Didactic games in elementary school lessons. Didactic games as a means of teaching primary schoolchildren

Didactic games are a type of games with rules, specially created pedagogical school for the purpose of teaching and raising children. Didactic games are aimed at solving specific problems in teaching children, but at the same time, the educational and developmental influence of gaming activities appears in them. The use of didactic games as a means of teaching primary schoolchildren is determined by a number of reasons:

play activity as a leading one in preschool childhood has not yet lost its importance in younger school age(L.S. Vygotsky), therefore, reliance on play activity, game forms and techniques are the most adequate way to include children in educational work;
mastering educational activities and including children in them is slow;
There are age-related characteristics of children associated with insufficient stability and voluntary attention, predominantly voluntary development of memory, and the predominance of a visual-figurative type of thinking. Didactic games contribute to the development of mental processes in children;
cognitive motivation is insufficiently formed. The motive and content of educational activities do not correspond to each other. There are significant adaptation difficulties when entering school. Didactic game greatly contributes to overcoming these difficulties.

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P.S. Zhedek.

"At the stadium"

Do you know, says the teacher to first-graders, that they study Russian all the time at football and hockey matches? Don't believe me? What word do they shout when they want their team to score a goal? (Puck). Right. Let's shout like the fans scream at the stadium. (Students chant shay-boo! Shay-boo) The fans shout the word syllable by syllable.

Here a term is introduced that children need to remember and then not confuse with an already known and very similar one - the term “word”.

Syllables, the teacher continues, are the pieces into which a word is divided. What do fans shout when a team scores a goal? (Well done!) That's right, they shout: ma-la-tsy! Ma-la-tsy! The teacher gives a pronunciation sample.

It is necessary to pay attention to the fact that when pronouncing a word syllable by syllable, the orthoepic pronunciation must be maintained. This requirement is often violated first by teachers, and then by students.

To get acquainted with the second sign of a syllable, such an educational game or its interpretation may be useful - at the discretion of the teacher.

The teacher says: [ka] - Is it clear what I wanted to say? (No.) Then the teacher says: [ro]. - Now, do you understand? (No again.) Similarly: [va]. (It’s not clear.) - What did I say: a word or individual syllables? (Syllables.) Now I’ll put them together and say: “cow.” Now it is clear? (Yes.) The conclusion that the children make together with the teacher: it was not clear when individual syllables were pronounced. As soon as the syllables were connected, a word was formed.

At the same stage of work, it is advisable for the teacher to exchange roles with several students or read a poem by E. Uspensky using the “finish the word” technique, and then continue the same game.

What kind of thing? What kind of mon?

No point.

And as they say lemon -

It will immediately become sour!

What kind of ki? What's the but? -

People don't know.

And as the movies say -

Immediately interesting.

What kind of chall? What kind of wa?

Here's another mystery.

And as they say halva -

It will become sweet right away.

During the game, the teacher can use a “trap” and pronounce a syllable in which words are not formed. Children should be reminded that not all syllables can be combined to form a word.

You can alternate individual work and group work, use, for example, work in pairs or in rows when performing such an exercise - a game.

The teacher says a word, and the students say another, swapping the word in places. It is also appropriate here to use words - “traps” when rearranging syllables in which a new word is not formed. For example, we are glad - ..., tire -..., nora -..., it's time -....

Simultaneously with the introduction of the concept of “syllable,” first-graders are also informed of its conventional design (sign) that they will use. Mastering the concept of “syllable” is impossible without simultaneously practicing the method of action when dividing words into syllables. Traditional methods of isolating syllables and determining their number are pronouncing the word with clapping and placing the back of the hand on the chin. The first method requires an answer before solving the problem: clap as many times as there are syllables in the word, so it can be used later as an additional one.

The second technique also cannot be considered universal, since not all words, for example, blue or birds, can be correctly divided into syllables with its help. And here again the technique of chanting will be indispensable, and the game “At the Stadium” will help to master the syllable as a pronunciation unit and at the same time practice the method of syllable separation.

The importance of the concept of “syllable” also lies in the fact that it is the basic unit of reading, therefore one of the tasks of teaching literacy is to develop in children the right way reading - smooth syllabic. To read a word, a child needs:

identify the letters of each word;
determine how they are read in each position;
carry out smooth syllabic reading;
comprehend what you read.

First-graders must consciously use the features of the syllabic (positional) principle of Russian graphics. The way a letter is read depends on its environment, that is, on its position in the word. Therefore, the child’s reasoning when reading an open syllable should be like this: “To read a syllable, I look at the second letter. If this letter is a (o, y, s), then it commands that the first letter must be read firmly.”

