出版社：Hrvatsko pedagoško-književni zbor, ogranak Split i Filozofski fakultet Sveučilišta u Splitu
摘要：Games are some of the initial learning methods which provide new cognitions through personal experience. In the higher grades of primary school and in secondary schools there is no room for games in the teaching process. However, certain groups of subjects make use of some characteristics of games in such manner that they have become integral parts of the teaching process also known as role-play and theatrical play which equally, though with a different function, use social groups of subjects in primary schools. In the Croatian language teaching, in lessons of literary work interpretation, a teacher uses interpretative reading as a lesson phase. The purpose of such reading is to authentically transfer author’s thoughts and feelings, which revives the content of a text and an author’s attitude towards his/her work. A history teacher has no such opportunities as a Croatian language and literature teacher, but so as to revive and bring students closer to certain historical events, he/she uses theatrical plays and simulations. Theatrical play, which Croatian language defi nes as a simple theatrical piece targeted to children, fi nds its place in the methodics of history teaching. A history teacher uses knowledge that students acquire in Croatian language lessons, such as text dramatization which is acquired in t he fi fth grade of primary school, which brings the correlation between two subjects into play and introduces students with an interesting approach to teaching material. At the same time, computer games which have become an important source of fun for young people since the seventies, today form an unavoidable segment of everyday life and shape a different aspect of role-play. Since games themselves are the primary interest of a small child and provoke pleasant sensations, it is assumed that application of role-play and simulations in teaching might as well have positive connotations. Hence, the author wants to demonstrate that games are useful means in the coverage and revision of teaching material; and emphasize the usefulness of games in teaching.
