Reflective games. Read for free online in electronic form. Reflection. Card games in lessons and extracurricular activities Reflective game all in a circle

Consider the set N={1, 2, … , n) agents. If there is an uncertain parameter in the situation (we will assume that the set is general knowledge), then information structure I i(we will use the terms synonymously information structure and view hierarchy) i The th agent includes the following elements. First, the presentation i th agent about the parameter – let’s denote it . Secondly, representations i th agent about other agents’ ideas about the parameter – let’s denote them . Thirdly, representations i th agent about representation j th agent about representation k- th agent - let's denote them . And so on.

Thus, the structure of awareness I i i th agent is given by a set of all possible values ​​of the form , where l runs through the set of non-negative integers, , and .

Similarly set information structure of game I in general – a set of values, where l runs through the set of non-negative integers, , and . We emphasize that the structure of awareness I“inaccessible” to the observation of agents, each of whom knows only some part of it (namely - I i).

Thus, the structure of awareness is infinite n- tree (that is, the type of structure is constant and is n-tree), the vertices of which correspond to the specific awareness of real and phantom agents.

Reflexive game G I is the game described by the following tuple:

Where N- many real agents, X i i-th agent, is its objective function, , - set of possible values ​​of an undefined parameter, I - information structure.

Thus, a reflexive game is a generalization of the concept of a game in normal form, defined by a tuple , in the case when the awareness of agents is reflected by the hierarchy of their ideas (information structure I). Within the framework of the accepted definition, a “classical” game in normal form is a special case of a reflexive game - a game with general knowledge. In the “limiting” case - when the state of nature is general knowledge - the concept of solving a reflexive game proposed in this paper (information equilibrium - see below) turns into a Nash equilibrium.

The set of connections between the elements of agents’ awareness can be depicted as a tree (see Fig. 6.2). At the same time, the structure of awareness i-th agent is represented by a subtree emanating from the node .

Let us make an important note: in this lecture we will limit ourselves to considering the “point” structure of awareness, the components of which consist only of elements of the set. (A more general case is, for example, interval or probabilistic awareness.)

Strategic and information reflection. So, a game in which the players' awareness is not general knowledge is reflexive. From the point of view of game theory and reflexive decision-making models, it is advisable to separate strategic and information reflection.

Information reflection– the process and result of a player’s thoughts about what the values ​​of uncertain parameters are, what his opponents (other players) know and think about these values. In this case, there is no actual “game” component, since the player does not make any decisions.

In other words, information reflection refers to the agent's awareness of natural reality (what the game is like) and about reflective reality (how others see the game). Information reflection logically precedes reflection of a slightly different kind - strategic reflection.

Strategic reflection– the process and result of a player’s reflections on what decision-making principles his opponents (other players) use within the framework of the awareness that he ascribes to them as a result of information reflection. Thus, information reflection takes place only in conditions of incomplete information, and its result is used in decision-making (including strategic reflection). Strategic reflection takes place even in the case of complete awareness, preceding the player’s decision to choose an action (strategy). In other words, information and strategic reflection can be studied independently, but in conditions of incomplete information both of them take place.

– the set of all possible finite sequences of indices from N;

– union with an empty sequence;

– the number of indices in the sequence (for an empty sequence is taken equal to zero), which was called above the length of the index sequence.

If - representation i- agent about an uncertain parameter, and - representations i th agent about his own idea, then it is natural to assume that . In other words, i The th agent is correctly informed about his own beliefs, and also believes that other agents are so, etc. Formally, this means that axiom of self-awareness, which we will further assume to be fulfilled:

This axiom means, in particular, that, knowing for all such that , can be uniquely found for all such that .

Along with awareness structures I i, , information structures can be considered I ij(awareness structure j-th agent in the submission i th agent), I ijk etc. Identifying the structure of awareness with the agent it characterizes, we can say that, along with n real agents ( i-agents, where ) with information structures I i, participate in the game phantom agents(-agents, where , ) with information structures. Phantom agents, existing in the minds of real agents, influence their actions, which will be discussed below.

