The game of chess develops the skill of self-organization, the ability to navigate in a rapidly changing situation, a sense of responsibility for decision, orients the student to work, his own efforts. Like no other game, chess uses modern information and communication technologies.
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Teaching junior schoolchildren to play chess using computer technology (additional education).
In the conditions of our life, parents strive to give the child as much quality knowledge and skills as possible, to develop him comprehensively. It is unnecessary to talk about the benefits of playing chess for the development of memory, logical thinking, and creativity. The game of chess develops the skill of self-organization, the ability to navigate in a rapidly changing situation, a sense of responsibility for the decision made, orients the student to work, his own efforts. Like no other game, chess uses modern information and communication technologies.
Principles underlying the program additional education- developmental learning, individualization and differentiation of learning, visibility, accessibility of information, sequence - from simple to complex, the introduction of a game element into the learning process, are mandatory attributes of each lesson. The independence and activity of each student is stimulated, they are offered tasks aimed at developing memory, attention and logical thinking. Attracting a computer is not seen as an end in itself, but as a way to enhance the creative development of the individual.
We believe that it is pedagogically expedient to include teaching chess and computer technology in elementary school. Since, the inclusion of computer training programs in the process of teaching younger students can improve the effectiveness of learning. Computer programs for young children are, first of all, educational games that actively use visual images (to form abstract concepts and skills), as well as active forms of work of the child himself, since in primary school game form activity is leading and is of great importance for children. Computer training programs, providing management of educational activities, serve as a tool cognitive development children.
We should not forget about the importance of chess in the development of students' creative abilities. The game of chess in general and the game of chess with a PC in particular, as well as numerous exercises in solving chess problems, develop the logical thinking of students. The ability to set a goal, solve a task, isolating the main thing and abstracting from the secondary, make decisions both on the basis of accurate calculation and on the basis of intuitive heuristic decisions - qualities that are most successfully developed through serious chess lessons.
The study of the methods and techniques of chess combat essentially represents one of the sides of the multifaceted process of comprehending the truth. Enriched with new acquired knowledge, children set higher personal goals, improving the results of their performances in competitions, increasing their chess qualifications (ranks).
On the topic: methodological developments, presentations and notes
STUDENT TRAINING USING COMPUTER TECHNOLOGIES AND MODULAR RATING SYSTEM. STUDENT TRAINING USING COMPUTER TECHNOLOGIES AND MODULAR RATING SYSTEM. LEARNING STUDENTS USING COMPUTER TECHNOLOGIES AND MO
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Infocommunication educational resources
for the training of social teachers-organizers of chess work at the RSSU
Mikhailova I. V. ( [email protected])
Russian State Social University, Moscow
The Government of Moscow, recognizing the principle of equal opportunities in the field of education for children and youth with disabilities, declared 2009 the Year of Equal Opportunities and set the task for the teaching staff to develop a system of measures to implement this principle. We emphasize that the use of chess as a learning model can become one of the innovative approaches to solving the problem of social adaptation and rehabilitation of disabled children, since in chess the result is determined by the abstract-logical outplaying of an opponent, and not by the physical activity of an individual. That is why chess as a sport is so in demand among the disabled.
However, the integration of disabled people into the educational chess environment is complicated by a number of obstacles that have a different scale and nature. In particular, there is a big problem movement of such people to participate in chess events. Technical and hygienic requirements are rising sharply. A specific modification of the workplace is required. So, when playing chess, it is often difficult for disabled people to physically make and record a move. There is also a personnel problem - in many regions of Russia there is an acute shortage of social chess teachers who understand the specifics of the mental states of such people and are able to individualize training.
In order to overcome these difficulties, employees of the Department of Pedagogy and Organization of Chess Work of the Russian State Social University designed and conducted an initial approbation of distance learning chess for disabled people, based on the use of chess computer programs and chess resources of the Internet. Consider remote and traditional form teaching the basics of adaptive chess sport to disabled people.
The learning process can be conducted under the guidance of a teacher according to the generally accepted methodology, used, for example, on the basis of the Moscow special boarding school No. 31; or be carried out remotely - using specially developed chess computer programs and telecommunications tools according to an experimental methodology on the basis of the International Center for Chess Education (ICSE), created on the initiative of the rector of the RSSU, the president of the Moscow Chess Federation, V.I. Zhukov. The MTSSHO has powerful material and technical equipment, personnel, information and software and is ready to coordinate the work of integrating Russian children into the world community with handicapped means of information and communication resources of chess. The center has 4 tournament halls for chess competitions, a computer class for 20 workstations connected to the Internet, a lecture hall with a demonstration screen and electronic chess boards, a specialized chess library, office space, a power supply unit.
