiod, an asymmetry of mental activity (soul) is formed in favor ofleft hemisphere of the brain, abstract and logical thinking. That iscreativity is infringed, the principle of harmonious development is violated personality.

Natural method of teaching chess. Method of two captains.

Objective accounting and control of student activity

The lesson is conducted using a demonstration board. The technique is based on a well-known feature of the child's psyche: the process of perception, processing of information and decision-making in children under the age of 12 mainly occurs when the right hemisphere of the brain is more active than the left, which is responsible for the analytical abilities of a person. This means that the learning process must be organized in the form of a game using reference images: visual, sound, emotional, and any other meaningful, new, logical stuffing. The second component of the methodology should take into account the internal nature of the chess game. At its core, a chess game is a struggle, a rivalry between two individuals in order to achieve best result. (The result is an intellectual victory or a draw)

The rivalry of two personalities manifests itself in different planes. In the sports plane, and this is character, strong-willed qualities. In the intellectual component of the psyche, ki is the accuracy and depth of the calculation of options, the analysis of the priority of immediate and distant tasks, and, in fact, the adoption of the final decision is a chess move. In the creative sphere - non-standard, flight of fancy, depth of foresight (intuition). That is, chess will require all three levels of the human psyche, and therefore develop all the abilities associated with healthy instincts, intellect and intuition!

A school lesson in its structure and method of presenting information is a more collective process than an individual one. Usually the whole class learns one single fragment, for example, the rule for adding whole numbers, or the rule for writing feminine nouns in the third person. The variability of information is almost always equal to one, creativity is reduced to a comparative function: is the rule applicable or not? The game of chess is, by its very nature, an individual activity, with variability.obviously greater than unity.

According to chess rules, only the player makes a decision and makes a move. Hints are excluded. We have a contradiction: a chess lesson should cover all students at the same time and at the same time be of an individual nature. Let us call this contradiction, by analogy with philosophy, the main one and try to solve it. Below we propose a methodology for conducting a chess lesson, which largely removes the main contradiction.

Objective control and accounting of activity and discipline.

To effectively control the activity and discipline of students, a table of answers and discipline, open to the public, is offered. Each student, by analogy with chess coordinates, is assigned his own coordinate. Vertical lines are drawn on the board with chalk: A , B , C , D , E , F . And the rows are horizontal 1,2,3,4,5. The intersection of verticals and horizontals forms cells, for example, Vitya Karpov sitting on vertical C in the 3rd row corresponds to cell C3. These cells are entered + and - for each student's answer. Pluses can be fat and fat or small and thin. The same applies to cons. All student activity during the lesson is recorded in the accounting table. For a move, correct in form, but stupid in content, the student receives both + and -. For a strong and logically justified move, two or three + are put. Usually three plus is equal to five, two to four. At the discretion of the teacher, it is allowed to accumulate + during two lessons. For violation of discipline x. Two x - means one task in one turn, at the expense of the student's personal time. Three x - two tasks. Five x - diary entry and three tasks. Tasks are solved in turn. Democracy and openness of the procedure for recording answers increases the interest and activity of students.

The method of two captains or the natural method of a chess lesson (1)

The class is divided into two teams: the white king team ( row A, B, C) and the black king's team (row D, E, F ). Team captains are selected from among those who can play. Duties of team captains: captains do 1,5,10, etc. moves. The captains lead their "chess ships", i.e. they plot the course, give general commands to their subordinates. For example, a pawn, rook, knight, bishop, queen, king move. Where exactly and which of the named figures to make a move, if there are more than one, is determined by the student himself called by the captain. The captain gives an assessment of the move, the teacher approves the assessment and, in the form of + or -, enters the student in the cell. For violation of discipline, the captains put x to their (sailors). The results are calculated five minutes before the end of the lesson in the form of the sum of points for the captured pieces or checkmate to the king, if they managed to checkmate. In individual cells, either an assessment is put, or the resulting + or - of various degrees of fat content.

Two captain techniqueallows you to "kill" several birds with one stone at the same time. The first "hare" that plays a dominant role in a chess lesson is the discipline and concentration of attention of each student on the events taking place on the demonstration board. The competitive, playful nature of the lesson makes you obey the interests of the team.