Let us define the concept of identity of information structures, which is fundamental for further considerations.

Awareness structures are called identical if two conditions are met

1) for any ;

2) the last indices in the sequences coincide.

We will denote the identity of awareness structures as follows: .

The first of the two conditions in determining the identity of structures is transparent, but the second requires some explanation. The fact is that further we will discuss the action of the agent depending on its information structure and target function f i, which is precisely determined by the last index of the sequence. Therefore, it is convenient to assume that the identity of awareness structures also means the identity of target functions.

Let's call -agent -subjectively adequately informed about the representations of the -agent (or, in short, about the -agent), if

We will denote the -subjective adequate awareness of the -agent about the -agent as follows: .

The concept of identity of information structures allows us to determine their important property – complexity. Note that, along with the structure I there is a countable set of structures among which it is possible, using the identity relation, to distinguish classes of pairwise non-identical structures. It is natural to calculate the number of these classes complexity of the information structure.

I It has final complexity v=v(I), if there is a finite set of pairwise non-identical structures such that for any structure , there is a structure identical to it from this set. If such a finite set does not exist, we will say that the structure I has infinite complexity: .

We will call an awareness structure of finite complexity ultimate(let us note once again that in this case the tree of the information structure still remains infinite). Otherwise, we will call the information structure endless.

It is clear that the minimum possible complexity of the information structure is exactly equal to the number of real agents participating in the game (recall that by defining the identity of information structures, they differ in pairs for real agents).

Any set (finite or countable) of pairwise non-identical structures such that any structure is identical to one of them is called basis awareness structures I.

If the information structure I has finite complexity, then we can determine the maximum length of the index sequence such that, knowing all the structures, we can find all the other structures. This length, in a certain sense, characterizes the rank of reflection necessary to describe the structure of awareness.

We will say that the structure of awareness I, , It has final depth, If: . If two vertices are connected by two oppositely directed arcs, we will depict one edge with two arrows.

We emphasize that the graph of a reflexive game corresponds to the system of equations (6.6) (that is, the definition of information equilibrium), while its solution may not exist.

So, Count G I reflective game G I(see the definition of a reflexive game above), the information structure of which has finite complexity, is defined as follows:

1) vertices of the graph G I correspond to real and phantom agents participating in a reflexive game, that is, pairwise non-identical structures of awareness;

2) graph arcs G I reflect the mutual awareness of agents: if there is a path from one agent (real or phantom) to another agent, then the second is adequately informed about the first.

If at the vertices of the graph G I depict the corresponding agent’s ideas about the state of nature, then the reflexive game G I with a finite awareness structure I can be given by a tuple, where N- many real agents, X i- many acceptable actions i-th agent, is its objective function, , G I- reflexive game graph.

Note that in many cases it is more convenient (and clear) to describe a reflexive game in terms of a graph G I, and not a tree of information structure (see below for examples of reflexive game graphs).

Novikov D.A., Chkhartishvili A.G.
Reflective games
M.: SINTEG, 2003.- 160 p.

Materials provided by the site "Theory of Management of Organizational Systems"

annotation

The monograph is devoted to a discussion of modern approaches to the mathematical modeling of reflection. The authors introduce into consideration a new class of game-theoretic models - reflexive games that describe the interaction of subjects (agents) making decisions based on a hierarchy of ideas about essential parameters, ideas about representations, etc.

Analysis of the behavior of phantom agents that exist in the representations of other real or phantom agents, and the properties of the information structure reflecting the mutual awareness of real and phantom agents, allows us to propose an information equilibrium as a solution to a reflexive game, which is a generalization of a number of well-known equilibrium concepts in non-cooperative games.

Reflective games provide an opportunity to:

Model the behavior of reflective subjects;
- explore the dependence of agents’ gains on the ranks of their reflection;
- set and solve reflexive management problems;
- uniformly describe many phenomena associated with reflection: hidden control, information control through the media, reflection in psychology, works of art, etc.

The book is addressed to specialists in the field of mathematical modeling and management of socio-economic systems, as well as university and graduate students.