It can be assumed that every personal computer with installed chess programs, tools for working with Internet chess resources and electronic chess databases has the functions of an artificial teacher's assistant. It should be noted that the main principles of this form of education are the organization of independent cognitive activity of chess players in a developed learning environment based on computer and telecommunication technologies, and prompt communication between the trainer-teacher and the student using telecommunications.
It is the cumulative action of infocommunication components that can be considered as the action of an "artificial" assistant (AI) of a social teacher-organizer of chess work. Didactic infocommunication teaching aids in chess can be classified according to their functional purpose (the nature of the educational tasks being solved). The main didactic infocommunication means of teaching in chess are:
information retrieval system (IPS) - the function of searching and providing information;
educational and methodical complexes (EMC) - the function of e-teaching;
chess computer programs (CP) and electronic textbooks (ET) - function chess game, chess problem book and textbook;
chess information, training and gaming Internet portals that perform the above functions in real time.
Let's consider the existing objects of the implementation of chess didactic infocommunication means using specific examples. IPS Chess Assistant (IPS SA) is a multifunctional system for working and analyzing chess games, which has game training. Therefore, in the process of performing at the World Chess Olympiads and other tournaments of adaptive chess sports of the highest achievements, it is of great importance to use the information retrieval function that forms the information retrieval system - IPS SA in the preparation. Compared to debut reference books, the speed of information processing when using it increases not even by tens, but by hundreds of times.
It should be noted that the main information educational resources, regardless of the type of distance learning technology used, are educational and methodological complexes that provide effective training of chess players. The following principles of the conceptual framework of the WCU have been singled out. This is the principle of operational feedback, inherent in all computer programs and programming individualized learning. The most popular are the EMC "Chess elective at school", created by the staff of the Department of Pedagogy and Organization of Chess Work of the RSSU and the EMC "Chess University", which have high level methodical, informational and educational materials. For teaching blind and visually impaired chess players, the EMC "Chess elective" was voiced in MP3 format.
Training programs-simulators, consisting of gaming and training CPs, involve the assimilation of new information. The main function of the CP is to develop the skills and abilities of chess mastery in all aspects of chess improvement. A variety of chess teaching material is well selected and systematized in such teaching chess programs as: "Encyclopedia of the Middlegame" (I, II, III); "Chess strategy", "Etudes for practitioners", "Encyclopedia of opening mistakes", CT-ART 3.0 (training program for chess tactics). The main function of game computer programs is to perform the function of a sparring partner. In addition, chess players successfully use game CPs in the process of training to analyze critical positions at all stages of a chess game. Among the leading chess game programs, Rybka, Deer Fritz, Junior, Chess Tiger stand out.
Leading trainers-teachers use the author's ES in the preparation of their students. In our case, the ES "Thinking in Schemes" (3) was developed and tested. The need to create an electronic database according to the "Thinking in Schemes" strategy was dictated by the fact that the strategic thinking of "artificial" intelligence, implemented through the work of teaching and playing computer chess programs, turned out to be ineffective for the development of strategic thinking of a young chess player. Therefore, more than 500 examples from the practice of "natural" intelligence were structured, when the strategic thinking of world chess champions is used as a reference model in the preparation of a chess player.
An important factor that optimizes the training of chess players and expands its capabilities is the use of Internet chess resources. They consist of game, information and training portals. Among gaming portals, ICC [domain name is www.chessclub.com], Playchess and Chess Planet stand out. A powerful information resource of the Internet, which formed the virtual educational chess environment of the RSSU, was the website of our department, created last year by the faculty and students.
The formation of a theoretical concept and a practical model for the use of adaptive chess education and upbringing makes it possible to develop a complex of special knowledge, vitally and professionally necessary skills and abilities, to form a conscious attitude to one's strengths and abilities. The study of the phenomenon of the chess game as a means and mechanism for the integration of disabled children, carried out at the Moscow Central School of Education RSSU, and the development of practical recommendations on this basis, allows not declaratively, but actually solving many specific problems of the formation of activity competencies in this group of people.
The use of information and communication resources of chess in the process of updating the intellectual potential of children with disabilities creates more favorable integration opportunities for the practical implementation of the principle of equal opportunities in accordance with the World Program of Action for the Disabled. The use of world information, training and game chess portals makes it possible to attract highly qualified coaching and teaching staff and sparring partners to train disabled chess players in remote regions of Russia. We emphasize that software tools become valuable elements of the process of training chess players only when they are used in close connection with the methodological support of training - the use of information and communication technologies. The choice of specific didactic tools used in the process of training and performance of athletes depends not so much on the material equipment of the Youth Sports School and other chess educational institutions with computers and software, but, first of all, on the use of carefully developed and precisely verified innovative teaching and education methods.
