Комп'ютерні ігри у процесі вивчення історії: американський досвід навчання учнів середньої школи

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Ескіз
Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Статтю присвячено актуальній для української педагогічної реальності проблемі - вивченню американського досвіду використання комп'ютерних ігор для розвитку в учнів середніх шкіл історичного мислення. У статті з'ясовано сутність категорії історична цифрова грамотність. Обґрунтовано, що використання історичних симуляційних ігор є важливим засобом розвитку когнітивних, колаборативних, комунікативних та креативних умінь учнів. Висвітлено особливості й визначено умови ефективного використання комп'ютерних ігор на уроках історії у старших класах шкіл США.
The article is devoted to the actual problem of Ukrainian educational reality - the development of historical thinking of secondary school students. Creating conditions for a profound, versatile and at the same time active perception of the historical process becomes an important pedagogical task. Modern teachers need to understand the value of using digital technologies, namely, computer games to master historical knowledge. In this context, the experience of American scholars who are confidently the leaders in the development of digital humanistic pedagogy, including digital history, is particularly valuable. The purpose of the article is to highlight the peculiarities of computer games' use at history lessons of the US high school. Historical knowledge is acquired by students in American schools within the framework of the Social Discipline course, which usually combines the study of history, geography, the basics of economics, public administration, social science, sociology, and anthropology. In recent years, the rapid development of digital sources, resources and tools has affected the transformation of approaches and methods of teaching history in American education system, as technologies provide attractive opportunities for learning the educational material, contribute to the formation of historical digital literacy. By definition of T. Hangen, associate professor of the US History Department of the 19th-20th Century, Worcester State University (Mass.), historical digital literacy assumes students' ability to use digital tools and resources to explore the past, which allow encoding, saving, searching information, analyzing data, creating visual presentations. Students with historical digital literacy demonstrate breadth and flexibility of thinking, remaining open to new and often spontaneous ways of using digital tools borrowed from various sources. They treat themselves as creators, not just consumers, of historical knowledge. One of the most important approaches to the formation of historical digital literacy is the use of computer games. Of particular interest is the twenty-year experience of using games in the process of teaching history by a renowned researcher and teacher PhD Jeremy McCall. The article describes the results of a study conducted by the US researchers in 2016 entitled "Learning, Education and Games", aimed at exploring the possibilities and problems of using digital games during the study of social disciplines in high school. Although the use of different types of games is a common approach to learning by many teachers, the proliferation of digital games is weak. This includes educational games (designed for learning) and commercial games (created for entertainment but successfully used for training). The research has shown that in order to use digital games effectively, teachers of history should be competent in two areas. Firstly, an understanding of the nature and content of history as a discipline and pedagogical purposes of teaching history, and secondly, knowledge of different types of games and their characteristics. With solid knowledge in both of these areas, teachers can balance students' play with historical ideas in digital games and implement techniques that allow students to get out of the game reality in order to discuss and reflect their experience, including its strengths and limitations, to study history. This study suggests that the profound competence of teachers in both areas can be shaped by partnership and collaboration between educators, students, scientists, gamers and developers. Digital technologies undoubtedly transform education in Ukrainian realities, that is why history teachers should actively work on the formation of students historical digital literacy, which will help to ensure effective study of the past in the future.
Опис
Ключові слова
американський досвід, історична освіта, середня школа, комп'ютерні ігри, історична цифрова грамотність, American experience, history education, high school, computer games, historical digital literacy
Бібліографічний опис
Лещенко, П. Комп'ютерні ігри у процесі вивчення історії: американський досвід навчання учнів середньої школи [Текст] / П. Лещенко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова [та ін.]. – Суми : Вид-во СумДПУ імені А. С. Макаренка, 2018. – № 1 (75). – С. 144–152.