The second point: the energy and motivation of students is directed inside the educational process - at each other. The teacher plays the role of an "arbitrator": gives assessments, comments and directs the course of the lesson in the right direction. The game, team moment of a chess lesson increases individual responsibility to the team (team), makes the student follow the game, try to find a smart move in advance. The assessment of the captain and team members is much more significant for the child than the assessment of an adult teacher, who is psychologically perceived as an external superstructure over the children's team - not at all an obligatory detail in the game.

If the teacher successfully chose captains who enjoy authority among the teams, then the chess lesson fits well into the framework of the game and obeys only the rules of the chess game. The whole lesson is based on chess images, on the principle of anthropomorphism of a chess game.

Chess pieces are chess men who, like a person, have arms and legs depicted by arrows. The king is your life. It has eight symmetrical short arrows (arms matching the legs). Explanation: the legs move, and the hands grab (stab with arrows) and remove other people's pieces from the board. The king is like a hedgehog. Your life is one and only, so it must be defended with all the pieces with all your might. The image of the queen is a super hedgehog or a porcupine or a bomb exploding in all directions. The image of the horse is an octopus with eight curved tentacles. The image of the rook is a tank with four cannons - arrows. The image of an elephant is a sniper with four rifles - arrows. The image of a pawn is a wizard with one leg and two arrow-arms. All chess pieces, except for the pawn, are symmetrical with respect to chessboard.

Thus, all chess pieces apart from a specific appearance have their own symmetrical set of arrows (arms and legs), except for the asymmetrical pawn. Students need to constantly explain that these arrows are invisible, imaginary, but they really act (stab)! In order to “see” them initially, increased attentiveness is required. A check to the king is a prick of the king with any arrow from someone else's piece, except for an arrow from someone else's king. Kings are not in check and therefore do not meet.

A checkmate is a king in check that has fallen into a cell formed from other people's arrows and its own pieces. Figuratively speaking, checkmate is a prison or net for the king! Within these images, the main goal of a chess game is to be the first to put someone else's king in a prison, cage or net. (Punish an invader who encroaches on your chess kingdom.) On average, 30 seconds are allotted for one move. During the lesson, each student makes two or three moves at the blackboard. On the demonstration board, a position corresponding to the topic of the lesson is placed. For example, consider the theme of the opening: development, castling, capture of the center. At the beginning of the lesson, the teacher voices the topic in the form of a sound image: the tiger formula is PPA (development, castling, attack). Introduces images: bedroom for figures - starting position. Royal fortress, castle for the king (castling). Capturing the center - who is the king of the hill: the one who captures the center with pieces first.

The first moves of the opening before castling are recorded on the board, for example, the Italian game. The captains call their "sailors", who make moves according to the record on the board. After drawing the opening by recording, the game continues on its own, according to the method described above. Moves can be made with or without recording. If a move is made with a record, then it is also scored in the student's cell. With errors in the thoughts of students, the teacher examines the course in more detail and focuses on the cause of the error.

At first, I recommend this technique, which facilitates learning to play chess. Stick arrows (arms and legs) on the figures, which speeds up the assimilation of the properties of the figures, connects the visual channel. It is very technologically advanced to use cocktail straws to depict a set of arrows. Preparatory operations for the lesson. 1. Draw a table with individual cells. 2. Write the first five or six correct moves, including castling, on the board from any game. 3. Draw figures with arrows and their cost on the board. 4. Write on the board the chess alphabet and Russian pronunciation. Write the definition of check to the king and the definition of checkmate to the king. Students should keep notes in notebooks.

Modification of the method of two captains (2)

The teacher acts as the captain and the team, the class is the second team. The essential point of the lesson in this modification: the teacher speaks out loud all his thoughts related to each of his moves and the course of the class. That is, the teacher plays open and sets the standards of thinking: an objective assessment of the information contained in the position. Making a responsible decision based on the analysis. Evaluation of position variability and selection of the optimal variant. That is, the teacher during open game introduces new information that is self-consistent with the logic of the game through various positions, moves and variations. This information is immediately verified in practice and fixed.

In turn, the student is also obliged to express aloud all his thoughts related to the decision (move). The student speaks first, and then the teacher reads the thoughts by position and compares them with the student's thoughts. It is desirable to use figurative language with elements of humor.

