Games on e trained e of

Games on e trained e of - a form of the educational process in conventional situations, aimed at recreating the social experience and learning in all its forms: knowledge, skills, abilities, emotional and appraisal activities. Nowadays it is often called an education system which means all kinds of forms of education without coercion, educational entertainment (including education through entertainment).   

Game learning has deep historical roots. It is known how versatile the game is . She teaches, develops, educates, socializes, entertains and gives rest. But historically, one of her first tasks was training.       

There is no doubt that the game from almost the first moments of its emergence acts as one of the forms of learning, being a way of reproducing real practical situations with the aim of mastering them and (or) developing the necessary human traits, qualities, skills and habits, developing abilities. Even in ancient Athens (VI-IV centuries BC ), the practice of organized upbringing and learning was permeated by the methods of comparison and comparison provided by the pathos of competition. Children, adolescents, youths constantly competed in gymnastics, dance, music, and verbal debate. With their honing of their best qualities, their student self-manifestations in self-affirmation and self-knowledge were associated . Then they were born          war games - maneuvers, staff exercises, playing "battles". 

In the X century, among the teaching methods, schoolchildren’s competitions, particularly in rhetoric , were also popular among schools . Routine training looked like this: the teacher read, gave examples of interpretation, answered questions, organized discussions that demonstrated and (or) imitated student enthusiasm. For this, the students were prepared to quote from memory, retell, comment, create descriptions ( ekphrases ) and improvisations ( Scheeds ).    

In Western Europe during the Renaissance and the Reformation, Tommaso Campanella and Francois Rabelais called for the genuine use of the principles of game learning . They wanted the children to get acquainted with all the sciences without difficulty, without coercion, but as if playing.       

Jan Amos Comenius (1592-1670) suggested that all “hard labor schools”, “workshop schools” be turned into places of play. Every school, in his opinion, can become a universal game in which everything will be carried out in games and competition, in accordance with the age of childhood, adolescence, youth. 

John Locke recommended using in-game training. Jean-Jacques Rousseau, setting the tasks of civic education, proposed a program of pedagogical measures: socially useful work, joint games, festivities.  

As a pedagogical phenomenon, gaming activity was one of the first to be classified by Friedrich Fröbel . Game theory became the basis of his pedagogical theory. Having revealed the didactic aspects of the game activity, he proved that the game makes it easier for the teacher to teach the child. For example, in the development of ideas about the shape, color, size of objects. Helps students master the culture of the movement. 

Further development of game forms of training and their study showed that with the help of the game almost all pedagogical tasks can be solved.

A special role in the modern formation of game learning was played by the spontaneous development of the gaming technology movement, which relied primarily on the use of business games, which served as the basis for the development of a large group of teaching methods called active learning methods. Theoretically, their use was justified in a number of concepts, primarily in the theory of active learning.   

The first role play was designed and conducted M. Birstein in the USSR in 1932 year (M. M. Birstein , 1989). The method was picked up and immediately gained recognition and rapid development. However, in 1938 , business games in the USSR suffered the fate of a number of scientific areas - they were banned.              

Their rebirth occurred only in the 1960s, after the first business games appeared in the USA (1956, C. Abt , C. Greenblatt , F. Gray, G. Graham , G. Dupuis , R. Duke, R. Strand and others). Today in Russia, in the USA, in other developed countries there is no educational institution in which business games or their individual elements would not be used.   

The theatrical practice of the creator of the “Russian psychological theater” —K.S. Stanislavsky — had an insignificant, but persistent, influence on the development of educational practice in Russian pedagogy . In addition to staging performances in classrooms and opening school theaters, teachers often turned to his methodological heritage to enhance their “pedagogical skills”. A.S. Makarenko wrote that the teacher must be able to pronounce the phrase “come here” in twenty-six ways.    

By the end of the 70s of the last century, the methods of theatrical pedagogy were used in teacher training. In Poltava, Moscow, Perm, Minsk pedagogical institutes, electives, courses, and departments of acting are opened, which helped to spread theatrical and game techniques in the lessons in primary, secondary and high school.