In order for the child to carry out such reasoning consciously, so that it ultimately contributes to the formation of a strong reading skill, it is recommended to play the “Letter in the Window” game, using the “abacus” manual, where the first letter of the vowel should appear in the right window. It is she who will determine the variant of reading the letter on the left. The teacher can organize such a game with the whole class, in rows in pairs, etc.

To train first-graders in reading direct syllables, in addition to such a movable table, teachers use cards of individual letters and syllables, as well as stationary syllable tables, such as, for example, syllable tables from the “Reader” by L.F. Klimanova, which can simultaneously serve as a playing field .

Va	Pa
Ta	Mi
Ca	Ma
Le	Nya
Lee	sha

Such syllable tables allow not only to train children in reading, but also to develop attention to the word, its lexical meaning and sound-letter form.

A special version of syllabic tables are cards made in the form of dominoes. You can play with the whole class, in pairs, or in groups of three to five people. You can offer other games with the same cards:

Dunno carried the word, but lost the syllables along the way. In his hands only the first syllable “na” and the last “ka” remained (they are placed on the typesetting canvas). Help Dunno.

Children insert a card or cards and read the resulting words. Here the teacher needs to respond correctly to the student’s mistake. It is not enough to say: “Wrong, think about it!” - and remove the card. The syllable must be left and the result read, drawing the children’s attention to the fact that the word has not been formed;

The teacher shows a card with a syllable, the children read it to themselves, and pronounce out loud the syllable that resulted from the fact that they swapped the letters.

The game promotes the acquisition of sound and letter forms of syllables. Along with the ability to read, children also develop the ability to write. Since writing, like reading, is syllabic, it is natural that the main unit of writing should be the syllable. Therefore, after first-graders have developed the ability to write individual letters and their connections, they move on to learning how to write syllables and words. In this case, the main methodological technique will be syllable-by-syllable dictation (a syllable is written down simultaneously with its pronunciation). Such dictation is a kind of algorithm, and it is advisable to train children in performing a sequence of certain actions in a group game.

During general work, one student (or teacher) can start a comment and the rest can continue. At a later stage of learning, the teacher can change the rules of the game and invite the children to find an error in the comment, discover and restore the missed action. Only when the teacher is convinced that all the children have mastered the syllable recording algorithm can he allow the transition to whispered commentary.

"Related Words"

Goal: consolidate knowledge about related words.

If I say a couple of related words, you clap your hands. If I name a couple of words that are not related, you crouch. Try to count how many pairs of related words will be named.

Forest - forester, river - stream, wall - ceiling, cat - cat, garden - garden, house - home, house - smoke, field - pole, mushroom - mushroom, lunch - table.

"Console"

Goal: consolidate acquired knowledge about consoles.

The words are written on the board:

Do, do, write, write, sign, drove, drove. Took it out, brought it in, brought it in, carried it, carried it, carried it out.

When pointing to words that have a prefix, the students turn to face each other and exchange claps; if the words do not have a prefix, the students squat.

"Suffix"

Goal: consolidate acquired knowledge about suffixes.

The words are written on the board:

Mountain - hill, forest - wood, field - pole, catfish - catfish, grandson - granddaughter, city - town, ball - ball, word - word.

When pointing to a word that does not have a suffix, children squat. If the word has a suffix, raise your hands up.

Name the suffixes from these words that you remember.

"Similar words"

Goal: to activate students’ knowledge of cognate words.

If words of the same root are pronounced, the children turn to face each other and clap their hands, if the form of the same word is squatted.

Small – small; small – baby; a little boy; boy to boy; jam - jam; jam - cooked; cooked - cooks; cook - cooks.

"Echo"

Purpose of the game: mastering the classification of consonants.

Children stand in two rows facing each other. One student loudly pronounces a voiced consonant. The other, like an echo, echoes him more quietly, calling the pair deaf. If a voiced unpaired consonant is named, the leader indicates this - the student is eliminated from the game. Those students who correctly named the consonants in a pair win.

If you were given a homework assignment to get acquainted with the concept of voice timbre, then it would be appropriate to check the task by playing a parody competition.

“They know all their places!”

Goal: consolidate knowledge of a series of numbers from 1 to 10.

Students line up on the playground. Everyone receives a card with an example of the type: 5 – 2; 8 + 2; 3 + 4... With a result from 0 to 10. on a signal or on the teacher’s command “Disperse!” The children disperse around the playground and say in unison:

The guys have a strict order,

They know all their places.