INTRODUCTION
CHAPTER 1. Information in decision making
1.1. Individual decision making: a model of rational behavior
1.2. Interactive decision making: games and equilibria
1.3. General approaches to describing awareness
CHAPTER 2. Strategic reflection
2.1. Strategic reflection in two-person games
2.2. Reflection in bimatrix games
2.3. Limitation of the rank of reflection
CHAPTER 3. Information reflection
3.1. Information reflection in two-person games
3.2. Information structure of the game
3.3. Information balance
3.4. Reflexive game graph
3.5. Regular awareness structures
3.6. Reflection rank and information balance
3.7. Reflexive management
CHAPTER 4. Applied models of reflective games
4.1. Hidden control
4.2. Media and information management
4.3. Reflection in psychology
4.3.1. Psychology of chess creativity
4.3.2. Transactional Analysis
4.3.3. Johari window
4.3.4. Model of ethical choice
4.4. Reflection in works of art
CONCLUSION
LITERATURE

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To find a solution to a bimatrix game, a game model can be used in the form of the so-called reflective game , i.e. a game in which the player simulates the behavior of an opponent.

Let's consider a reflexive game using the example of the above game “competing firms” (see Table 4.3) under the assumption that the player A models the behavior (choice) of the player IN. Corresponding Game Matrix G(24) is presented in table. 4.5.

Table 4.22

The player has IN(unlike Table 4.3) two more “alleged” strategies were added - IN 3 + – respond with the same strategy number that the player chose A, And IN 4 – – respond with the opposite strategy.

It has been proven that in a reflexive game the player whose reflexion rank is one higher than his opponent wins. If the reflection rank differs by more than one, then the outcome of the game is unclear.

1. Case Study

Let there be a company consisting of two departments - production (P), whose task is to produce a certain product, and transport (T), which must deliver the produced product to the consumer. It is known that the income of department P from the production of products in the volume of one machine is equal to a monetary units, the cost of department T for sending one car with cargo to the consumer is equal to c monetary units, and the cost of storing unexported products in a warehouse in the volume of one car is b monetary units and are divided equally between departments P and T.

Let it also be known that during the period of interest (for example, during a working day), department P can produce products in the amount of 5 or 10 cars, and department T can allocate a small convoy (4 cars), a large convoy (7 cars), two small convoys for its transportation. convoys (8 vehicles) or one large and one small convoy (11 vehicles).

A model of the described situation can be a bimatrix game, presented in Table. 4.6.

Table 4.23

It is necessary to give recommendations to the head of department P on the most profitable volume of production for him (i.e., on the choice of strategy P 1 or P 2), given that department P is interested in maximizing its income, and department T is interested in minimizing its costs.

To obtain numerical results we take a= 10,b= 6,c= 2. Then table. 4.6 will take the form of table 4.7.

Table 4.24

Let us first use the maximin method, which directs the head of department P towards the most cautious behavior. In this case, the optimal strategy is P 1, which guarantees department P an income of 37 monetary units (see the last column of Table 4.7). Taking into account the interests of department T (as can be seen from Table 4.7, the minimum costs for T will be when choosing strategy T 1), it is this income that will be received by department P.

Let us note, however, that the choice of strategy P 1 is unlikely to be the best for department P. So, if he chooses strategy P 2 and informs the head of department T about his choice, then he, guided by the interests of his department, will have to choose strategies T 3 or T 4, which guarantees department P's income of 74 or 100 monetary units. Moreover, you can “stimulate” department T to choose strategy T 4 by sharing with it in this case part of the income, for example, 10 monetary units (in this case, the income of department P will be 90 monetary units, and the costs of department T will be only 12 units). This is exactly how department head P is recommended to act in a cooperative manner.

Let's change the initial situation somewhat by increasing the cost of storing non-exported products: a= 10,b= 10,c= 2. We obtain the corresponding table table. 4.8.

