Creative approach to teaching chess. How can chess teach teachers to work in new ways? When learning to play chess

Mikhailova I. V. ( [email protected])

Russian State Social University, Moscow

The Government of Moscow, recognizing the principle of equal opportunities in the field of education for children and young people with disabilities, declared 2009 the Year of Equal Opportunities and set the task for the teaching staff to develop a system of measures to implement this principle. We emphasize that the use of chess as a learning model can become one of the innovative approaches to solving the problem of social adaptation and rehabilitation of disabled children, since in chess the result is determined by the abstract-logical outplaying of the opponent, and not by the physical activity of the individual. That is why chess as a sport is so in demand among the disabled.

However, the integration of disabled people into the educational chess environment is complicated by a number of obstacles that have a different scale and nature. In particular, there is a big problem of the movement of such people to participate in chess events. Technical and hygienic requirements are rising sharply. A specific modification of the workplace is required. So, when playing chess, it is often difficult for disabled people to physically make and record a move. There is also a personnel problem - in many regions of Russia there is an acute shortage of social chess teachers who understand the specifics of the mental states of such people and are able to individualize training.

In order to overcome these difficulties, employees of the Department of Pedagogy and Organization of Chess Work of the Russian State Social University designed and conducted an initial approbation of distance learning of chess for disabled people, based on the use of chess computer programs and chess resources of the Internet. Let's consider distance and traditional forms of teaching the basics of adaptive chess sport for disabled people.

The learning process can be conducted under the guidance of a teacher according to the generally accepted methodology, used, for example, on the basis of the Moscow special boarding school No. 31; or be carried out remotely - using specially developed chess computer programs and telecommunications tools according to an experimental methodology on the basis of the International Center for Chess Education (ICSE), created on the initiative of the rector of the RSSU, the president of the Moscow Chess Federation, V.I. Zhukov. The ICSOC has powerful material and technical equipment, personnel, information and software and is ready to coordinate the work of integrating Russian children with disabilities into the world community by means of information and communication resources of chess. The center has 4 tournament halls for chess competitions, a computer class for 20 workstations connected to the Internet, a lecture hall with a demonstration screen and electronic chess boards, a specialized chess library, office space, a power supply unit.

It can be assumed that every personal computer with installed chess programs, tools for working with Internet chess resources and electronic chess databases has the functions of an artificial teacher's assistant. It should be noted that the main principles of this form of education are the organization of independent cognitive activity of chess players in a developed learning environment based on computer and telecommunication technologies, and prompt communication between the trainer-teacher and the student using telecommunications.

It is the cumulative action of infocommunication components that can be considered as the action of an "artificial" assistant (AI) of a social teacher-organizer of chess work. Didactic infocommunication teaching aids in chess can be classified according to their functional purpose (the nature of the educational tasks being solved). The main didactic infocommunication means of teaching in chess are:

information retrieval system (IPS) - the function of searching and providing information;

educational and methodical complexes (EMC) - the function of e-teaching;

chess computer programs (CP) and electronic textbooks (ET) - a function of a chess game, a chess problem book and a textbook;

chess information, training and gaming Internet portals that perform the above functions in real time.

Let's consider the existing objects of the implementation of chess didactic infocommunication means using specific examples. IPS Chess Assistant (IPS SA) is a multifunctional system for working and analyzing chess games, which has game training. Therefore, in the process of performing at the World Chess Olympiads and other tournaments of adaptive chess sports of the highest achievements, it is of great importance to use the information retrieval function that forms the information retrieval system - IPS SA in the preparation. Compared to debut reference books, the speed of information processing when using it increases not even by tens, but by hundreds of times.

It should be noted that the main information educational resources, regardless of the type of distance learning technology used, are educational and methodological complexes that provide effective training of chess players. The following principles of the conceptual framework of the WCU have been singled out. This is the principle of operational feedback inherent in all computer programs and individualized learning programming. The most demanded are the EMC "Chess elective at school", created by the staff of the Department of Pedagogy and Organization of Chess Work of the RSSU and the EMC "Chess University", which have a high level of methodological, informational and educational materials. For teaching blind and visually impaired chess players, the EMC "Chess elective" was voiced in MP3 format.

Training programs-simulators, consisting of gaming and training CPs, involve the assimilation of new information. The main function of the CP is to develop the skills and abilities of chess mastery in all aspects of chess improvement. A variety of chess teaching material is well selected and systematized in such teaching chess programs as: "Encyclopedia of the Middlegame" (I, II, III); "Chess strategy", "Etudes for practitioners", "Encyclopedia of opening mistakes", CT-ART 3.0 (training program for chess tactics). The main function of game computer programs is to perform the function of a sparring partner. In addition, chess players successfully use game CPs in the process of training to analyze critical positions at all stages of a chess game. Among the leading chess game programs, Rybka, Deer Fritz, Junior, Chess Tiger stand out.

Leading trainers-teachers use the author's ES in the preparation of their students. In our case, the ES "Thinking in Schemes" (3) was developed and tested. The need to create an electronic database according to the "Thinking in Schemes" strategy was dictated by the fact that the strategic thinking of "artificial" intelligence, implemented through the work of teaching and playing computer chess programs, turned out to be ineffective for the development of strategic thinking of a young chess player. Therefore, more than 500 examples from the practice of "natural" intelligence were structured, when the strategic thinking of world chess champions is used as a reference model in the preparation of a chess player.

