This article notes that the purposeful, organized organization of didactic games in elementary grades is of great importance for the development of artistic creative abilities of younger ...schoolchildren. Also, the issues of using effective ways for the development and formation of talented, artistically creative children in this area were brought to attention. In this case, didactic games were shown by teaching under create conditions for the development of artistic and aesthetic taste, positive moral qualities, physical health, aesthetic education, and worldview in other students. Children with special talents are a national treasure for the future of every country. For this, it is acceptable to use a number of methods and ways to detect children with special creativity. In the learning process, interaction with students, their involvement in active interactive training, assessment of creative products, individualization of interactive learning methods, training tools, enrichment in content and form are of great importance. At this time, it was pointed out that there are ample opportunities to develop useful personalities for society by timely discovering the potential in them. The important importance of the correct writing of the scenarios of didactic games, the correct conduct of the distribution of roles, the need to reveal in advance what artistic creative abilities the students have, the pedagogical and psychological foundations in this direction are shown. The article examines that didactic games are of particular importance in teaching the subjects “Azerbaijani language”, “Life science”, “Fine arts”, “Music”, especially in primary school. In the course of teaching these subjects, along with the development of artistic creative abilities in younger schoolchildren through the correct selection of topics and the organization of didactic games on national and moral values, they acquire such moral qualities as patriotism, humanity, friendship, companionship, collectivism. It is true that didactic games are educational in nature. According to the direction studied in the article, along with the educational aspects of didactic games, it also plays a role as a tool in revealing the talent qualities of young schoolchildren. The purpose of the article is to mentions the didactic game scenario with the participation of students who have the ability to draw, recite poetry, and act in the direction of the formation of national and moral values. It was shown with examples what roles should be given to students, in what direction their talents should be revealed, it was noted that the measurement of the talents level of students studying in primary grades, starting from a young age, the development of artistic creative abilities is important for the future development of talented young people. Development of scenarios for the organization of didactic games, taking into account their age and individual characteristics, the correct development of the pedagogical, psychological foundations for this work is to achieve the disclosure of students’ artistic creative abilities. It is the clarification of ways, directions for revealing the artistic creative abilities of students by organizing didactic games in elementary grades of general education schools. It is also to achieve the progress of talented students in this regard, starting from an early age.
Introducción: La presente investigación tuvo como objetivo determinar el efecto del uso de juegos didácticos en las clases de Educación Física en el logro de aprendizaje transversal significativo ...sobre hábitos de higiene en estudiantes de 6 y 7 años. Métodos: Estudio cuasiexperimental, diseño metodológico cuantitativo, la muestra de 42 alumnos de ambos sexos con los cuales se llevó a cabo un programa de intervención por 4 semanas consecutivas. Se buscó determinar cuán influyente puede ser el juego en el aprendizaje significativo del niño en las clases de Educación Física por medio de una encuesta aplicada pre y post intervención, la cual constaba de 32 preguntas en donde se tenía que valorizar según frecuencia de ejecución: Siempre, Casi siempre, Ocasionalmente, Casi nunca, Nunca. Resultados: Los resultados de las diferentes variables se presentan en los datos a continuación tomando en cuenta la comparación previa y posterior a la intervención. Se observaron diferencias significativas durante las 4 semanas de intervención en Higiene de manos (PRE: 18,6 ± 4,6 POST: 27,9 ± 2,4; P= 0,000; TE= -2,45) se encontraron efectos positivos de la intervención; Higiene de Bucodental (PRE: 18,2 ± 4,5 POST: 23,6 ± 3,1; P= 0,000; TE= -1,39) se encontraron efectos positivos de la intervención.; Higiene Corporal (PRE: 16,3 ± 4,2 POST: 25,1 ± 2,3; p= 0,000; TE= -2,59); Higiene de Social (PRE: 13,0 ± 4,8 POST: 20,2 ± 2,1; p= 0,000; TE= -1,94) se encontraron efectos positivos de la intervención; Higiene total (PRE: 66,0 ± 16,3 POST: 96,8 ± 5,7; p= 0.000; TE= -2,47) se encontraron efectos positivos de la intervención. Conclusión: el programa de intervención en las clases de educación física, a través del juego generó efectos significativos en el aprendizaje transversal sobre los hábitos de higiene, lo que nos motiva a utilizar y recomendar este método de enseñanza para ser utilizado en impartir nuevos hábitos, valores y principios. En las cuatro variables, hábitos de higiene de manos, bucodental, social, y corporal, se tuvo una mejora significativa en los 42 alumnos y alumnas de la institución educativa. Con esto podemos dar cuenta que es un contenido que podemos trabajar sin problema durante las clases de Educación Física por medio de juegos didácticos.