I have always had a pessimistic view of using the skills of sports games in life situations. What can they give us for life, except gambling? Let's take chess, for example. A very difficult game that consists in manipulating wooden figurines depending on their functional features. For what?
Preoccupied with this question for quite a long time, I found the answer to my question. It was enough to plunge into the historical chess information space and everything became extremely clear.
The history of chess begins more than one and a half thousand years ago. The name symbolically consists of two roots: check and mat, which means: the ruler is dead. Speaking about chess, we find nothing mysterious and surprising in this, except for the famous chess grandmasters Kasparov, Karpov. The very same chess field and the figures standing on it can tell extraordinary stories that remain somewhere in the shadow of the players. But, nevertheless, chess is considered a mystery of mankind, since in ancient times it was they who were used as diagnostics and predictions. The secret of the mysterious system of this game, with a rather intriguing name, belonged only to ancient emperors, sages and magicians. With the help of chess, these wise men close to the emperor predicted the outcome of battles and negotiations. It was they who diagnosed tactics in the conduct of court events. The chessboard was large, resembling a battlefield. The emperor spent hours at the chessboard, even alone, playing in turn either white or black pieces. Now all this is available to everyone. The main condition is to learn the rules of the game and learn the features of each of the six figures.
If you look at the life of a person as a whole, you can see that it resembles a chessboard, on which subjects - the main and not very important perform actions in order to secure themselves and their country, as they say now, a place in the sun.
On a chessboard, as on a field of action, a complete picture is visible: who is who, a clear structured handwriting of a strategist who controls all the pieces is visible. I, as a teacher, was very interested in this, I'm not afraid of this word, a masterpiece game, completely reminiscent of life. I never knew how to play chess. But, having become interested, she presented the system of work of a teacher through the prism of a chess game.
What did it give me? Firstly, I was clearly able to associate chess pieces with the forms of my own activity regarding the formation of functional literacy in students through critical thinking strategies. She determined the hierarchy of the system of chess pieces: the viability of which leading pieces directly depends on the functionality of others, whose status is an order of magnitude lower. Second, by associating educational system with a chess game, found that the rules of the chess game helped me evaluate the influence of the teacher's work system on the decision of the final result as a whole. Thirdly, a representative sample of figures showed how justified tactical actions are in relation to performance. Fourthly, both chess and pedagogy are sciences that study the patterns of transferring social experience, aimed at the development and formation of an intellectual, harmonious human personality.
One can endlessly enumerate the points of contact between the chess game and the teacher's work system. But, you should always remember that every science has a strict concept, and it is strictly forbidden to shift one to another. You can only look at one subject through the prism of another and, having noted the winning positions, apply it without violating scientific concepts. Thus, this once again proves the positiveness of the integration of education and science, as necessary condition for lifelong learning, contributing not only to raising the prestige of the teacher, but also to the formation of a functionally literate personality of the student.
In my system of work on the formation of functional literacy through critical thinking strategies, I present my own activities through the prism of a chess game.
Chess science presents six unique types of pieces. Each figure has its own unique name. Each of them is endowed with certain functionality. They differ in the power of impact force and are tied to a specific situation on the chess field. There are pieces that the strategist sacrifices to get a positive result. In the event of a clash of forces, the strategist is given the opportunity to exchange pieces in order to achieve victory.
The teacher himself acts as a strategist:
Deep knowledge of pedagogical science, possessing the skill of process management (in this case training),
moral and ethical principles,
Able to establish partnerships with all participants in the educational process,
Owning an arsenal of modern pedagogical tools in the context of TRKM,
Able to evaluate the rationality of certain tactical steps in relation to the result.
If we interpret the roles of chess pieces and introduce positive aspects into pedagogical practice, then it may look something like this. We will present the functional capabilities of chess pieces in a hierarchical order: from the highest rank to the lowest.
The chess piece - the King - is the most important piece. According to the rules, you can't play without him, you can't beat him. The king can move to any adjacent square next to him in any direction (horizontally, diagonally or vertically), but only if this square is not attacked by enemy pieces or is not occupied by his own. The king strikes in the same way as it moves, that is, it can eat any enemy piece standing nearby (if it is not protected). If we transfer the functional advantages to the pedagogical paradigm, then innovations, the implementation of engineering in any educational process, can act as the king. In practice, it looks like this: the ongoing injection of innovations in a collision with another previously tested technology either outlives it, for the loss of relevance, or integrates it with innovations, using it as a "scaffold - scaffolding" (according to Mercer) to adapt the introduced innovations.