An important factor that optimizes the training of chess players and expands its capabilities is the use of Internet chess resources. They consist of game, information and training portals. Among gaming portals, ICC [domain name is www.chessclub.com], Playchess and Chess Planet stand out. A powerful information resource of the Internet, which formed the virtual educational chess environment of the RSSU, was the website of our department, created last year by the faculty and students.

The formation of a theoretical concept and a practical model for the use of adaptive chess education and upbringing makes it possible to develop a complex of special knowledge, vitally and professionally necessary skills and abilities, to form a conscious attitude to one's strengths and abilities. The study of the phenomenon of the chess game as a means and mechanism for the integration of disabled children, carried out at the Moscow Central School of Education of the RSSU, and the development of practical recommendations on this basis, allows not declaratively, but actually solving many specific problems of the formation of activity competencies in this group of people.

The use of information and communication resources of chess in the process of updating the intellectual potential of children with disabilities creates more favorable integration opportunities for the practical implementation of the principle of equal opportunities in accordance with the World Program of Action for the Disabled. The use of world information, training and game chess portals makes it possible to attract highly qualified coaching and teaching staff and sparring partners to train disabled chess players in remote regions of Russia. We emphasize that software tools become valuable elements of the process of training chess players only when they are used in close connection with the methodological support of training - the use of information and communication technologies. The choice of specific didactic tools used in the process of training and performance of athletes depends not so much on the material equipment of the Youth Sports School and other chess educational institutions with computers and software, but, first of all, on the use of carefully developed and precisely verified innovative teaching and education methods.

The game of chess develops the skill of self-organization, the ability to navigate in a rapidly changing situation, a sense of responsibility for the decision made, orients the student to work, his own efforts. Like no other game, chess uses modern information and communication technologies.

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Teaching junior schoolchildren to play chess using computer technology (additional education).

In the conditions of our life, parents strive to give the child as much quality knowledge and skills as possible, to develop him comprehensively. It is unnecessary to talk about the benefits of playing chess for the development of memory, logical thinking, and creativity. The game of chess develops the skill of self-organization, the ability to navigate in a rapidly changing situation, a sense of responsibility for the decision made, orients the student to work, his own efforts. Like no other game, chess uses modern information and communication technologies.

The principles underlying the program of additional education - developmental education, individualization and differentiation of education, visibility, accessibility of information, sequence - from simple to complex, the introduction of a game element into the learning process - are mandatory attributes of each lesson. The independence and activity of each student is stimulated, they are offered tasks aimed at developing memory, attention and logical thinking. Attracting a computer is not seen as an end in itself, but as a way to enhance the creative development of the individual.

We believe that it is pedagogically expedient to include teaching chess and computer technology in elementary school. Since, the inclusion of computer training programs in the process of teaching younger students can improve the effectiveness of learning. Computer programs for young children are, first of all, educational games that actively use visual images (to form abstract concepts and skills), as well as active forms of work of the child himself, since in elementary school the game form of activity is the leading one and has great importance for children. Computer training programs, providing management of educational activities, serve as a tool for the cognitive development of children.

We should not forget about the importance of chess in the development of students' creative abilities. Chess in general and playing chess with a PC in particular, as well as numerous exercises in solving chess problems, develop the logical thinking of students. The ability to set a goal, solve a task, isolating the main thing and abstracting from the secondary, make decisions both on the basis of accurate calculation and on the basis of intuitive heuristic decisions - qualities that are most successfully developed through serious chess lessons.

The study of the methods and techniques of chess combat essentially represents one of the sides of the multifaceted process of comprehending the truth. Enriched with new acquired knowledge, children set higher personal goals, improving the results of their performances in competitions, increasing their chess qualifications (ranks).

On the topic: methodological developments, presentations and notes

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Creative aspects of SHIP and GSHP. Combinations, combinational thinking e

and combinational vision

(Initially the text was intended for teachers)

Above, the definition of a mating combination in terms of the theory of arrows was given.Combinationis the fruit of pure creativity, intuitive insight,supported by logical reasoning. In the broad sense of the word, a chess combination is a kind of splash or geyser of information that dramatically changes the course of the game, the direction and speed of information flows. At the moment of combination, the system abruptly goes out of balance.

By definition, a SHIP is an essentially non-equilibrium system. Except for draw outcomes, all other games are non-equilibrium information process, the result of which is determined by a stronger logic and sports component: who is faster, more enduring, bolder or more careful, etc.

Creativity in SHIP is directly related to combinational thinking, combinational vision.

The chess combination and position variability are inversely proportional.

Conclusion 43. If before the beginning of the combination the variability of the position of the partners was significantly greater than one, then from the moment the combination began, the variance drops sharply. The variability of the passive side decreases especially sharply: the partner on whom the experiment is being carried out. He has little choice: to go in a given direction or in one of two or three directions (options). But the result, no matter in what direction he moves, is a foregone conclusion: worsening of the situation up to the checkmate.

That is, due to the certainty of the result of the combination, the variability of the choice of options for the victim of the combination is practically no more than one.

Just as Rodin extracted the "Thinker" from a stone block, so a chess player creates a combination from a variety of options: a piece product of creative thinking!

The combination is always accompanied by an unexpected change in the logical algorithm a. The combination logic is paradoxical logic: ALPAR or ALCOMB. As noted above, ALPAR cancels all other algorithms, since this level of logic is the highest in the field of human thinking.

At its core, combinational logic is the logic of creativity, the logic of intuition. It does not rely on counting options, but seeks a central paradoxical idea. Only after the idea is found does the counting algorithm or ALGARM come into effect.

Definition 42. Figuratively speaking, one can call combinational logic a kind of combination vision of a person. The ability to think combinationally, to build paradoxical options, relying on intuition and instincts, is given to man by nature.

