The game is the leading activity of the younger student. It is in the game that many important life skills are trained, character traits are formed. In elementary school, play is the main way a child gains social experience. The leading role in this belongs to role-playing and business games. Their form of conducting involves an impromptu acting out of a certain situation. Moreover, in most cases, the child during these games plays the role of an adult. Why is it necessary to conduct role-playing and business games in elementary school? What kind of role-playing games can be played in elementary school?

Involving in such activities, students have to:

• perform various social roles;
• express different civic positions;
• organize or influence the actions of other participants;
• establish communication links, establish contacts;
• resolve conflicts that arise during the game.

During the game, a relaxed atmosphere is established. Its organic flow includes natural command and submission, which children do not perceive aggressively.

Role play as a means of developing communication skills

Communication in the game is spontaneous, students have to develop a model of behavior that involves the formation of the following communication skills:

• willingness to cooperate;
• tolerance;
• tolerance for other people's opinions;
• the ability to conduct a dialogue;
• the ability to find a compromise solution.

During the game, relationships are established between children, which they then reproduce in real life. The children are taught such techniques and rules of communication, which in the future they can use in life situations similar in form. Playing the situation several times makes it possible for students to switch roles, try other behaviors, and conduct.

Mental development of children

Game activity plays a huge role in the process of mental development of children. Equally important is the emotional component of the gameplay, because the most vivid trace in our memory is left by those events that hurt our feelings, cause a strong emotional reaction.

Thus, game activity enables the child to acquire invaluable own life experience in the most comfortable conditions for him. It can be called a creative laboratory of self-education, a “school of life” for a child.

The essence and structure of the role-playing and business game

Role-playing and business games have a social nature. Their essence lies in the artificial immersion of children in conditions that are possible in real life. The main thing in holding such games is to give children the opportunity to take the initiative, to present their model of social relations.

Younger students already have an idea of ​​how adults behave in similar situations. Therefore, despite the offered freedom of action, in most cases children try to copy their behavior. The task of the organizer of the game is to push the children to find their own options for behavior, non-standard solutions to emerging problems.

The structure of this type of game is rather inconsistent. On the one hand, during the game, the child should feel absolutely free. On the other hand, the course of the game is strictly regulated:

• the range of roles that schoolchildren should play is defined;
• the conditions and environment in which imaginary events take place are indicated;
• describes the rules of the game that must be followed;
• there are moral and ethical guidelines that participants are required to use.

What is a role playing game?

Role-playing games are always a game of “something” or “someone”. The basis of such a game is the content of the roles that children must "try on" for themselves. The following types of roles are possible:

• specific adults or children;
• representative of a certain type of profession;
• family roles;
• ethnographic;
• roles of fairy tale or literary characters.

Each child should play his role only within the framework of the game action, which can be directed to:

• substantive recreation of the content of the activity;
• building a system of relationships between people in the course of activities.

Types of role-playing games in elementary school

A distinctive feature of role-playing and business games is the presence of a plot. You can use the following types of plots:

• creative;
• related to the profession;
• associated with the opening;
• route, i.e. trips;
• related to art;
• paramilitary;
• fabulous;
• fantastic.

The inclusion of children in a role-playing or business game allows them to go beyond their context of activity, realize the need for interpersonal communication and master the necessary key competencies.

Examples of the use of role-playing and business games in elementary school

Let's look at examples of what role-playing games can be played with younger students. Let's start with those games where it is proposed to play the role of children. The value of such games is that the children are given the opportunity to try out various options, play several behaviors and, on the basis of this, determine the most optimal and correct one.

Game "Planet of Friends"

First, the teacher invites the children to unite in several groups and describes the game situation to them. It will be about the infinite space, in which there are many planets. Each team is invited to settle on a separate planet. The essence of the game will be to establish life in an uninhabited area. Children, in turn performing the tasks of the teacher, must develop and equip their state. The tasks are as follows:

• Come up with the name of the planet and its inhabitants. Describe what they should look like.
• Make rules for living together on the planet.
• Describe what events are happening on the planet.
• Offer options for solving the described situation if it happened on your planet.

