Business, role-playing, organizational activity games. Organizational activity game (odi) Organizational activity games examples
youth crisis
The end of adolescence is associated with the crisis of youth. The main content of this crisis is the meeting of real life with its ideal representations. The more one realizes the discrepancies between what “he himself thought up about himself and his life” and what at some point he realized as a reality, the more acutely internal experiences occur.
Business, role-playing, organizational activity games.
Business game - modeling of processes and decision-making mechanisms. In a business game, the process of making decisions takes place under the conditions of a phased, multi-step clarification of the necessary factors, analysis of information that comes in additionally and is generated during the game. During the game, participants analyze the situation, make and discuss decisions, and also enter into certain relationships with each other, which can be in the nature of rivalry, cooperation, formal interaction, etc.
In a business game, the following stages are distinguished.
- Introduction to the game.
- Dividing participants into groups.
- Studying the situation.
- Discussion of the situation in groups. Development of a group structure.
- Game process(analysis of the situation, decision-making, its execution).
- Summing up the game. Analysis of group activities. Evaluation of the effectiveness of the work of participants and groups.
- Analysis of the best option.
- General discussion.
Role-playing game it is a method of imitation of reality, which is characterized by impromptu performance of roles. Procedure role play, includes two stages: organization of the game and group discussion. At the stage of organizing the game, the following stages can be distinguished: 1) familiarization of participants with game situation. 2) distribution of roles; 3) organization of space for a role-playing game; 4) the role play itself.
Organizational-activity game- this is a kind of operational games, a form of active learning to resolve problem situations by modeling cognitive research and organizing social and production activities. Therefore, another name for organizational activity games is the term problem-business games.
Unlike business game, the purpose of which is to solve an actual practical problem, the purpose of organizational and activity games is to solve a theoretical or practical problem given in a specific situation.
Like all types of mental activity, ODI goes through three stages in its deployment.
- The preparation stage, at which the main idea and concept of the game are developed, the main working goals that must be achieved with the help of the game are formulated (here the game acts as a means of achieving these goals and it is in this function that it is considered and designed), organizational projects, programs and plans are developed games, perhaps also scenarios of its most significant moments and other organizational documents; in terms of time, this stage can take from several days to several months or even years (see the table of conducted DIAs). At the same stage, in the course of discussions of various aspects of the game, teams of organizers, methodologists and researchers of the game are formed; the number of these teams varies depending on the thematic and mental content of the game, as well as on various circumstances and conditions for its implementation.
- The main stage at which, in a game form (given by the organizational project and the game program), pre-designed and programmed work processes are carried out that produce and generate products and results that correspond to the goals of various game participants - customers, organizers, methodologists, researchers and all players without exception (if they make an effort to achieve them). This stage, as a rule, already during the design development is divided into a number of phases, each of which has its own special functional purpose.
- The stage of leaving the game and summarizing experience has, as its name implies, a dual purpose and, accordingly, unfolds along two parallel channels, as it were. This is a very important and fundamental part of the entire ODI, which must be designed by the organizers. In practice, this stage has no final boundary and for different participants ends in different time and in different ways and depending on the circumstances of their life and work; one or another result of the game is necessarily included in the entire subsequent life and work of the participants.
Group work is carried out according to the regulations and takes an average of 45-90
Ministry of Education and Science of Russia
Ural State Federal University named after the first President of Russia B.N. Yeltsin
Faculty of Humanities Education
Department of Philosophy
Organizational and activity games of G.P. Shchedrovitsky
Yekaterinburg
Introduction
Chapter 1. History of G.P. Shchedrovitsky
Chapter 2
1 Scheme of mental activity
2 Development step diagram
3 Scheme of the act of activity
Chapter 3
Chapter 4
1 Program, regulations and results of the game
2 Personal evaluation of the game
Conclusion
Bibliography
Annex 1. Section "Resources", proposed for inclusion in the Energy Development Strategy of the Sverdlovsk Region
Introduction
system-thought-activity shchedrovitsky imitation game
“You can often hear lately that there was no philosophy in the Soviet Union and nothing was done at all. I understand the reasons for such statements and seem to agree that when it comes to official philosophy, there are very few things that can be seriously discussed as philosophical. But, I say, the official philosophy is by no means the philosophy of the country. [...]
I believe that in these years - in those forty years that I want to talk about - our own, national school of philosophy has developed, and today we have philosophical ideas that will not yield to the philosophical ideas of any other country. And in this sense, we have a philosophy, and even, from many points of view, what a hoo!” - this is how the Soviet philosopher and methodologist, public and cultural figure, creator and ideological inspirer of the school of “methodologists”, founder of the Moscow Methodological Circle Georgy Petrovich Shchedrovitsky began his article “Philosophy we have”.
This paper considers Short story school G.P. Shchedrovitsky, the main schemes of the SMD methodology developed by him are described, the phenomenon of organizational and activity games is noted. The paper also presents a chapter that tells about one of the organizational and activity games held by the Ural KMD community - the Expert Development Club "Navigation".
Abbreviations used:
GP - Georgy Petrovich Shchedrovitsky
MD - mental activity
MLK - Moscow Logic Circle
MMK - Moscow Methodological Circle
ODI - organizational and activity game
SMD - system-thought-activity methodology
Chapter 1. History of G.P. Shchedrovitsky
The Moscow Methodological Circle (MMK) is the philosophical, methodological and intellectual-practical school of Georgy Petrovich Shchedrovitsky - "GP", as many students called him.