Such a method of conducting a lesson clearly corresponds to the ideal ladder of knowledge and, even, is somewhat more perfect. Since the amount of information being studied is always self-consistent with practice: how much information is entered, so much is assimilated. AT recent times I use a more effective method of conducting a chess lesson, which allows me to more fully cover the entire class. During the lesson, each student answers at the blackboard 3 to 5 times. Accordingly, it is impossible to obtain a resulting negative rating.

Methods of conducting a chess lesson in elementary grades.

Brainstorming (3)

Chess, in its essence, exactly repeats the process of searching for truth in science. Any chess plan thought up speculatively (theoretically) is checked practically in the form of a move or a chain of moves. The same is true in science: the truth of a theory is tested by practice (experiment). The technique of brainstorming a problem is widely known in the scientific community. Let me remind you the essence of the method: a problem is posed for a team of researchers. Everyone comes up with an idea. Ideas are not criticized. After the accumulation of options, ideas are discussed and a collective solution is developed.

I propose something similar when conducting a chess lesson. In contrast to the two captains method, each team is divided into groups of two to four people each, depending on the size of the class. The smaller the class, the fewer students in the group. The order in which groups come to the demonstration board is set in advance. The first group of the white king comes to the board at the same time and makes a decision (looking for the necessary move) collectively. It is allowed to discuss all thoughts, suggestions and possible options aloud. When the decision is made, one of the group must explain this move in a motivated way.

Voice all possible thoughts related to this move. The rest of the group members must agree with this move or offer their justified option. The final decision is made by voting. The teacher motivatedly evaluates the decision (move) made and puts + or - or +, -. A move is considered made if someone from the group made a move and wrote it down on the board. The rule is observed: undertook - go. It is advisable to record the move on the board. The teacher evaluates the proposed options and puts down (+) or (-) in the individual cells of the students. Then another group from the black king's team comes out and looks for a counter move. Then the cycle repeats. The victory is awarded to the team that either checkmates or earns more points (the total value of the removed pieces).

Psychological aspects of the methodology. Working in a group mobilizes the student, increases motivation and responsibility, and awakens a sense of rivalry and competition. The intensity of the survey of students increases significantly. Despite the inevitable errors, the number of (+) overlaps (-) and all students receive positive marks. Preparatory operations for the lesson. 1. Draw a table with individual cells. 2. Write the first five or six correct moves, including castling, on the board from any game. 3. Draw figures with arrows and their cost on the board. 4. Write on the board the chess alphabet and Russian pronunciation. Write the definition of check to the king and the definition of checkmate to the king. Students should keep notes in notebooks.

Brainstorming modification (4)

The whole class represents one team and is also divided into groups. The second team is the teacher. Each group makes a decision by brainstorming, as described above in the methodology (3). The teacher makes a decision openly and expresses aloud all his thoughts related to his own and others' move. That is, all participants reflect aloud and take into account the thoughts heard when making the final decision (move). All other attributes are the same as in the method (3)

Game with a real partner (5)

If the class is divided into two groups of up to 14 people, then in the fourth quarter you can conduct a lesson using chess boards - one for each desk. For example, the topic is written on the board: Italian game. one. e 4, e 5. 2. Kf 3, Kf 6. 3. Cc 4, Cc 5. 4. 0-0, Kf 6. 5. d 4 , Kd 4. 6. Ke 5, 0-0 7. Ce 3d 5 ... Then the game continues on its own. (+) and (-) for the arrangement of figures, for correctly made moves according to the record, are put down in the table of answers. The checkmate is placed in a cell (5+), the loser (4). If the checkmate is not delivered, then the victory is awarded according to the sum of points for the taken pieces. For incorrect moves put (-). The game goes according to the rules: if you touch a piece, you move. He tore his hand away from the figure - the move is made. He took on someone else's piece - he is obliged to beat it. The king is not beaten, the king does not go under check - he is not a "suicide". There should be basic information on the board or poster.

The technique can be applied in two versions: 1) with a record of moves in a notebook. This option is more controllable and provides more discipline than the second. But the party is not brought to its logical end. 2) Without recording moves: worse discipline, but more practice and emotions.

Italian party . 1. e 4, e 5 2. Kf 3, Kc 6 3. Cc 4, Cc 5 4. 0-0, Kf 6 5. d 4, Kd 4 6. Ke 5, 0-0 7. Ce 3, d 5 ….

