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Pedagogy
UDC 378.2
candidate of pedagogical sciences,
associate professor Kuzmina Aleksandra Petrovna
Samara State Transport University (Samara); candidate of philological sciences, associate professor Kuregyan Amalia Levikovna Samara State Technical University (Samara); candidate of philological sciences,
associate professor Pertsevaya Ekaterina Aleksandrovna
Samara State Economic University (Samara)
COMPUTER GAMES AS A WAY TO ORGANIZE STUDENTS INDEPENDENT WORK IN THE PROCESS OF
FOREIGN LANGUAGES DISTANCE LEARNING
Annotation. The paper deals with the problem of using the computer games as a way to organize students independent work. Foreign languages as a practical discipline, unlike lectures, is quite difficult to study within the framework of distance education, or rather, it is somewhat difficult to create full-fledged conditions and an atmosphere of live communication at a distance lesson -factors necessary for the successful development of language skills. Computer games can help in this difficult situation by accompanying the learning process and serve as a tool to consolidate the material studied. This issue is examined as a part of the distance learning educational environment. The authors reveal the psychological features of how the computer games can influence the students studying English and explain the necessity of using such games and up-to-date technologies in the modern educational process.
Keywords: computer games, foreign language teaching, educational technologies, distance learning, foreign language learning.
Аннотация. В статье рассматриваются компьютерные игры как инструмент самостоятельной работы студентов ВУЗов в рамках классической образовательной среды и дистанционного образования. Иностранные языки как практическая дисциплина, в отличие от предметов лекционного цикла, достаточно сложно поддается изучению в рамках процесса дистанционного образования, вернее сказать, представляет некоторую сложность создать на дистанционном занятии полноценные условия и атмосферу живого общения - факторы необходимые для успешного освоения языковых навыков. Компьютерные игры могут помочь в этом, сопровождая учебный процесс и служа инструментом к закреплению пройденного материала. В данной работе раскрываются психологические особенности воздействия компьютерных игр на студентов при обучении иностранным языкам, объясняется необходимость использования данного инструмента вместе с классическими приемами обучения, особенно в современных условиях и в процессе развития дистанционных технологий.
Ключевые слова: компьютерные игры, обучении иностранным языкам, обучающие технологии, дистанционное обучение, изучение иностранного языка.
Nowadays, in the context of the development and active implementation of distance educational technologies into the learning process, there is an urgent need to form a new learning environment, that is absolutely different from the usual one, that was established and formed long with a large number of hours allocated for classroom work. That is why, along with a decrease of the classroom hours and an increase of independent work hours, researchers of educational environments and processes in education faced the problem of using modern technologies in the framework of the pedagogical process. In other words, the problem of introducing virtual technologies has become relevant along with the increasing role of students independent work while studying any disciplines, including foreign languages.
It is impossible to ignore the fact that in the modern world a special place is given to computerization, and such a concept as "gadgets" (from the English gadget - device) - computers, laptops, tablets - has become an integral part of modern society. With their help and with the development of the Internet, it became possible to study many sciences, including foreign languages without any assistance.
There are many ways to learn a language online: taking courses, chatting with foreigners, watching movies and TV shows, reading e-books, etc. The use of the computer games can be singled out into a special category, that is defined as the most attractive tool of learning for modern students, allowing them to create a special virtual space, simulate speech situations and, thus, immerse the student in conditions closest to the conditions of speech communication, to carry out complete immersion into the language environment. Especially taking into account the fact that at the moment young people spend a lot of time online, choosing computer games and mobile applications as their main pastime.
In order to capture the attention of modern trainees, direct their activities to acquire professional skills, motivate them to self-development and achieve a high level of language proficiency, it is necessary to use modern educational technologies. This is especially important for practical application and detailed study in the conditions of active distance learning technologies introduction. Combining a regular lesson with computer technologies will allow the teacher to significantly diversify the learning process, making it more interesting and intense. At the same time, the computer and the online space complement the tutor, and do not replace him, assigning him the role of a mentor, organizer and head of the educational process.
Moreover, foreign languages as a practical discipline, unlike lectures is quite difficult to study within the framework of distance education, or it is somewhat difficult to create full-fledged conditions and an atmosphere of live communication at a distance lesson , i.e. factors that are necessary for the successful language skills development. Computer games can help to solve this problem by accompanying the learning process and serve as a tool to consolidate the material studied.
Of course, such researchers as P.F. Kapterev, L.S. Vygotsky, S.L. Rubinstein, J. Huising revealed the topic of studying computer games as a learning tool in their works. However, in the context of the rapid development of virtual technologies, it should be assumed that this aspect of modern learning still requires profound research, since it has not been fully studied yet. Most likely, games and Internet technologies, as an industry that has appeared quite recently and is constantly developing, will be of great interest for scientists both in the field of pedagogy and methodology, and other sciences.