The circle arose in the early 1950s and finally took shape in 1954 during a discussion on the problems of logic at the Faculty of Philosophy of Moscow State University. It was originally known as the Moscow Logic Circle (MLK). The founding fathers of the MLK - A.A. Zinoviev, G.P. Shchedrovitsky, B.A. Grushin and M.K. Mamardashvili.
In 1958, after a divergence from A.A. Zinoviev, G.P. became the ideological and organizational leader of the Circle. Shchedrovitsky, and the Circle itself received the name of the Moscow Methodological. Now the students of the GP have created independent organizations that continue the traditions of the intellectual work of the Circle, and the MMK has turned into a broad methodological movement.
The followers of the Shchedrovitsky school - participants in the methodological movement - are developing in cultural studies, the theory of law, the theory of sociocultural systems, in the methodology of education and science, the methodology of social change, design educational systems, work in financial and organizational and managerial consulting, in the structures of strategic development of local and state authorities.
The school has developed an original approach to the analysis of the widest range of socio-cultural and intellectual phenomena - the system-thought-activity approach (SMD-approach). An outstanding achievement of the GP and his students is the creation of a fundamentally new socio-cultural practice - organizational-activity games (OGA), which are a unique tool for the analysis and development of almost any system of mental activity - organizations, intellectual directions, programs and projects, etc.
For more than 30 years, during the life of the GP, methodological seminars were the center of MMK's intellectual life, led by Georgy Petrovich himself. After the seminars stopped in 1987 for various reasons, the GP sought to maintain the organizational and ideological unity of the Circle by holding methodological congresses. The first such congress (at first it was modestly called a "meeting") was held in Kyiv in January 1989. In total there were 5 congresses.
Already at the first methodological congresses, it became clear that the MMK was turning into a methodological movement - devoid of the previous organizational forms of unity, but held together by an intellectual tradition, a common school and the figure of the Teacher - G. P. Shchedrovitsky.
After the death of G. P. Shchedrovitsky, attempts were made to co-organize his followers - in various regions of the country there are methodological communities that conduct ODI games. For example, in the city of Yekaterinburg, there is the Ural KMD community - the Expert Development Club "Navigation", which since 2003 has been conducting training seminars in the form of Organizational and Activity Games (ODI).
Chapter 2
2.1 Scheme of mental activity
The world of mental activity, our practical activity is a reality, the real world of our activity, our work, our relationships. And the world of thinking is a reality, an ideal world. And due to communication, and then in a collapsed form due to the combination of pure thinking with mental activity, a person lives all the time in these two worlds: in the real world and in the ideal world.
The ideal world is the world of science, and vice versa: the world of science is the ideal world, of ideal entities. This is what she has developed, this is what she lives on, this is what she develops. And there is nothing wrong with that, on the contrary, a powerful means of analyzing reality appears. Because the same reality is displayed in different ideal mental schemes, depending on what language we use, and what systems of knowledge and concepts we use. Thus, we begin to look at it, as it were, from different angles (Figure 2.1).
Figure 2.1 - Projections of the real world
Imagine that this circle is the real world, and we are standing around it. One took one projection, the other - another, in connection with other goals and objectives, the third - the third. Each time - in a different language, for their specific goals and objectives. It turns out a set of projections, each of which is “carried out” into the reality of thinking. Scientists unfold all this according to their own laws - mechanics, thermodynamics, electrodynamics, the theory of gravity, and somehow. Organization theorists unfold this in terms of organization, leadership, management. And so the world of logos unfolds, which we need so that we can now take all these schemes, begin to impose them in a certain order on reality and see reality through these schemes and with the help of these schemes. Thus, we combine the ideal world with the real world. And when we do this, we think. And thinking arises only in this case. This work is actually thinking, in contrast to mental activity.
The scheme of mental activity (Figure 2.2) carries a set of principles that determine the correct approach in the study of all phenomena associated with thinking and activity.
First of all, it affirms the organic, inseparable connection of any action and any activity with the mental and communicative-semantic processes that prepare them. From this point of view, the very expressions "activity" and "action", if we leave aside their definition through schemes of reproduction, act as expressions of extremely strong idealizations, excessive reductions and simplifications, which in reality can correspond only to extremely rare artificially created and exotic cases. AT real world social life, activity and action can and must exist only together with thinking and communication. Hence the very expression "thought-activity", which is more in line with reality and therefore should replace and displace the expression "activity" both in research and in practical organization.
At the same time, what was traditionally called “thinking” is divided into two fundamentally different components. ¾ « thought-communication” and “pure thinking”, each of which lives in its own special process and has its own special mechanisms. These components exist in reality, as a rule, together and in complex interweaving with other components of mental activity. ¾ processes of understanding, reflection and thought action and in the structure of integral thought activity. Therefore, any of these processes should be considered, first of all, in terms of their functions in mental activity and in relation to all other processes. An analysis of the pure and autonomous processes of thought-communication, understanding, reflection, thinking and thought-action, as has usually been done so far, cannot lead to success. Only a specific systemic analysis of the whole can be effective here, in which all the processes mentioned above are considered as partial and forming subsystems within the polysystem of mental activity.