Well, trumpet more cheerfully:

Tra-ta-ta, tra-ta-ta.

During this time, the teacher on the site in different places attaches cards with numbers from 0 to 10.

After the teacher's signal, the children quickly take their places, according to the solved example.

"Pass the cube"

Goal: consolidate knowledge of a series of numbers.

A plastic colored cube is placed on the first desk of each row.

At the teacher’s signal, the cube is passed to each student in turn, with the names of the numbers in order, until it is returned back to the first desk. Then, in the same way, they pass the cube with the names of the numbers in descending order, naming each previous number.

The row that finishes passing the die first wins.

The game is repeated 2-3 times.

"With calendar sheets"

Target:

All players are pinned to their chests with a piece of paper from the tear-off calendar. The sheets must be selected so that the players can complete the following tasks:

Assemble a team consisting of five identical days of the week (Tuesdays, Thursdays or Fridays, etc. - write down an example of addition using numbers on pieces of paper and solve it, then say the resulting number out loud.
Assemble a team consisting of all seven days of the week (the numbers must be in order). The team that gets in line first wins.
Find yesterday (for example, “fifth of September” searches for “fourth of September”, etc.). The team that is found first wins.
Gather together to form the year 2000 (1998, 2005, etc.).
Gather together so that the sum of the numbers on the sheets is equal to round numbers (10, 20, 30, 40, etc.).

"Microcalculator"

Goal: to consolidate knowledge of the composition of the first ten numbers.

We're tired of adding up

And they hid the notebooks,

Give us to speed up

Microcalculators.

Children are divided into two teams. Players solve the example on the card, run a relay race and at the end of the path take as many objects in the basket as the answer was obtained when solving the example on the card. For example, 3 – 2 = 1, which means the player takes 1 item.

Examples on cards:

Team 1 Team 2

5 – 3 8 + 2

6 – 4 10 – 3

8 – 1 7 + 2

3 + 4 8 – 6

7 + 3 9 – 7

Each team should have 30 items at the end of the relay.

"Doubles"

Goal: to develop the ability to relate planar geometric shapes and their contours.

Students are given planar geometric figures and the contours of these figures. Children, holding figures in their hands, line up. At the teacher’s command, they look for a mate according to their figure (the planar one must connect with the contour one).

"Come up with a proposal"

The teacher says a phrase, and the child repeats it and continues. It is good if several students take part in the game. The subject matter can be very diverse. For example: 2nd grade topic “Travel to Russia”. The teacher can ask the children to pack their bags for the trip:

Teacher: “I’m getting ready to go on the road, I’m taking a suitcase...”

1 student: “I’m getting ready to go on a trip, take a suitcase, put a shirt in it...”

Student 2: “I’m getting ready to go on a trip, take a suitcase, put a shirt and trousers in it...”

Student 3: “I’m getting ready to go on a trip, take a suitcase, put a shirt, trousers, sweater in it...”

Student 4: “I’m getting ready to go on a trip, take a suitcase, put a shirt, trousers, sweater, comb in it...”

"Write a story"

Students are asked to come up with a story. One of the game participants must say the first phrase, the other must repeat it and add the next one, etc.

For example:

1 student: “Once upon a time there lived a penguin in Antarctica.”

Student 2: “Once upon a time there lived a penguin in Antarctica. One day he went for a walk,” etc.

"Choose a synonym"

First, the teacher explains to the students that the same phenomenon or object can be called in different words. Such words, similar in meaning, are synonyms.

Teacher: “The hare is cowardly. What else can you call it?”

Student: “Shy, fearful, timid, timid”

Teacher: “The wolf is evil. What else can you call it?”

Student: “Angry, fierce, cruel”

Teacher: " Winnie the Pooh funny. What other words can you call it?”

Student: “Cheerful, funny, amusing”

“Choose a homonym”

First, the teacher explains to the students that the same word means different concepts. For example, a braid is braided strands of hair, an agricultural tool, and a narrow strip of land extending from the shore. After this, you can invite the student to independently select homonyms for various words. For example:

Teacher: “What are the meanings of the word “onion”?”

Student: “Edible plant, weapon for throwing arrows”

Teacher: “What does the word “key” mean?”

Student: “an instrument for opening a lock, a spring, a musical sign”

You can discuss with children the meanings of words such as needle, pen, leg, nose, tongue, etc.

"Choose an antonym"

First you need to tell your child that for many words you can choose opposite meanings, that is, antonyms.

