Use Of Didactic Games Research Articles

ДИДАКТИКАЛЫК ОЮНДАР АРКЫЛУУ ФУНКЦИОНАЛДЫК ГРАММАТИКАНЫН НЕГИЗИНДЕ КЫРГЫЗ ТИЛИНИН ТААНДЫК КАТЕГОРИЯСЫН ӨЗДӨШТҮРҮҮ (Окутуу орус тилинде жүргүзүлгөн мектептердин башталгыч класстарынын мисалында)

The article discusses the methods of assimilation of the category of belonging in the Kyrgyz language among primary school students with the Russian language of instruction. The main focus is on the use of functional grammar and didactic games as effective tools for the formation and consolidation of knowledge. The research is based on the analysis of pedagogical experience and the use of didactic games, which contribute to a deeper and more stable assimilation of grammatical categories. Various types of games and their classification are presented, methodological approaches to their implementation in the educational process are described. The article emphasizes the importance of integrating game methods into learning, as they activate children's cognitive activity, increase interest in learning the Kyrgyz language and contribute to a better understanding and application of grammatical rules in practice. The results obtained demonstrate that the use of didactic games within the framework of functional grammar significantly improves the process of assimilation of the category of belonging. This is confirmed by experimental data and positive feedback from teachers and students. The article is intended for teachers, methodologists and anyone interested in teaching Kyrgyz in primary schools with Russian as the language of instruction.

Розвиток пізнавального інтересу молодших школярів на уроках української мови

The article deals with the problem of developing the learning interest of junior schoolchildren during the Ukrainian language lessons in the framework of a modern primary school. The authors of the article highlight the features of the students’ learning interest development, including the novelty of teaching approaches and the educational material, the use of gaming technologies, the introduction of interactive methods, the integration and use of interdisciplinary connections in the teaching process (the possibility of studying the material from the view of different subjects; various opportunities to develop students’ coherent speech; broadening the worldview of junior schoolchildren; development of their mental activity; fostering positive moral, aesthetic, civic, ecological and other qualities of their personalities), the use of collaborative approaches to learning with the help of dialogues, etc. It is emphasized that elements of collaborative methods and techniques are used during the Ukrainian language lessons at the stages of consolidation and skills improvement while solving a specific problem. Attention is drawn to the use of didactic games (e.g. solving a crossword on a specific topic, completing puzzles, charades, etc.). The authors of the article demonstrate that fostering interest in the subject studied ensures enriching students’ vocabulary, develops their speech, activates children’s attention, broadens their outlooks, develops creative imagination, and improves schoolchildren’s moral qualities. Interactive technologies contribute to the activation of thinking and the development of learning interest, helping children maximize their creative potential and become more successful in learning. Among those the educational features of the electronic whiteboard as a teaching tool are described. It is concluded that it is essential to develop students' interest in the knowledge itself, in the process of its independent acquisition and improvement of the existing one, while learning interest should be considered both as a long-lasting mastery of educational material and as a stimulus to expand and deepen students’ existing knowledge. Keywords: Ukrainian language lessons, learning interest, primary school students, teaching methods and techniques, primary education, development.

Игровые технологии на занятиях изобразительной деятельностью в начальной школе

The article raises the question of the use of didactic games in the classroom of fine arts in primary school. The role of the game as a means of development and socialization of the child is determined, ways of creating game situations in the course of teaching children of primary school age are revealed. The features of quests, which are a type of game with a storyline, which is aimed at solving various logical problems, are characterized. The technology of creating web quests is considered, examples of the development of web quests for classes with younger students in the subject “Fine Arts” and the organization of the process of their application are given.

THE USE OF DIDACTIC GAMES IN BIOLOGY LESSONS

The article highlights one of the topical topics – the use of didactic games in biology lessons. This study was conducted at the "Bilim-Innovation Boarding School for gifted girls of Pavlodar region" in the 2021-2022 academic year. The experiment involved 22 students of the 7th "A" class, 24 students of the 7th "B" class, a total of 46 schoolchildren. Quality of knowledge of two classes (experimental and control) in dynamics was compared. At the beginning of the school year, taking into account the data of the zero slice, the 7 "A" class was taken as a control, and 7 "B" as an experimental class, in which biology lessons were conducted using various didactic games. The positive effect of systematically incorporating games into the learning process of 7th grade “B” students has been confirmed. After using didactic games frequently in class, the initially inferior experimental class managed to increase students' learning quality by 38% and achieved 1% higher results than the control class at the end of the school year.