The need for communication and leisure is one of the most important needs of any modern person, and a computer game, even the simplest one, completely satisfies this need. That is why, as many modern researchers believe (L. Okagaki, S. Shel, S. Greenfield), computer games are suitable for learning foreign languages. Greenfield P. considers the visual attention of those who play video games to be distributed more prudently, and consequently, computer games have an impact on spatial functions (haunting and compensatory tracking) and receiving information from various objects, which makes computer games an excellent tool in learning foreign languages. Moreover, the usefulness of this tool is especially obvious if we take into account the fact that the main task in teaching foreign languages today is to form students' practical skills in oral and written speech. When using computer games as an additional educational technique in teaching, a student motivated by a tutor opens the way to knowledge himself, and the tutor is a guide who stimulates the learning process and controls the independent work of students, thus managing the quality of education. The use of computer games in the framework of students independent work allows the teacher to form the necessary skills and continuously monitor the learning process.
Having analyzed the existing studies on this topic, we found out that at foreign language classes , computer games allow you to form and improve a number of skills and abilities, solve many pedagogical and methodological problems. Such as:
1. to form reading skills directly using the materials of the network of varying complexity;
2. to improve listening skills based on authentic audio texts;
3. to improve writing and speaking skills;
4. to replenish your vocabulary, both active and passive, with the vocabulary of a modern foreign language reflecting the cultural development of people, the social and political structure of society;
5. to acquaint with cultural background, including speech etiquette, peculiarities of speech behavior of various peoples in communication process, different traditions of the country of the studied language;
6. to form a stable motivation of foreign language activity of students in the classroom.
Computer games, as a means of learning, help to distribute the material from simpler to more complex taking into account the needs of every student. The player's goal is to successfully complete the game, each stage stimulating further process, and, consequently, it enriches a foreign language.
Moreover, thanks to the games, the students vocabulary is enriched, as it is used throughout the gameplay and is necessary for the play through.
In games it is necessary to interact with other players or characters. Having performed an action, the player receives some kind of response, and the student is involved in the language environment absolutely naturally.
Different games have different plots and voice acting. So, there will be different pronunciation and styles of speech, since English-speaking characters are voiced by native speakers.
All computer games are divided into serious and entertaining. The first ones are educational in fact. Previously, there were many attempts to create such games, and at the moment much attention is being paid to their development and implementation into the learning process, since they are a kind of motivator for students in studying a particular subject, as well as a good basis for acquiring new knowledge or assimilation of already acquired ones.
Currently, there are computer games in almost all the subjects, including English. IT specialists together with teachers are developing new concepts of such games using modern technologies. It should be noted that pedagogical models of systematic integration of computer games into the educational process are proposed. Conferences on the development of computer games are held annually, as well as conferences dedicated to their implementation into the learning process.
In order to identify the specific features of certain language computer games and establish their appropriate place in the educational process, it was necessary to create their methodological classification according to:
I. The nature of interaction:
1. competition (with a computer / between participants via a computer / with yourself via a computer);
2. cooperation.
II. Localization of the motivating factor:
1. game situation (result orientation, process orientation);
2. the content of the intellectual task (result orientation, process orientation).
III. Number of participants:
1. individual;
2. in pairs;
3. collective.
In order to find out games that should be used to learn English, first you need to understand how they differ from each other. They are as follows:
educational games. The main purpose of these games is to get new information. For example, learning the alphabet, words;
journey games. At the initial stage, the player has no role-playing connections. They arise in the gameplay ("The Path", "Journey", "Abzu");
quest. A kind of a puzzlement in which the main task contains a lot of mini-tasks. As a rule, the quest is quite linear, that is, there is only one solution. Half of the game is about solving riddles, and the other half is about communicating with characters. Most often, a certain equipment is needed to solve the problem ("Syberia", "Last Express", "Machinarium");
browser role-playing games. These games present a lot of real players who play certain roles within one game system. The goal is to communicate with real players in order to develop your own character ("Game of Thrones");
adventures. This type of computer game is usually a map consisting of different pieces. There are many characters in the game world with who you can have a dialogue. There are also many attributes (skills, things, development) ("Beyond Good and Evil", "The Longest Journey").
MMORPG online role-playing games and open role-playing games imply communication with players that takes place in the cities of the virtual world. The main purpose of the game is to communicate. All role-playing communication is a tool for solving clearly set tasks in the form of "quests" (for example, "The Elder Scrolls", "Gothic", "Fable", "Risen").