Then you should introduce into the game a fairy-tale character, for example a kolobok, who really likes to look for antonyms. Children pass the kolobok to each other while finishing the phrase they started, for example:

It's dark at night, but during the day...

The compote is liquid, but the jelly...

The ice cream is cold and the tea...

The elephant is big, and the ant...

The tower is high, and the hut...

The stone is hard, but the clay...

The chocolate is sweet and the pepper...

Fairy tales are funny and...

"Lost Words"

The teacher reads a poem to the students, but at the same time deliberately does not finish the last word in the line, thus inviting them to choose a rhyme on their own. Perhaps someone will not be able to choose the right word the first time. In this case, these children need help. A poem by Daniil Kharms is perfect for this game."A Very Scary Story":

Finishing a bun with butter,

The brothers walked along the alley.

Suddenly at them from a back street

The big dog barked loudly.

The younger one said: “This is a misfortune,

He wants to attack us.

So that we don't get into trouble,

We’ll throw a bun into the dog’s mouth.”

Everything ended well.

It immediately became clear to the brothers

What for every walk

You need to take a bun with you.

"Write a poem"

Children of primary school age are quite capable of composing simple poetry. Such exercises are great for developing speech and creative thinking. The teacher must come up with the first two lines of the poem, and the student must come up with a continuation.

Game "Parrots"develops auditory memory, promotes correct pronunciation sounds, proper breathing, articulation. The teacher begins the game with the words:

We are not girls, not boys,
We are all parrots now.
Parrot, don't yawn,
Repeat with us.

Students repeat poems and tongue twisters after the teacher.

A good game for developing speech and memory"Add the following."The student names an object and passes the baton to a neighbor, who comes up with a second word related to the same group of objects and names two words in order. The next student names two words and adds his own, etc., for example:

Elephant.
Elephant, tiger.
Elephant, tiger, lion, etc.

At first, children can name only 2–4 words in order, but at the end of the year they can name 8–10 words.

The game "Who is our most eagle-eyed?"aims to train attention and memory, and game situations involve all students in the work. The game starts with the words:

To avoid mistakes,
We will develop vigilance.
You can check it yourself in the game
Pay attention to the words!

Children’s task: carefully check what they have written (suggested various tasks) and emphasize all vowels (or soft, hard, voiced, voiceless consonants), find a word that has more sounds than letters, or vice versa. These are ordinary tasks based on the text, but with a playful, undoubtedly stimulating touch (who will be sharp-eyed and see more spellings?).

Develops children's attention, observation and speech game "Artist". The child who has taken on the role of the artist says the following words:

I'll draw a portrait
Only whose is a secret for now.
Guess, I ask you,
Whose portrait am I painting?

The artist gives an oral portrait of one of the children: “He has blond hair, blue eyes, a cheerful smile. He is wearing a brown shirt, blue trousers,” etc., and the students must guess who he is talking about.

Game "Make a menu for Robin-Bobin-Barabek"valuable in that it is associated with the process of cognition, guesswork, search, and play of the mind. Children are well aware of the character in the work of S. Marshak Robin-Bobin, who “ate 40 people and a cow, a bull, and a crooked butcher.”

The game begins with words:
The man has changed, Robin-Bobin-Barabek.

After all, just imagine:
He eats fruits and vegetables.
He's 10 kilograms
Adds to your diet per day.
What does he eat?
Which of you will find out sooner?

The poster shows fruits and vegetables. Below each picture is an example of tabular addition or subtraction within 10. Children's task: solve the examples and match their pairs so that the sum of the answers is 10 (because the game conditions say that Robin Bobbin can eat 10 kg of fruits and vegetables per day ). For example, under the picture of cabbage there is written the example “8 - 3”, under the picture of carrot “7 + 1”, under the picture of apple “3 + 2”, etc. This means one of the answer options: Robin Bobbin can eat cabbage (in the answer 5) and apples (the answer is also 5), then the total is 10.
You can invite children not to write down expressions, but to draw a sketch of a fruit or vegetable and write the answer in the center.

Game "Let's open the lock with a key"I use it to get acquainted with geometric shapes and to develop attention. Each student has a key on which geometric shapes are depicted (different in color and location). I have several locks with geometric shapes. Children select a specific key for these locks that should fit correct location geometric shapes. Later, I modernized this game: instead of geometric shapes, I placed examples on the lock, and answers to these examples on the keys. This game helps in developing computational skills.