Figure 2.2 - Scheme of mental activity
2.2 Development step diagram
We must distinguish between evolution and development. Evolution occurs in nature, can occur in society, and has one pivotal line, namely, natural changes. In order to talk about development, it is necessary to have a second core line - an artificial-technical component.
So, for development there must be a subject that controls this development? Yes, and without this development does not happen, cannot be. There must be a certain layer or stratum of people involved in the problem of development. The meaning of the historical process according to Hegel is that the natural processes of change, or evolution, are assimilated by artificial-technical ideas.
And in order to have development management and development, it is necessary to single out the development process as such, and then deal with its management (Figure 2.3).
Figure 2.3 - Scheme of development step
The organizational management point of view is an alternative to the natural-science approach. An organizational manager is a person who replaces traditional science.
And it seems that all this is a consequence of the transition to an engineering point of view. Or rather, office engineering, since engineering is actually a synthesis of technical and research, when the technician knows what he is doing and what the consequences will be.
We must move to an artificial point of view. And today this is the main task of our society, and our science, and our engineering. Next, we will discuss what the role of an organizational manager can be here and what kind of knowledge he should receive in order to manage in fact, and not pretend that he manages.
First. It is necessary to gain knowledge about the control object, or about the system (knowledge about the controlled system). There are two focal points here. The object must be taken from the point of view of goals and the point of view of management tasks, i.e. in a managerial approach.
Second. Here begins the moments of a natural, and even scientific, approach to the application to this situation: forecasting appears: extrapolation, continuation of the described line of development into the future (Figure 2.4)
Figure 2.4 - Forecasting
At the same time, the forecast as such, inserted into the context of organizational and managerial work, can never be applied by itself separately. This is drawing a trajectory of change, or evolution, of an object, the assumption that we will not make organizational and managerial influences and, in general, somehow change the emerging trends and rebuild them.
Third. The design task of the ideal. This is a moment of value and purpose.
2.3 Scheme of the act of activity
Just as we represent the world in the form of structures of atoms, molecules, in the same way we believe that the world of activity consists of elementary acts that are organized into complex chains, or molecules, of activity, due to the links of cooperation, communication, due to the introduction certain technologies, etc. And this elementary unit of activity, the so-called act, is represented by the following diagram (Figure 2.5).
Figure 2.5 - Scheme of the act of activity
A little man is drawn on it, as a kind of clot of material (I will tell you later what his functions are), he has some abilities, and, in addition, he constantly uses certain, as they say in psychology, internalized, i.e. "internal" means. What is an internalized remedy? For example, language is for us an internalized means. Here, let's say, a person has mastered algebra, its language and all transformations - this is his internalized means.
In addition, a person has a so-called scoreboard of consciousness. Here we have images. The drawn “tableau” emphasizes that we always have not perceptual relations, but intentional relations. Consciousness always works on “carrying out” relations, the world is organized by us due to the work of consciousness as it is laid out outside of us. Consciousness brings outward all the time. Consciousness is always active, not passive.
Next, here will be the source material, natural, which we will transform. Let's designate an arrow of transformation of a material into a product. At the same time we put another arrow here, it means transformation. So, the top arrow means transformation, and the bottom one - transformation. In addition, there are necessarily actions, or operations, which we denote as d 1... d to , and certain tools, means - the machines with which we work, calculators, computers, calipers and all that stuff. There are more goals as a specific block. And, besides, knowledge is used. Knowledge comes from outside.
This will be the composition and structure (although it is depicted only in some moments) of the act of activity. This activity is called transformation. We usually do it. That's when we rearrange the chair when we work in some technological process, when we count some values - this scheme works every time. We receive some source material, capture it, apply certain actions, tools, means to it in order to transform it into a certain product corresponding to the goal, and it goes further from the act of activity. In doing so, we use tools and means.
If we combine tools and means with actions, we get machines, mechanisms. In fact, they film both. Then the activity rises higher: the activity of this person himself becomes a stroke-action. For example, if we consider the actions of an excavator, it is not clear what he is doing - digging a pit or operating his excavator. This is a multi-layered complex activity. Much depends on how it was taught. In the same way, when you learn to drive a car, you are driving a car. When you have mastered all this, then you are driving a car. And in a sense, the edges of the car are your edges. Similarly, the excavator, when he learned to work, he does not control the excavator, but digs a pit. The manipulator works in the same way at a nuclear power plant, etc. Here complex gluings are obtained.
And at the same time, a person must have certain abilities - this is a subjective part. He can get something through knowledge, something through a direct vision of the situation, its assessment. Something with ability.
Now from this we can collect complex "mosaics" of relationships between activities. We can build cooperative ties. For example, when the product of the work of one becomes the source material for another. We can gather support connections when, for example, the product of the work of one person becomes a tool, a means of another. Or the product of the work of one - methodical or constructive knowledge - becomes knowledge, a knowledge tool for another.
And finally, we can collect complex, so-called socio-technical links, when this entire structure of the activity of one person becomes the source material in the activity of another. We need to fix this “strange” case: when it turns out that human activity is aimed not at the transformation of natural material, but at organizing the activities of other people, at directing or managing such activities.
Chapter 3
“In the form of organizational-activity games, we created for ourselves, for a methodological seminar, a practice, since this imitation, game form is practice in the true sense of the word.”