"But what if?" Olga Tikhomirova

After all groups have expressed their options for behavior in such a situation, it is necessary to conduct a collective discussion and formulate general rules for communication between children.

At the end of the game, it is necessary to invite children from a fantastic situation to move on to real events.

Students need to describe:

• what situation they lost;
• what topic was covered;
• how it is possible to apply the rules expressed during the game in the life of your class.

Children must express and consolidate the rules of communication in the classroom. You can choose a group of children to write down and complete these rules, and then stick them in a classroom corner.

Of course, children are most interested in games in which they play the role of adults. Such options are possible.

Zoo game

To conduct such a game, you need to prepare a large amount of inventory:

• figurines of various animals;
• material for the construction of enclosures (a building designer or cardboard boxes can be used);
• natural material to create the effect of the park;
• box office tickets.

Children must be divided into several groups and the director of the zoo and the cashier must be selected separately. The meaning of the game is to build a zoo and organize a tour of it.

First, each group will have to choose an animal to care for. You can do this in random order, by drawing lots, or offer to guess riddles.

While this action is taking place, the zoo director must consider the location of each enclosure and draw a schematic map. After distributing the groups, he gives each of them a building material. While the groups are erecting enclosures, the director will have to beautifully draw up a map of the zoo and outline the route of the tour around it.

The main part of the game is that children should not only put the animal in the aviary, but provide care for it. The children are invited to find information on how to feed their beast, what conditions to create for it. You can take two or three days for this and continue the game after the students have prepared.

All the information that the children manage to collect will need to be voiced during the virtual tour. To do this, each group chooses its own guide. The rest of the children buy tickets at the box office and go for a walk to the zoo. They all move around the zoo in one group and, near each enclosure, they listen about who lives here.

Such a game can be used in environmental classes. During the game, children will get acquainted with the rules of behavior in the zoo and learn a lot of information about rare animals.

At events dedicated to the study of the Rules of the Road, role-playing games “Traffic”, “I'm going home”, “We are at a pedestrian crossing”, etc. can be held.

Game "Journalists"

First, the name and thematic features of the journal are announced. The editor-in-chief is selected from among the students in the class. He can be appointed or determined by voting of all members of the collective.

You also need to tell the children that there are several thematic departments in the editorial office of the magazine and explain the features of the work of each of them. Pupils should think in which department it would be more interesting for them to work. The division into departments can also be done as a full-fledged role-play, where children need to write a job application, pass an interview and receive an appointment order.

After completing all the organizational aspects, it is necessary to start simulating the work of the editorial office. The children are offered the theme of the release and each department must prepare the material and submit it to print. An editorial board must be selected, which will check the compliance of the material with the topic and design requirements.

The result of such a game should be the release of printed materials. When offering children such a game, it is worth thinking about its practical significance. Therefore, the issue topic should be selected in accordance with the topic being studied in the classroom or extracurricular activities. The produced magazine should be used at the final collective event. Moreover, it is not enough just to show it, you need to view and analyze each page. In the end, you should thank all the editorial staff and, possibly, “pay” their salary.

The theme of such games is very diverse. You can invite children to work at a confectionery factory, in a pizzeria, in a hairdresser, in a store, clinic or at the post office. With the help of these games, students will understand the features of each profession.

Examples of games in the lessons in primary grades

Mathematics

Story-based games on professional topics may not be so complex, but reproduce only certain elements of labor activity. For example, in a math lesson, you can invite children to play the game "Fishermen". They receive fishing rods, imitate setting the bait and throw the hook "into the water". In turn, the students catch the fish, on which the examples are written. After a successful catch, you need to complete the received task.

Russian language

Another example of using a business game in a Russian lesson. This is the postman game. The postman comes into the classroom and says that he has letters for the students of the class. Children receive letters (you can reproduce the situation of receiving a registered letter). Then the students open the envelopes and take out the cards with the task for independent work.

We invite a fairy-tale hero

Children like to take part in games with a fairy tale or fantasy story. The easiest way to use such games is to invite a fairy-tale hero to the class, who invites the children to complete his tasks. For example, Dunno may ask to teach him how to write poems. Little Red Riding Hood can distribute cakes to schoolchildren on which tasks are written (words with missing letters, terms whose meaning needs to be explained, etc.).