Another chess piece is the strongest - the Queen - this is the commander, the general of the chess army. Therefore, it must be protected so that it is not just beaten. The queen moves both like a bishop and like a rook, can move diagonally, vertically and horizontally to any number of squares. Performs a strike in the same way. The functional role of the Queen in the pedagogical field is played by the resource support of the pedagogical process as a whole, including technical resources. It is the resource provision vertically and diagonally (the system of upbringing, educational and additional education) that can ensure the high-quality implementation of innovations to improve the quality educational services schools. Like the Queen, resource support, so that it does not lose its capabilities, must be protected and not wasted on trifles. In other words, it is necessary to teach participants in the educational process how to use resource provision in such a way as to achieve maximum effect at a minimum cost.
And now the next chess piece enters the chess field - the rook - the second most powerful piece from the queen, moves vertically and horizontally, on which it is located, on the pedagogical field, in the functional capabilities of the rook, the integration of educational subjects appears (intra-subject - integration of the thematic range within one educational areas, interdisciplinary - integration of the thematic range of several educational areas, transdisciplinary - integration of teaching and educational + additional education integration) through the implementation of projects. Projects are distinguished by their diversity: case-lesson, the country of author's fairy tales, pedagogical workshops, the search for truth, business games, case betting, technology open space And so on. The teacher can create his own projects and involve students in them regarding their individual and age characteristics. Thus, the participants in the educational process will travel on the boat, developing their personal potential in relation to various educational trajectories, integrating common themes of various subject areas.
The bishop is a long-range piece, like a rook and a queen. The obvious disadvantage of the bishop is that it can only walk on squares of one color. In the pedagogical field, these functions will be valuable in distributing the potential of students, that is, the formation of groups of students to work in the classroom, taking into account their motivational needs, who are interested in independent search and promotion of knowledge. Group rotation may look like this: couples /leader + 1/, small groups /leader + 2/, large groups /moderator + leader + time manager + 3/. With proper distribution, the result will exceed your expectations.
The most unusual figure is the Horse. He walks with the letter "G": two fields vertically and one horizontally, or vice versa - two fields horizontally and one vertically. He is very strong in closed positions (when the pawns of both sides are against each other), since he is the only piece that can jump over obstacles in its path. It is this function in the educational process that the system of assessment of teaching and learning can play. Evaluation of achievements can be direct (horizontal) - summative (expressed by a specific score on a five-point system), or vertical - formative (not expressed by a specific score). Here for the teacher there is a wide range of assessment, the value of which is a view "from the outside" - independent evaluation: mutual assessment of classmates, self-assessment, teacher assessment. In order for the assessment to be objective, the teacher prepares assessment sheets indicating descriptors, according to which the assessment itself and mutual assessment will be objective and reasoned. Thus, the function of the horse "jumping" will be justified for the teacher in the assessment, taking into account the "side view".
Well, the lowest rank in chess belongs to the Pawn. In chess, it is not customary to call it a piece, but the masters call the pawn the "soul of the chess game" because of its importance on the playing field. It protects and supports the main figures. In the future, if successful, it turns into any strong figure. Here the words of Suvorov come to mind: “The soldier who does not dream of becoming a general is bad.” Healthy ambition has always provided a breakthrough in any area of human development. Therefore, in the pedagogical field, the Pawn's functional affiliation refers to a teacher of a new formation, who has experienced reframing, who understands that the new world, the new school needs a new teacher who is able to create a comfortable atmosphere of innovative education. Support and development of innovative practices in educational organizations - a necessary postulate modern school. The implementers of engineering are teachers of a new formation, whose activities take place in a strictly measured system: in the classroom, within the school, in the development of professional network communities. This is the only way to bring education to a new level.
Only six pieces on the chessboard - king, queen, rook, knight, bishop, pawn. And what challenging tasks they are able to decide on a chessboard! We have a lot to learn from them. Having adopted the system of interaction of pieces on the chessboard and transferring their conceptual foundations to the field of pedagogical practice, one can come to the creation new system education. It is enough to constructively prioritize and distribute functional responsibilities.
Returning to the mode of the education system, moving away from the interpreted associations of the chess world, it should be concluded that the driving forces of the pedagogical process have always been contradictions that have had a beneficial effect on the development of any educational direction.