Children mostly use this type of thinking. Analytical thinking develops gradually, following the development of logical thinking. That is why a child from 6 to 10 years old (age limits are indicated conditionally) easily adapts to SHIP and is able to defeat adults without any age discounts.The development of combinational vision means the development of intuition, its higherlevel, that is, the spiritual mind.

It was proved above that chess is a figurative game. Visual images formed with the help of the theory of arrows and signs of combination facilitate the work of combinational thinking.The variability of the SHIP is almost infinite, therefore, repeating, we can say: “ chess is such a sea: from which a mosquito gets drunk and an elephant bathes". The correctness of this statement has been proven above, and life again and again confirms the wisdom of the Hindus. And so it will be for many billions of years, at least 1000000000000000000000 years.

Chess develops willpower and formsstrong character subject to systematic training.

Chess as an intellectual sport

The need for the existence of sport naturally follows from the nature of the person himself and society, outside of which a person cannot exist by definition. The progress of mankind at all times is due to the main creative ability of man: the ability to know the world around and to self-knowledge. Theoretically, absolute truth is not achievable, it can be approached to some extent. The sporting principle is inherent in nature itself and in each individual as part of nature - there is no limit, but everyone can be the first to reach one or another level in countless processes of interaction between the human psyche and his body with the outside world.

Definition 43. Sport is a game activity of a person in order to achieve the maximum possible result. The natural need of a person to know the limit of his body and spirit in the processes of interaction with nature and his own kind gives rise to all existing varieties of sports and will create many others. Ultimately, the chief conductor in all sports is human psyche, since not a single muscle will tremble if there is no corresponding nerve signal.

Conclusion 44. Consequently, a particular sport develops a set of certain personality traits developing the human psyche. Therefore, it is quite natural to classify all sports games according to the degree of workload of the human psyche. The more the human psyche is loaded - all its levels in this or that kind of sport, the greater the range of abilities required from a person, the higher the class of the sport.

According to my classification /1,2/ all sports, taking into account the three-level structure of the human psyche, are divided into six classes. The sixth grade, for example, involves the use of all three levels of the psyche ki - instincts, intellect, intuition. I include volleyball, hockey, tennis, chess, etc. in this class.

True, chess, in addition to everyday intuition, requires the use of its highest level - the intuition of the unknown. A successful society is developed by the activity of healthy, active individuals leading a correct lifestyle. The importance of sports in the formation of a healthy lifestyle cannot be overestimated. Each sport develops certain qualities of the human personality and body, forms the need for self-development and a healthy lifestyle. Sports play a particularly important role in the life of the younger generation during the period of schooling. Physical sports purposefully develop the functional capabilities of the body and those psychological personality traits (character) that allow you to more effectively achieve physical results. For example, swimming primarily develops those muscle groups of the body that allow you to swim faster. Endurance, not brute physical strength, strong character and leadership qualities are the main psychological qualities of a swimmer. A weightlifter, in addition to a strong character and endurance, must have a highly developed musculature of the legs, arms, torso, a healthy heart and lungs. Each physical sport has its own set of requirements for the physical capabilities of the body and spirit.

Conclusion 45. Naturally, the objective criteria for assessing the state of an athlete are directly related to the characteristic physiological and psychological qualities that this sport imposes on the personality of an athlete.

Naturally, the ratio of the degree of development of the personality components: body and spirit in different sports does not match. A weightlifter will not swim faster than a swimmer or be able to play football professionally, a chess master will not compete in speed with a cyclist, and a cyclist will not think of competing with a weightlifter, etc. etc.

Conclusion 46. So Actually, chess is an intellectual sport. With sports, they are related by huge strong-willed efforts, mental performance, sports obstinacy in achieving the goal, that is, sports character. The second common sports component is the limited time of the competitive process, especially in active chess. The role of the body in chess is very limited and does not play a special role in the competitive process. It is not the muscles that compete, but the psyche that lives in the body.

Indeed, the rules of FIDE (international chess organization) do not impose any physiological restrictions on the state of the body of a chess player. That is, a physically healthy person and any person with disabilities is allowed to the competitive process. The only and natural limitation is mental usefulness, the ability for highly intellectual activity. True, this unspoken restriction is not at all necessary, since such a person will not go far in the competitive process.

For example, Dmitry Usoltsev, a graduate of the Mekhmat of TSU, candidate master of sports in chess. It never occurred to anyone to force him to do push-ups, jumps, pull-ups on the bar, etc., in order to determine his intellectual abilities in such a strange way. Because since childhood he suffers from a severe violation of coordination and speech. Despite these physical limitations, he is an athlete on a large scale: not every healthy chess player is able to compete on an equal footing with him in intellectual and intuitive activity - playing chess!

According to the same FIDE international rules, the only objective criterion for the progress of any chess player, regardless of the country of residence, is the sports category. The category (4, 3, 2, 1, kms, FIDE master, international master, grandmaster) is assigned according to the results of the competition. As far as I know, physical condition is evaluated in the same way in other sports.

Apparently, there is a need to revise the criteria for assessing the intellectual state of a chess player through squats, jumps and pull-ups. Why duplicate physical education teachers and do their own thing.

I propose to measure the initial and final state of students by intellectual parameters, and not by the parameters of the state of the body. Such is the specificity of chess as a sport!

Psychological features of thinking of children before adolescence.

Game moment of chess and methods of chess lesson

Play activity - natural environmenthuman habitation.

