PEDAGOGICAL OPPORTUNITIES FOR DEVELOPING COMBINATIONAL THINKING IN CHESS EDUCATION

Abstract

This thesis examines the pedagogical opportunities for developing combinational thinking in chess education. Combinational thinking is considered an important component of a chess player’s intellectual and tactical preparation, enabling learners to identify hidden relationships between pieces, predict several possible continuations, evaluate alternative moves, and make effective decisions in changing game situations. The study emphasizes the role of specially selected tactical positions, problem-based tasks, visual analysis, comparative evaluation, and reflective discussion in improving combinational thinking. Particular attention is paid to the gradual organization of chess instruction from simple tactical motifs to complex multi-move combinations. The use of differentiated exercises, digital chess platforms, position analysis, and game fragments is viewed as an effective means of increasing students’ independence and analytical activity. The proposed pedagogical approach contributes not only to improving chess skills but also to developing logical reasoning, concentration, prediction, flexibility of thinking, and decision-making abilities.