В статье рассмотрены теоретические основы использования технологии сюжетно-игрового интенсива и особенности его использования для формирования компетенций речи у детей 9-11 лет в процессе обучения английскому языку. Изучение наработок по использованию игр в учебном процессе младшей школы позволило нам сформулировать теоретические основы использования технологии сюжетных игр, определить их место в общей классификации игровых форм организации учебной деятельности, в частности, в процессе обучения английскому языку, и выработать авторское определение термина «сюжетно-игровой интенсив». Интеракции реализуются в коммуникативных ситуациях, что создает основу для применения детьми компетенций, приобретенных ими в течение их предыдущего жизненного и познавательно-развивающего опыта, и способствует дальнейшему развитию компетенций. Игра, основанная на сюжете, включает в себя такие элементы, как: игровое проектирование, имитационный тренинг, разыгрывание ролей, дискуссию. Сюжет и игра являются не только одними из оптимальных способов для детей, и особенно младшего школьного возраста, изучать язык, но и помогает школьникам понять социально-культурные аспекты и контекст, который создает основу для взаимодействия детей в приближенном к реальной жизни общении, поскольку носит коллективный характер. Среди особенностей использования технологии (учебной модели) автор выделяет ее компетентностно-ориентированный характер, гибкость и соответствие психологическим характеристикам детей указанного возраста.
The article discusses the theoretical foundations of the use of story-game intensive technology and the features of its use for the formation of speech competencies in children aged 9-11 years in the process of learning English. Studying developments on the use of games in the elementary school educational process allowed us to formulate the theoretical foundations of the use of story game technology, determine their place in the general classification of game forms of educational activities, in particular, in the process of teaching English, and develop an author's definition of the term "story-game intensive". Interactions are implemented in communicative situations, which creates the basis for children to apply the competencies they acquired during their previous life and cognitive development experience, and contributes to the further development of competencies. The story-based game includes elements such as game design, simulation training, role-playing, and discussion. The plot and the game are not only one of the optimal ways for children, and especially of primary school age, to learn a language, but also helps students understand socio-cultural aspects and context, which creates the basis for children's interaction in close to real-life communication, since it is of a collective nature. Among the features of using technology (educational model), the author highlights its competence-oriented nature, flexibility and compliance with the psychological characteristics of children of the specified age.
The article discusses the theoretical foundations of the use of story-game intensive technology and the features of its use for the formation of speech competencies in children aged 9-11 years in the process of learning English. Studying developments on the use of games in the elementary school educational process allowed us to formulate the theoretical foundations of the use of story game technology, determine their place in the general classification of game forms of educational activities, in particular, in the process of teaching English, and develop an author's definition of the term "story-game intensive". Interactions are implemented in communicative situations, which creates the basis for children to apply the competencies they acquired during their previous life and cognitive development experience, and contributes to the further development of competencies. The story-based game includes elements such as game design, simulation training, role-playing, and discussion. The plot and the game are not only one of the optimal ways for children, and especially of primary school age, to learn a language, but also helps students understand socio-cultural aspects and context, which creates the basis for children's interaction in close to real-life communication, since it is of a collective nature. Among the features of using technology (educational model), the author highlights its competence-oriented nature, flexibility and compliance with the psychological characteristics of children of the specified age.