EDUCATION OF PATRIOTISM OF YOUNGER TEENAGERS BY MEANS OF GAMIFICATION
Abstract
The article reveals the relevance of patriotic education, substantiates the emergence of new modernized, rethought forms and methods of work in the context of patriotic education. The scientific understanding of the education of patriotism on the basis of the model of humanistic-oriented developmental education through the subject-subject and socio-pedagogical strategy is revealed.
Possibilities for realization of these strategies through using means of gamification as space for creation of effective conditions of education of the citizen-patriot are substantiated. Gamification is characterized as one of the key trends in education in the XXI century.
The purpose of the article is to reveal the potential of gamification in the process of educating the patriotism of young adolescents, to identify the benefits and possible risks, to expand teachers' understanding of the possibilities and resource potential of gamification in education. The advantages of gamification as a means of patriotic education are described, the optimality of using this tool in work with younger adolescents is revealed, the peculiarities of gamification introduction in this age period are revealed, the task of gamification in the context of patriotic education is revealed.
The novelty of the study is to introduce forms of patriotic education by means of gamification into practice of general secondary education and out-of-school education.
The functions of gamification aimed at the development and formation of personality are described.
It is emphasized on the fact that the use of elements of gamification in no way implies the replacement of education or upbringing, but is another methodological tool for working with younger adolescents in the context of patriotic education. The risks that may arise in the process of introducing elements of gamification are outlined, aspects that are important to consider when gamifying the process of educating the patriotism of young adolescents to avoid them are revealed.
The conclusions confirmed that in patriotic education of younger teenagers this methodological toolkit has a number of advantages and helps to make the educational process more effective.
References
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