IX Международная студенческая научная конференция Студенческий научный форум - 2017

Introduction in the educational process of interactive teaching methods, among which the leading role plays the educational games allows students to form knowledge by intensive self-cognitive activity and also contributes to the development of individual creative abilities.

Teaching materials – is a specific method of management of educational-cognitive activity of the student. The essence of teaching materialsas a learning tool is that it translates the goals of training and education in real results.

The teaching materials as a pedagogical technique has great potential, namely, stimulates thought processes of students increases interest in knowledge, trains memory and think logically, etc. Training methods of playing teaching materialsprovide the opportunity to expand and consolidate the knowledge of a particular topic.

When the learning process takes place in such a way that students are involved in the learning process. Joint activities in the development of educational material mean that each individual makes a contribution, there is a sharing of knowledge, ideas, and methods of activity. This happens in an atmosphere of goodwill and mutual support that allows students not only to acquire new knowledge but also to develop their communication skills: the ability to listen to each other, to weigh and evaluate different points of view to participate in the discussion. The important role played by educational opportunities of online forms and methods of work. They help to establish emotional contact between students, are trained to work in teams, relieve nervous tension pupils help to feel a sense of success [3].

Interactive forms and methods are among the innovative and contribute to the activation of cognitive activity of students, self-reflection on teaching material. These for self-identity of students in learning activities. [3]

Given the specifics of the development of modern society, biology lesson should be democratic, in which there is a joint activity of the teacher and students develop the cognitive activity in an atmosphere of goodwill and mutual assistance. [1]

However, the teacher's role is not just mastery of interactive technologies, but also in the possession of creative abilities for co-creation with the students. [2]

For interactive lessons teacher should be included in the learning process interactive games, which is more natural for a child. This increases the effectiveness of the educational process, creative and communicative success of students.

Using interactive methods - not an end in itself but a means to achieve the atmosphere of the classroom to facilitate understanding of the spirit of spirit of cooperation, mutual understanding and goodwill.

Lessons with the use of active learning methods are interesting not only for students but also for teachers. However, unsystematic, ill-conceived usage of lesson does not give good results. Therefore it is very important to actively develop and implement lesson their copyrights playing educational games methods in accordance with the individual characteristics of the class. [1]

The authors used interactive methods such as work in pairs, small groups, brainstorming, etc.

In order to successfully work with interactive methods necessary to observe a number of rules. It is better to carefully prepare several interactive sessions in the school year than is often carried out hastily prepared "game".

In preparation for biology lessons in the 6th grade on the topic: "The diversity of angiosperms", the author designed the following series of games aimed at learning and the development of attention and observation of students:

What am I plants (the body, the fruit)

Read plants

Gather to cart

Owls and crows

You to me, I to you

Key to plant

Snowball

Draw - Learn

Card games

Modeling agencies flowering plant

Who brought? or Ranger

Howcast

unravel the secret

Find and call on flower pattern

Carnival of plants. Guess!

The game "Find the fruit"

(Development of the game for a lesson on the theme: "The spread of fruit and seeds")

Features of: checking for assimilation of the material on the theme "Fruits" is held at the beginning of the lesson in groups, in pairs.

The players are divided into two teams with the same number of people in each. Between the teams put off. Players on each team receive sequence number ( "1", "2", "3", etc.).

Course of the game:

The teacher calls the fruit (his description) and the serial number of players who need as quickly as possible to pick up a named object. The game continues until there are no more fruits. The winner is the team, which collects more fruits.

The game "Collect fruits in a basket" (Option 2)

(Development of the game for a lesson on the theme: "The spread of fruit and seeds")

Features of: checking for assimilation of the material on the theme "Fruits" is held at the beginning of the lesson in groups, in pairs.

Equipment: natural fruits, fruit pictures, models fruit apple, tomato, orange, sunflower, fruit, maple, poplar, burdock, dandelion, mountain ash, etc. On the desks are the natural fruits, fruit pictures, fruit dummies; there are baskets in which to collect the fruit.

Course of the game.

The teacher gives the job (versions) of each pair (group) students. Those who have coped, raises his hand.

Task №1: Gather to cart juicy pip fruit

(Drupe, apricot, cherry, plum, peach ...).