Due to the infinity of manifestations of the surrounding world, includingthe person himself, the psyche and its instrument - the brain from the very beginningfocused on interaction with practically infinite and simply infinite systems. Both material and ideal character and their combinations.

The human psyche, normally, always strives and is ready to interact with infinite systems.As noted above, a personbirth is adapted to interact with infinite systems. And inconditions of excess or lack of information, make the right decisions.

Consequence. Thus, a person, by virtue of the structure of his brain and structurethe psyche of the ki using it is initially adapted and ready to play andgaming activities because:

Definition 45. Game, game activityhuman - it is the interaction of the psyche with someeither an infinite or practically infinite system (s) -material or ideal characters - within the limits (rules), withthe purpose of achieving a certain result, (intermediate orfinal) within a limited time.

The entire set of games that fall under this definition formspeculiar play space. The classification of games and gaming activities is made in the work /1/.Since the surrounding world and the person himself are infiniteand practically infinite systems, then almost any activitya person, including a professional one, is to some extent "doomed" to wear a playful connotation: the vector-variational nature of information processing . That is, in the course of the game, game activity, a person mustobtain the information you need and use it toachieving the ultimate goal.

In fact, the game is a model of a life situation : achievement of the goal based on their abilities and capabilities within the framework of rules, morality and law.And vice versa - “... life is a game, and people in it- actors! That is,regularity is confirmed diffuseness boundaries of human activities.

Conclusion 47. AT In the context of this concept, it is easy to understand the craving of the child (student) and the teacher himself for play activity, play. It's normal, naturalhuman condition. The reverse is more of a pathology.It is well known that the most effective learning process takes place inthe form of a game, game activity, as it activates the entire volumethe human psyche, all its spheres. Obtained independently during the gameinformation (and not chewed and ready for use) passes through allthree levels of the psyche ki and forever fixed in it.

How consequence from the above: GAME ACTIVITY, GAME- this is the most natural(close to human nature) way of existence and development PSYCHES (soul), its constituents:INSTINCTIVE MIND,INTELLECTUAL MIND, INTUITION(spiritualmind).

In conclusion, it should be noted the well-known truth that inmental activity of the childfrom birth to 10-12 years, figurative, sensual thinking (the right hemisphere of the brain) dominates.

Conclusion 48. Therefore, chess teaching methods, methods of conducting a lesson should reflect the game moment of chess. The teaching of chess should not be reduced to the usual, traditional study of the material, like the lessons of mathematics, history, etc. Definitely needed game methods for conducting a chess lesson. New information must be generated in the course of the game, in the field of thought of the chess space. The information processed by Gorynych's logical algorithm will naturally turn into knowledge. Excessive information will simply be eliminated, and will not load the student's psyche.

That is, if the studied information is understood, then it is immediately applied in practice and, thereby, is fixed and turns into active knowledge. This property of self-consistency between the studied information and practice is the highlight that distinguishes a chess lesson from an ordinary school lesson.

Influenced by modern school curricula by the end of adolescenceperiod, an asymmetry of mental activity (soul) is formed in favor ofleft hemisphere of the brain, abstract and logical thinking. That iscreativity is infringed, the principle of harmonious development is violated personality.

Natural method of teaching chess. Method of two captains.

Objective accounting and control of student activity

The lesson is conducted using a demonstration board. The technique is based on a well-known feature of the child's psyche: the process of perception, information processing and decision-making in children under the age of 12 mainly occurs when the right hemisphere of the brain is more active than the left, which is responsible for the analytical abilities of a person. This means that the learning process must be organized in the form of a game using reference images: visual, sound, emotional, and any other meaningful, new, logical stuffing. The second component of the methodology should take into account the internal nature of the chess game. At its core, a chess game is a struggle, a rivalry between two individuals in order to achieve the best result. (The result is an intellectual victory or a draw)

The rivalry of two personalities manifests itself in different planes. In the sports plane, and this is character, strong-willed qualities. In the intellectual component of the psyche, ki is the accuracy and depth of the calculation of options, the analysis of the priority of immediate and distant tasks, and, in fact, the adoption of the final decision is a chess move. In the creative sphere - non-standard, flight of fancy, depth of foresight (intuition). That is, chess will require all three levels of the human psyche, and therefore develop all the abilities associated with healthy instincts, intellect and intuition!

A school lesson in its structure and method of presenting information is a more collective process than an individual one. Usually the whole class learns one single fragment, for example, the rule for adding whole numbers, or the rule for writing feminine nouns in the third person. The variability of information is almost always equal to one, creativity is reduced to a comparative function: is the rule applicable or not? The game of chess is, by its very nature, an individual activity, with variability.obviously greater than unity.

According to chess rules, only the player makes a decision and makes a move. Hints are excluded. We have a contradiction: a chess lesson should cover all students at the same time and at the same time be of an individual nature. Let us call this contradiction, by analogy with philosophy, the main one and try to solve it. Below we propose a methodology for conducting a chess lesson, which largely removes the main contradiction.

Objective control and accounting of activity and discipline.

To effectively control the activity and discipline of students, a table of answers and discipline, open to the public, is offered. Each student, by analogy with chess coordinates, is assigned his own coordinate. Vertical lines are drawn on the board with chalk: A , B , C , D , E , F . And the rows are horizontal 1,2,3,4,5. The intersection of verticals and horizontals forms cells, for example, Vitya Karpov sitting on vertical C in the 3rd row corresponds to cell C3. These cells are entered + and - for each student's answer. Pluses can be fat and fat or small and thin. The same applies to cons. All student activity during the lesson is recorded in the accounting table. For a move that is correct in form, but stupid in content, the student receives both + and -. For a strong and logically justified move, two or three + are put. Usually three plus is equal to five, two to four. At the discretion of the teacher, it is allowed to accumulate + during two lessons. For violation of discipline x. Two x - means one task in one turn, at the expense of the student's personal time. Three x - two tasks. Five x - diary entry and three tasks. Tasks are solved in turn. Democracy and openness of the procedure for recording answers increases the interest and activity of students.