Russian party. 1. e 4, e 5 2. Kf3, Kf6 3.Ke5, d6; 4. Kf3, Ke4 5. d4, d5; 6. Cd3, Ce7; 7.0-0, Kc6

Spanishthe consignment. 1. e4, e5; 2. Kf3, Kc6; 3. Bb5, a6; 4.Ca4, Kf6; 5. 0-0, Ce 7; 6; Le1, b 5; 7. Cb 3, 0-0

The selected beginning is used throughout the entire academic quarter or two. This technique allows you to avoid the inevitable and uncontrollable chaos when playing independently from the first moves and unobtrusively teaches you the right start.

Game lesson in the form of a session (6)

This form of conducting a lesson is convenient when the class is filled with no more than 10-12 people.

The session is given by the teacher on ten - twelve boards, it is possible with a handicap. A teacher, if he has sufficient professional chess knowledge, like a tuning fork sets the correct "sound" of the game. Gives a living example of logical thinking and decision making. The beginning of the game before castling is conducted thematically: by appointment. For example, the Italian part, the Russian part, etc. The game is played according to chess rules: take it - move.

Key point: all participants justify their move aloud, including the teacher. The teacher is allowed to tactfully criticize the student's move, showing variability and the strongest move. The same is allowed to the disciples if they wish.

The current assessment of the moves of the game, in agreement with the teacher, is carried out by the students themselves, marking in the notebook + and - for each move, at the moment the teacher approaches. Since there are always more than ten moves, the score is always positive. Minuses are given for hints.

Session modification: two students play against the teacher on each board at the same time.

They, as in a brainstorming technique, can discuss a possible move together. This technique can be used when the class is large.

Accommodation properties of SHIP : conclusions (5), definitions (11) and (12) protect any SHIP visitor, including a student, from any kind of overload - physiological, informational, creative and others. The chess space is self-consistent with the load: a chess beginner does not need experience, logic, and the intensity of thinking of a grandmaster. If the personal base is zero, then the level of the game and the load on the psyche are also low. That is, with the growth of the capabilities of the psyche and the body, intellectual and creative loads grow proportionally. The main specificity of chess is the game moment, the creative and intellectual competition of two personalities. The main thing in the game is playing by the rules and achieving results. If the game is pulled apart into separate components, then the integrity of perception and game incentives will disappear. The child is always ready to play - such is his nature. Therefore, the lesson must be built in the form of a game. Whole information in the form of a single image or a system of images is perceived and remembered by the child's psyche in a more complete and better quality. If you take apart the basic information - the properties of the pieces and the goal of the game - over many lessons (one lesson per week), then it is easy to lose the meaning and interest in playing chess. In my opinion, it is necessary to give information in complete blocks, even if its volume contains the topics of several lessons. Each lesson should contain information about the properties of pieces - best of all on a poster or on a board, the concept of check and checkmate to the king, the chess alphabet. This basic information is repeated throughout the school year at each lesson and, therefore, is involuntarily remembered and used by students. Separate moments of a chess game, for example, the beginning of the game: (debut) or the end ( different kinds) mat, can be carried out in the form of a game. The starting position is set on the demonstration board and a lesson is conducted according to the methods below. During the course of a game, there are always many training positions that are commented on by the rules from the grandmaster's block. To eliminate chaos at the beginning of the game, you need to play the beginning of the game before castling the king by record. For example, the beginning of the Italian game before the 7th move. Then the party continues on its own. The required minimum of various beginnings is given below.

Development of logic and reflection by brainstorming

As you know /16/ one of the main tasks of the system of primary and secondary education is the development of logic and relatedher reflection of the child's thinking.In SHIP, reflection is one of the main tools for verifying the truth of a decision.Reflection is feedback, at all stages of the informational chess algorithm a: did I do the analysis correctly? Have you considered all options? What if he goes like this?Is there time for additional verification?If time is short, you need to play by intuition.And such if - a highly qualified chess player has a huge number:the pattern of strategy and tactics changes dynamically and unpredictably.

Comparing the above five methods of conducting a chess lesson, for the maximum possibility of developing students' reflection, we can make

Conclusion 49. The first three methods are directly related to reflection and, therefore, contribute to its development. The second and third methods correspond to the maximum development of reflection. If you use the pronunciation of thoughts aloud, then all methods to one degree or another develop reflection and the logical thinking associated with it.

