The use of interactive game simulators for the development of algorithmic thinking of students in Russian language and literature lessons

Problem and goal . The model of formation of competitive qualities of a graduate of a modern digital school assumes that he has a culture of thinking, the ability to generalize, analyze, perceive information, set goals and choose ways to achieve it. The development of relevant skills is actively taking place in the lessons of computer science, mathematics, physics, chemistry. However, the Russian language and literature have a certain didactic potential for the formation of the ability to perform mental operations, choosing the optimal way to achieve the goal, etc. The expediency of using interactive simulators to support the communicative activity of students in the study of the Russian language and literature in order to form algorithmic thinking is substantiated. Metodology. The possibilities of designers of interactive simulators for various purposes are analyzed: for the development of online games (Lingo Play, Kid Mama), quests (Learnis), mobile phones (Alice's Resort, Kotovasia), for creating puzzles, charades, crosswords, metagrams and puzzles with riddles, quizzes. To evaluate the input conditions, testing was used, including blocks on the Russian language, literature, and computer science. The experimental study was conducted in the MOE Secondary School No. 25 of Sochi named after Hero of the Soviet Union S.E. Voitenko at the lessons of Russian language, literature, computer science. The participants of the experiment were 46 schoolchildren from the sixth grades. To create interactive game simulators in the classroom, the online designer of “eTrenics” is used (services “Kokla,” “Krypton,” “Morphanki,” “UFO,” “Potato”). Statistical processing of the results was performed using Pearson's chi-square test. Results. Students study services for creating interactive game simulators, use them to process new words, memorize spelling rules, and the plot of works of art. Statistically significant differences in the qualitative changes that occurred in the system according to the levels of development of algorithmic thinking were revealed. Conclusion. Described the features of the presented version of the use of interactive game simulators for the development of algorithmic thinking of schoolchildren in Russian language and literature lessons: inter-network interaction, the design of simulators according to the rules of the Russian language or the plot of the work, the intensification of learning, taking into account the specifics of the “clip” thinking of adolescents.