REVISING HISTORY THROUGH GAMES IN THE 8TH GRADE OF PRIMARY SCHOOL

– Sat ponavljanja je učiteljima najteže i najnezahvalnije organizirati jer je vrlo teško postići maksimalnu učeničku koncentraciju i aktivnost svih učenika, dok je istodobno učenicima najdosadniji, pogotovo ako se svede na klasično propitivanje. Jednostrano učenje povijesti – ‘’štrebanje’’ i reproduciranje – izaziva opravdan revolt učenika jer se takva nastava pretvara u pedagoško nasilje. Aktivne metode, a jedna je svakako i igra, dopuštaju učeniku da bude autonoman. U nastavi povijesti preporučuju se prakseološke metode (metode praktičnih radova) kao vježbanje lijepoga govora, čitanja i sastavljanja eseja, crtanje zemljovida, shema, izrada portfolija – mapa (Rendić Miočević, 2000). Igra je također priznata kao metoda i treba je povremeno prakticirati, barem kao osvježenje na satima ponavljanja.For teachers, it is usually most diffi cult and least rewarding to plan revision lessons because it is very hard to achieve a high level of students’ concentration and involvement of all students. At the same time, this type of lesson seems to be the most boring one – especially if it comes down to the usual form of oral testing. The passive way of learning History, the one in which students study and only reproduce the teaching content, causes resistance among students because this teaching method is actually a form of pedagogical violence. However, active learning methods, especially games, enable students a high level of learning autonomy. In History teaching process, it is strongly recommended to use practice methods such as practicing speech skills, reading, essay writing, drawing maps and schemes, and making portfolios (Rendić Miočević, 2000). I must add that games are also recognized as a relevant method and should be used sometimes, if nothing else, than to refresh revision lessons