Table 4.25

Although in this case the minimum possible income for department P when choosing strategy P 1 is 3.5 times greater than when choosing strategy P 2 (35 and 10, respectively), however, in this case it is better to choose strategy P 2, informing about your decision the head of department T. He, guided by the interests of his department, will have to choose strategy T 4 (corresponding to the minimum costs of department T), which guarantees an income for department P of 100 monetary units. Note that in this situation there is no need to “stimulate” the T department.

MAOU "Beloyarsk Secondary School No. 1"

A game

« Magic key"

A game

"Talk or act"

A game

"Clean slate"

Game "Magic Key"

Goals:

team building.

The target audience: students of grades 7-11, teachers, parents.

Formed UUD:

Content

You need to take a regular key and tie it to the end of a very long rope. Children stand in a circle and take turns passing a key with a rope through the top of their clothes (launched through the neck of the jacket and pulled out through the bottom). Thus, they are all tied together. The presenter gives instructions that everyone must simultaneously follow - jump, squat, stomp, etc. After the mood of the participants has noticeably improved, it is necessary to unwind one by one. Then you can hang the key in a visible place in the classroom, with the inscription “the key that opened us to each other.”

It is better to play the game before a break or after monotonous work, as the game causes an emotional uplift.

Game "Bluff Club"

Goals:

shapelyrovinggeneral intellectual skills;

increasing children's creative and exploratory activity.

The target audience: students of grades 1-11.

Formed UUD: subject, personal.

Content

Can be carried out at different stages of the lesson or extracurricular activities. For the game you need to prepare questions that begin with the words “Do you believe...?”
Examples of history questions:
1. Do you believe that the Slavs, when they cut down a tree, asked for its forgiveness and “fed” it, leaving food on the stumps? +
2. Do you believe that in ancient times the Slavs had a custom: enemies cook and eat porridge together to make peace, without this the peace treaty would be invalid? +
3. Do you believe that Vladimir Monomakh was the grandson of the Kyiv prince and the Spanish queen? -
The teacher prepares the questions himself or instructs the students to do so.

Game "Blank Board"

Goals:

creating a comfortable environment for children to develop their mental abilities;

organization of mental activity, formation of creative thinking;

ability to communicate and interact in a team, respect the opinions of others.

The target audience: students of grades 1-11.

Formed UUD: cognitive, personal, communicative.

Content

Based on the material of the topic being studied, the teacher composes and posts questions on the board that can be expressed either in the usual form or in a drawing, diagram, fragment of a map, and so on. When studying new material (teacher's story, presentation, watching a video clip, student's message, etc.), students participate in the game, answering the questions posed. If students answer a question correctly, it is removed from the board. The goal of this game is to have a clean board by the end of the lesson.

Assignments and questions should be written taking into account age characteristics.

Game "Talk or Act"

(variation of “bottle”)

Goals:

relieving emotional tension;

formation and development of communication skills: the ability to communicate and interact in a team, respect the opinions of others;

team building.

The target audience: 7-11 students, teachers, parents.

Formed UUD: personal, communicative.

Content

Children sit in a circle, with a bottle placed in the middle. The first participant to spin the bottle is selected by drawing lots. He asks any question to whomever the neck of the bottle points to. He must answer the question truthfully or complete the task given by the first participant. The interesting thing is that the participant does not know either the question or the task. First you need to say: “talk or act.” If a participant, having heard a question, does not want to answer it, then he is given two tasks or he drops out (not recommended).

Assignments and questions should be written taking into account age characteristics and the objectives of the lesson.

A game

"Wave"

A game

"Secret"

A game

«
Box of Experiences"

A game

«
Pass it around"

Game "Secret"

Goals:

develop a desire to communicate with peers;

overcome shyness;

find different ways to achieve your goal.

The target audience: junior school age.

Formed UUD: personal, communicative.

The presenter distributes small objects to all participants: a button, a brooch, a small toy, etc. It's a secret. Participants pair up. They must persuade each other to reveal their “secret”. Children should come up with as many ways of persuasion as possible (guessing; giving compliments; promising a treat; not believing that there is something in the fist, etc.).

If difficulties arise, the presenter can help him come up with ways to persuade.