The method of two captains or the natural method of a chess lesson (1)

The class is divided into two teams: the team of the white king (row A, B, C) and the team of the black king (row D, E, F ). Team captains are selected from among those who can play. Duties of team captains: captains do 1,5,10, etc. moves. The captains lead their "chess ships", i.e. they plot the course, give general commands to their subordinates. For example, a pawn, rook, knight, bishop, queen, king move. Where exactly and which of the named figures to make a move, if there are more than one, is determined by the student himself called by the captain. The captain gives an assessment of the move, the teacher approves the assessment and, in the form of + or -, enters the student in the cell. For violation of discipline, the captains put x to their (sailors). The results are calculated five minutes before the end of the lesson in the form of the sum of points for the captured pieces or checkmate to the king, if they managed to checkmate. In individual cells, either an assessment is put, or the resulting + or - of various degrees of fat content.

Two captain techniqueallows you to "kill" several birds with one stone at the same time. The first "hare" that plays a dominant role in a chess lesson is the discipline and concentration of attention of each student on the events taking place on the demonstration board. The competitive, playful nature of the lesson makes you obey the interests of the team.

The second point: the energy and motivation of students is directed inside the educational process - at each other. The teacher plays the role of an "arbitrator": gives assessments, comments and directs the course of the lesson in the right direction. The game, team moment of a chess lesson increases individual responsibility to the team (team), makes the student follow the game, try to find a smart move in advance. The assessment of the captain and team members is much more significant for the child than the assessment of an adult teacher, who is psychologically perceived as an external superstructure over the children's team - not at all an obligatory detail in the game.

If the teacher successfully chose captains who enjoy authority among the teams, then the chess lesson fits well into the framework of the game and obeys only the rules of the chess game. The whole lesson is based on chess images, on the principle of anthropomorphism of a chess game.

Chess pieces are chess men who, like a person, have arms and legs depicted by arrows. The king is your life. It has eight symmetrical short arrows (arms matching the legs). Explanation: the legs move, and the hands grab (stab with arrows) and remove other people's pieces from the board. The king is like a hedgehog. Your life is one and only, so it must be defended with all the pieces with all your might. The image of the queen is a super hedgehog or a porcupine or a bomb exploding in all directions. The image of the horse is an octopus with eight curved tentacles. The image of the rook is a tank with four cannons - arrows. The image of an elephant is a sniper with four rifles - arrows. The image of a pawn is a wizard with one leg and two arrow-arms. All chess pieces, except for the pawn, are symmetrical with respect to the chessboard.

Thus, all chess pieces, in addition to a specific appearance, have their own symmetrical set of arrows (arms and legs), except for the asymmetrical pawn. Students need to constantly explain that these arrows are invisible, imaginary, but they really act (stab)! In order to “see” them initially, increased attentiveness is required. A check to the king is a prick of the king with any arrow from someone else's piece, except for an arrow from someone else's king. Kings are not in check and therefore do not meet.

A checkmate is a king in check that has fallen into a cell formed from other people's arrows and its own pieces. Figuratively speaking, checkmate is a prison or net for the king! Within these images, the main goal of a chess game is to be the first to put someone else's king in a prison, cage or net. (Punish an invader who encroaches on your chess kingdom.) On average, 30 seconds are allotted for one move. During the lesson, each student makes two or three moves at the blackboard. On the demonstration board, a position corresponding to the topic of the lesson is placed. For example, consider the theme of the opening: development, castling, capture of the center. At the beginning of the lesson, the teacher voices the topic in the form of a sound image: the tiger formula is PRA (development, castling, attack). Introduces images: bedroom for figures - starting position. Royal fortress, castle for the king (castling). Capturing the center - who is the king of the hill: the one who captures the center with pieces first.

The first moves of the opening before castling are recorded on the board, for example, the Italian game. The captains call their "sailors", who make moves according to the record on the board. After drawing the opening by recording, the game continues on its own, according to the method described above. Moves can be made with or without recording. If a move is made with a record, then it is also scored in the student's cell. With errors in the thoughts of students, the teacher examines the course in more detail and focuses on the cause of the error.

At first, I recommend this technique, which facilitates learning to play chess. Sticking arrows (arms and legs) on the figures, which speeds up the assimilation of the properties of the figures, connects the visual channel. It is very technologically advanced to use cocktail straws to depict a set of arrows. Preparatory operations for the lesson. 1. Draw a table with individual cells. 2. Write the first five or six correct moves, including castling, on the board from any game. 3. Draw figures with arrows and their cost on the board. 4. Write on the board the chess alphabet and Russian pronunciation. Write the definition of check to the king and the definition of checkmate to the king. Students should keep notes in notebooks.

Modification of the method of two captains (2)

The teacher acts as the captain and the team, the class is the second team. The essential point of the lesson in this modification: the teacher speaks out loud all his thoughts related to each of his moves and the course of the class. That is, the teacher plays open and sets the standards of thinking: an objective assessment of the information contained in the position. Making a responsible decision based on the analysis. Evaluation of position variability and selection of the optimal variant. That is, the teacher in the course of an open game through various positions, moves and options introduces new information that is self-consistent with the logic of the game. This information is immediately verified in practice and fixed.