We, local educators, are creating new systems for the implementation of State educational standards into the practice of teaching and learning. All this is to ensure that our graduates are not only sought-after specialists in the labor market in the future, can extract the necessary information on their own and use it in life situations, but also be mobile in matters of reprofiling their profession. After all, the world does not stand still. Today, teachers, doctors, builders, engineers, designers, etc. are in demand. And who will be in demand tomorrow?! Nobody knows this... But we are sure that our children will be ready for it! Because we use a non-standard approach to solving the problems of modern education.
Creating our own system, we are not trying, as they say now, to “reinvent the wheel” a second time. We use the baggage of ideas that is the world heritage of mankind. Only we apply these ideas not in their pure form, but through a certain prism, interpreting, conditionally designating aspects of the system itself, finding common ground. And to use the unique invention of human thought - chess - in solving pedagogical problems - another invention of human thought for the benefit of mankind.
All-Russian Conference "Organization of the educational process in a preschool educational institution in the context of the implementation of the Federal State Educational Standard of DO"
Relevance
The Government of the Russian Federation pays great attention to the issue of promoting chess education, which is noted in the Program for the Development of Chess in Russian Federation for 2011-2018. Khanty-Mansiysk Okrug for a relatively short term came to the fore in the development of chess education. During the opening of the 17th Anatoly Karpov International Chess Tournament, which was held in the urban-type settlement of Poikovsky, Natalya Komarova made a statement that our district was switching to universal chess education.
In this regard, one of the key tasks of modernization in the education system is the search, testing and integration into educational process disciplines that contribute to the intellectual development of the younger generation. The great experience accumulated in many countries makes it possible to consider chess as one of such subjects.
Vice President of the Russian Federation Dmitry Anatolyevich Medvedev, putting forward the initiative "Our new school", emphasized that the concept of four "I" (which includes institutions, investments, infrastructure and innovations) should be supplemented with a fifth component - Intelligence.
Research by our scientists shows that chess is a powerful catalyst for the development of children's intelligence.
An outstanding Russian teacher V.A. Sukhomlinsky wrote: "Without chess, one cannot imagine the education of mental abilities and memory."
Chess activity affects the formation of arbitrary mental processes in children; in the game, they develop voluntary attention and arbitrary memory. In the conditions of the game, children concentrate better and remember more. The game of chess organizes the child's feelings, his moral qualities and behavior. Teaching the game of chess allows the fullest use of the potential inherent in the ancient game in the formation of the logical thinking of preschoolers.
The relevance of the problem of teaching preschoolers to play chess is due to the creation of pedagogical conditions for the formation of intellectual abilities.
An analysis of the results of a survey of parents showed: 100% of parents believe that playing chess has a positive effect on the development of children's intelligence, 100% of parents would like their child to learn how to play chess, and 70% believe that learning to play chess can be started already in children's garden.
Project summary
The material of the project on the organization of chess activities is one of the main aspects of intellectual development. The ways of solving the problems of creating pedagogical conditions for the intellectual development of pupils by means of chess activity are shown, in the implementation of which the manifestations of intellectual abilities in children preparing to enter school are obvious.
A feature of the presented material is its consistency in organizing work on chess activities in kindergarten (the closest social environment), resource support for the pedagogical process, material and technical equipment, communication with society.
The material is focused on the development of the child's intellectual abilities in the process of chess activity.
The main directions of the project are: creation of psychological and pedagogical conditions for the successful popularization of chess among children preschool age and parents, ensuring the unity of the educational space on the territory of the district, mastering the basics of a chess game for a preschooler; formation of prerequisites for a conscious attitude of a preschooler to such a sport as chess.
Passport of the project "Chess for preschool children"
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name of the project |
"Chess for preschoolers" |
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Project developers |
Working group |
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Project Purpose |
The project is intended for leaders, methodologists and educators of preschool educational institutions, it is recommended for teachers of additional education and primary school teachers, as it is aimed at providing practical assistance to the teaching staff of preschool institutions in developing a model methodical work and planning for chess education, including the creation of a developing subject-spatial environment in kindergarten, coordination of pedagogical interaction, organization of various types of intellectual activities for children, popularization of the chess game among parents. |
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Objective of the project |
develop and implement pedagogical conditions for the formation of intellectual abilities of preschoolers by means of chess activities. |
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Project objectives |
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Project implementation timeline |
Stage 1 - design (2014-2015 academic year)
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Expected Result |
Pupil: Through the introduction of chess education, senior preschoolers will develop intellectual abilities, improve important components of school readiness, such as:
Parents:
Teachers:
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Project "Chess for preschool children"
