Didactic game as a means of stimulating the learning process of chemistry

The problem of the effectiveness of education is closely related to the activity, the independence of the students, the conscious desire to learn the basics of the studied science, prompted by the cognitive motives of their educational activity. The didactic game is an effective tool that stimulates the learning process of chemistry.

The didactic game (the training game) is a kind of activity, in which children learn.

Inclusion in the learning of the elements of the game makes the process more interesting and emotional, facilitates the assimilation and consolidation of the studied material. However, the didactic game can not be regarded as entertainment or rest at the lesson. Didactic game - this is an effective methodical method, allowing you to involuntarily include the student in an active creative educational activity. Playing in school is not an end in itself, but a means of teaching, the application of which, in combination with other methods, should make a definite contribution to the solution of the educational and educational tasks of the chemistry course of the secondary school.

Consequently, the didactic game through entertaining, teaching, nurturing and developing functions contributes to the solution of the didactic tasks of the learning process - educational, educating and developing.

Didactic game ─ is an active activity in modeling the studied systems, phenomena, processes. The main difference between the game and other activities is that its subject is human activity itself. In the didactic game, the main type of activity is the learning activity, which is intertwined in the gaming and acquires the features of the joint-play learning activity.

The created games were designed for the reproductive level of thinking, as the game situation promotes faster and more accessible assimilation of knowledge and skills. This is because in the didactic game the form and signs of the ordinary game remain, but the goal changes. The acquisition of pleasure, which is characteristic of a normal game, fades into the background, and the didactic task of the game - the assimilation of knowledge, the development and education of students, appearing in a latent form, becomes the main one. Under the influence of the enthusiasm created by the game situation, previously uninteresting and hard-to-reach material is assimilated more easily and successfully, since the game has the main learning factor - the activity of the students. And the learning process is the more effective the more independence is given to students in the performance of teaching tasks.

In the didactic game, conditions are created for the formation of positive cognitive motives in teaching chemistry through fascinating assignments and competitions.

Active participation in the game contributes to the development of the creative potential of the trainees, their attention, memory, imagination and thinking, and this in turn affects the degree of development of learning activities and the results of learning in general.

In the didactic game, students are brought up, since the game is a collective form of work. In the process of its preparation and conduct, children learn the culture of communication, the ability to work in a team, to overcome psychological barriers, i.e. there is work on themselves, over their habits and properties of character.

The didactic game at the lesson helps to change the emotional atmosphere, which becomes more animated, relieves tension, fatigue and allows students to adjust to the assimilation of new information. For the better, the relationship between the teacher and the students changes.

Didactic game can not be considered as entertainment or rest at the lesson. Training can not be turned into a game. Didactic game - this is really a methodical tool that allows you to arbitrarily include the student in an active creative educational activity.

For a better representation of the influence of didactic games on improving the effectiveness of training, it is worthwhile to distinguish three most significant and necessarily present functions of games - educational, educating, developing.

The leading function of the didactic game should be an educational function, which is the basis because it contains a didactic purpose. In the game situation, the didactic goal is put before the students in the form of a game task. Students at the time of its implementation learn the general principles of working with educational material and use these skills in solving other problems, where this knowledge and skills are applicable.

The educative function of the didactic game is manifested through the education of a positive attitude towards the subject, the desire to study chemistry, diligence and diligence in the knowledge of the new. With the correct organization of play activity, students are able to conduct a discussion, defend their point of view.

In the game, such personality traits as willpower, purposefulness, activity, dynamism, productivity of thinking, self-confidence, such character traits as mutual assistance and partnership manifest themselves. Even the most passive students make every effort not to fail comrades in group games. In the game, the child is liberated, his stiffness, lack of confidence in his abilities and capabilities disappear, and when he achieves success, he has great joy and a desire to play again and again.

Didactic game also performs a developmental function. In general, the process of learning knowledge of chemistry for students is a hard and stressful work, constantly requiring attention, well-developed memory, intense efforts, maximum intellectual work. Therefore, for the successful teaching of chemistry, it is necessary to train these psychic properties [9].

Didactic games can be divided into teaching, developing, educating and combining, allowing to solve simultaneously several didactic tasks.

In turn, educational games can be divided into:

• •    games that form new concepts;

• •    games that systematize the material under study;

• •    games used to control and record knowledge.

Games of a learning nature can be used by the teacher in the classroom while studying a new topic for mastering concepts, in generalizing and systematizing the knowledge acquired, as well as in monitoring and recording students' knowledge.

Among the development games, in our opinion, it should be noted the following:

• •    games that develop personality properties (memory, attention, thinking, etc.);

• •    games that develop practical skills.

Educational games often find a place in the control of homework, fixing the studied material, as well as in practical and laboratory studies, but a special result with their help is achieved in the preparation and conduct of lessons, seminars, studies, in conducting extra-curricular activities on the subject . Among the games of this kind can be distinguished:

• •    games that educate the worldview;

• •    games that bring up personal qualities;

• •    games that promote polytechnical training.

A broader use in the learning process is played by combined games that help to solve simultaneously several didactic tasks of the lesson.

Didactic games also, in our opinion, are useful for classroom teachers to classify, taking as a basis the form of their conduct:

• •    verbal, or verbal;

• •    with the use of game attributes;

• •    story-role;

• •    computer.

The proposed classifications make it possible to draw a parallel between the goals, the forms of the didactic games and the didactic goals, the methods of the lesson, and see their identity, which once again proves how the game method is close to the learning process and therefore can have some impact on it, and this, in its turn, helps to increase the effectiveness of teaching chemistry.