Лингводидактический потенциал обучающих компьютерных игр

Abstract

The definition of the concept of a computer game and the content of the parameters included in it are given. The types of computer games and how they are used for didactic purposes are considered. The main types of games include: design programs; dramatization (fairy tale con-structors); developing computer programs aimed at developing visually-motor coordination in space; puzzles, games for the development of logical thinking; games for the development of at-tention and memory. The analysis of a number of advantages of computer games in the educational process is carried out. These include the following provisions: a large number of ways to provide information; a positive effect on the motivation and interest of students in the educational process; the variability of the ways in which the problems are solved, as well as control over their solution and formulation; a huge toolkit designed to control the activities of students; a beneficial effect on the development of introspection skills. We also consider the distribution of learning games according to different groups, depending on their nature of activity related to cognition. Game methodology and its basic principles are considered. The main principles are meaningfulness of learning; learning context; multivariance. The main suggestions for the proper use of computer games in the educational process are also considered. The main point will be the emergence of motivation to learn. Two fundamental principles of the motivation phase are also analyzed, which should be considered when choosing a computer game in the educational process. These include such principles of the phases of motivation as: research and culture. An analysis of how to use games, especially their educational part, to ensure a successful educational process is carried out.