Dramatization

There is also a more complex version of such games. For example, the game "Remove a fairy tale." Children need to get acquainted with the script, assign roles, prepare costumes and scenery. Allow time for rehearsals.

The purpose of such a game is not to simply stage the plot of a fairy tale, but to analyze its moral aspect. After the performance, the teacher should invite the students to discuss how the guys felt in the role of their heroes. Emphasis should be placed on those actions from which children felt embarrassed, consider them unfair. Such a conversation ends with the formulation of correct norms and behavior patterns.

Role-playing and business games have a huge potential for shaping younger students' readiness for independent activities in real life. Their use in elementary school allows you to captivate children, promote their development, revealing talents and individual qualities.

The word "role" (role) comes from lat. rotula- a small wheel or round log, which later came to mean a sheet of paper rolled into a tube, on which the words of the plays for the actors were written down. The concept of "role-playing games" first appeared only in the twentieth century. The prototype of situational role-playing games was improvised dramatic games on a given topic, developed in 1946 by J. Moreno.

Since the mid 1950s. the use of role-playing games in the United States went in two ways. They have become widely used in psychotherapy, including personal growth groups, sociometry, psychodrama, gestalt therapy, and encounter groups.

Another area of ​​application of role-playing games has become training groups, whose tasks are self-development and self-improvement, and not psychotherapy. This direction was created mainly with the aim of developing leadership skills in people, behavior in large and small groups, constructive interaction, conflict resolution in groups, the formation of an adequate self-perception and perception of others.

Role-playing games allow you to actively involve students in the learning process, to arouse interest. They create excellent conditions for establishing feedback immediately after the end of the game interaction. With the help of role-playing games, it is easier to accept new ideas and change the attitudes of the trainees.

Role-playing games are based on the learning effect of joint actions. From a psychological point of view role play content is not an object, its use or modification by a person, but relationship between people, carried out through actions with objects; not a person is an object, a person is a person.

The specificity of the role-playing game determines its preferred use in psychotherapeutic and personal trainings. role-playing

the game can also be used for educational or organizational purposes, if its content becomes a managerial situation, i.e. if the game takes on a business character and is aimed at developing skills to interact with other people.

A role-playing game is a way to expand the experience of the participants in the analysis by presenting them with an unexpected situation in which it is proposed to take the position (role) of one of the participants and then work out a way that will bring this situation to a worthy conclusion. Thus, a role-playing game is a method of psychological modeling aimed at obtaining a psycho-correctional effect through intensive interpersonal communication and the performance of joint activities of people in the conditions of game imitation of real or fictional situations.

In modern pedagogical practice, the role method is an effective diagnostic, prognostic and corrective means of socio-psychological training of specialists. Such a game makes it possible to identify the individuality of each student, his creative abilities, develops the ability to enter into the position of others, better understand their positions and feelings, and also creates conditions for a better understanding of the norms and rules of behavior and communication. This, in turn, contributes to the awareness of the importance of socio-psychological factors in the management of other people and in interaction with them. In addition, significant socio-psychological experience is gained in a more objective analysis of both one's own behavior and the behavior of others, and the psychological competence of a specialist develops.

The main characteristics of role-playing games include:

• - the presence of a model of a controlled system included in a specific socio-economic system. Such a model can be a factory, plant, shop, museum, library or department of any organization;
• - the presence of roles;
• - the difference in the goals of the participants in the game, performing different roles;
• - interaction of roles;
• - the presence of a common goal for the entire gaming team;
• - multi-alternative solutions;
• - the presence of group or individual evaluation of the activities of game participants;
• - the presence of controlled emotional stress.

The main difference between role-playing games and the role-playing method is, first of all, that the one who plays the role of a participant in the analyzed situation, along with a description, is given an instruction that prescribes how to play your role, what strategy to follow, what character to portray, how to evaluate the current situation. situation, what interests to defend and what goals to achieve.