Game "Wave"

Goals:

learn to concentrate;

manage your behavior.

Target audience: m junior school age.

Formed UUD: personal, communicative.

Children are invited to depict the sea, which, depending on the weather, can be very different. The presenter gives the command “Calm!” All the children freeze. At the command “Wave!” children line up and join hands. The presenter indicates the strength of the wave, and the children squat and stand up at intervals of 1-2 seconds, without letting go of their hands. The game ends with the command “Calm!”

To enhance the emotional impact, you can first talk about marine painters and show reproductions of Aivazovsky’s paintings.

Game "Pass it in a circle"

Goals:

contribute to the formation of a friendly team;

learn to act in concert;

develop coordination of movements and imagination.

The target audience: junior school age.

Formed UUD: personal,

Children sit in a circle. The teacher passes an imaginary object in a circle: a hot potato, a piece of ice, a frog, a grain of sand, etc. The object must go through the entire circle and return to the driver unchanged (a potato must not cool down, a piece of ice must not melt, a grain of sand must not get lost, a frog must not jump away). Participants in the game emotionally take and pass the named object.

With older children you can play without naming the object.

Reflection

How I felt when receiving an imaginary object?

Game "Box of Experiences"

Goals:

relieving psychological stress;

developing the ability to recognize and formulate one’s problems.

The target audience: junior school age.

Formed UUD: personal, regulatory.

The presenter shows a small box and says: “In this box today we will collect all the troubles, grievances and disappointments. If something bothers you, you can whisper it directly into the box. I'll let her go in circles. Then I will seal it and take it away, and with it, let your worries disappear.”. The box is passed around.

Reflection

Have you experienced any difficulties when you whispered your grievances and disappointments into a box? Which?

A game

"Point of view"

A game

« Compliments"

A game

"Competence"

A game

«
NILE"

Game "Compliments"

Goals:

increased sense of confidence;

emotional release.

The target audience: students in grades 5–6.

Formable UUD: l personal, communicative.

The children stand in a circle, throw a ball to each other and take turns saying something nice to one of the group members. They pronounce the neighbor’s name in an affectionate manner and say what they like about him (For example, “Lenochka has beautiful long hair,” “Nadyusha draws beautifully,” “Dimochka is a good friend, he is very kind”).

Reflection

1. How did you feel when giving compliments?

2. How did you feel when people complimented you?

3. Have you experienced any difficulties in coming up with compliments? Which?

Game "Point of View"

(business game)

Goals:

self-regulation;

The target audience:

Formed UUD:

Participants: opponents - groups of students defending one or another point of view; observers - a teacher with several assistants. Before the game, the teacher announces the topic of the dispute in advance and provides students with the necessary knowledge and facts. Groups discuss their arguments, possible counterarguments of opponents; enter into a dispute. The observer group evaluates:

Who was more logical?

Who is more emotionally convincing?

Who made mistakes (according to the rules of dispute)?

Research laboratory -

"NILE",(business game)

Goals:

development of logical thinking;

maintaining interest in the subject.

The target audience:

Formed UUD: communicative,

The leader is a teacher or a specially trained student; researchers - groups of students; the admissions committee is a teacher with 2-3 students. Groups discuss the proposed task, prepare a report, mini-play or poster in the form of a solution to the task, choose a speaker who will present the result. The speaker makes a presentation to the class. The selection committee analyzes and makes (or not) decisions. If there is a ready-made solution, the teacher can tell it to the class.

Reflection:

Which solution did you like? Was it the most successful?

(A. Gin. “Techniques of pedagogical techniques”)

Game "Competence"

(business game)

Goals:

self-regulation;

developing the ability to work in a group;

The target audience: middle and high school students.

Formed UUD:

The competitors are two teams of students. Employers are a group of students who determine the winner (who is, as it were, hired for a job). An arbitrator is a teacher who resolves controversial issues. The teacher sets a topic, the teams come up with 5 tasks for each other on this topic (the type of tasks is regulated by the teacher). The opponents answer; if they fail, the owners of the question answer it themselves. Employers evaluate each task using a 5-point system, and each answer using a 10-point system. At the end, the employers confer and make a decision on who is hired.