Evaluation of Educational Games Prepared by Mathematics Teacher Candidates According to Game Design Key Model

If chosen carefully according to teaching purposes and incorporated into the curriculum, games can enhance teaching and learning. The use of didactic games while teaching maths can support students' motivation and performance during the lesson. Therefore, educational games should be preferred in maths classes as an alternative teaching method. In this study, math teacher candidates' processes of developing educational games were observed, and the aim was to determine their opinions about the process. 52 teacher candidates form the participants of this research, which was conducted as a case study. Teacher candidates were informed about the properties of educational games, and they were asked to develop a mathematical game according to the Game Design Key Model developed by Özkan (2018). The research data was obtained using Game Design Key Model, structured interview forms, and daily plans. The obtained data was analyzed with descriptive and content analysis techniques. The games developed for the study were categorized according to their grade level, design purpose, learning area, game type, the way the game was developed, goal, the obstacle of the game, basic mechanics, feedback, and the number of players. Teacher candidates' views on the process were categorized as factors that make the process difficult and easier, and things that are enjoyed and disliked during the process.

Teaching Foreign Languages based on Games in Non-philology Higher Education Institutions (In English as an Example)

This article is written about the main principles and methods of education that serve to achieve the intended goals using didactic games in teaching foreign languages in non-philological higher educational institutions. The essence of all the reforms implemented in the field of education is focused on one thing, that is, the use of didactic games in teaching foreign languages, improving the quality of education, spending less effort and achieving more efficiency in the process of practical training. The game method - during the practical training of a foreign language, by increasing the activity between the teacher and the students, it guarantees their mutual knowledge acquisition.

THE SIGNIFICANCE OF DIDACTIC GAMES IN THE LESSONS

This article is devoted to the consideration of the role of didactic games in the period of teaching literacy of students with mental retardation. The views of domestic teachers, psychologists on the use of didactic games in the educational process are reflected. The article defines the basic conditions for organizing and conducting didactic games, provides examples of specific didactic games used in teaching literacy.

THE USE OF DIDACTIC GAMES IN THE UKRAINIAN LANGUAGE CLASSES UNDER PROFESSIONAL GUIDANCE AS A MEANS OF IMPROVING SPEAKING CULTURE OF FUTURE BACHELORS

The question of the formation of the language personality of a student of higher education and increasing interest in learning has always been the focus of psychological-pedagogical and methodical research and remains extremely relevant to this day. The issue of speech culture, which is formed in classes on educational components of the humanitarian direction, among which the leading role belongs to language disciplines, in particular, classes on the Ukrainian language in a professional direction, is of considerable importance for the implementation of professional activities and for solving organizational issues.The article is devoted to the issue of finding such forms and methods of work in Ukrainian language classes for students of higher education institutions, which would promote the activation of students' educational activities, increase their interest in learning, and improve speech culture. The purpose of the article is to highlight the issue of the use of didactic games in Ukrainian language classes for professional orientation as a means of forming the rhetorical competence of future bachelors and improving the level of their speech culture. The article clarifies the role of interesting exercises in the formation of linguistic, communicative, and rhetorical competence of the student of education, and describes the method of organizing classes using didactic games, which will contribute to the development of non-standard thinking, and creativity of students. Features of the use of didactic games in classes are described and concrete examples are given. The results of the study showed that classes using didactic games contribute to the development of the student's creative personality, improvement of the communicative qualities of his speech, improvement of general culture, formation of moral factors, and indifference to the history and language of his native people. The methodical principles of using didactic games in Ukrainian language classes for professional orientation are scientifically substantiated; the method of using such exercises while working on language material was developed and checked, and the proposed method was checked, which contributes to the students' conscious assimilation of the educational material. It can be implemented in the educational process and used to improve programs and textbooks. Prospects for further research in this field are outlined.

Implementation of modern technology «Flipped classroom» in a biology lesson ..........