The instructions for the role-playing game should, on the one hand, describe in detail all aspects of the situation. However, on the other hand, it should not set rigid boundaries that prevent participants from playing their roles in accordance with their own ideas about how to act in such cases.

Thus, role-playing games are games according to a given scenario, which requires not only familiarity with the material, but also entry into a given image, i.e. to some extent, even reincarnation, acting.

The task that the members of the group participating in the role-playing game strive to solve is creating a behavior model, typical in everyday life for real people. It should be emphasized that it is the behavior, and not just the manifestation of the talents of the speakers, that will be the basis of the subsequent discussion. The group must observe the content of each scene played out.

Role-playing techniques are interactive and are typically used in study programs by leaders and human relations professionals. Role-playing can be an enjoyable and inexpensive way to learn many new skills. Participants in the class can also break the rules and experiment. For example, the player can experiment with leadership styles or interaction strategies, demonstrating either competition, concession, or compromise in decision making.

With the introduction of this technology, classes are held in the form of either a meeting or a freely developing role-playing communication (dialogue) between participants.

At the end of the lesson, students discuss the outcome and course of solving the problem (conflict), evaluate the behavior in this situation of each of its participants, its productivity. At the same time, the “spectators” begin the discussion, and the teacher ends, who conducts a critical analysis of the results of role-playing communication, noting achievements and losses.

Observations can be more effective if the role-play is videotaped, which can be used to provide feedback and validation of certain points, as well as counseling, if necessary.

The method of role-playing games allows the listener to "walk in other people's shoes", to look, as it were, from the outside at himself and his "hero", whose role he plays, which is of great importance for the perceptual training of managers and specialists, developing their skills of adequate perception of business partners and achieving mutual understanding, choosing an effective scenario of behavior.

Usually used in teaching three types of role-playing games.

• 1. Direct Games- modeling of elements of professional activity.
• 2. Strategic simulations- decision-making under certain conditions ("Environmental catastrophe", "Flight to the Moon", "Incident in the desert", etc.).
• 3.Actually role-playing games- participants in the game separately receive various individual instructions for interacting with each other under the expected conditions.

Role-playing is used as a stand-alone learning technology, and is also used in communication training aimed at developing the interpersonal skills necessary for success in such areas as interviewing, providing feedback and evaluation, negotiation, public relations activities, and even conducting the trainings themselves. .

The effectiveness of role-playing games is due to their vitality and novelty of experiences. However, the method should be used with caution. If games are played at every opportunity, then its value as a game technology can be significantly reduced.

Inverted game- one of the role-playing games. Through this method, the participant in the game can achieve a deep appreciation of the problems and advantages of other people. This happens as follows: during the game, the teacher invites the participants in the lesson to stop and switch roles, presenting the same situation from the opposite point of view - from a position that will often fundamentally contradict the beliefs and habitual behavior of the participants in role-playing communication.

Role-playing games should be applied creatively, improvising. It is best to build the learning process so that after the theoretical part, a role-play follows, giving the opportunity to put into practice the principles or techniques just learned. In the case when all participants in the educational process need to cope with some practical situation, you can arrange one role-playing game for everyone. In this case, you need to divide one large group into several small ones, each of which plays out its own situation.

Competently conducting a role-playing game brings undoubted benefits to its participants. It is advisable to conduct such staged games after the group has overcome stiffness, resistance and psychological discomfort.

The teacher introducing role-playing games should carefully develop a plan for the role-playing game. He must take the time to prepare a brief description of the characters involved and make sure that the conditions of the game created are as close as possible to the specifics of the main activity of the participants in the role-playing interaction.

Trainees are first introduced to the situation itself, and then they are offered to distribute the roles of its participants among themselves. The roles of each participant (according to the general conditions of the role-playing game) can lead the trainees to a lively discussion, especially when everyone is getting used to the role, and not just performing duties.

As a rule, there are two options for the distribution of roles.

• 1. Roles are distributed among some trainees, and the rest, who have not received roles, become active spectators, observers, or act as an arbiter, recording the behavior of participants and then evaluating its consequences.
• 2. Participants in the analysis of the situation are divided into small groups of like-minded people, and each group takes on the role of an individual, a participant in the situation or a unit headed by him.

