Realmente la idea del juego como herramienta o estrategia de aprendizaje no es nueva. Los motivos de que el juego tenga la capacidad de ser vehículo de aprendizaje es que además aporta placer a la actividad. A través del juego el aprendizaje se disfruta. El juego es gratificante, es capaz de crear lazos entre personas, elimina tensiones y favorece la autoestima.
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Actually the idea of play as a learning tool or as a strategy is not new. The reason for the game to have the capacity to be a vehicle for learning is that in addition to the activity it brings pleasure. Throughout the game you enjoy learning. The game is rewarding, is able to create links between people, eliminates stress and promotes self-esteem.
Realmente la idea del juego como herramienta o estrategia de aprendizaje no es nueva. Los motivos de que el juego tenga la capacidad de ser vehículo de aprendizaje es que además aporta placer a la actividad. A través del juego el aprendizaje se disfruta. El juego es gratificante, es capaz de crear lazos entre personas, elimina tensiones y favorece la autoestima.
En los niños es una actividad necesaria, les ayuda a crecer de forma equilibrada tanto física como emocionalmente. Los adolescentes establecen lazos afectivos a través de actividades lúdicas como deportes, juegos al aire libre, competiciones, etc. cuando el juego se lleva a cabo en equipo aparecen aspectos como la cooperación, la colaboración, el trabajo en equipo, la solidaridad, la tolerancia, el respeto a los demás y a las normas del juego, y enseña a aceptar de forma natural el triunfo y el fracaso.
Incorporar estrategias de juego en el aula da una nueva dimensión al aprendizaje. Las tareas, los contenidos, las actividades ... se vuelven más atractivas, más interesantes favoreciendo conductas más activas y extrovertidas en los alumnos, fomentando la iniciativa, la búsqueda, la atención, la creatividad.
Una buena propuesta puede ser plantear un problema y pedir a los alumnos que apliquen estrategias o métodos para solucionarlo utilizando elementos de juego. Se trata de hacer propuestas que unifiquen aprendizaje y diversión. En este aspecto se plantea un reto para el profesor pues debe planificar propuestas que sean innovadoras, suficientemente motivadoreas y con un fuerte sentido didáctica ya que no debemos olvidar en ningún caso que el fin último será el aprendizaje. Una buena propuesta logrará esta finalidad y además logrará que los estudiantes se diviertan y disfruten en el proceso, pero no solo ellos. También profesor disfrutará.
En este modelo importa tanto el proceso como el resultado. El proceso, la propuesta didáctica, tiene un valor en sí misma tan importante como el propio resultado. Se cumplen objetivos de acción y no solo de meta.
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Actually the idea of play as a learning tool or as a strategy is not new. The
reason for the game to have the capacity to be a vehicle for learning is that
in addition to the activity it brings pleasure. Throughout the game you enjoy
learning. The game is rewarding, is able to create links between people,
eliminates stress and promotes self-esteem.
In children, it is a necessary activity, it helps them grow both physically and emotionally balanced. Teens create affective bonds through recreational activities such as sports, outdoor games, competitions, etc. When the game takes place in teams, aspects such as cooperation, collaboration, teamwork, solidarity, tolerance, respect for others and the rules of the game appear, and it teaches to accept victory and failure naturally.
Incorporating game strategies in the classroom gives a new dimension to learning. The tasks, contents, activities ... become more attractive, more interesting favoring more active and extroverted behaviors in students, encouraging initiative, search, attention and creativity.
A good proposal can be to pose a problem and ask students to implement strategies or methods to solve it using game elements. This is to make proposals that unify learning and fun. In this respect, it presents a challenge for the teacher since he/she must plan proposals that are innovative, enough motivating and with a strong didactic sense because we must not forget that in no case that the ultimate objective will be learning. A good proposal will accomplish this purpose and also that students have fun and enjoy the process, but not only them. Teacher will also enjoy.
In this model, both results and process matter. The process, the didactic proposal, has a value in itself as important as the outcome. Action goals are met and not only the ones about goals.
In children, it is a necessary activity, it helps them grow both physically and emotionally balanced. Teens create affective bonds through recreational activities such as sports, outdoor games, competitions, etc. When the game takes place in teams, aspects such as cooperation, collaboration, teamwork, solidarity, tolerance, respect for others and the rules of the game appear, and it teaches to accept victory and failure naturally.
Incorporating game strategies in the classroom gives a new dimension to learning. The tasks, contents, activities ... become more attractive, more interesting favoring more active and extroverted behaviors in students, encouraging initiative, search, attention and creativity.
A good proposal can be to pose a problem and ask students to implement strategies or methods to solve it using game elements. This is to make proposals that unify learning and fun. In this respect, it presents a challenge for the teacher since he/she must plan proposals that are innovative, enough motivating and with a strong didactic sense because we must not forget that in no case that the ultimate objective will be learning. A good proposal will accomplish this purpose and also that students have fun and enjoy the process, but not only them. Teacher will also enjoy.
In this model, both results and process matter. The process, the didactic proposal, has a value in itself as important as the outcome. Action goals are met and not only the ones about goals.
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