In turn, the student is also obliged to express aloud all his thoughts related to the decision (move). The student speaks first, and then the teacher reads the thoughts by position and compares them with the student's thoughts. It is desirable to use figurative language with elements of humor.

Such a method of conducting a lesson clearly corresponds to the ideal ladder of knowledge and, even, is somewhat more perfect. Since the amount of information being studied is always self-consistent with practice: how much information is entered, so much is assimilated. Recently, I have been using a more effective method of conducting a chess lesson, which allows me to more fully cover the entire class. During the lesson, each student answers at the blackboard 3 to 5 times. Accordingly, it is impossible to obtain a resulting negative rating.

Methods of conducting a chess lesson in elementary grades.

Brainstorming (3)

Chess, in its essence, exactly repeats the process of searching for truth in science. Any chess plan thought up speculatively (theoretically) is checked practically in the form of a move or a chain of moves. The same is true in science: the truth of a theory is tested by practice (experiment). The technique of brainstorming a problem is widely known in the scientific community. Let me remind you the essence of the method: a problem is posed for a team of researchers. Everyone comes up with an idea. Ideas are not criticized. After the accumulation of options, ideas are discussed and a collective solution is developed.

I propose something similar when conducting a chess lesson. In contrast to the two captains method, each team is divided into groups of two to four people each, depending on the size of the class. The smaller the class, the fewer students in the group. The order in which groups come to the demonstration board is set in advance. The first group of the white king comes to the board at the same time and makes a decision (looking for the necessary move) collectively. It is allowed to discuss all thoughts, suggestions and possible options aloud. When the decision is made, one of the group must explain this move in a motivated way.

Voice all possible thoughts related to this move. The rest of the group members must agree with this move or offer their justified option. The final decision is made by voting. The teacher motivatedly evaluates the decision (move) made and puts + or - or +, -. A move is considered made if someone from the group made a move and wrote it down on the board. The rule is observed: undertook - go. It is advisable to record the move on the board. The teacher evaluates the proposed options and puts down (+) or (-) in the individual cells of the students. Then another group from the black king's team comes out and looks for a counter move. Then the cycle repeats. The victory is awarded to the team that either checkmates or earns more points (the total value of the removed pieces).

Psychological aspects of the methodology. Working in a group mobilizes the student, increases motivation and responsibility, and awakens a sense of rivalry and competition. The intensity of the survey of students increases significantly. Despite the inevitable errors, the number of (+) overlaps (-) and all students receive positive marks. Preparatory operations for the lesson. 1. Draw a table with individual cells. 2. Write the first five or six correct moves, including castling, on the board from any game. 3. Draw figures with arrows and their cost on the board. 4. Write on the board the chess alphabet and Russian pronunciation. Write the definition of check to the king and the definition of checkmate to the king. Students should keep notes in notebooks.

Brainstorming modification (4)

The whole class represents one team and is also divided into groups. The second team is the teacher. Each group makes a decision by brainstorming, as described above in the methodology (3). The teacher makes a decision openly and expresses aloud all his thoughts related to his own and others' move. That is, all participants reflect aloud and take into account the thoughts heard when making the final decision (move). All other attributes are the same as in the method (3)

Game with a real partner (5)

If the class is divided into two groups of up to 14 people, then in the fourth quarter you can conduct a lesson using chess boards - one for each desk. For example, the topic is written on the board: Italian game. one. e 4, e 5. 2. Kf 3, Kf 6. 3. Cc 4, Cc 5. 4. 0-0, Kf 6. 5. d 4 , Kd 4. 6. Ke 5, 0-0 7. Ce 3d 5 ... Then the game continues on its own. (+) and (-) for the arrangement of figures, for correctly made moves according to the record, are put down in the table of answers. The checkmate is placed in a cell (5+), the loser (4). If the checkmate is not delivered, then the victory is awarded according to the sum of points for the taken pieces. For incorrect moves put (-). The game goes according to the rules: if you touch a piece, you move. He tore his hand away from the figure - the move is made. He took on someone else's piece - he is obliged to beat it. The king is not beaten, the king does not go under check - he is not a "suicide". There should be basic information on the board or poster.

The technique can be applied in two versions: 1) with a record of moves in a notebook. This option is more controllable and provides more discipline than the second. But the party is not brought to its logical conclusion. 2) Without recording moves: worse discipline, but more practice and emotions.

Italian party . 1. e 4, e 5 2. Kf 3, Kc 6 3. Cc 4, Cc 5 4. 0-0, Kf 6 5. d 4, Kd 4 6. Ke 5, 0-0 7. Ce 3, d 5 ….

Russian party. 1. e 4, e 5 2. Kf3, Kf6 3.Ke5, d6; 4. Kf3, Ke4 5. d4, d5; 6. Cd3, Ce7; 7.0-0, Kc6

Spanishthe consignment. 1. e4, e5; 2. Kf3, Kc6; 3. Bb5, a6; 4.Ca4, Kf6; 5. 0-0, Ce 7; 6; Le1, b 5; 7. Cb 3, 0-0

The selected beginning is used throughout the entire academic quarter or two. This technique allows you to avoid the inevitable and uncontrollable chaos when playing independently from the first moves and unobtrusively teaches you the right start.

Game lesson in the form of a session (6)

This form of conducting a lesson is convenient when the class is filled with no more than 10-12 people.

The session is given by the teacher on ten - twelve boards, it is possible with a handicap. A teacher, if he has sufficient professional chess knowledge, like a tuning fork sets the correct "sound" of the game. Gives a living example of logical thinking and decision making. The beginning of the game before castling is conducted thematically: by appointment. For example, the Italian part, the Russian part, etc. The game is played according to chess rules: take it - move.

