Didactic games as a component of game pedagogical technologies in geography lessons

The game is a type of activity in situations aimed at recreating and assimilating experience, in which self-government of behavior develops and improves.
Didactic games are seen as a type of imitation. The basic idea of imitation as a means of learning is to encourage students to put themselves in the shoes of others, to try to see a situation as someone from the outside would see it, to try to solve it through realistic participation in it.

Didactic game is:
(A) Special treatment of the world around them (meaning that mentally for each participant, except the real world, there is a world of his imagination, possibly coinciding with the world of his dreams, which creates his irresistible attractiveness for the individual and gaming value);
(B) The subjective activities of the participants (which provides most favoured nation treatment for the manifestation of the individual qualities of each participant in the game, makes it possible to record their "I" not only in the play activity, but also in the entire system of interpersonal relationships: personality-person, personality-group, personality-teacher);
(C) a socially specified type of activity (the conditions themselves exclude a passive position, regardless of the internal structure and mood, the participant is obliged to play, he cannot sit out, and, therefore, is obliged to play to win);
(D) The special content of assimilation (determined by its unobtrusive form, when theoretical, methodological, and practical knowledge and skills are perceived by the participant in the game in the form of natural, and not forced, memorization of volumes of information);
(D) The social-pedagogical "form of organization of life" (it is assumed that certain forms of social behavior are also practiced in the process of play, which in later real life are reproduced with more or less similarity by the participants).

The structure of the didactic game includes
1 roles taken on by the players;
2 game use of objects, replacement of real objects with game ones;
3 real relationships;
4 game content.
There are several types of games used in the educational process: natural games and artificial games (imitation - role-playing, business and game design, and non-imitation - puzzles, crosswords).

Types of role playing:

1. Representation in faces (staging);
2. Going beyond the real history (for example, developing a situation related to what would happen to the Krasnodar region if a npp were built);
3. Action for the other: trying to understand the actions of another person (for example, the director of a plant) through accepting in the game his attitudes, usual ways of acting and thinking, and placing himself in the circumstances of his actions;
4. Transfer to the modern situation (for example, a meeting of the commission, which in modern conditions should decide the issue of building a pulp and paper mill on the shores of Lake Baikal);
5. Simulation game according to a certain scenario, which may be related to resolving the issue (for example, about using the territory as mass tourism);
6. Training in using the role (for example, practicing the actions of an inspector when detaining a poacher).

Didactic games solve the following problems:

1. The rapid changes that are taking place in the socio-political and socio-economic situation in the country require an adequate response of the educational process to the assimilation of the basic concepts and patterns of development of features to the establishment of relationships between socio-economic systems;
2. The formation of modern thinking is possible when using the methods of socio-economic geography as a science in the cognitive activities of students;
3. Didactic games combine elements of economic and social monitoring, environmental-economic expertise, technological forecast of development in specific simulated situations in relation to a specific geographical space and time;
4. Behavioral situations and role positions simulated in games contribute to the development of professional and social orientation of students, as they involve the formation of skills in making individual and collective decisions based on scientific and social analysis, and make the training of game participants motivated, developmental, personal and socially significant.

Marketing Simulation Game (10th grade lesson simulation).
This lesson is conducted after a general review of the world, before studying the regional part.
Objectives: to increase the cognitive activity of pupils to generate interest in the regional study of countries.
The class is divided into groups of 5-6 people.

Lesson progress

The topic of the Marketing lesson is written on the board.

The motto is "Make what is bought, not buy what is produced".

1. 1. Opening remarks by the teacher (purpose of the lesson, familiarization with the progress of the game).
   2. Creating a hypothetical image of the territory The group is issued a task card.

- Based on the natural resources in your territory, identify the industries that it is advisable to develop in your territory.
- Specify what raw materials you will take to produce products for each industry (your own or imported).
- What finished products will you receive? What will you export?
- Based on natural conditions, identify the sectors of specialization of agriculture What will you grow? Which industry will prevail and why? What products will you export?
- Assume and show by map where in the globe your territory may be.
- Give an overview of the area as planned:
(A) Name of country (you can come up with your own)
(b) Geographical location
(c) Development of industry and agriculture
(D) Communication on exports and imports
(D) Country advertising

1. Summing up.

During the game, concepts such as specialization, market, export and import are strengthened, creativity, entrepreneurship are manifested, and the ability to think economically develops.

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