The study of the effectiveness of the use of didactic games with elements of trilingualism in biology lessons as a way to increase motivation to study biology is considered. Didactic games are aimed at solving the problems of teaching and raising children. The main component of the didactic game is educational activity, which is intertwined with gaming activities. Due to the presence of game actions, didactic games used in the classroom make learning more entertaining, emotional, help to increase the arbitrary attention of children, create prerequisites for deeper mastery of knowledge, skills and abilities. Such active activity of students during the lesson is an effective way to increase motivation, as it develops interest in the subject, attracts the attention of students, the whole class is involved, including both passive and active guys.In a modern school, great attention is paid to the motivation of learning, because it is the presence of students’ motivation for the subject awakens their desire for learning, comprehension and active action.

ОЮН ФОРМАСЫНЫН ОКУТУУ ПРОЦЕССИНДЕГИ МААНИСИ

The article presents the formation of students' interest in subjects, the development of mental and cognitive activity, and the stimulation of independent use of knowledge. The results of a survey of teachers on the use of didactic games are presented. The answers of subject teachers who did not use didactic material are described. In order to test the effectiveness of the use of games in teaching and educating students, a study was conducted among students. The results of the analysis are presented. Recommendations have been developed for teachers using game forms of education. An analysis of observations of gaming activity and its results made it possible to identify a total of positive effects on the development of cognitive activity of students, they could not find sufficiently deep and reasonable solutions in the methodology of teaching subjects.

PEDAGOGICAL CONDITIONS OF USAGE DIDACTIC GAMES FOR YOUNG CHILDREN’S SENSORY EDUCATION

The article substantiates the relevance of didactic games usage by educators of preschool institutions, which play an essential role in young children’s sensory standards formation. The essence of sensory education as a purposeful, consistent, and planned pedagogical influence is determined, which ensures the formation of children’s sensory cognition, development of sensation processes, perception, and visual representations through acquaintance with human sensory culture. It has been found that the pedagogical conditions for the successful use of didactic games in the children's sensory development are the following: consistency and systematic use of didactic games; repetition of their holding with a gradual transition from the simple to the complex ones; individual approach taking into account the age characteristics of children, developmental environment. It is proved that a child's sensory development literally formed from the first days of their lives is the key to a successful implementation of various activities. That is why it is so essential that sensory education is systematically included in all spheres of a child's life, especially in the processes of cognition of objects and their properties (shape, structure, size, proportions, color, location in space, etc.).

Економічне виховання старших дошкільників засобом дидактичної гри

The article deals with the economic education of senior preschoolers. The essence of the concept of “economic educationˮ from the standpoint of domestic and foreign scholars is analyzed. It was determined that the economic education of preschoolers presupposes the existence of the established consistent relationship between its main structural components such as knowledge, skills and actions. The article describes the tasks (ensuring that preschoolers receive the necessary economic knowledge within their life experience; the formation of the ability to use relevant economic experience necessary information in a child’s playing, studying, household situations) and stages (indicative-adaptive; activity-behavioral; activity-creative) of economic education of preschoolers. The use of didactic games as a means of economic education is analyzed. It is argued that a didactic game is a learning tool which can be used to provide certain knowledge, as well as their consolidation. In the process of didactic play preschoolers have the opportunity to act independently and without outside help gain their own economic experience. Through economic play, preschoolers can develop economic thinking, financial literacy and learn to make managerial decisions. It was concluded that the result of economic education is the formation of economic knowledge, skills, and experience. The components of economic education of senior preschoolers were identified: cognitive and activity. The research presents the authorʼs original didactic game on the peculiarities of forming the preschoolers’ ideas of primary and secondary needs in economic education. It substantiates the didactic tasks, game tasks and rules, as well as the essence of didactic game on economic education. The effectiveness of the proposed program on economic education of senior preschoolers in preschool education institutions is proved. Keywords: economic education, needs, consumer, preschool children, didactic game, didactic task, preschool institution.

