Game technologies in literature lessons in senior classes

The modern educational situation requires the teacher to make extensive use of active forms of learning. This generation requirement contributes to the implementation of the system-activity approach. A special place among pedagogical technologies that activate the process of studying literature at school is occupied by gaming technologies: due to the psychological and age characteristics of children, the game is for them the most organic and natural state. The following provision has become a kind of methodological axiom that does not require proof: in game situations, any training material is learned much more effectively. In addition, the skillful use of gaming technology in the learning process contributes to the formation of communicative, regulatory and cognitive universal educational actions of students, and also creates a positive emotional background of the lesson.

Games in literature lessons are presented mainly on the example of classes in grades 5-6. In high school, only the controlling type of educational games is described by methodological science, and the game is understood as a technology of extracurricular activities (such forms as a lesson-concert, a lesson-performance, a lesson-quest, a literary drawing room, “Clever men and women”, “What “Where? When?”, “Own game”, etc.). The entire developing, creative, cognitive potential of gaming technologies in literature classes in high school by modern methodological science has not been fully disclosed. This topic does not lose its relevance, which allows us to present options for the use of techniques and forms of game teaching literature in high school.

Here are examples of tasks used in the control game in grade 11. As noted above, the main problem of conducting generalizing lessons using gaming technologies is the uniformity of tasks: most often, practice teachers prefer a question-answer form of a quiz, testing, and less often solving a crossword puzzle. Using the recommendations of the generalization lesson on the topic “The Silver Age of Russian Poetry” as an example, we show how to use a variety of game intellectual tasks, as well as integration with other educational subjects. The lesson takes place in the form of a literary tournament involving work in small groups.

The division of high school students into groups traditionally takes place in mass practice in random order (students optionally join groups), but we suggest using a game technique in this case: students receive cards with the names of literary characters (as an option, quotes or aphorisms can be used). The task of students is to unite in groups of works (for example, students who received cards with the names Mitrofan, Starodum, Pravdin, Kuteikin, Yeremeyevna must find each other, join a group and name the author and work - DI Fonvizin “Undergrowth” ), Further, students come up with the name of their group associated with the work or work of the author. At the stage of students' distribution into groups, interdisciplinary connections are also possible: literature is the Russian language, literature is history. So, students receive cards with words for a specific spelling and must unite according to this principle or remember which works describe historical events and the people indicated on the card. The teacher in practice can use various options for dividing students into groups depending on the purpose of the lesson. In a generalization lesson on Silver Age poetry, it would be advisable to offer students poems poems “torn” into lines, grouping and will be the process of restoring the poetic text.

The game includes the sequential execution of several tasks.

• 1.    Competition "Portrait Gallery". Pupils need to recognize the Silver Age poet from his image. Pupils can get extra points if they call artists or recall facts from the history of the portrait.

• 2.    Competition "What is in my name?". Students are given the real names of the poets of the Silver Age, it is necessary to recall their pseudonyms (for example, Kiriyenko - Voloshin, Gorenko - Akhmatova, Lotarev - Igor Severyanin, Bugaev - Andrey Bely, etc.).

• 3.    Competition "Geographic". Students will have to remember the name of a poet associated with a particular geographical name (for example, Elabuga -Marina Tsvetaeva, Lake Chad - Nikolai Gumilev, Shakhmatova - Alexander Blok, Baghdadi - Vladimir Mayakovsky, Estonia - Igor Severyanin, etc.). When students will voice their answers, the teacher can visualize the teaching material using ICT.

The presented types of tasks of the literary tournament are possible both at the stage of generalization of the training material, and as a form of updating the previously acquired knowledge in anticipation of the study of a certain monographic theme of the historical and literary course. This literary game was tested on an interactive platform in the framework of the city forum of intellectually gifted children “Constellation of Sosnovoborsk”, as well as during the olympiad subject dives of high school students. In addition to enhancing the mental activity of schoolchildren, the proposed game assignments contribute to the development of logic, creative abilities, teach communication in a group, and through integrated connections with other subjects provide a holistic picture of the world of high school students.

Sources used:

• 1.    Azarov Yu.P. Game and work. M.: Knowledge, 1973.

• 2.    Albetkova R.I., Gerke S.G., Smooth L.P. Active forms of teaching literature. M .: Education, 1991.

• 3.    Anikeeva N.P. Parenting the game: Prince. for the teacher. M .: 1987.

"Экономика и социум" №12(67) 2019