Accepted with interestgame "Wonderful bag".Usually the bag is brought by one of fairy-tale heroes. I put letters with magnets in this bag. Children guess by touch and name the letter. Place the letters on a magnetic board and form words from them. Sometimes I give additional task: perform a syllable-letter analysis or come up with a sentence with this word.

IN game "Cut letters"Students are tasked with not only making words, but also letters from their parts. I divided the words into three degrees of complexity: from one, from two open syllables and from two closed syllables. To compose words and syllables I use a game like"Rotating Discs"The students’ task is to rotate the disks and match each syllable on the left disk with a syllable from the right disk to form a word. The children write down all the words they receive in a notebook for printing, using colored pens.

Beginning game "Determine the course of the plane"The teacher addresses the children: the pilot-commander has come up with a task for you. He charted the plane's course from one city to another. The plane must fly over the cities in the specified order from the lowest city number to the highest. The number of each city is encrypted (written down) with an example. It is necessary to decipher the city numbers and show with lines how the plane moved. I will play the role of pilot-commander, and you will play the role of student pilots.

The game action is performed in stages in accordance with the task:

Decipher city numbers (solve examples).
Name the city numbers in order from smallest to largest.
Show with lines the path of the aircraft.
Name in order the cities over which the plane flew.

Similarly, children can determine the route of steamships, cars, etc.

For games "Controllers"The teacher divides the children into two teams. Each team in turn calls one controller to the board. They monitor the correctness of the answers: one for the first team, the other for the second.

At the signal from the class teacher, the students of the first team begin to make rhythmic tilts to the left and right and count to themselves until the teacher stops them, for example, with a clap. After this, they must say in unison how many bends were performed. Students of the second team, at the teacher’s signal, also begin to bend, but continue the count started by the first team. For example, if the first team did 5 inclinations, then the second begins to do the exercises and counts: 6, 7, 8, etc. Then, at a signal, it finishes the exercises and names the total number of inclinations performed by the two teams, for example 8. At the end, students must name , how many bends the second team performed (answer – 3).

For Game "Defector Numbers"The teacher divides the class into three teams (in rows). Five students from each team receive cards with numbers and action signs. Children, according to the teacher’s instructions, create an example for addition, for example 2 + 8 = 10. The teacher invites the “numbers” (students) to run across so that they get another example for addition with the same numbers. Children create another “live” example for addition, for example 8 + 2 = 10. The teacher writes all the examples compiled by the children on the board. Based on a comparison of the first pair of examples, children draw a conclusion about the commutative property of addition. The winner is the team that quickly and correctly composes a chain of interconnected examples and draws a conclusion about the commutative property of addition.

Yamaeva Svetlana Alexandrovna

teacher primary classes

municipal general education

institution "Gymnasium No. 4" Elabuga

Didactic games and gaming techniques

At Russian language lessons in primary school.

1. How to make a Russian language lesson interesting, entertaining and a favorite subject for a child?

One of the most effective means, capable of arousing interest in Russian language classes, is a didactic game. The goal of the game is to awaken interest in knowledge, science, books, and learning. At primary school age, playing, along with learning, takes up important place in child development. When children are included in a didactic game situation, interest in educational activities increases sharply, the material being studied becomes more accessible to them, and their performance increases significantly.

After all, the fact that play is part of the educational process is no secret to anyone. The game helps the formation of phonemic perception of words, enriches the child with new information, activates mental activity, attention, and most importantly, stimulates speech. As a result, children develop an interest in the Russian language. Not to mention the fact that didactic games in the Russian language contribute to the formation of spelling vigilance in younger schoolchildren.

Over the course of several years of working in primary classes, I observed that Russian language classes do not always arouse interest among students. Some children find it a boring subject. Reluctance to study the Russian language gives rise to illiteracy. I thought about how to arouse interest in classes, how to improve writing literacy. I re-read a lot of literature, analyzed my lessons and came to the conclusion that it is possible to awaken interest in the Russian language if you systematically accumulate and select fascinating material that can attract the attention of every student.

I will give some didactic games and gaming techniques that I use in my lessons.

I. “Choose three words” (It can be used to consolidate any topics on

Russian language)

Goal: To monitor the formation of spelling skills, taking into account the stage of work on spelling.

The choice of words depends on the topics being studied or completed.

Nine words are written on 9 cards:

1st set: fish, blizzard, stocking, oak trees, jam, scarecrow, streams, plague, mushroom.

2nd set: entrance, warehouse, crow, hail, shooting, treasure, gate, rise, sparrow.