(A. Gin. “Techniques of pedagogical techniques”)

A game

"Sinquain"

A game

"Competence - 2"

A game

"Vice versa"

A game

"Generator-Critics"

Game "Competence - 2"

(business game)

Goals:

self-regulation;

developing the ability to work in a group;

collectivism;

development of logical thinking.

The target audience: middle and high school students.

Formed UUD: communicative, cognitive, regulatory.

The theme of the game is known in advance. Groups prepare a package of 5 tasks and exchange them with opponents at the game. Teams solve tasks within the allotted time. The questions posed are answered by the one from the team who is chosen by the opponents. The jury consists of 3 students who evaluate the asked question using a 5-point system and the team’s answers using a 10-point system. The teacher acts as an arbiter and monitors the correctness of the game.

(A. Gin. “Techniques of pedagogical techniques”)

Game "Cinquain"

Goals:

self-regulation;

development of attention;

development of logical thinking.

The target audience: students.

Formed UUD:

You can play both in a team and in pairs. Sinkwine is made up of five lines. The topic is set. On the first line the noun (key) to the topic being studied is written, on the second line - 2 adjectives that are either associated with this word or are suitable for it; third - three verbs, also suitable for the keyword, reflecting the meaning of the topic; the fourth line is the main idea or phrase, a sentence about the keyword, the fifth is a synonymous word or association to the keyword. The team with the most successful syncwine wins.

Game "Generator-Critics"

Goals:

development of communication skills, ability to work in a group;

development of confident behavior skills;

self-regulation;

maintaining interest in the topic being studied.

The target audience: students, parents, teachers.

Formed UUD: personal, communicative, cognitive.

The audience is divided into 2 groups – generators and critics. On the proposed topic (problem), generators put forward ideas to solve the problem, critics find errors and “weak points”. The jury is the teacher or 2-3 students. During the game, generators and critics switch roles.

Reflection:

Which ideas turned out to be the most successful? Which ones are unusual?

Game "On the contrary"

Goals:

Development of attention;

The target audience: students.

Formed UUD: To

Content

The teacher gives the children various commands, the children must carry out the opposite of them. For example, on the command “Sit down!” you have to stand up at the command “Speak!” - remain silent, etc.

Reflection:

What commands did you like to perform? Which ones were difficult?

(S. Gin “The World of Logic”)

A game

"Questioner"

A game

"Chain"

A game

"What is the difference?"

A game

"Bird, fish"

Game "Chain"

Goals:

Development of attention;

Reducing emotional stress;

The target audience: students.

Formed UUD:

Content

The class is divided into groups (possibly pairs). The teacher names a series of words: “Orange - rhinoceros - gnome - ice cream - raccoon ...” - and invites the children to discover the pattern of constructing the next series (each subsequent word begins with the last letter of the previous one) and continue it further. The team that continues the chain without mistakes or pauses wins.

(S. Gin “The World of Logic”)

Game "Question"

Goals:

Development of attention;

Reducing emotional stress;

Speech development;

Developing the ability to work in a group.

The target audience: primary school students.

Formed UUD:

The class is divided into groups. Assignment: come up with as many questions as possible about the plot picture (the same for all groups - the picture on the board). After counting the number of questions in groups and summing up the results, they are asked to come up with answers to the most interesting, unusual questions.

Reflection:

What questions turned out to be the most interesting and unusual? Which answers are the most original (fun, unusual)?

(S. Gin “The World of Logic”)

Game "Bird, fish"

Goals:

Development of attention;

Reducing emotional stress;

Speech development;

Development of logical thinking.

The target audience: primary school students.

Formed UUD: cognitive, regulatory, personal.

Children in a chain take turns calling one word at a time: the first is the name of the bird, the second is the fish, the third is the bird again, etc. The game can be an elimination game: a student who repeats a previously spoken word or confuses the topic of the answer is eliminated from the game. The game can be played as a competition between teams.