“And the game is a very serious matter and with content. We need it because it gives people the opportunity to live, albeit “in vitro”, but freely. The game can make you a man if you get involved in it... - yes, a man "in a test tube". But someone who has lived ten days “in a test tube” as a human being can remain like that even further if he remembers what it means to be a human being.”
“The game solves any social, political, socio-cultural issues, creates new patterns. And it turns out everywhere, because in the game you can simulate any area of \u200b\u200blife. Moreover, in the game you can go into the future and see what will happen there, in the future.”
(G.P. Shchedrovitsky “We have philosophy”)
For the main contingent of participants, the organizational and activity game (OGI) begins with the installation or orientation report of the organizer. However, for the organizer himself and his "headquarters" the game is already underway; it began long before the inception report, and the installation itself only marks the transition from the preparatory stage to the main one, from conception and design to organizational and practical implementation. In the course of preparation, the main array of methodological, organizational and gaming support for the game was developed. At the same time, the amount of work carried out is commensurate in terms of contribution with the main stage of the game and several times greater than it in time. Analysis of the idea and concept of the game, methodological and theoretical study of the topic and problem nodes of representations, workflow, organizational project, program, planning and game-technical staging of individual episodes and situations - all this was left behind by the organizer and his "headquarters", a group of methodologists and game technicians.
Such intensive work at the preparatory stage is caused, first of all, by the fact that each ODI is unique. None of the ODs are repeated; each game is created once to analyze a certain range of problems, specific thematic and thought-active content, for a unique exemplary situation. For someone who has never taken part in ODI, all games are similar to each other. From the point of view of such an external observer, any ODI assumes the presence of several working groups, the program always necessarily contains group, general and reflective classes, and the order of the topics discussed is also established. However, with this method of consideration, only the superficial organizational form of the ODI is "grasped" - a kind of regulation of the event. At the same time, as methodological, theoretical and organizational foundations game form, and the organizational project and the program of the game remain unidentified. The playful nature of the ODI also turns out to be hidden. "Why do you call this event a game?" asks an external observer, looking at the ODI program, which he reads as a regulation. "Could it be better to talk about collective problem solving? You are doing training, brainstorming." And often ODI participants say with a noticeable degree of irony: "A game? I have never worked anywhere the way I work here."
Methodologists, game technicians and ODI organizers play with each other in a kind of thought-active and positional "chess", playing possible moves, situations, positions, strategies. Such a game about the possible options for the upcoming game puts the organizers in a special position: by the time of the introductory report, they, unlike other participants, are already included in the game. They play - and the "launch" of the ODI, the deployment of its main stage is carried out only insofar as the organizers themselves play. Methodologists and game technicians succeed in drawing other participants into ODI to the extent that they themselves are involved in the game. The organizers constitute a kind of epicenter of the game. This manifests a peculiar regularity of game forms of mental activity (MD).
The kick-off report represents the transition from one stage of the game to another. He "folds" in himself the results of the preliminary game of methodologists and game technicians and outlines the promising lines of a new "big" ODI. The organizer of the game does not just present to the participants the idea and concept, organizational project and program - he begins to play the situation, reproduce the results of the game-preparation in reflection and reflective thinking and express these results in the text of communication. The installation captures the main difficulties that the organizer sees before the start of the game, the problems that the groups will face, the principles for constructing the upcoming work and the various possible trajectories and strategies for the movement of game participants and working groups. The question arises: what does it mean to understand this text as an attitude towards a game? What is the playful nature and playful meaning of the introductory report?
The organizational project and the program of the game, the introduced representations of the workflow and the methodological schemes of activity reflect the future MD, set the MD guidelines for the prospective reflection of the participants in the game, and in this sense (functionally) can and should be considered and interpreted as the "rules" of the ODI. However, neither during the installation, nor in the first days of the game, the participants, experiencing enormous difficulties in the process of self-determination and mutual determination, do not perceive organizational documents and mental schemes as rules and guidelines.
So, neither the game technicians, nor the participants who first got into ODI, consider the organizational and methodological representations specified in the program and introduced in the introductory report as the rules of the game. Not considered and not used; in this respect, these representations are not rules for them; both the former and the latter are right, but they are right in different ways.
The theme is the first reference point for the participant of the game. The wording of the theme not only outlines the general contours of the thematic area, and hence the contours of future discussions and discussions, the theme of the game indirectly sets the workflow plan and the game form. Reconstruction of work processes and game form according to a given formulation of the topic requires the participant of the game not only to have a general idea of the complete game MD, but also to understand possible links and relations in MD - constituting the game and constituted by the game. From this point of view, the topic defines a special type of connection between the played MT and the "external" and "production" MT, from which goals for the game are set. What is this connection? What can theme analysis and thematic analysis in general give a player in terms of self-determination?
If the organizer of the game invites the participants to play "Designing a new type of university" or "Programming scientific research and design development for the leading institute of the industry", then the conclusion about the nature of the main workflow is natural. The plan of work processes (or plot content) has already been identified, outlined in the topic and set cultural and historical; that means, in a certain sense, in an extra-game way: through type-thought-activity definitions. We understand that the participants in the game will "design" or "program", and where this does not work out for one reason or another, they will play "design" and "programming". The situation becomes more complicated if we encounter formulations of a different type; ODI "City" or "Ways and methods of activating the educational process in the system of advanced training" is carried out. Based on the wording of the topic, we can no longer single out the central workflow unambiguously. It can be assumed that the game will be devoted either to the "analysis of the situation" in the field of advanced training or "urban studies", or the problematization of existing approaches to the topic, research methods; however, confirmation of such a hypothesis should be sought in other organizational documents, in the project and program of the game.