In the 80s, a “lesson direction” appeared, the basis of which was P.M. Ershova and pedagogical technology E.E. Shuleshko on establishing and (or) maintaining the same age relationships in children during their education (in kindergartens and elementary grades). The interactivity of the socio- gaming approaches of “directing the lesson”, providing unpredictability, emotionality and creativity of the educational results, effectively replaced the obsolete methods of conducting the lesson, becoming the forerunner following the eduymenteyment .          

A new independent stage in the development of methods and technologies for game learning has become " edutainment ". The term itself arose from the crossing (or rather the linguistic “vivisection”) of two English words: education (training) and entertainment (entertainment). As a result of the distortion of these words, the semantic perception of the term turns out to be both understandably predictable and mysteriously intriguing.    

Designed this replica was in 1948 at Walt Disney Studios starring thirteen film series about the wild "The Real Adventures» ( True The-life: adventure ). Then this strange term used by Robert Heyman ( by Robert Heyman ) in 1973 with the creation of a series of documentaries for of The National Geographic Society . I operated by him and Dr. Chris Daniels ( Dr . By Chris Daniels ), creating in 1975 « Millennium by Project », which later became known as « of The Elysian World by Project ». In the last decade of the 20th century, the term periodically began to appear on the pages of newspapers, which was associated with the rapid development of business education.       

In the 80s, the dynamism of changes in the post-industrial society determined the acute demand for educational services in business and management. But the age of the students, their status and claims did not allow them to be seated at the traditional "desks", or to read regular lectures to them monotonously. Then, as a result of significant financial resources and the lack of criticism from academic education, non-traditional teaching methods and techniques began to flock to business education - from art, sports, psychotherapeutic practice, and even from dubious occultism. As a result, it was in business education that there was a didactic breakthrough in the field of retraining and improving the business qualifications of adults. Innovative programs and technologies began to appear, adapted to “new challenges” and bringing positive results in teaching new ideas and technologies to adults and respectable people (V. M. Bukatov ). It should be noted that the essence of these findings was often specially concealed for commercial reasons.

It is no coincidence that among Western scholars there is no consensus on the essence, terms and mechanism of " edutainment ". For some, this is “an effective balance between information, multimedia products, psychological techniques and modern technology” (S. De Vari). For others, “the presentation of experience and entertainment through creation” (Y. Wang ). For the third, “the combination of a social order with an entertainment mechanism” (R. Donovan ).

And in Russian education there is still no universally recognized scientific definition of fashionable innovation. These are “digital content” (O. L. Gnatyuk), and “ playing ” (A. V. Popov), and “creative education” (M. M. Zinovkina ), and “non-formal education” (I. F. Feklistov ), and “native (relational) teaching methods” (V. M. Bukatov , S. V. Friga ).         

The latter approach to the use of the term helps to find that people themselves, without suspecting it, daily encounter natural everyday education . For example, when watching an interesting film in a foreign language, reading an exciting article or book, participating in a collective intellectual and cognitive game communication - all that we do voluntarily, in pleasure, with pleasure and enthusiasm can be called non-formal or non-standard education.

In - game training and the game have similar features. Here are some of the main ones:   

• 
                     free developing activity (organized by the "leader", but without its teacher dictatorship), is carried out by students at will , with pleasure from the process of activity, and not for prize-encouragement or positive assessment   
  
• 
                     creative, improvisational initiative ; 
  
• 
                     emotionally intense, upbeat, competitive activity within the framework of unshakable friendship ;   
  
• 
                     the paradoxical intersection of direct and indirect rules that combine the content of the game with elements of social experience;  
  
• 
                     imitation orientation, modeling professional or social conditions-situations-contexts of human life;    
  
• 
                     adherence to the framework of space (including the separation of the place of action) and the time of activity (including the determination of duration).    
  

The most important properties of the game include the fact that in the game, overcoming difficulties, both children and adults can act as they would in extreme situations, to the limit of strength. Moreover, such a high level of activity is achieved by them, almost always voluntarily, without coercion.  