Other chess techniques

Chess general education stirred up the whole pedagogical Russia. Discussions, search, experiment, strategy for the development of chess education, scientific and methodological substantiation and provision of chess and chess universal education, methodological literature, textbooks, training and remuneration of personnel, and much more that excites the citizens of Kaissa: splashed out on the pages of the press and on the Internet. And this is good! The water will boil away, the steam will leave, but the porridge will remain.

Basically, the discussion turned in several directions.

The form of submission of the studied material. A) In the package of a regular lesson, with the analysis of chess into its constituent elements and their separate study. The essence of the game with this approach completely disappears. Chess, as an intellectual game bound by self-consistent laws of logic, from which at least one element cannot be removed without damage to it, crumbles into separate parts and turns into a didactic constructor.

The second direction C) Adheres to the organization of a chess lesson in line with the logic of the game, like the famous teacher A. Sukhomlinsky, who experimentally applied chess to develop logic and a culture of thinking in his author's school. C) The third direction is devoted to the evidence base of the necessity and usefulness of introducing universal chess education in schools. Comprehension of the pedagogical possibilities of chess, connection with other subjects and search for the rank of chess in the hierarchical series of school disciplines.

Well, everyone who is not indifferent has the right to defend his vision of chess. The SHIP is so multifaceted that there are enough faces for everyone. It remains to study all the facets and synthesize into a single whole: pedagogical opportunities chess information space. Personally, I stick to the second and third directions (B, C).

Child Opportunities in SHIP

Only in A SHIP child can compete with an adult on an equal footing without any discounts on age. The child, with the help of the teacher, understandsthe main thing and is convinced from my own experience: the achievement of any goalmaybe if you work hard enough. That any action is necessary first think over (analyze), only then work out and make a decision for which he himself will be responsible. What is he, a child,differs from an adult only in size and experience, that he does notworse and further can defeat an adult (mom, dad, high school student, etc.)

In that meaning e self-affirming moment SHIP surpasses anyanother type of activity for the child. Usually the child plays a subordinate, a slaverole - especially in school life. In SHIP, he can play the role of leader, regardless of age. You should have seen how they treat my youngest sonhigh school students and adults - with respect, envy and some apprehension.How the younger students rejoice at their first self-affirming victories!Chess has no age limits. Chess formhealthy lifestyle of a student and any person. Chess is all-weather andall-weather. Chess is the least expensive sport.

And, finally, Chess is a powerful pedagogical tool for the harmonious development of a child's personality.Generally speaking, the concept of harmony in SHIPis fundamental.

Basically, to achieve the ultimate goalenough to understand what harmonious position and strive for it.Let us recall the "lyric" A. Alekhine and the "physics" M. Botvinnik. For his studentsstrong-willed, athletic qualities, I advise you to go in for sports. These

CHESS IS ARCHITECTURAL! THE COURSE OF CHESS CAN BE DIVIDED INTO SEPARATE MODULES FOR A YEAR, TWO, ... ELEVEN YEARS, all my life andFor example, the moduleThe fourth category is designed for one academic year. Their role is especially greatearly stages of child development(from 5 years and older).

Potential pedagogicalpossibilities of chess, taking into account Russia's 43rd place in Europe in terms of school education is huge!

Psychological features of gifted children.

SHIP - like a litmus test of creativity

Children don't think like adults. Their thinking is mainly based on images and feelings. Abstract-logical, analytical thinking has not yet been formed in them. Actually, the education system is engaged in the development of intellectual thinking and its attributes: logic, analysis and synthesis. There are no special disciplines for the development of intuitive thinking and there is no provision.Watching the development 5-8 letok, I noticed a characteristicthis age: not oppression of the intuitive mind, emancipation andspeed (impulsivity) of the child's thought processes.It is important to note that this refers specifically to its highest level -intuition of the unknown, responsible for creative processes.Decision making at this age is almostinstantly, in the form of an impulse. (Impulsive thinking) Moreover, not the worst option is chosen(vector) from a set of possible ones. And impulsiveness is preciselyconfirmation of the work of the psyche ki on an instinctive and intuitive level.

Conclusion 50. The main natural tool of thinking of a child is intuition. And the instincts that ensure the safety of the body. Moreover, the better developed intuition, the faster and more professionally the child masters the SHIP. There are known cases of fulfilling the norm of a grandmaster at twelve and a half years. Ethat regularitydoes not apply to all individuals in this group, nevertheless, it is necessary to take into accountnatural predisposition, giftedness.This group of children must be treated with particular caution: crush God's gift (intuition- its highest level) tedious rules of analysis andsynthesis, deduction and induction.