Imitation in ODI is nothing but the creation of the future. This does not mean that the organizers and participants of the game are not interested in the current situation; however, they did not gather for the game in order to reproduce this situation "as close to reality as possible." This "real" situation is needed only as a fulcrum for programming and planning for the future. The current state of affairs requires an in-depth analysis, but the purpose of such an analysis is to criticize and transform this situation. The application of the ODI method requires the organizers and participants of the game to shift the status of "reality" from the existing situation to the one designed and cultivated in the game. If we follow the current understanding, then "imitation" is interpreted rather as imitation, as a reproduction in some artificial conditions of the natural "fabric" of events and relationships. The basis of the imitation attitude in ODI is the aspiration to the future, the use of schemes and mental representations as a principal project.
The game is a breakthrough into the future. The essence of ODI is to create problem situations and resolve them by organizing a collective thought-active search and creating conditions for self-organization of game participants. By developing mental schemes and constructions on the "board", the game not only forms and cultivates the mental abilities and "pure" thinking of the participants in the game. The game determines the possibilities and boundaries of the involvement of these schemes in the collective MD, refutes or confirms the claims of "pure" thinking from the point of view of MD and the tasks of organizing MD. ODI turns out to be a global experiment on the practicality of thinking and the possibility of implementing mental ideas. Here we come close to another point in the common notion of "imitation" and imitation relationships. Today imitation is often mixed with simulation; Recently, the term "simulation modeling" has gained currency. We are sure that "imitation" and "modeling" are two different approaches to the development of socio-cultural and thought-active reality.
ODI is created on the basis of existing activity schemes and MD, organizational forms and organizational documents; the predeterminedness of these "views" is a condition for the "launch" of the game and its normal flow. Going beyond the boundaries of existing schemas and representations should be controlled and managed. Otherwise, the continuity of the MD and the rules for its development are violated. However, the meaning of the ODI is to intensify the thinking and MD of the collective, in which and due to which the inherent schemes and structures would be overcome; this is the situation of the development of MD and all participants in the game. Development is an artificial-natural process, artificially controlled and managed, and most importantly - assimilated in artificial representations. It is necessary to overcome the existing ideas and organization schemes so that as a result new ideas and organization schemes are built - more powerful and more effective in terms of organizing and managing the collective mental activity of those freely gathered to solve a complex problem situation.
Chapter 4
4.1 Program, regulations, participants and results of the game
From October 30 to November 7, 2010 in the sanatorium "Yubileiny" (Verkhny Tagil) the Ural Youth Energy Forum was held in the format of an organizational and activity game " Strategic priorities for the development of the energy sector in the Sverdlovsk region". The program and regulations of the game are presented in table 4.1.
The following questions were discussed at the game:
-problems of involving "new" energy resources in the "new" economy of the country and the Ural region, including the development of the concept of a peat cluster in the region's economy;
-problems of launching an innovative economy;
-problems of launching development management (enterprises, economies, countries);
-problems of modern quality and lifestyle in their systemic relationships and mutual influence.
The goals of the game that were presented to the participants:
-connection of representatives industry talent poolof the electric power industry to the discussion on the problems of developing regional concepts and programs for the development of the energy sector;
-implementation of the innovation systemformation of a personnel reserve through the organization of collective thinking and activity - a system-thought-activity methodology, as a promising worldview direction;
-participation in building a system of social reproductionthrough the organization of a broad public discussion on the problems of developing the energy sector of the country and the region;
-participation in formation of a common ontological (ideological) picturebased on the activity approach of the representatives of the personnel reserve, as a necessary condition for ensuring a breakthrough in the region's economy;
-development of the information society in the regionthrough the organization of discussion using the space of the Internet.
Table 4.1 - Program and regulations of the organizational and activity game
The first day: Review of existing strategic developments in the economy and energy of the country and region. Main challenges, tasks and landmarks. Saturday, October 30 start end time 10:0011:001:00
Tags: Organizational and activity games of G.P. Shchedrovitsky Abstract Psychology
ODI is, first of all, a new cultural-historical form of organization of collective thought activity, which ensures the development of thought activity itself.
Stages:
Development of the concept, goals of the game, scenarios for the most significant projects
Playing the game
Change of circumstances
Reflection
Peculiarities:
Not only the team has a common goal, but each individual member can have their own goal.
When the solution to the problem comes to a standstill, then the organizers begin a new form of organizing negotiations (by separate groups, for example)
The organizers may introduce additional conditions (laws, regulations, actors)
Reflection can be general or in groups
EXAMPLES OF MOBILE GAMES
Game "Three Sticks"
The game requires three sticks about 1 meter long.
