Главная Коллекция "Revolution" Педагогика Дидактична гра як засіб активізації навчальної діяльності студентів університету

Дидактична гра як засіб активізації навчальної діяльності студентів університету

Дослідження рівня взаємозв’язку використання дидактичної гри при вивченні англійської мови і розвитку пізнавального інтересу до навчальної дисципліни. Обґрунтування ефективності застосування педагогічної технології дидактичної гри у вищому закладі освіти.

Рубрика Педагогика
Вид автореферат
Язык украинский
Дата добавления 26.09.2013
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Thesis on Acquiring the Candidate of Pedagogical Sciences Degree in Speciality 13.00.09. - Teaching Theory. - National M.P. Dragomanov Pedagogical University, Kyiv, 2002.

The theses detect and prove effectiveness and technology of didactic games as one of the teaching methods. Didactic games were examined as an effective training method. There are different definitions of games that are applied in the training process. A teaching game is considered to be a creative exercise that is applied in the training process, contains the training task and provides the achievement of the definite training aim. The insertion of the teaching game in the traditional training methods is one of the effective means of the students training work activation.

To realize the essence, functions and importance of the games the classification of the games was elaborated. Teaching games may be classified according: to the aim; means of holding; number of participants; ways of guidance; time of holding; ways of organization; time of students preparation; form of students activity and speech activity.

A teaching game has a definite influence on a personality of a student, his activity and personal relations. A teaching game having influence upon this or that sphere performs definite functions. In the sphere of personality activity there are such functions of the teaching game as training, activizing and control. The teaching game performs forming, developing and enertaining functions having influence on a personality. We distinguish communicative, upbringing and stimulative functions of the teaching game in the sphere of personality relations.

The influence of the didactic games on some personal characteristics of students: their feeling, activity, mood; the memory level; the attention level; the anxiety level; the state of nervous system motion sphere was investigated.

According to the results of the testing “FAM” (feeling, activity, mood) all the showings increased in the experimental group and decreased in the control group at the end of the lesson if to compare with the beginning of the lesson. At the end of the year the similar changes were observed. So, the teaching games have the positive influence on the students' feeling, activity and mood as these showings improve after the teaching games use. At the end of the year all the memory level showings increased in the experimental group. Correlation of momentary and lasting memory increased too. The memory level on English words was low at the beginning of the year, but after use of the teaching games system this level and the correlation of momentary and lasting memory increased at the end of the year. The correlation factor showed that the showings of all memory kinds increased in most cases but for memory on English words. This factor testifies about rebuilding of memory mechanisms remembering English words.

We were interested in showings of attention intensity, firmness and concentration and the influence of teaching games on these showings. The investigation was held with the letters tables (Anfimov's method). The students who were taught after the experimental system looked through more letters and made fewer mistakes while performing the task. So, we can make a conclusion that games help to develop intensity, firmness and concentration of attention.

Analyzing the reactive anxiety investigation, we noted that the teaching games had a positive influence on the students' state as the number of students with the low level of anxiety decreased more considerably in the experimental group. The number of students with the moderate level of anxiety increased in the experimental group and did not change in the control group.

Analyzing the students' questionnaire we came to the conclusion that the students treated positively to the games and consider them to be able to influence on the relations in the group. As the games were double and group, so they assumed the interrelations of participants, i.e. the games had the influence on the personal relations, which included: relations during joint activity; emotional-personal relations; trend to communication.

As our investigation showed the degree of group unity increased at the end of the year but the percent of the increasing was considerably higher in the experimental group. Reliable increasing of all showings in the experimental group testifies about the positive influence of games on the group relations.

Key words: didactic game, teaching method, creative exercise, cognitive interest, study activation, didactic game technology, language competence.

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