These children must be introduced into the adult world of rational activity (intellect) relying solely on brightimages that carry the maximum information load. That is, through creative thinking, with which intuition is associated, gently stimulate the intellectual mind,food to which will be provided by the meaning of the new content of the images.It is these considerations that underlie the development of allchess modules, including the SHIP support image module.

Conclusion 51. As shown above, SHIP belongs to the family of creative mind games. Therefore, the manifestation of chess abilities by a child means that he has a creative beginning, the presence of intuitive abilities. Consequently, the SHIP is a kind of litmus test of the creative abilities of the individual.

Possibilities of an adult in SHIP

An adult person differs from a child only in percentages: how many percent of the soul of a child is left in him? As you know, in every joke there is some truth. Generally speaking, body size and muscle volume do not determine creativity. Abilities are the realm of the psyche. Hawking, a well-known theoretical physicist, moves only one finger of his right hand. With the help of a computer mouse and his creative abilities, he learns the secrets of the Universe, creates theories and generates new knowledge. His authority in the world of science is indisputable. There are many similar examples, when a person, despite his weak body, reaches the heights of the spirit - there are many in the history of mankind!

Power and accommodative properties of SHIP( conclusions 8, definitions 16 and 17) without any restrictions allow to show and develop their creative abilities. Both natural and newly acquired. Moreover, there is no upper limit for the manifestation of these abilities in SHIP. More precisely, it practically does not exist, which follows from definition 16.

Actually, thanks to the accommodative properties of SHIP, the use of three-level logic in this space, the huge pedagogical possibilities of SHIP are explained.

Age is rather an inertial, inhibitory factor in the process of self-improvement of one's own psyche. The burden of habits in an adult is much greater than in a child. Adult

himself a teacher to the extent of his own development. The child needs a guide, a mentor.

SHIP compatibility with other creative activities

I do not know of any sphere of human life that would not becompatible with chess. All that develops a sense of beauty and harmonyenriches chess. And vice versa.Generally speaking, the concept of harmony in SHIPis fundamental. Basically, to achieve the ultimate goalit is enough to understand what a harmonious position is and strive for it.Let us recall the "lyric" A. Alekhine and the "physics" M. Botvinnik.

In world culture, chess has left a noticeable mark. Famous composers, musicians, scientists and writers, politicians and other representatives of various areas of art loved chess and achieved a significant level in it. Probably, a deep understanding of harmony in all areas of creativity has the same roots. For his studentsto improve my chess level, I advise you to read science fiction,fiction. Draw, sing- all that develops imagination, imaginative thinking and a sense of beauty. For increasestrong-willed, athletic qualities, I advise you to go in for sports.

These comprehensively developed guys achieve great success in chess and in life!

CHESS IS ARCHITECTURAL! A CHESS COURSE CAN BE DIVIDED INTO SEPARATE MODULES FOR A YEAR, TWO, ... ELEVEN YEARS, a lifetime anddock with any developing and training programs.

The almost infinite creativity and variability of SHIP is the best guarantee of the inexhaustibility of chess in the present and future. The multi-thousand-year history of the existence of this wise game further confirms this thesis.

I've always had pessimistic views about using skills sports games in life situations. What can they give us for life, except gambling? Let's take chess, for example. Highly difficult game, which consists in the manipulation of wooden conditional figures depending on their functional features. For what?

Preoccupied with this question for quite a long time, I found the answer to my question. It was enough to plunge into the historical chess information space and everything became extremely clear.

The history of chess begins more than one and a half thousand years ago. The name symbolically consists of two roots: check and mat, which means: the ruler is dead. Speaking about chess, we find nothing mysterious and surprising in this, except for the famous chess grandmasters Kasparov, Karpov. The very same chess field and the figures standing on it can tell extraordinary stories that remain somewhere in the shadow of the players. But, nevertheless, chess is considered a mystery of mankind, since in ancient times it was they who were used as diagnostics and predictions. The secret of the mysterious system of this game, with a rather intriguing name, belonged only to ancient emperors, sages and magicians. With the help of chess, these wise men close to the emperor predicted the outcome of battles and negotiations. It was they who diagnosed tactics in the conduct of court events. The chessboard was large, resembling a battlefield. The emperor spent hours at the chessboard, even alone, playing in turn either white or black pieces. Now all this is available to everyone. The main condition is to learn the rules of the game and learn the features of each of the six figures.