Introduction: The present research aimed to determine the effect of the use of didactic games in Physical Education classes in the achievement of significant transversal learning on hygiene habits in students aged 6 and 7 years. Methods: Quasi-experimental study, quantitative methodological design, the sample of 42 students of both sexes with whom an intervention program was carried out for 4 consecutive weeks. We sought to determine how influential play can be in the child's meaningful learning in Physical Education classes through a survey applied pre and post intervention, which consisted of 32 questions where it had to be valued according to frequency of execution: Always, almost always, Occasionally, Almost never, Never. Results: The results of the different variables are presented in the data below taking into account the comparison before and after the intervention. Significant differences were observed during the 4 weeks of intervention in Hand Hygiene (PRE: 18.6 ± 4.6 POST: 27.9 ± 2.4; P= 0.000; ET= -2.45) positive effects of the intervention were found; Oral hygiene (PRE: 18.2 ± 4.5 POST: 23.6 ± 3.1; P= 0.000; ET= -1.39) positive effects of the intervention were found.; Body Hygiene (PRE: 16.3 ± 4.2 POST: 25.1 ± 2.3; p= 0.000; TE= -2.59); Social Hygiene (PRE: 13.0 ± 4.8 POST: 20.2 ± 2.1; p= 0.000; ET= -1.94) positive effects of the intervention were found; Total hygiene (ER: 66.0 ± 16.3 POST: 96.8 ± 5.7; p= 0.000; TE= -2.47) positive effects of the intervention were found. Conclusion: the intervention program in physical education classes, through play, generated significant effects on transversal learning about hygiene habits, which motivates us to use and recommend this teaching method to be used in imparting new habits, values and principles. In the four variables, hand hygiene, oral, social, and body habits, there was a significant improvement in the 42 students of the educational institution. With this we can realize that it is a content that we can work without problem during Physical Education classes through didactic games.
The concepts of real number sequence, convergence and limit are introduced to all engineering and computer science students in their first semester mathematical analysis course. Game-based teaching ...methods that have proven to be effective in motivating Generation Z students are a powerful support to keep students’ attention and interest. Building on the advantages of game-based learning, we developed a card game called LimStorm, which was designed to practice the important limits of real number sequences for groups of 4-10 students. In this paper we summarise our empirical experience from the two-year pilot phase. Keywords: game-based learning, didactic game, active learning methods, limit of the sequence, card games.
Описаны условия психолого-педагогического сопровождения дидактической игры дошкольников, которые могут быть учтены педагогами дошкольных образовательных организаций для повышения эффективности ...образовательного процесса. Охарактеризовано понятие «дидактическая игра» – это игра, специально создаваемая педагогом в целях воспитания и обучения детей. Выявлены виды дидактических игр по содержанию, виду познавательной деятельности, дидактического материала, характеру игровых действий. Описаны основные структурные компоненты дидактической игры: дидактическая и игровая задачи, игровые действия, игровые правила, результат, дидактический материал, сюжет и роль. Охарактеризованы основные этапы дидактической игры: подготовка к проведению, проведение и анализ игры. Представлена структура конструкта дидактической игры, который включает формулирование целей игры (дидактической и игровой), описание игровых действий, игровых правил и результата игры.