The initiative, emotional coloring of the game determines a high degree of openness of the participants. They voluntarily open up, discard psychological defense in the game. Losing their alertness, they become "themselves."

Some researchers explain this by the fact that the participant in the game, solving game problems, is enthusiastic and therefore not distracted by opposition from the other side. They point to an experiment proving that in a situation of some distracted attention, it is sometimes easier to convince a person to accept a new point of view for him. If you distract a person’s attention with something insignificant, the effect of persuasion will be stronger ( V.V. Boyko, 1983). But these conditions are quite far from the essence and effectiveness of both training, and situational-game initiative, enthusiasm and excitement of students, therefore, they do not explain the high productivity of various options for the style of game learning.     

Game learning differs from other pedagogical technologies in that: 

1. 
   It is associated with a well-known, familiar and beloved form of activity for a person of any age.
   
2. 
   One of the most effective means of activation, involving participants in educational activities due to the game situation itself, causing them high emotional and physical stress (difficulties, obstacles, psychological barriers are overcome much easier in the game).
   
3. 
   In relation to cognitive activity, it requires and causes the participants initiative, perseverance, creativity, imagination, aspiration.
   
4. 
   Allows you to solve the problems of transferring knowledge, skills, abilities; to seek a deep personal awareness by the participants of the laws of nature and society; allows you to have an educational impact on them; allows you to captivate, convince, and in some cases, and treat.
   
5. 
   Multifunctionally, its impact on humans cannot be limited to any one aspect, but all its possible effects are updated simultaneously.
   
6. 
   Mostly in collective, group forms of activity, which are often based on the competitive aspect. However, not only the other person can act as a rival, but also circumstances, and he himself (overcoming himself, his result).
   
7. 
   Levels the value of the final result. Different types of “prizes” can be arranged in the participant’s playing activity: material, moral (encouragement, diploma, wide announcement of the result), psychological (self-affirmation, confirmation of self-esteem) and others. Moreover, in group activity, the result is perceived by him through the prism of general success, identifying the success of the group, team as their own.  
   
8. 
   It is distinguished by the presence of a clear specificity in the set situational goal, the creative activity of the performers and the emotional-business (that is, not indifferent formally) pedagogical result stimulated by it (V. Kruglikov [ 1998]; V. Bukatov [1997,2003]). 
   

The features of this type of adult education are  

• 
                     Focus on passion . Important for the educational process is the interest of the teacher. With the competent organization of the process, the development of interest leads to the accumulation of knowledge.
  
• 
                     Motivation through entertainment . The pleasure received in the process of education becomes an assistant in the liberation of the student, and contributes to the formation of a persistent interest in the educational process
  
• 
                     Game as the most important principle . Following the concept of I. Heyzing outlined in the work " Homo ludens ", the game becomes the cornerstone of learning. This is due to overcoming the exaggerated attention to conscious (reflexive) learning mechanisms (their conscious formation and development) and to reanimating the role of unconscious mechanisms that are dominant in game forms of activity. As a result, education turns out to be a universal approach to designing education for both adults and children.
  
• 
                     Modernity of accompaniment . The variety of these forms of education is attractive for respectable people, and for young people, and for children of school and preschool age, also because their implementation is associated with the use of relevant video and audio sources, didactic games, educational programs on devices.
  

Thus, education has become a significant help for young scientists who are passionate about the idea of ​​clearing the theory and practice of education from conservative stereotypes and lifeless traditions.

Also recently, children's entertainment centers, created on the basis of the educational principle, are gaining more and more popularity . The essence of these centers is that within the framework of a certain territory for children, space and conditions are created that maximally copy the conditions of adult social life. As a rule, such centers position themselves as a "children's city" or "city for children." Usually, the basis of the gameplay is the development of various professions.

These projects are usually commercial in nature and are more aimed at entertaining children. Their critics emphasize that the organizers re-create the atmosphere, scenery, and relative freedom of external factors, and are much less concerned about the sequence of educational and (or) developing moments of the game, letting it all go by itself.