This game develops dexterity. Put the sticks on the ground in parallel, one under the other, at a distance of 0.5 meters. The players line up one after the other. The first one accelerates and jumps over each stick. You can jump with one foot. You can't step on sticks! When the last one has jumped over all the sticks, he moves the last stick he jumped over to the place where he landed. The middle stick is shifted so that it is at an equal distance between the extreme ones. And everything starts over. When the distance is very large, you can land with two feet! Whoever steps on the stick is out of the game. The last one left wins.
Competition "Build something"
The players are divided into two teams. Each team is invited to build their own composition-figure as follows: one person steps out of the line and assumes some beautiful pose in his opinion. (Invite him to close his eyes and take the position of the body that dictates his momentary mood, music and inspiration). The next person in the line comes up to him and tries to "complete" the composition by taking some complementary position next to the first person. It can touch the first one, it can stand close or far away from it, the main thing is that they create a common composition that fills the space. Then the third person "adjusts" to them, the fourth and so on - until the very last participant. As a result, each team should get a beautiful many-armed-many-legged figure. Teams can play both simultaneously and in turn, watching each other's successes from the position of spectators.
Game "Postmen"
Two teams are formed for the game - women's and men's. In front of each team, at a distance of 5-7 meters, there is a thick sheet of paper on the floor, divided into cells in which the endings of names are written (-ty; -nya; -la, etc.). Another sheet of paper with the first half of the names is pre-cut into pieces in the form of postcards, which are folded into shoulder bags. The first numbers of the teams put the bags on their shoulders, at the signal of the presenter, they rush to the destination paper sheet lying on the floor, take out a postcard with the first half of the name from the bag and attach it to the desired ending. When they return, they pass the bag to the next player on their team. The team whose mail finds its addressee faster wins the game.
Game "Don't Hurry"
Players become a semicircle or in a line. The leader, standing opposite the participants in the game, makes various movements with his legs, arms, head or whole body. At the same time, the leader keeps a count of the movements so that it is clear where one movement ends and another begins.
The players must repeat his movements, but with a delay of one count, that is, the players perform the first movement when the leader is already showing the second, the second movement when he shows the third, etc. The player who makes a mistake steps back one step and continues to play out of order.
As a result, the players who remained in place are considered the winners, and the losers are those who retreated the furthest back.
falling stick
Standing in a circle, several players are calculated in numerical order. The participant of the game at number 1 takes gymnastic stick and goes to the middle of the circle. Putting the stick vertically and covering it with his palm from above, he loudly calls a number, for example 3, and he runs back to his place. The one who is named runs forward, trying to catch the falling stick. If he manages to do this, then the participant in the game at number 1 again takes the stick and, placing it vertically, calls a number, etc. If the stick fell to the ground, then the one who failed to pick it up becomes the leader. The game lasts 5 - 7 minutes. The winner is the one who was less than others in the role of leader
And also remember such games as: Moscow hide-and-seek, 12 sticks, Take-grab, Gorodki, Banner, Cones-acorns-nuts and many others!
GAMES IN THE ROOM
Game "Walking"
The group lines up in one line, they are invited to go from one end of the room to the other with their usual gait, and then back. After that, you need to walk, lifting your head up, lowering it low, stretching your neck, pulling your head into your shoulders, waving your arms, pressing them to your body, bending in half, bending back, wagging your hips, not moving your pelvis at all, not bending your knees, raising your knees high , with a wide step, putting the heel of one foot to the toe of the other, run very quickly, go as slowly as possible. Then walk again with your usual gait, trying to track the changes that have occurred.
Joystick
Purpose: group bonding. Time: 5-10 min. Number of participants: from 10 to 20. Age: from 10 years. Venue: any. Everyone stands opposite each other, and each takes the hand of a neighbor by the thumb. The neighbor's thumb will be the joystick. The first in the chain extends his hand forward over the table. A small object (coin, earring, etc.) is placed on the table. Everyone closes their eyes, except for the last member of the team. He controls the "joystick", passing the first command through the rest of the participants. The goal of the first is to place your finger exactly on the object on the table. The game can be played in the form of a competition. If you decide to make a competition out of this game, do not forget to define independent judges so that no one cheats.
Electrical circuit
The team is divided into pairs. Partners sit opposite each other, where they connect their hands and feet, thus forming an electrical circuit through which current flows through the clasped hands and feet.
The task of the participants: Stand up without breaking the electrical circuit.
Now combine two pairs with each other to make an electrical circuit consisting of four people. The task remains the same - to stand together without breaking the chain.
When this stage is successfully completed, combine the groups again to form an electrical circuit consisting of 8 people. In the end, you will get an electrical circuit formed by all the participants that must rise.
The two main conditions for this exercise are: 1) the electric current must flow freely through a closed electrical circuit formed by clasped hands and feet; 2) at each stage, the participants must take off from the ground at the same time. Tip for the counselor: do not forget to support the children, because it is very difficult for them!
"Give me a hand!"
The participants of the game stand in a circle and hold hands. The counselor invites the guys to look at those who are standing through one from them and then join hands with them. Then two from them and also join hands with these people and so on, until everyone holds hands with the person opposite.
Note: after each new “hug”, the players must be asked to straighten up (for this, the participants in the game will have to come closer to each other). The first time the game can be stopped if the guys become uncomfortable or very difficult to stand.