Mixtures and Their Separation Methods: The Use of Didactic Games, the Jigsaw Method and Everyday Life as Facilitators to Construct Chemical Knowledge in High School

One of the difficulties found in Chemistry teaching, mainly in High School, is to establish relations among society, environment, science and technology. It is notorious and has required Chemistry teachers to have certain skills, including some that refer to several situations in everyday life. Therefore, this study aimed at introducing three methodological proposals to teach the content “methods of mixture separation”. The first proposal aimed at addressing concepts and procedures based on different situations found in everyday life. The second offered students some strategies to encourage them to form different points of view and opinions. It favored both intellectual autonomy and access to production of chemical knowledge collectively and collaboratively (the jigsaw method). The third was related to the use of didactic games to make learning easier. The use of games in Chemistry teaching is a methodology that has been used because it enables students to have pleasure and fun while learning. Four classes of freshmen (first year in High School) that attend the Instituto Federal do Triângulo Mineiro - Campus Uberlândia Centro (IFTM-UDICENTRO), located in Uberlândia, MG, Brazil, took part in this study. Results suggest that all methodologies under investigation are also efficient in online lessons. Teachers can use them all together or individually. In addition, the didactic game under study was adapted so that it could be played in online Chemistry lessons, since the world has still been affected by the infectious disease caused by the coronavirus. The adaptation of the game called “SeparaMix” has not been published in the literature yet). DOI: http://dx.doi.org/10.17807/orbital.v13i5.1650

Degree of satisfaction of dental students regarding the use of educational games during the COVID-19 pandemic

To determine the degree of student satisfaction regarding the use of didactic games in Infantile Odontology I at the School of Dentistry of the Costa Rica University. This was a descriptive study with a qualitative approach. Five didactic games were created using the Educaplay application and were implemented alternately: evaluation of cariogenic risk, general pathology of children, early childhood cries, dental remineralization and anatomy of temporal pieces. At the end of the course, a survey was sent by institutional mail to the 52 students to assess the use of the games. 38 students answered the survey, with 97.4% considering the didactic games useful or very useful in the lessons. Furthermore, 65.8% indicated that the games had greatly helped to improve learning and 71.1% stated that the classes in which the game was applied were more dynamic. In addition, 92.1% of the respondents would like this dynamic to be implemented in other courses. The students of Infantile Odontology I reported a high degree of satisfaction regarding the use of didactic games during the lessons, describing that the games maintain motivation.

Влияние дидактической игры на снижение уровня тревожности ученика на уроке

The article highlights the issues of the teacher's use of didactic games as a form of teaching organization and an effective means of preventing and reducing anxiety among younger students in the process of educational activities in the classroom. The concept of "school anxiety" is characterized. The importance of didactic games for the development of children’s ability and desire to learn, increasing their intellectual activity, enriching the experience of communicative interaction with classmates, forming a sense of camaraderie and responsibility for the team result is considered.
 The possibility of conducting educational games in the development of any subject content has been substantiated. Examples of didactic games for working in mathematics lessons with first-graders showing anxiety are given.

Visual Aids, Which Are Used In The Educational Process In The Use Of Didactic Games

In this article, it is emphasized that the education of mature, educated young people in all respects, the dependence of the level of knowledge and skills given to the students, the use of non-traditional materials in the lessons will have a positive effect on the course transition.

Use of didactic games at the Ukrainian as a foreign language lessons

Use of didactic games at the Ukrainian as a foreign language lessons

Інтерактивні ігри на уроках музичного мистецтва у традиційному та змішаному форматі навчання

Інтерактивні ігри на уроках музичного мистецтва у традиційному та змішаному форматі навчання

Los juegos didácticos en la clase de consolidación de Matemática en la secundaria básica cubana.

El estudio que se presenta aborda la fundamentación teórica y metodológica de la utilización de juegos didácticos en la consolidación de los contenidos matemáticos de la secundaria básica, con el fin de incentivar su empleo. El trabajo revela el juego como vía para el aprendizaje de la matemática de forma atrayente, lo que contribuye a motivar a los adolescentes en clases de consolidación. La investigación enriquece las Ciencias Pedagógicas en el orden teórico y ha sido el resultado de un proceso investigativo en la práctica educativa durante varios cursos escolares. Se define a los juegos didácticos que deben emplearse en el proceso enseñanza-aprendizaje de la Matemática en la secundaria básica cubana, haciéndose sugerencias para las diferentes clases de consolidación.

Use of didactic games and manuals in the process of sensory development of young children

Use of didactic games and manuals in the process of sensory development of young children