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Educational computer games in geography

100%
Pokojski W.
Edukacja Biologiczna i Środowiskowa
|
2017
|
issue 1
50-56
EN
The Internet provide access to interactive websites and applications on-line for learning. The article presents an overview of the didactic games in a field of geographical education available mainly in the form of websites and online applications enabling interactive learning. This article contain evaluation of these games.
2

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСНОВИ ДИФЕРЕНЦІЙОВАНОГО НАВЧАННЯ ФІЗИКИ В ЗАГАЛЬНООСВІТНІХ НАВЧАЛЬНИХ ЗАКЛАДАХ

88%
Олександр Ц.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 2(66)
309-319
EN
Place of work: National М. P. Dragomanov pedagogical university, Ukraine Individual and differentiated approaches in teaching are necessary to use all potential possibilities of the students and develop them, taking into account individual peculiarities. The humane attitude toward a student will bemanifested in this way. The students need to be helped, rather than “pushed” or “pulled” in order to reveal their potential abilities.Afavorable environment and comfort must be created for each student. And it is possible only when their individual features are taken into consideration. The article demonstrates that propaedeutic preparation for the lessons-seminars and the lessons-conferences is more effective and more efficient when didactic games are widely and systematicaly used in the 7 - 9 forms to solve a number of important tasks - to create the emotional mood of the class; to favor all students’ readiness for active intellectual activity; to discipline students, to bring up feeling of responsibility; to cause mental activitywithout causing mental fatigue; to train every student to coordinate their actions with the actions of all the class; to culcate skills of self-control, work with additional informative sources, to develop fresh thinking. For scientific organization of an educational process a teacher needs to have not only good knowledge of theoretical physics and methods of its teaching, but also general psychological laws of teaching and learning processes, mastering knowledge, and developing abilities and skills of logical and dialectical thinking. Fundamental knowledge of psychological patterns of the process of integrated personality forming, ability to regard the age and individual differences of students’ mental development (such as student’s personality orientation including interests, inclinations and capabilities,attitude to learning, work, collective and himself; volitional and emotional qualities that include independence of thoughts and actions, initiative, persistence, dedication, level of emotional disturbed, the power and depth of emotional experiences, stability and direction of feelings; features of cognitive activity and mental development of students including attention, memory, thinking, speech, imagination, capabilities) are very important.
3
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Rozwijanie aktywności twórczej uczniów poprzez gry dydaktyczne

75%
Długosz A.
Edukacja-Technika-Informatyka
|
2019
|
vol. 10
|
issue 4
46-52
EN
The task of modern school is not to transmit extensive theoretical knowledge but to preparestudents for continuous learning, creating new and valuable things, searching for unconventionalsolutions, and thus developing thinking, independence, creativity, and creative activity. Developing creative activity promotes teacher, his personality and way of working with students. Thearticle indicates the possibility of the development of creative activity of students through educational games.
PL
Zadaniem współczesnej szkoły nie jest przekazywanie rozległej wiedzy teoretycznej, ale też przygotowanie uczniów do ciągłego uczenia się, tworzenia rzeczy nowych i wartościowych, szukania niekonwencjonalnych rozwiązań, a więc rozwijanie myślenia, samodzielności, pomysłowości, twórczej aktywności. Rozwijaniu aktywności twórczej sprzyja nauczyciel – jego osobowość oraz sposób pracy z uczniami. W artykule wskazano na możliwość rozwijania aktywności twórczej uczniów poprzez gry dydaktyczne.
4
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The Usage of Interactive Teaching Methods in L2 Classroom to Enhance Future Philologists’ Subjectness

63%
ARISTOVA N.
Edukacja-Technika-Informatyka
|
2017
|
vol. 8
|
issue 1
53-57
EN
The author discusses the problem of eliciting and implementing interactive teaching methods in L2 classroom to enhance future philologists’ subjectness. The necessity to use interactive teaching methods such as educational discussion, didactic games, debates, ‘workshop’ method, partial-ly-inquisitive and research methods is theoretically grounded in the article.
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