The small number of participants contributes to the calm informal stop needed for successful learning.

The opportunity to use role play as a training program remains even when there are more than ten people in the group. Large groups can be divided into several small groups, each with their own observers, role-play sets and instructions. Time in such cases is calculated so that all members of small groups can discuss the results of their activities in a general discussion.

Role playing benefits:

• 1) “learning by doing” is one of the most effective ways of learning and gaining experience. Own experiences are remembered vividly and persist for a long time;
• 2) role play allows participants to understand how people feel when faced with some situations. This understanding can be a powerful learning tool: it can help develop the ability to assess the premises of other people's behavior, which would be difficult to achieve in any other way;
• 3) although the use of a role-play contains an element of pedagogical risk, the latter relates mainly to the possible ways the group will react, and not to the impact of the game on it; Role play provides participants with a chance to learn and reinforce a variety of behaviors. The advantage here is a communicative training environment that is free from the risks associated with the use of one or another model that might arise in natural conditions.

RPG Limitations:

• 1) the essence of a successful role-playing game is the creation of a situation as close to reality as conditions allow. If the group feels that the scenario is unrealistic or does not take into account some details of the practical activity, the value of the game will be lost and the learning objectives will not be achieved;
• 2) if the objectives of the role-play are not fully explained and the importance of demonstrating behavior (rather than acting ability) is not emphasized, there is a danger that the role-play will be perceived as something fun. Having serious exercise goals

the use of communication does not prevent people from enjoying participation in it and ensures the joy of interacting with the situation and getting out of it, and not just from funny jokes during it;

• 3) like any training method that involves the active involvement of participants, role-playing contains a certain amount of risk. The game brings results only when the group is ready to join it. If group members are afraid of losing face while participating in the game, or feel embarrassed about the process of role-playing, this exercise will not be effective. The fact that the execution of the exercise is controlled further increases the tension;
• 4) if the teacher has weak psychological and communicative competence, he can cause the performers of roles to feel anxiety, concern for their reputation and self-esteem. The lack of psychological support for adult learners also increases this condition and reduces the motivation to learn.
• 2. The structure of a lesson with a role-playing game can be as follows:
• 1) immersion (mini-lecture);
• 2) presenting the role-play to the participants and formulating learning objectives;
• 3) distribution of roles;
• 4) instructions for the participants of the game and the group;
• 5) holding the game;
• 6) summing up the results of the expert group;
• 7) debriefing.
• 3. The structure of the instructions for the role-playing game (for players):
  • - the name of the character;
  • - description of the obvious elements of the situation - information that is equally possessed by both active and passive players;
  • - description of the hidden elements of the situation - information that this player has, but not another, and maybe a group;
  • - goal - for the active player;
  • - line of conduct - for a passive player.

The structure of the instructions for the role-play (for observers):

• - the name of the characters;
• - description of the context of the game, information owned by observers (it is possible to provide instructions to the players if the group owns the information in full);
• - tasks for the observer.
• 4. It is recommended to finish the role-playing game with a debriefing, in which the meaning of what has been done is clarified, a line is drawn under the topic covered and links are established between the acquired knowledge and new ones that the trainees will need in the future. Debriefing allows you to abstract from the content of the situation and makes it possible to analyze what is happening, to test your analytical and observational capabilities. Comparing the goals set and the results obtained, the participants master the mission of a specialist whose work is evaluated by the result.
• 5. Practical lesson on the topic "Role-playing games".
• 6. Role-playing game "Prisoner's Dilemma".
• 7. "Prisoner's dilemma" - a role-playing game used to explore dyadic interaction. The name arose from the situation that is proposed to be presented by the players.
• 8. It consists in the fact that two prisoners are suspected of a joint crime. They are placed in separate cells. Each has the opportunity to report the crime of another, hoping to receive a lesser punishment:
  • - if neither of them reports a crime committed to the other, both will receive a minor punishment;
  • - if one says, and the other does not, then the one who reported will be released, and the other will receive severe punishment;
  • - if they both report, then both will receive a small punishment, but it will be more than what they could receive if both remained silent.
• 9. The outcome of the game can be presented in the form of a table, which is usually introduced to the participants before the game.