Also remember such games as:
Fly, Bams, Aram-shim-shim, Killer, Grandmother-untangle-threads, Oh-la-viburnum, Flashers, Blind Man's Bluff, Third Extra, Jap, Kitty-kitty, Golden Gate, Forged chains, Chinese invitation, Hello, goodbye and many, many others
IDEYNIK
Write down the ideas of your ISS in any of the shapes. Then, from all the ideas, select three or four of the most realistic and interesting ones, circle them with a colored marker.
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WORK PLANNING
ISS "____________________"
GOAL for the academic year (related to the direction and type of activity):
__________
________________________________________________________________________
OBJECTIVES (what needs to be done to achieve the goal):
1) ______________________________________________________________
______________________________________________________________
2) ______________________________________________________________
______________________________________________________________
3) ______________________________________________________________
______________________________________________________________
ROLES IN THE ISS (Who is responsible for what)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
ISS COLLECTION FREQUENCY:
__________________________________________________________________________
PLANNED RESULTS:
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
PLANNING 2016
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http://summercamp.ru - a site with the development of events.
https://vk.com/nerdvavolunteers - SPECTR group in social network"In contact with"
https://vk.com/nerdvaschool - MBOU NSOSH group on the VKontakte social network
According to E. Fromm, we are all determined by the fact that we were born as people and therefore we always face the need to make decisions.
ODI is a form of organization of activities focused on the joint search for an optimal solution. In general terms, the decision-making procedure is reduced to the following: alternatives are identified, the area of admissible decisions is determined, and the optimal choice of one of the alternatives is made. The ability to make a decision that precedes an action is acquired with experience in the process of practical activity. However, it is also possible to learn the decision-making procedure.
ODI models information processing activities by synthesizing all known methods of group decision. The work is carried out in small groups, which, at certain intervals, exchange their intellectual products with each other. In game theory, an arsenal of methods for group decision-making has been accumulated. The most famous are: brainstorming, the method of focal objects, etc. The use of these methods allows you to break out of the traditional thinking, to come up with unexpected interesting solutions.
As a rule, ODI is carried out in several stages. These stages are consistent in general terms with the decision-making procedure.
First stage – perception of a problem situation as a task.
You can ask the problem of the "unknown" in general terms. For example: "Designate a range of problems that are relevant at this stage for the class team, highlight a problem that requires an immediate solution." Then the players find the problem themselves.
The problem situation and the task arising from it can be clearly identified by the organizer of the game: "Find a constructive way to solve the problem of preparing for the meeting of the International Women's Day and preparing gifts."
The second stage is the search for alternatives.
When a person is faced with a situation that requires a decision, then, as a rule, he does not begin with a choice of possible options, but with the construction of a solution. First, he takes one version, brings the reasoning to a certain stage, where it becomes clear to him that his choice is wrong, then he searches for a new version. A person, as a rule, does not consider a logically complete set of alternatives. This is one of the reasons for template solutions.
At this stage, as a rule, work in small groups. The work ends when the groups have exhausted the supply of ideas.
The third stage is the concretization of ideas.
At this stage there is further development, improvement, modernization of ideas.
The main method is discussion.
Often in ODI, generators of ideas and critics are conventionally distinguished. Appropriate groups are created. The work of such groups can go by the shuttle method: the groups are located in different rooms; having developed ideas, the group of "generators" passes them on to the group of "critics", who, after evaluating the proposed options, clarify them or formulate them new task"generators". The cycle is repeated until a satisfactory result is obtained. Public defense of ideas in small groups is possible. Then all small groups act as critics.
The fourth stage is the selection of solutions.
The moment of choosing an alternative is difficult and often leads to conflicts. Such a dramatic situation arises if there are no clear criteria for choosing a solution. At this stage, it is necessary to determine the area of admissible solutions, to give preference to the option that, under a given set of circumstances, for these subjects, based on these criteria, is most desirable.
Logic diagram organizational-activity game shows the mechanism of approaching the optimal solution in the process of ODI. Initially, as many solutions as possible are typed, and they are gradually concretized. Then, in the process of discussion, unacceptable solutions are discarded; admissible solutions are improved, specified, deepened. The work ends with a collective product, a solution that is accepted by the majority of participants.
Often the participants in the game lack knowledge of objective reality. In this case, a council of experts (specialists in a given problem) can be created to criticize decisions. Their task is to show the pros and cons of the options found.
The point of ODI is not to find the final version, but to form a new creative thinking. The ability and habit of thinking unconventionally become a personality trait and are transferred to any activity.
Organizational-activity game is a game method of active socio-psychological learning, a kind of operational games, during which, using the modeling of the organization of professional activity, students solve actual theoretical and practical problems, and the reflective component of creative thinking develops.
Unlike a business game, the purpose of which is to solve an actual pedagogical problem, the purpose of an organizational-activity game is to solve a theoretical or practical problem. A task is a situation in which it is necessary to find a certain procedure (algorithm) to achieve a goal and in which the implementation of this algorithm requires certain skills. The problematic form of organization of activity, communication, reflection and thinking, used in the organizational activity game, means that the players are placed in conditions where they do not know what and how to do, what methods of activity, communication, thinking, reflection, etc. .P.
Organizational-activity games are considered games for development, methodological thinking, development of generalized methods of productive mental activity. The organizational-activity game develops the ability to act in a wide area with shaky boundaries, accustoms to collective mental activity, and restructures the thinking of the participants. It differs from a business game in that it is held for a longer time (as a rule, within five days), involves the participation of a wide range of organizers: a director, screenwriter, methodologists and game technicians, and the mandatory and widespread use of reflexive techniques.
