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首页> 外文会议>International Technology, Education and Development Conference >(46) JUSTIFICATION OF USING COMPUTER GAMES IN TEACHING AND LEARNING FOREIGN LANGUAGES
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(46) JUSTIFICATION OF USING COMPUTER GAMES IN TEACHING AND LEARNING FOREIGN LANGUAGES

机译：（46）在教学和学习外语中使用计算机游戏的理由

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The use of games as a means of education is justified by the similarity of some components of play and education (their aims, motives and instruments), by the human inherent need for play, and the possibility to use it to stimulate the process of learning through the design of play situations where this need is actualized. Using games in the process of teaching one can increase the efficiency of learning due to the involuntary (latent) acquisition, hidden impact on the motivational bases of learning. At the same time it is possible to decrease external (defensive) motives of learning by way of the closed and psychologically safe nature of the play, as well as the functional pleasure it provides. The so called didactic or educational games can be distinguished from the ordinary ones by the presence of a clearly formulated educational task. At the same time they differ from the educational activity because of having special rules at least part of which go beyond educational activity. Computer games belong to the class of efficient didactic games. They create educational space with highly organized structure, multimodal means of displaying information, efficient feedback abilities, and repetitive game loop which motivate students. Language teaching computer games used in teaching foreign languages incorporate the properties of ordinary games, as well as didactic games, language games, and computer games. The parameters of their classification are: interaction nature; localization of motivating factor; number of players; educational tasks; relationship between the game structure and the teaching material; initial purpose and ways of game design; means of visualization; ways of answer coding; ways of answer input; speech operations as objects of acquisition; major cognitive operations as a means of acquiring speech operations. There are three ways to design language teaching computer games. The first way is to transfer non-computer language teaching games to the computer environment. The second way is to transform language exercises into a computer game. And the third way consists in introducing teaching tasks to the structure of an ordinary computer game.
机译：通过游戏和教育的某些组成部分的相似性（其目标，动机和仪器）的相似性，利用游戏的使用是合理的，通过人类的戏剧，以及利用它来刺激学习过程的可能性通过实现这种需求的播放情况的设计。在教学过程中使用游戏可以增加由于非自愿（潜在）收购，隐患了对学习励志基础的影响。同时，可以通过戏剧的封闭和心理安全性的方式减少外部（防御性）的学习动机，以及它提供的功能愉悦。所谓的教学或教育比赛可以通过存在明确制定的教育任务来区分普通人。与此同时，他们与教育活动不同，因为至少有一部分超出教育活动的特殊规则。电脑游戏属于高效教学游戏。他们创建了具有高度有组织的结构的教育空间，显示信息，高效的反馈能力和重复游戏循环的多模式手段，可激励学生。语言教学电脑游戏用于教学外语，融合了普通游戏的属性，以及教学游戏，语言游戏和电脑游戏。分类的参数是：互动性质;促进因素的本地化;球员数量;教育任务;游戏结构与教材之间的关系;初步目的和游戏设计方式;可视化手段;答案编码方式;答案输入的方式;作为收购对象的言语操作;主要认知业务作为获取语音操作的手段。设计语言教学电脑游戏有三种方法。第一种方法是将非计算机语言教学游戏转移到计算机环境。第二种方式是将语言练习转换为计算机游戏。第三种方式包括向普通电脑游戏的结构引入教学任务。

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