Introduction. The process of economic education reforming is aimed at the implementation of interactive methods learning, tools, and training methods for future professionals, in particular in the ...process of their foreign language training. It is an important component of both the general competence of the future specialist and the professional since the economic terminological apparatus is predominantly of English origin. Due to the need to study methods of teaching foreign languages (English) to modernize the economic education system, it is necessary to identify and expand the positive experience of applying effective teaching methods in higher education, in particular through didactic games. The relevance of the research topic is explained by the need to intensify the educational process, develop active teaching methods for professionally oriented communication in a foreign language and solve educational problems in the learning process, due to high requirements for the level of knowledge of a foreign language as a means of business communication in economic education. The purpose of the article is to consider didactic games, their varieties, possibilities of use, and effectiveness in learning English in the process of economic education. Results. The authors are convinced that in the process of preparing students, more attention should be paid to their needs, boldly changing traditional approaches, being able to adjust strategic education vectors to meet the requirements of the modern world. Modern scientific-pedagogical workers should inspire students to study, develop, and effectively apply the entrepreneurial abilities which are acquired in universities. Professors should formulate such learning tasks that are characterized by the real application. Conclusion. Business games are an active and effective method of teaching professionally-oriented communication in a foreign language and a means of intensifying the educational process, which can successfully overcome the psychological and linguocultural barriers in situations of business communication in a foreign language and help to shape the professional communicative competence of future economists.
Problem and goal. In terms of informatization of school education, the use of information technology in teaching students any discipline, obviously, should be correct, justified. The article ...discusses the methodological aspects of the use of information technology in didactic games in computer science lessons in the lower grades. Methodology. The Federal state educational standard of primary general education is studied, the scientific and methodical literature in the field of informatics and a technique of training of informatics is analysed, the analysis of educational and methodical providing applicable at lessons of informatics is made, own experience of teaching in younger classes is generalized. Results. It is revealed that the use of various information technologies in teaching younger students improves the quality of their education. Reasonably appropriate use of information technology in the didactic games on the lessons of informatics in primary school. Conclusion. Introduction of didactic games allows to achieve efficiency of training, at the expense of giving to process of assimilation of knowledge of emotionally positive coloring. The use of information technology in didactic games in computer science lessons becomes a pronounced positive character to increase motivation, cognitive abilities, and, consequently, the quality of education of younger students. The inclusion of the developed system of exercises and tasks in the content of computer science training allows younger students to develop attention, thinking, imagination, to increase the volume of the acquired educational material.
The aim of the present paper is to exemplify, analyse and prove the utility of various strategies of differentiated instruction used within Mathematics and English Language Teaching Methodology ...seminars, as instruments in the teaching process of the two subjects. The focus of this research is on the didactic game, as an extremely resourceful means of successfully implementing differentiated instruction when preparing future teachers, thus helping them understand, by a double motivated approach, the usefulness of such a strategy in classroom teaching. The paper ends with the conclusions drawn from comparing the two practical first-hand seminar experiences of the authors, under the form of a comparative analysis.
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IZUM, KILJ, NUK, ODKLJ, PILJ, PNG, SAZU, UL, UM, UPUK
În articol este abordată problema privind formarea elevului ca interpret al operei literare din perspectiva cunoașterii trăsăturilor distinctive ale genurilor și speciilor literare. Inițial, se face ...trimitere la câteva teorii privind problema genurilor literare, ulterior se insistă asupra unor aspecte metodice ale predării/studierii noțiunilor de teorie literară în cadrul atelierelor de creație/de scriere creativă. Metodologia propusă este întemeiată pe principiile creativității și pe activități cu caracter ludic. Activitățile din cadrul atelierelor sunt structurate pe arii tematice, în funcție de speciile literare. În finalul articolului sunt prezentate rezultatele experimentului de formare și concluziile generale. TRAINING THE STUDENTS AS INTERPRETERS OF THE LITERARY WORK DURING THE PROCESS OF STUDYING THE FEATURES OF GENDER AND SPECIESThe article deals with the problem of educating the pupil as an interpreter of the literary work from the perspective of knowing the gender and species traits. Initially, some theories on the issue of literary genres are referred to, and then there is insisted on some methodical aspects of teaching/ studying the notions of literary theory in creative workshops/ creative writing. The proposed methodology is based on the principles of creativity and on ludic activities. Workshop activities are structured in thematic areas, depending on the literary species. At the end of the article there are presented the results of the training experiment and also the general conclusions.
The current reforms in primary and secondary schools in Cameroon have the merit of integrating officially National Languages and Cultures (NLC) in study Programs. So, when teaching NLC, the teacher ...uses frequently anecdote as "trigger document", an oral support that smooths the beginning of his lesson. The aim of this paper is to analyze the issues of using of this document, and how the strategies used by the teacher and his pupils drive to the didactic game. This paper studies also some obstacles encountered when teaching and learning. The analyzed data come from an ethnographic survey conducted in NLC classes in Secondary High School of Ngaoundere.
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