If you look at the life of a person as a whole, you can see that it resembles a chessboard, on which subjects - the main and not very important perform actions in order to secure themselves and their country, as they say now, a place in the sun.

On a chessboard, as on a field of action, a complete picture is visible: who is who, a clear structured handwriting of a strategist who controls all the pieces is visible. I, as a teacher, was very interested in this, I'm not afraid of this word, a masterpiece game, completely reminiscent of life. I never knew how to play chess. But, having become interested, she presented the system of work of a teacher through the prism of a chess game.

What did it give me? Firstly, I was clearly able to associate chess pieces with the forms of my own activity regarding the formation of functional literacy in students through critical thinking strategies. She determined the hierarchy of the system of chess pieces: the viability of which leading pieces directly depends on the functionality of others, whose status is an order of magnitude lower. Secondly, by associating the educational system with the chess game, I found that the rules of the chess game helped me evaluate the influence of the teacher's work system on the decision of the final result as a whole. Thirdly, a representative sample of figures showed how justified tactical actions are in relation to performance. Fourthly, both chess and pedagogy are sciences that study the patterns of transferring social experience, aimed at the development and formation of an intellectual, harmonious human personality.

One can endlessly enumerate the points of contact between the chess game and the teacher's work system. But, you should always remember that every science has a strict concept, and it is strictly forbidden to shift one to another. You can only look at one subject through the prism of another and, having noted the winning positions, apply it without violating scientific concepts. Thus, this once again proves the positiveness of the integration of education and science, as a necessary condition for lifelong learning, contributing not only to raising the prestige of the teacher, but also to the formation of a functionally literate personality of the student.

In my system of work on the formation of functional literacy through critical thinking strategies, I present my own activities through the prism of a chess game.

Chess science presents six unique types of pieces. Each figure has its own unique name. Each of them is endowed with certain functionality. They differ in power striking force and are tied to a specific situation on the chess field. There are pieces that the strategist sacrifices to get a positive result. In the event of a clash of forces, the strategist is given the opportunity to exchange pieces in order to achieve victory.

The teacher himself acts as a strategist:

Deep knowledge of pedagogical science, possessing the skill of managing the process (in this case, learning),

moral and ethical principles,

Able to establish partnerships with all participants in the educational process,

Owning an arsenal of modern pedagogical tools in the context of TRKM,

Able to evaluate the rationality of certain tactical steps in relation to the result.

If we interpret the roles of chess pieces and introduce positive aspects into pedagogical practice, then it may look something like this. We will present the functional capabilities of chess pieces in a hierarchical order: from the highest rank to the lowest.

The chess piece - the King - is the most important piece. According to the rules, you can't play without him, you can't beat him. The king can move to any adjacent square next to him in any direction (horizontally, diagonally or vertically), but only if this square is not attacked by enemy pieces or is not occupied by his own. The king strikes in the same way as it moves, that is, it can eat any enemy piece standing nearby (if it is not protected). If we transfer the functional advantages to the pedagogical paradigm, then innovations, the implementation of engineering in any educational process, can act as the king. In practice, it looks like this: the ongoing injection of innovations in a collision with another previously tested technology either outlives it, for the loss of relevance, or integrates it with innovations, using it as a "scaffold - scaffolding" (according to Mercer) to adapt the introduced innovations.

Another chess piece is the strongest - the Queen - this is the commander, the general of the chess army. Therefore, it must be protected so that it is not just beaten. The queen moves both like a bishop and like a rook, can move diagonally, vertically and horizontally to any number of squares. Performs a strike in the same way. The functional role of the Queen in the pedagogical field is played by the resource support of the pedagogical process as a whole, including technical resources. It is the resource provision vertically and diagonally (the system of upbringing, educational and additional education) that can ensure the high-quality implementation of innovations to improve the quality of educational services of the school. Like the Queen, resource support, so that it does not lose its capabilities, must be protected and not wasted on trifles. In other words, it is necessary to teach participants in the educational process how to use resource provision in such a way as to achieve maximum effect at a minimum cost.