Reflection:

By what characteristics do we distinguish these groups of animals? What rare birds (fish) were you named?

(S. Gin “The World of Logic”)

Game "What's different?"

(discussion game)

Goals:

Development of attention;

Development of logical thinking;

Speech development;

Developing the ability to work in groups.

The target audience: students.

Formed UUD: communicative, regulatory, personal, cognitive.

You can play in pairs, groups or frontally. The game follows the following scheme: children propose a sign of difference, the teacher (in high school - the opposite team) gives an argument against this sign. For example, the topic “What is the difference between an ostrich and a human?” Discussion option: Ostrich doesn't talk. - So the dumb man is an ostrich? Man has no wings. - So, an ostrich with cut wings is a person?

(S. Gin “The World of Logic”)

A game

"The whole is a part"

A game

"Pass the item"

A game

"Yes and no"

A game

«
Narrator"

Game "Pass the object"

Goals:

Development of attention;

Reducing emotional stress;

Speech development;

Development of logical thinking.

The target audience: primary school students.

Formed UUD: p regulatory, personal, cognitive.

Children stand up and quickly pass an object from hand to hand in a chain, while naming one of its characteristics. Those who could not answer or repeated themselves sit down. The game continues until the signs “run out”.

Reflection:

Have all possible features of the object been named?

(S. Gin “The World of Logic”)

Game "Whole - Part"

Goals:

Development of attention;

Development of thinking speed;

Development of logical thinking.

Target audience: primary school students.

Formed UUD: n cognitive, regulatory, personal.

The teacher names the object (concept, phenomenon - depending on the age of the students), the children name its part. For example, a book is a page, a chair is a leg, a tree is a root, a thunderstorm is rain, etc. You can also play in groups, when one group names an object, the other - its part, and vice versa.

Reflection:

Which pair was the hardest to make? Easiest?

Game "Storyteller"

Goals:

Development of attention;

Speech development;

Development of logical thinking.

Target audience: primary school students.

Formed UUD: cognitive, regulatory, personal.

The teacher offers to recite some famous poem in a “chain”: each student pronounces one word. At the same time, you need to try to tell the story together and at the same pace (as if there was only one narrator). The game is played as a competition between the rows.

Reflection:

Which team was most successful in completing the task?

Game "Yes" and "No"

Goals:

Development of attention;

Reducing emotional stress;

Development of self-regulation.

Target audience: primary school students.

Formed UUD: cognitive, regulatory, personal.

The teacher asks the children questions that can be answered “yes” or “no.” In this case, agreement should be expressed with a nod, disagreement with a voice (then vice versa). The questions should be fairly simple and of a detached nature. For example, “Is it Wednesday today?”, “Is the sun shining now?” and so on. You can play for elimination.

Reflection:

What questions were the most interesting?

A game

“What kind of cat will I be?”

A game

"Clew"

A game

"Earth, water, air"

A game

«
Guess what you have in mind"

A game "Clew"

Goals:

development of communication skills;

relieving emotional stress;

team building.

The target audience:

Formed UUD:

Content

You need to compliment someone sitting in the circle and give him the ball. Part of the thread remains in your hands. Look how bright and durable the web we have turned out to be. And now we will unravel it. Starting with the last participant in the game, we wind up a ball and at the same time say words of gratitude to the one who complimented you.

Reflection

What is more pleasant (more difficult) - giving compliments, receiving them or thanking them?

Game “What kind of cat will I be”

Target :

formation of creative activity, empathy and sensitivity.

The target audience: students in grades 5-11.

Formed UUD: personal, communicative.

Content

During the game, children get acquainted with the various components of their personality and character in the safest way, and personal self-analysis occurs. Instructions for students: “Imagine that you have become a cat. What kind of cat are you? Next, you need to conduct an analysis with the children: Are there any similarities between your character and the description of the animal? What did you like most about what the cat said about herself? Does your cat have any negative aspects?

Reflection

Whose stories were the most interesting for you?