Two people take turns taking cards, the first one to have three words with the same spelling wins.

I. fish blizzard stocking II. entrance warehouse raven

oak jam scarecrow shooting hail gate

mushroom streams chum rise treasure sparrow

II. Game "Postman"

Goal: To consolidate students’ knowledge of selecting a test word, expand their vocabulary, develop phonemic awareness, and prevent dysgraphia.

Procedure: The postman distributes invitations to a group of children (4-5 people each).

Children determine where they have been invited.

vegetable garden park sea school dining room zoo

grya-ki doro-ki plo-tsy books-ki bread-ki-kle-ka

kali-ka bere-ki fla-ki oblo-ki piro-ki martya-ka

redi-ka doo-ki lo-ki tetra-ka sli-ki tra-ka

carrot-ka-li-ki-spicy-ki-get-wet-ka cabbage-decided

Tasks: a) Explain spellings, choosing test words.

b). Make up sentences using these words.

III. Game "Cryptographers"

Goal: automation of sounds, development of phonetic-phonemic perception, processes of analysis and synthesis, understanding of the meaningful function of sounds and letters, enrichment of students’ vocabulary, development of logical thinking.

Progress: Play in pairs: one as a coder, the other as a guesser.

The cryptographer conceives a word and encrypts it. Players can

Try your hand at deciphering phrases and sentences.

zhyil anski kyoink

skis sleds skates

The guesser has to not only guess the words, but also choose the extra word from each group.

For example:

Aaltrek, lazhok, raukzhk, zoonkv (plate, spoon, mug, bell)

Oarz, straa, enkl, roamksha (rose, aster, maple, chamomile)

Plnaeat, zdzeav, otrbia, sgen (planet, star, orbit, snow)

IV. Game "Nicknames"

Goal: formation of the process of inflection and word formation, consolidation

phonetic and grammatical analysis of words, spelling of proper names.

Progress: Form animal names from the following words:

BALL, ARROW, EAGLE, RED, STAR

Make sentences.

BALL, ARROW, EAGLE, RAZHIK, STAR

Highlight the part of the word that you used when composing nicknames

(suffix, ending).

Gaming techniques.

1.Find the “extra word”

Goal: to develop the ability to highlight in words common feature, development of attention,

consolidation of spellings of untestable vowels.

POPPY CHAMOMILE ROSE BOW CAT DOG SPARROW COW
BIRCH OAK RASPBERRY ASPEN
COW FOX WOLF BEAR

Tasks: Underline the “extra” word. What spellings are found in these words?

2.Children really like tasks such as:

a) Replace the phrases with one word:

A period of time of 60 minutes,

A soldier standing on duty

Child who loves sweets

A very funny movie.

b) Divide the words into two groups.

Find related words. Select the root.

c) Complete the sentences:

Roma and Zhora have ………….

One day they went ………….

Suddenly from the bushes……………..

Then the guys remembered for a long time how........

d) Compose a story using key words:

winter, snow, frost, trees, cold, bullfinches.

The value of such games lies in the fact that using their material you can also practice reading speed, syllabic composition of words, develop spelling vigilance and much more.

An important role of entertaining didactic games is that they help relieve tension and fear when writing in children who feel their own inadequacy, and create a positive emotional infusion during the lesson.

The child happily completes any of the teacher’s tasks and exercises. And the teacher, thus, stimulates the student’s correct speech, both oral and written.

Used Books:

Magazine "Primary School", 2001.

Golub I.B. Stylistics of the modern Russian language. M., 1986.

M.Ya.Morozova, E.N.Petrova Grammar games for primary classes. M., 1963

Bibliographic description:

Nesterova I.A. Didactic games at school [ Electronic resource] // Educational encyclopedia website

Didactic games are extremely important at every stage of school education. Game methods at school differ in their approach and focus on a certain age of students.

The concept of a didactic game

Modern pedagogy is unthinkable without didactics. Didactic games are one of the essential elements educational process. They allow you to transform lessons and activities from routine into interesting events, through which the process of perception is significantly improved educational material.

IN modern science There are several interpretations of such a concept as a didactic game. Here are the most relevant and common ones.

Didactic games– these are educational games that contribute to better assimilation of the content of educational material and the development of general educational skills. In other words, these are games specially created or adapted for educational purposes.

Didactic games have a number of characteristic features, which can safely include the following:

forethought,
planning,
presence of an educational goal,
the presence of an expected result that can be isolated.

During the didactic game, pedagogically significant result may be directly related to the creation of material products of educational and gaming activities. As part of a didactic game, its goals are achieved through solving game problems.