Task №2: collect in dry pip fruit basket.

(Nut, acorn, weevil (wheat, maize, rye), achene (sunflower) ...)

Task №3: Gather to cart polyspermous juicy fruit.

(Berries: currants, tomatoes, grapes, apple: apple, pear, quince, melon: melon, pumpkin, cucumber, polydrupes: raspberry, ......)

Task №4: Gather to cart polyspermous dry fruits.

(Bob: beans, peas, capsule: poppy, Datura, pod: cabbage, radish ....)

The game "Who brought?" Or "Ranger"

(Development of the game for a lesson on the theme: "The spread of fruit and seeds")

Features of the: The game - to brainstorm, play in a band.

Equipment: natural fruits (and seeds), photos of fruits, fruit dummies apple, tomato, cucumber, sunflower, maple, poplar, burdock, dandelion, mountain ash, etc.

Course of the game.

The players are divided into two teams. Each team put seeds, fruit. Task teams - define the external structure of the seeds, the fruits of their probability of germination in this location. Rangers describe their objects and put forward the most likely version of seed dispersal (water, wind, animals, people, dispersion).

The game "Who Knows?" / how do you think ...

(Development of the game for a lesson on the theme "Fruits")

Features of: for the introduction of a new, unknown material, or to consolidate the material. It is carried out individually, in groups.

Equipment: drawings (layouts) cabbage fork, tomato, potato tuber, the pods of peas and cabbage, poppy boxes and other fruits. Workbook (developed by the teacher) to the student.

Course of the game. The teacher asks the students questions on a given topic. Questions formulated in such a way that the responses to them must be carefully examine the pictures and captions. Students should find a clue in the book, to give their answers to the teacher's questions and ask him questions.

Teacher Questions and tasks:

Consider drawings (layouts, real objects). How do you think…

Under what numbers are images of fruits?

Why do you think so? What are the names of these fruits?

The students' answers:

Potato Tuber - not fruit, he has no seed, is a modified shoot, its fruit - berry like a tomato. Peas fruit - a pod. At poppy fruit - capsule. Head of cabbage - is an escape, its fruit - a pod. Raspberries and strawberries we call berries. However, in the structure of raspberry fruit - a juicy polydrupes dry receptacle, from strawberry fruit – many nuts with a fleshy receptacle.

Interactive learning with games, allows to solve several problems at once, the main of which is the development of communication skills, helps establish emotional contact between the students, provide educational task as teaches team work, listen to the views of his comrades. Using interactive forms in the learning process, as practice shows, relieves nervous tension of students and makes it possible to change the shape of their activities, to switch attention to the key issues of training topics.

Developed and tested botany lessons with interactive didactic game elements, showed that ensure the inclusion of students (even passive) in active cognitive activity, increasing their level of motivation to the subject, with didactic games and workbook. The use of various interactive forms and methods of using educational games, allows each student to move to a higher level of knowledge.

The results of the interactive educational process using the developed didactic games Biology (Grade 6) proved effective.

References to sources:

1. Demidov, S. V. Interactive lessons. Methods of teaching in modern school. [Electronic resource] / S. V. Demidova – URL: http://nsportal.runachalnaya-shkolamaterialy-mointeraktivnye-metody-obucheni the Title. screen (accessed 4.11.13)2. Ivchenko, S. Entertaining about botany. [Text] - M.: publishing house "Young guard", 1972. -224 p. 3. Kalinina, A. A. Job development for biology: grade 6 [Text]: 3rd ed. revised – M.: WACO, 2011. – 384 p. 4. Leontiev, O. M. Biology: grade 6 (Games lessons) [Text]: teacher's Guide. – M.: OOO "Firm "Publishing house AST", 1998. - 128 p.5. Nikishov, A. I. Botany. Flowering plants. The reproduction of plants [Text]: workbook for 6th class. – M.: NGO "School": "The open world", 1997. – 112 p. 6. A collection of original teaching materials for environmental and biological area [Text] – Abakan: "Journalist", 2005. -136 C.7. A collection of environmental games [Text]: materials of the seminar for professionals on environmental education August 1999. Germany o-V. rügen / Y. A. Sevruk, Eva Klein, E. B. Knizhnikov, O. Sivoho, N. Shpilenok.

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