Game “Guess the idea”

Target: development of thinking: the ability to generalize, highlight the essential, analyze the properties of objects.

The target audience: students, teachers, parents.

Formed UUD: communicative, personal.

Content

The presenter thinks of a word. Participants ask questions to guess the hidden word. The presenter can only say “yes” and “no”. Note: at the first stage, words denoting objects are guessed, then you can gradually move on to abstract concepts.

Questions should be written taking into account age characteristics and the objectives of the lesson.

Game "Earth, water, air"

Target: development of reflection and creative activity.

The target audience: students of grades 1-5.

Formed UUD: personal, communicative.

Content

It is best to place participants in the shape of a circle.

Option I.

The playful meaning of the four elements is explained to the children. If the presenter says the word “earth,” then the guys must quickly name the animals or plants that live or grow on the earth. If he says the word “water,” then students name representatives of the animal and plant world that live under water. If the word “wind” is spoken, then the students spin. If he says the word “air,” then the guys name those living creatures that can live in the air. The one who is pointed out by the presenter or who is given the toy answers. You should answer quickly - within 5 seconds. Answers should not be repeated.

Option II.

For each element, an instruction is given - to complete one or another task. For example, if the word “air” is called, students should flap their hands like a bird’s wings; if the word is “earth” - move like a frog (hare, elephant, bear, etc.); if the word is “water” - depict the various movements of a swimmer; if the word is “wind” - blow like the wind, spin, sway like trees.

A game

« Firefighters in training"

A game

« Thread and needle"

A game

"Voevoda"

A game

"The Cook and the Kittens"

Goals:

Formation of group cohesion, the ability to coordinate one’s actions with the actions of other participants, achieve group success through coordinated individual efforts;

Develop and form in yourself such qualities as contact, organization and composure, logic and intelligence, and speed of reaction.

Formed UUD : communicative, personal.

The target audience: students in grades 1-8.

Content

The whole class takes part in the game. The best place to hold it is a sports ground or gym. First, at the teacher’s command, “needles” are selected. It is desirable that these are less active guys. Then they will be able to play the role of presenter, leader and understand, at least in the game, that something depends on them. Then “threads” are attached to the “needles”. It is desirable that the number of children in the “thread” of each “needle” be the same. At the leader's command, movement begins. The participants’ task is not to become detached from each other, otherwise the “thread” will break. The task of the “needles” is not to intersect with other “needles”. The direction of movement is arbitrary, and there may be obstacles along the way.

Reflection

Select a stronger “thread” and the most reflective “needle”.

Game "Firemen in training"

Goals:

Develop a sense of collectivism in children;

Ability to perform movements on cue;

Practice climbing and forming a column.

Target audience: increasingly frequent.

Formed UUD: To communicative, regulatory, personal.

Content

Children players line up facing the gymnastic wall at a distance of 5–6 steps in 3–4 columns. A bell is suspended against each column at the same height. At the signal “1, 2, 3 - run,” the children standing first run to the wall, climb in and ring the bell. Then they descend and stand at the end of their column. Repeat the game 6-8 times.

Monitoring compliance with safety regulations during the game.

Goals:

Exercise children in various types of walking or running;

Development of reaction speed and dexterity;

- ability to focus on words.

The target audience: students in grades 1-5.

Formed UUD: k communicative, regulatory, personal.

Content

Players use a counting rhyme to choose a cook who guards the objects lying in the hoop - “sausages”. The cook walks inside a hoop, a cord - the “kitchen”. Children - kittens walk in a circle, performing various types of walking, running, saying the text:

Pussies are crying in the corridor,

Kittens have great grief:

Tricky cook for poor pussies

Doesn't let you grab the sausages.

With the last word, the “kittens” run into the “kitchen”, trying to grab the sausage. The cook is trying to stop the players running in. The affected players are eliminated from the game.

The game continues until all the sausages are stolen from the cook.

Recommendations

You can’t run into a circle too early. The cook is not allowed to grab the kittens, only salt them, he is not allowed to go outside the circle. It is prohibited to take 2 or more items at the same time.