Types of didactic games

In modern pedagogy, there are several approaches to the classification of didactic games. Figure 1 shows one of the common classifications. Each type didactic game, presented in the figure, has a number of characteristic features.

Figure 1. Classification of didactic games No. 1

Travel games like fairy tales, they are full of miracles and fantastic events. The travel game reflects real facts or events as follows: the ordinary is revealed through the unusual, the simple through the mysterious, the difficult through the surmountable, etc.

Travel games are often mistakenly identified with excursions. Their significant difference is that an excursion is a form of direct instruction and a type of lesson.

Errand games have the same structural elements as travel games, but they are simpler in content and shorter in duration. They are based on actions with objects, toys, and verbal instructions.

Guessing Games"What would be..?" or “What would I do...”, “Who would I like to be and why?”, “Who would I choose as a friend?” etc. Sometimes a picture can serve as the beginning of such a game.

Riddle games aimed at developing thinking in children. In addition, riddle games bring children together and train team interactions as part of the educational process.

Conversation games are based on the interaction of an adult with a child, children with a teacher and children with each other. This communication has a special character of play-based learning and play activities for children.

Another approach is based on the fact that in pedagogy the whole variety of didactic games is combined into three main types. They are shown in Figure 2.

Figure 2. Classification of didactic games No. 2

Now let's turn to the description of each type of didactic games according to classification No. 2. So, in games with objects toys and real objects are used. By playing with them, children learn to compare, establish similarities and differences between objects.

Board-printed games- an interesting activity for children. They are varied in type: paired pictures, lotto, dominoes. The developmental tasks that are solved when using them are also different.

By using word games Children are instilled with a desire to engage in intellectual work. In play, the thinking process itself is more active; the child easily overcomes the difficulties of intellectual work, without noticing that he is being taught.

Didactic games in primary school

Primary school age is the most important stage of school childhood. The high sensitivity of this age period determines the great potential for the child’s diversified development.

Play, in the forms in which it existed in preschool childhood, at primary school age begins to lose its developmental significance and is gradually replaced by learning and labor activity, the essence of which is that these types of activities, unlike games that simply provide pleasure, have a specific purpose. The games themselves become new. Games during the learning process are of great interest to younger schoolchildren. These are games that make you think, provide an opportunity for the student to test and develop his abilities, and involve him in competition with other students.

The participation of younger schoolchildren in such games contributes to their self-affirmation, develops perseverance, desire for success and various motivational qualities. In such games, thinking is improved, including actions of planning, forecasting, weighing the chances of success, and choosing alternatives. Games are necessary for the development of a primary school student.

Figure 3. Play activities in primary school

The use of didactic games as a means of teaching primary schoolchildren is determined by a number of reasons:

gaming activity, as a leading activity in preschool childhood, has not yet lost its importance at primary school age, therefore, relying on gaming activity, game forms and techniques is the most adequate way to include children in educational work;
mastering educational activities and including children in them is slow;
There are age-related characteristics of children associated with insufficient stability and voluntary attention, predominantly voluntary development of memory, and the predominance of a visual-figurative type of thinking.

Literature

Vygotsky L. S. Game and its role in psychological development child: Questions of psychology. – M.: Teacher. 2011
Gorkin A.G. Great Pedagogical Encyclopedia Volume II. – M.: Teacher 2000
Drozdovsky V.P., V.I.Spadarshch., N.I.Danilchenko Overcome the abyss - M.: Education, 1999
Tersky V.N., Kel O.S. A game. Creation. Life. – M.: Education, 2006.
Podlasy I. P. Pedagogy. New course: Textbook for students of pedagogical universities: In 2 books: Book. 1: General basics. Learning process. – M.: Vlados, 1999.
Pidkasisty P.I. Game technology in education - M.: Education, 2002
Dyachenko O.M. Preschooler's imagination. – M.: Enlightenment, 2003.
Nemov R. S. Psychology. Book 3: Experimental educational psychology and psychodiagnostics. – M.: Education, 2009

The first year of schooling sometimes determines the child’s entire subsequent school life. During this period, the student, under the guidance of adults, performs extremely important steps in its development. This period is equally difficult for children entering school at both six and seven years old. Observations by physiologists, psychologists and teachers show that among first-graders there are children who, due to individual psychophysiological characteristics, find it difficult to adapt to new conditions for them and only partially cope (or cannot cope at all) with the work schedule and curriculum. At traditional system In education, these children, as a rule, become lagging and repeaters. In this regard, we present a selection of games aimed at adapting to school life first graders.