In the organizational-activity game, a hierarchical level of interaction is established: gaming, gaming, methodological, involving the involvement of specialists in the game - directors, screenwriters, methodologists and game technicians.
The components of the preparation of the leader, directors and screenwriters for the organizational-activity game are:
Analysis of the problem of practical activities of specialists and their typical mistakes;
Determining for the study group the level of complexity of the problem that is brought to the game;
Clarification of the level of formed abilities in trainees.
In the game, not only the players, but also the director and screenwriter have difficulty in modeling and restructuring interactions as development progresses. storyline. This gives rise to the need to organize reflection, attracting methodologists - specialists in organizing a reflexive analysis of activities.
Functions of methodologists in the organizational and activity game:
Ensuring the unity of the director, screenwriter and ideologist in building the plot of the game;
Building the trajectory of the "driving" of the players, their interaction;
The development of the storyline up to finding a way out of a difficult situation that is given by the plot;
Finding a way out of a difficult practical situation (through work with the plot).
The functions of professionally trained game technicians include the appropriate organization of group work (problematization of players, group reflections during the game - introspection, etc.).
Composite core technologies in the organizational-activity game:
Mnemonics (development of a system of concepts);
Psychotechnics (management of the system of motives);
Circuit engineering (translation of concepts into graphical form);
Group technique (organization of group work);
Sociotechnics (the use of social experience as a means of learning).
The results of organizational and activity games are:
Firstly, the development of students' thinking, the development of methods of productive mental activity, the ability to analyze reality, formulate theoretical and practical problems and solve them;
Secondly, the formation of collective mental action and teaching collective thinking;
Thirdly, in the course of the game, situations of a problem type are translated into situations of a task type, socially organized activity and social practice develop, new goals, ideals, and values are formulated; such a renewal of the professional readiness of players occurs either as a result of qualitatively modeled conditions of activity, or as a result of systemic criticism of activity;
Fourthly, the result of the game is the rapid emergence and development of groups, up to teams with complex architectonics of microgroups, teams are formed to transform practice.
The structure and features of the preparation and conduct of the organizational and activity game
The technology of the preparatory part of the organizational-activity game is as follows. First of all, a topic is selected that accumulates an actual theoretical and / or practical problem that is currently taking place in the professional activities of specialists.
During the preparatory period, the participants of the game are selected. It is desirable to introduce practitioners from close areas of activity into the groups of players. Teams are selected in connection with the identified problems.
Early preparation of students for the organizational and activity game includes:
Subject-substantive training (study of literature, lectures delivered, solution of control tasks);
Schematic training (development of symbols and signs);
Reflective-psychological preparation (thinking over personal strategies for actions in the classroom).
Each organizational and activity game, as a rule, is held for five days and is divided into the following stages: self-determination; problem analysis; determination of the system of values and goals of activity; determination of the system of means for carrying out activities; construction of the project of the changed activity.
These stages correlate with the phases of the psychological mechanism of the game:
Acceptance by participants of regulatory requirements for gaming activities;
Awareness of difficulties in the practical and mental plans of activity to resolve the problem;
Formation of the need for the restructuring of one's own activity and personality;
Building a strategy for professional self-change.
In the first phase, students in the state “as they are in life” enter the game activity. They become players and define themselves in the game. Participants correlate the goals and rules of participation in the organizational and activity game with their own goals. They develop ideas about their activities, a presentation takes place - the process and ways of presenting, presenting themselves to others.
In the second phase, participants analyze their practical activities and formulate existing problems. At the heart of each game is necessarily a problematic situation that has developed in a particular area of practice.
At this stage, there is a process of reflexive ascent from the abstract to the concrete in the analysis of activity, i.e. “reflexive bias”, when difficulties in practice are analyzed, the main subjects of practice and their relations are identified, a problem field is built and problems are formulated.
In the third, "critical" phase, participants compare ideas about "what they are" with ideas about "what they should be" in order to overcome difficulties in activity. Participants discover the non-identity of these ideas and realize that the reason is in themselves, in the nature of their activity. At this stage, they are faced with a choice and make it: either rebuild their activities and themselves, or give up trying to solve the problem and live in the old way. The participants have a need for their own self-development, and through the clarification of the values and goals of their professional activities, they turn to the synthesis of new knowledge and abilities to master this activity.
In this phase of the game, in order to find out the reasons for the difficulties in practical activities, the participants analyze situations at a theoretical abstract level. Working with concepts or theoretical schemes requires the development or refinement of theoretical concepts, for the construction of which the logic of "ascent from the abstract to the concrete" is used.
The participants in organizational and activity games at this phase develop the ability to create a businesslike atmosphere during discussion, as well as an understanding of the dynamics of group processes. It is at this moment that the players have a need to “be different” in order to overcome difficulties in collective activity.
In the fourth phase, participants build a strategy for self-change and self-development, feel the need to be different, and build projects for a changed professional activity. The perceived need of participants in organizational-activity games to “be different” and act “differently” becomes the motive for their activities both within the framework of the game educational process and after the game, in practice.
The management of an organizational-activity game requires great flexibility and creativity from the organizers at all stages of its preparation and conduct.