Arcade is the most simplified action game. It is one of the oldest genres. Here the task is to complete a short-duration level with the help of some action, for example, to collect objects, find a way out, etc. ("Pacman").
Shooter is a genre related to destruction, where you need to hit a target, usually it's moving ("Call of Duty", "Medal of Honor", "House of the Dead").
Platformer is a genre of games in which the main part is occupied by "dodging" traps, avoiding precipices, pits and other dangers. "Collecting" in platformers fades into the background. Jumping in this game is an integral part ("Super Meat Boy", "N", "Super Mario").
Open Action is a genre that is a mixture of various aspects and actions: "gathering", "evasion", "destruction", "competition", "technique", "exploring the world". It is very simple to distinguish "Open Action" from other action movies: they have a global map, and the player can get to any point of this map, it does not change from mission to mission as in all other action movies ("Grand Theft Auto", "Mafia", "Gun", the series "S.T.A.L.K.E.R.").
Interactive cinema, as a genre, is a film or a sequence of nonlinear events in which the player can take an active part, influencing the course of events ("Life is Strange", "Late Shift") [7].
Answering the question whether computer games can teach a foreign language, it is necessary to classify them according to their ability to be a means of learning. It is possible to distinguish two groups of games that can contribute to the study the English language in particular.
The first group is online games that require communication with other players for a game to be completed. Such games are widespread at different levels of education - from secondary school to additional vocational education. They allow you to illustrate and supplement information from lectures, books, and other sources, help students gain experience in applying skills in a game environment, compete and win with the "power of intelligence", the ability to cooperate and join forces. Games with a joint passage are suitable for the first type, as they create additional incentives for communication. Unlike practice with language partners, online tutoring and language exchange, games always have a topic for conversation and quite often there is a need to quickly convey critical information for victory. This makes some online games a very good tool for learning a language. The second group is single-player games, which can interest only those who master the language.
Many games are created by developers on the basis of personal initiative, and then, as they spread, they begin to attract the attention of teachers, "grab" their place in teaching practice.
These classifications allow us to characterize language computer games and their place in the process of foreign language learning. The essential parameters taken into account are speech operations assimilated in the game, and leading mental operations as ways of assimilating speech operations. These characteristics reveal the functional comparability of language exercises used in teaching foreign languages. In the learning process, it is possible to use computer games that involve communication with other players, as well as single-player games. The choice depends on the students language level and the topic being studied. In addition, it should be noted that games must meet the age limit.
The gaming industry has appeared recently, but is developing quite rapidly, so it is advisable to use a computer game as an element of learning, since in addition to basic linguistic skills such as listening, vocabulary, reading and speech, indirect skills such as reaction, thinking, etc. are also developing. The nature of player interaction and genre play an important role in the learning process, since linguistic skills will be worked out to varying degrees depending on these indicators. Today, the gaming industry has a wide selection of games, so almost everyone will be able to choose a genre that will be interesting to him.
Thus, mass computerization in education is associated with the fact that a modern computer is a technical tool that promotes effective learning. It is important to note that the role of the teacher in the classroom is not minimized. Despite the rapidly increasing role of virtual technologies and their influence on the learning process, it is necessary to understand that computer games are technical means that are only assistants in the educational process, thanks to them it is possible to solve a number of educational, training and developing tasks with the greatest efficiency. At the same time, it is impossible to reduce the role of the teacher in the educational process, especially because with the help of computer games it is possible to effectively improve basic language skills, but first it is necessary to form these basic skills with the use of remote and virtual technologies. A lesson can be more successful if multimedia is used as a means of improving the quality of learning through its diversity.
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Педагогика
УДК 372.881.1
кандидат психологических наук, доцент Кулеш Елена Васильевна
Федеральное государственное образовательное учреждение высшего образования «Тихоокеанский государственный университет» (г. Хабаровск); педагог-психолог Кулеш Жанна Васильевна
Муниципальное автономное учреждение дополнительного образования
города Хабаровска «Центр детского творчества "Народные ремесла» (г. Хабаровск)
ФОРМИРОВАНИЕ ОСНОВ ТОЛЕРАНТНОЙ КУЛЬТУРЫ ДЕТЕЙ МЛАДШЕГО ШКОЛЬНОГО ВОЗРАСТА (НА ПРИМЕРЕ РЕАЛИЗАЦИИ ПРОГРАММЫ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ «МИР НЕЗАБЫТЫХ ТРАДИЦИЙ»)
Аннотация. В статье представлен опыт реализации модели по раскрытию особенностей формирования основ толерантной культуры детей младшего школьного возраста в процессе реализации программы дополнительного образования «Мир незабытых традиций», реализованной на базе педагогического института ФГБОУ ВО «Тихоокеанский государственный университет».