And now the next chess piece enters the chess field - the rook - the second most powerful piece from the queen, moves vertically and horizontally, on which it is located, on the pedagogical field, in the functional capabilities of the rook, the integration of educational subjects appears (intra-subject - integration of the thematic range within one educational areas, interdisciplinary - integration of the thematic range of several educational areas, transdisciplinary - integration of teaching and educational + additional education integration) through the implementation of projects. The projects are distinguished by their diversity: a lesson-case, a country of author's fairy tales, pedagogical workshops, the search for truth, business games, case betting, open space technologies and more. The teacher can create his own projects and involve students in them regarding their individual and age characteristics. Thus, the participants in the educational process will travel on the boat, developing their personal potential in relation to various educational trajectories, integrating common themes of various subject areas.

The bishop is a long-range piece, like a rook and a queen. The obvious disadvantage of the bishop is that it can only walk on squares of one color. In the pedagogical field, these functions will be valuable in distributing the potential of students, that is, the formation of groups of students to work in the classroom, taking into account their motivational needs, who are interested in independent search and promotion of knowledge. Group rotation may look like this: couples /leader + 1/, small groups /leader + 2/, large groups /moderator + leader + time manager + 3/. With proper distribution, the result will exceed your expectations.

The most unusual figure is the Horse. He walks with the letter "G": two fields vertically and one horizontally, or vice versa - two fields horizontally and one vertically. He is very strong in closed positions (when the pawns of both sides are against each other), since he is the only piece that can jump over obstacles in its path. It is this function in the educational process that the system of assessment of teaching and learning can play. Evaluation of achievements can be direct (horizontal) - summative (expressed by a specific score on a five-point system), or vertical - formative (not expressed by a specific score). Here for the teacher there is a wide range of assessment, the value of which is a view "from the outside" - an independent assessment: mutual assessment of classmates, self-assessment, teacher assessment. In order for the assessment to be objective, the teacher prepares assessment sheets indicating descriptors, according to which the assessment itself and mutual assessment will be objective and reasoned. Thus, the function of the horse "jumping" will be justified for the teacher in the assessment, taking into account the "side view".

Well, the lowest rank in chess belongs to the Pawn. In chess, it is not customary to call it a piece, but the masters call the pawn the "soul of the chess game" because of its importance on the playing field. It protects and supports the main figures. In the future, if successful, it turns into any strong figure. Here the words of Suvorov come to mind: “The soldier who does not dream of becoming a general is bad.” Healthy ambition has always provided a breakthrough in any area of ​​human development. Therefore, in the pedagogical field, the functional affiliation of the Pawn refers to the teacher of the new formation, who survived the reframing, who understands that the new world, the new school needs new teacher capable of creating a comfortable atmosphere of innovative education. Support and development of innovative practices in educational institutions is a necessary postulate of the modern school. The implementers of engineering are teachers of a new formation, whose activities take place in a strictly measured system: in the classroom, within the school, in the development of professional network communities. Only in this way is it possible to put education on new level.

Only six pieces on the chessboard - king, queen, rook, knight, bishop, pawn. And what complex problems they are able to solve on the chess field! We have a lot to learn from them. Having adopted the system of interaction of pieces on the chessboard and transferring their conceptual foundations to the field of pedagogical practice, one can come to the creation of a new education system. It is enough to constructively prioritize and distribute functional responsibilities.

Returning to the mode of the education system, moving away from the interpreted associations of the chess world, it should be concluded that the driving forces of the pedagogical process have always been contradictions that have had a beneficial effect on the development of any educational direction.

We, local educators, are creating new systems for the implementation of the State Educational Standards in the practice of teaching and learning. All this is to ensure that our graduates are not only sought-after specialists in the labor market in the future, can extract the necessary information on their own and use it in life situations, but also be mobile in matters of reprofiling their profession. After all, the world does not stand still. Today, teachers, doctors, builders, engineers, designers, etc. are in demand. And who will be in demand tomorrow?! Nobody knows this... But we are sure that our children will be ready for it! Because we use a non-standard approach to solving the problems of modern education.

Creating our own system, we are not trying, as they say now, to “reinvent the wheel” a second time. We use the baggage of ideas that is the world heritage of mankind. Only we apply these ideas not in their pure form, but through a certain prism, interpreting, conditionally designating aspects of the system itself, finding common ground. And to use the unique invention of human thought - chess - in solving pedagogical problems - another invention of human thought for the benefit of mankind.