Table 6

In the Prisoner's Dilemma situation, players must choose between cooperative (b) and non-cooperative (d) behavior, taking into account the motives for choosing the other.

From the point of view of the individual result of player A, it is more and more profitable for him to report something else (d). But the point is that if player B starts from the same position, they will both get relatively few points. And based on the maximum mutual result, they should choose silence (b), but then each leaves the opportunity for the other to abuse trust.

Players need to make a choice at the same time: in some cases, without making contact (on a piece of paper, write only one word “be silent” or “tell”), in other cases, they are allowed to communicate (just the impact of communication on the choice of solution is monitored).

If the first player wrote the word "silent", this means that he decided not to tell anything about the crime committed. If the partner in the game decides to remain silent, then both of them will receive +3 points. But if the first one wrote the word “be silent”, and his partner decides to tell everything, then the first one decides to tell everything, then the first one gets -1, and the second +5 points.

If the first one wrote the word "tell", it means that he decided to tell the whole truth about this crime. If his partner also decides to act, then both of them will receive +1 points, and if he remains silent, then the first one will receive the maximum possible score of +5, and the partner only -1.

The game can be played multiple times, and after each round the players are informed of the results for which they receive prizes or punishment. The role of a player can be played not by one person, but by a team with or without a leader.

Role-playing game carried out in two versions:

• 1) with two participants;
• 2) with two groups of participants.

In the second variant, the subject of analysis includes the behavior of the group in a situation where it is necessary to make a decision with an uncertain outcome and equal alternatives.

The difference between option 1 and option 2 is that the first option requires the participants in the game to thinking out loud and subsequent introspection(self-observation); in the second, the teacher can directly observe the interaction in the group. However, the game in the second variant becomes more complicated due to a significant expansion of the range of significant factors: different communicative competence and activity of the participants, additional difficulties due to the unequal understanding of the task by all participants, etc.

At the beginning of the game, the participants are informed that one of them (who is determined) will play for the prisoner, and the other for the guard. Next, the "prisoner" is conditionally placed in a cell that has the following shape:

All camera angles, as well as sides, are approximately the same. There is a prisoner in the rectangle, the guard is outside.

Instructions for the prisoner:

Your task is to choose one of the corners for "escape". "Escape" will be considered successful if the guard does not guess which corner you have chosen. Record the choice and its rationale on the minutes.

Instructions for the guard:

Your task is to guess in which corner the prisoner is preparing an "escape" and prevent the escape. Write down your choice and justify it in the protocol.

After the first entries, they are checked by the head of the game with the announcement of the results to the participants. Then the reasons for the choice are analyzed. If it turns out that at the first stage of the game, the participants proceeded from formal grounds and did not take into account the person of the opponent, i.e. did not try to model his behavior, the leader emphasizes this in the discussion and proceeds to the second stage.

At the second stage, the game is repeated (participants can change places).

The game leader must take into account that any decision of the participants is unsatisfactory in terms of formal rationalization. Therefore, it is very important to accurately formulate the question when constructing a hypothesis. Namely - Who is in a dilemma?

Often the real dilemma, which in such a case arises before the player-participant, is often confused with the task that arises for the game manager, who must recommend the optimal solution.

In this situation, there is no optimal solution, but the way out of the conflict for the participant is to obtain sufficient grounds for modeling the behavior of the enemy. The game can provide a didactic function, clearly demonstrating situations where ordinary ideas about rational behavior are inapplicable.

With the help of the Prisoner's Dilemma game, you can create a situation for diagnosing leadership style, striving for competition or cooperation in relationships, compatibility of people, etc.

The game allows you to diagnose and predict interpersonal relationships.

• Game modeling in the activities of a teacher: a textbook for university students / Panfilova A.P.; under total ed. V. A. Slastenina, I. A. Kolesnikova. M. : Publishing Center "Academy", 2008.