Key point: all participants justify their move aloud, including the teacher. The teacher is allowed to tactfully criticize the student's move, showing variability and the strongest move. The same is allowed to the disciples if they wish.

The current assessment of the moves of the game, in agreement with the teacher, is carried out by the students themselves, marking in the notebook + and - for each move, at the moment the teacher approaches. Since there are always more than ten moves, the score is always positive. Minuses are given for hints.

Session modification: two students play against the teacher on each board at the same time.

They, as in a brainstorming technique, can discuss a possible move together. This technique can be used when the class is large.

Accommodation properties of SHIP : conclusions (5), definitions (11) and (12) protect any SHIP visitor, including a student, from any kind of overload - physiological, informational, creative and others. The chess space is self-consistent with the load: a chess beginner does not need experience, logic, and the intensity of thinking of a grandmaster. If the personal base is zero, then the level of the game and the load on the psyche are also low. That is, with the growth of the capabilities of the psyche and the body, intellectual and creative loads grow proportionally. The main specificity of chess is the game moment, the creative and intellectual competition of two personalities. The main thing in the game is playing by the rules and achieving results. If the game is pulled apart into separate components, then the integrity of perception and game incentives will disappear. The child is always ready to play - such is his nature. Therefore, the lesson must be built in the form of a game. Whole information in the form of a single image or a system of images is perceived and remembered by the child's psyche in a more complete and better quality. If you take apart the basic information - the properties of the pieces and the goal of the game - over many lessons (one lesson per week), then it is easy to lose the meaning and interest in playing chess. In my opinion, it is necessary to give information in complete blocks, even if its volume contains the topics of several lessons. Each lesson should contain information about the properties of pieces - best of all on a poster or on a board, the concept of check and checkmate to the king, the chess alphabet. This basic information is repeated throughout the school year at each lesson and, therefore, is involuntarily remembered and used by students. Separate moments of a chess game, for example, the beginning of the game: (debut) or the end (various types) of mate, can be carried out in the form of a game. The starting position is set on the demonstration board and a lesson is conducted according to the methods below. During the course of a game, there are always many training positions that are commented on by the rules from the grandmaster's block. To eliminate chaos at the beginning of the game, you need to play the beginning of the game before castling the king by record. For example, the beginning of the Italian game before the 7th move. Then the party continues on its own. The required minimum of various beginnings is given below.

Development of logic and reflection by brainstorming

As you know /16/ one of the main tasks of the system of primary and secondary education is the development of logic and relatedher reflection of the child's thinking.In SHIP, reflection is one of the main tools for verifying the truth of a decision.Reflection is feedback, at all stages of the informational chess algorithm a: did I do the analysis correctly? Have you considered all options? What if he goes like this?Is there time for additional verification?If time is short, you need to play by intuition.And such if - a highly qualified chess player has a huge number:the pattern of strategy and tactics changes dynamically and unpredictably.

Comparing the above five methods of conducting a chess lesson, for the maximum possibility of developing students' reflection, we can make

Conclusion 49. The first three methods are directly related to reflection and, therefore, contribute to its development. The second and third methods correspond to the maximum development of reflection. If you use the pronunciation of thoughts aloud, then all methods to one degree or another develop reflection and the logical thinking associated with it.

Other chess techniques

Chess general education stirred up the whole pedagogical Russia. Discussions, search, experiment, strategy for the development of chess education, scientific and methodological substantiation and provision of chess and chess general education, methodological literature, textbooks, training and remuneration of personnel, and much more that excites Kaissa's subjects: splashed out on the pages of the press and on the Internet. And this is good! The water will boil away, the steam will leave, but the porridge will remain.

Basically, the discussion turned in several directions.

The form of submission of the studied material. A) In the package of a regular lesson, with the analysis of chess into its constituent elements and their separate study. The essence of the game with this approach completely disappears. Chess, as an intellectual game bound by self-consistent laws of logic, from which it is impossible to remove at least one element without damage to it, crumbles into separate parts and turns into a didactic constructor.

The second direction C) Adheres to the organization of a chess lesson in line with the logic of the game, like the famous teacher A. Sukhomlinsky, who experimentally applied chess to develop logic and a culture of thinking in his author's school. C) The third direction is devoted to the evidence base of the necessity and usefulness of introducing universal chess education in schools. Comprehension of the pedagogical possibilities of chess, connection with other subjects and search for the rank of chess in the hierarchical series of school disciplines.

Well, everyone who is not indifferent has the right to defend his vision of chess. The SHIP is so multifaceted that there are enough faces for everyone. It remains to study all the facets and synthesize them into a single whole: the pedagogical possibilities of the chess information space. Personally, I stick to the second and third directions (B, C).

Child Opportunities in SHIP

Only in A SHIP child can compete with an adult on an equal footing without any discounts on age. The child, with the help of the teacher, understandsthe main thing and is convinced from my own experience: the achievement of any goalmaybe if you work hard enough. That any action is necessary first think over (analyze), only then work out and make a decision for which he himself will be responsible. What is he, a child,differs from an adult only in size and experience, that he does notworse and further can defeat an adult (mom, dad, high school student, etc.)

In that meaning e self-affirming moment SHIP surpasses anyanother type of activity for the child. Usually the child plays a subordinate, a slaverole - especially in school life. In SHIP, he can play the role of leader, regardless of age. You should have seen how they treat my youngest sonhigh school students and adults - with respect, envy and some apprehension.How the younger students rejoice at their first self-affirming victories!Chess has no age limits. Chess formhealthy lifestyle of a student and any person. Chess is all-weather andall-weather. Chess is the least expensive sport.