List of games available in this material by purpose:

Let's get acquainted.

Target: getting the children to know the teacher and each other.

The teacher starts the game. He explains to the children that in the words he names there is a letter with which his name begins (the number of letters in the words should not exceed 3-4). The kids' task is to guess the teacher's name. The student who correctly names the teacher’s name becomes the leader and continues the game, also remembering words that contain the first letter of his name. The game continues until all the children have introduced themselves.

School riddles

Target: familiarizing students with school supplies, their origin, purpose, and rules of use.

The teacher reads the riddles, the children name the answers and show (if possible) the corresponding objects in the class. Before starting the game, the teacher draws the children’s attention to the rule of student behavior - raise your hand to demonstrate readiness to answer.

On the pages of the primer Thirty-three heroes. Every literate person knows the sages-heroes. (Alphabet)

The signs are black, crooked, all mute from birth. And when they line up in a row, everyone will immediately start talking. (Letters)

I know everything, I teach everyone, But I myself am always silent. (Book)

In this narrow box you will find pencils, pens, brushes, paper clips, buttons,

Anything for the soul. (Pencil case)

She dips her braid in paint without fear. Then, with a dyed braid, he drags it across the page in the album. (tassel)

The colorful sisters are bored without water. Uncle, long and thin, carries water with his beard. And the sisters together with him will draw a house and smoke. (Brush and paints)

In a black field, a white hare jumped, ran, and made loops. The trail behind him was also white. Who is this hare? - (Chalk)

Two legs conspired to make arcs and circles. (Compass)

I carry a new house in my hand, The door of the house is locked. The residents here are made of paper, everyone is terribly important. (Briefcase, books, notebooks)

There is a wonderful bench, you and I sat on it. The bench guides both of us From year to year, From class to class. (Desk)

They write in black and white every now and then. Rubbing with a rag - Blank page. ( Blackboard)

My class

Target: development of spatial orientation skills in the classroom using the modeling method, drawing up and mastering a class diagram.

The teacher distributes A4 sheets of paper to the students and asks them to draw a diagram of the class (work is organized in pairs or groups). Then a collective discussion of the completed work is held, the teacher draws the children’s attention to mistakes and inaccuracies in the proportions of the drawings, displaying the location of furniture and classroom equipment, etc.

Pantomime

Target: familiarization with the concept of "daily routine".

The teacher divides the class into microgroups, each receiving the task of coming up with a pantomime on the topic “Daily Routine”. Group members show with gestures washing, making the bed, morning exercises, breakfast, activities at school, etc. The rest of the players must guess what is being shown to them. After the game, a collective conversation is held about the importance of maintaining a daily routine.

If you are polite

Target: studying the rules of politeness and developing communication skills when organizing group work.

The teacher divides the class into microgroups, each receives the task: name as many polite words as possible; remember what words are said when meeting (farewell); draw a polite (impolite) person; act out the skit “Polite Boy”; come up with a story about a frog who was taught by his friends the rules of politeness, etc.

Me and us

Target: development of communication skills through familiarizing students with individual and collective forms of answering the question posed.

Before the game, the teacher explains to the children that he will ask questions that they must answer either in chorus or individually.

Questions requiring a collective answer:

Are you in fifth grade?
Our country is called the Republic of Belarus (Russia?)?
How many legs does a person have?
Are you having your second lesson now?
Are you sleeping now?
Who are more in our class - boys or girls?
Is today a day off?
Do boys wear skirts?
Do you brush your teeth?
Is it possible to cross the road at a red traffic light?

Questions that require an individual answer:

What is your name?
Do you have a pet?
What is the name of the street where your house is located?
What floor do you live on?
What do your parents do for work?
Do you like to draw?
Where did you vacation this summer?
Do you have any brothers or sisters?
How old are you?
What do you like to do in your free time?

Draw with words

Target: development and improvement of students’ speech skills in the process of drawing up a verbal portrait.

The teacher invites the children to write a verbal description of one of their classmates if they wish, without mentioning his name. The task of the other students is to guess whose verbal portrait this is.

What does it look like?

Target: development of the ability to distinguish and identify geometric shapes when performing exercises to correlate sensory standards with surrounding objects.

Before the game, the teacher names and shows the children geometric shapes different colors and sizes, explains how they are similar and what differences they have. Then the teacher draws the students’ attention to the images various items, having the shape of a certain geometric figure. The students' task is to name a geometric figure and several other objects of the same shape.