And, finally, Chess is a powerful pedagogical tool for the harmonious development of a child's personality.Generally speaking, the concept of harmony in SHIPis fundamental.

Basically, to achieve the ultimate goalenough to understand what harmonious position and strive for it.Let us recall the "lyric" A. Alekhine and the "physics" M. Botvinnik. For his studentsstrong-willed, athletic qualities, I advise you to go in for sports. These

CHESS IS ARCHITECTURAL! THE COURSE OF CHESS CAN BE DIVIDED INTO SEPARATE MODULES FOR A YEAR, TWO, ... ELEVEN YEARS, all my life andFor example, the moduleThe fourth category is designed for one academic year. Their role is especially greatearly stages of child development(from 5 years and older).

Potential pedagogicalpossibilities of chess, taking into account Russia's 43rd place in Europe in terms of school education is huge!

Psychological features of gifted children.

SHIP - like a litmus test of creativity

Children don't think like adults. Their thinking is mainly based on images and feelings. Abstract-logical, analytical thinking has not yet been formed in them. Actually, the education system is engaged in the development of intellectual thinking and its attributes: logic, analysis and synthesis. There are no special disciplines for the development of intuitive thinking and there is no provision.Watching the development 5-8 letok, I noticed a characteristicthis age: not oppression of the intuitive mind, emancipation andspeed (impulsivity) of the child's thought processes.It is important to note that this refers specifically to its highest level -intuition of the unknown, responsible for creative processes.Decision making at this age is almostinstantly, in the form of an impulse. (Impulsive thinking) Moreover, not the worst option is chosen(vector) from a set of possible ones. And impulsiveness is preciselyconfirmation of the work of the psyche ki on an instinctive and intuitive level.

Conclusion 50. The main natural tool of thinking of a child is intuition. And the instincts that ensure the safety of the body. Moreover, the better developed intuition, the faster and more professionally the child masters the SHIP. There are known cases of fulfilling the norm of a grandmaster at twelve and a half years. Ethat regularitydoes not apply to all individuals in this group, nevertheless, it is necessary to take into accountnatural predisposition, giftedness.This group of children must be treated with particular caution: crush God's gift (intuition- its highest level) tedious rules of analysis andsynthesis, deduction and induction.

These children must be introduced into the adult world of rational activity (intellect) relying solely on brightimages that carry the maximum information load. That is, through creative thinking, with which intuition is associated, gently stimulate the intellectual mind,food to which will be provided by the meaning of the new content of the images.It is these considerations that underlie the development of allchess modules, including the SHIP support image module.

Conclusion 51. As shown above, SHIP belongs to the family of creative mind games. Therefore, the manifestation of chess abilities by a child means that he has a creative beginning, the presence of intuitive abilities. Consequently, the SHIP is a kind of litmus test of the creative abilities of the individual.

Possibilities of an adult in SHIP

An adult person differs from a child only in percentages: how many percent of the soul of a child is left in him? As you know, in every joke there is some truth. Generally speaking, body size and muscle volume do not determine creativity. Abilities are the realm of the psyche. Hawking, a well-known theoretical physicist, moves only one finger of his right hand. With the help of a computer mouse and his creative abilities, he learns the secrets of the Universe, creates theories and generates new knowledge. His authority in the world of science is indisputable. There are many similar examples, when a person, despite his weak body, reaches the heights of the spirit - there are many in the history of mankind!

Power and accommodative properties of SHIP( conclusions 8, definitions 16 and 17) without any restrictions allow to show and develop their creative abilities. Both natural and newly acquired. Moreover, there is no upper limit for the manifestation of these abilities in SHIP. More precisely, it practically does not exist, which follows from definition 16.

Actually, thanks to the accommodative properties of SHIP, the use of three-level logic in this space, the huge pedagogical possibilities of SHIP are explained.

Age is rather an inertial, inhibitory factor in the process of self-improvement of one's own psyche. The burden of habits in an adult is much greater than in a child. Adult

himself a teacher to the extent of his own development. The child needs a guide, a mentor.

SHIP compatibility with other creative activities

I do not know of any sphere of human life that would not becompatible with chess. All that develops a sense of beauty and harmonyenriches chess. And vice versa.Generally speaking, the concept of harmony in SHIPis fundamental. Basically, to achieve the ultimate goalit is enough to understand what a harmonious position is and strive for it.Let us recall the "lyric" A. Alekhine and the "physics" M. Botvinnik.

In world culture, chess has left a noticeable mark. Famous composers, musicians, scientists and writers, politicians and other representatives of various areas of art loved chess and achieved a significant level in it. Probably, a deep understanding of harmony in all areas of creativity has the same roots. For his studentsto improve my chess level, I advise you to read science fiction,fiction. Draw, sing- all that develops imagination, imaginative thinking and a sense of beauty. For increasestrong-willed, athletic qualities, I advise you to go in for sports.

These comprehensively developed guys achieve great success in chess and in life!

CHESS IS ARCHITECTURAL! A CHESS COURSE CAN BE DIVIDED INTO SEPARATE MODULES FOR A YEAR, TWO, ... ELEVEN YEARS, a lifetime anddock with any developing and training programs.

The almost infinite creativity and variability of SHIP is the best guarantee of the inexhaustibility of chess in the present and future. The multi-thousand-year history of the existence of this wise game further confirms this thesis.