Description: The embodiment of selected work situations that allow the group to see the variety of approaches to solving the problem. Depending on the objectives of the training, this form of training may take the form of a game or exercise. It usually includes an element of competition or role reversal. In many cases, the roles of employees of some organization (salespeople, managers, leaders, etc.) are distributed among the training participants. Participants receive data “entering the game” - a condition, a description of role behavior. Mandatory instructions for each participant.

Impact on group dynamics:

Increases: tight time frames, video camera, feedback only from the coach, illiterate feedback, if not long and clear, if there are time limits. When the game - as a result of the lesson.

Reduces: deroling (out of role), soft format, positive feedback (Feedback) from participants, humor, reaction, involvement of other participants. Stretching in time. Lack of clarity about who does what. You can not turn the game into rural amateur performance. The members start to get bored.

Number of participants: up to 5 people in one game.

Role-playing algorithm:

1) Choose an active participant. You give instructions.

2) Choose a supporting participant. Give instructions.

3) Read the tasks to the group.

4) Give time for preparation (2-3 minutes).

5) Indicate how long the game will last. (no more than 5 minutes)

6) After - deroling (denoting the exit from the role of players, "You are now not a manager, but a participant in the training - Vasya")

7) Ask active players if they did everything they wanted. You give the opportunity to “name the mistakes themselves”, to remove the negative.

8) Discussion in the group. Analysis of actions according to specified criteria (whether they followed the technology of making contact, non-verbal behavior, etc.

9) Give eco-friendly feedback.

In short, here is a summary table for the conscious use of role play during training. And not in order to "take time."

Role playing is a systemic action. It is wrong to give a role-playing game immediately after the information is given!

Remember the order of actions during the classic skill development module:

elemental exercise		complex action		ROLE-PLAYING GAME
1 element: for example the phrase greeting and contact.		2 elements: contact + question to clarify the need		3 elements: Contact + Need + Presentation

An example of a role-playing game for the training of sales representatives: “Making contact during a visit to a sales outlet

1. Instructions to the active participant:You are a sales representative.

You arrive at a retail outlet and find out that the owner of the outlet has suddenly left on urgent business for a month.

In his place is his son (28 years old), he is endowed with all powers. But you don't know him. The owner's son is unaware that you almost agreed to supply 100 sets.

2. Instruction to the accompanying participant: You are the son of the store owner.

You are 28 years old. You finally got the opportunity to manage your father's affairs. Today is your second working day. In the morning there was an unpleasant conversation with the tenants of the shopping complex. Now you are talking with a sales representative, you see him for the first time, and you know nothing about him, the product, or past agreements.

3.Group instruction:

Now you will see the beginning of the conversation between the sales representative and the new owner of the outlet. This is their first meeting, they must establish contact. Carefully follow the course of the conversation, note the actions of each interlocutor that contributed to establishing contact.

Example role play for retail sales training: “Fitting and closing the sale”

You need to complete the sale by offering to try on the shoes for a middle-aged man. The man liked the specific shoes, but he behaves a little strange.

2. You are a man who liked the shoes of the Sport asset line.

Would you like to try on, while there are doubts about the appropriateness of the acquisition. There is a discount card. There is a hole in the left toe. In a particular store for the first time. If your feet in boots are praised, buy. You will pay by card.

3. Group instruction:

Now you will see the communication between the client and the seller - consultant at the stage of fitting and completion of the sale. Carefully follow the course of the conversation, note the actions of the seller - consultant, which contributed to the completion of the sale.

Example role play for training retail sales: “Clarification of the need”. (Sale of air conditioners)

1. Instructions to the active participant. You are a sales consultant.

Your task is to find out the needs of the client and offer him an equipment option that meets his needs.

2.Instruction to the accompanying participant. You are a married man. Your wife recently became ill with a heart. Since the whole week, it's hot, and the apartment is on the south side. Doctors said that this attack was weather-conditioned, that it was the elevated temperature in the room that led her to such a state. You have surrounded her with fans on all sides, but she is unhappy with her blowing hot air strongly, while, as she says, everything around rumbles and makes noise, and it is impossible for her to sleep. You need an air conditioner that suits your needs. Since the purchase is unplanned, you plan to buy a simple air conditioner. You make a decision about the purchase, depending on the actions of the seller!

3.Group instruction:

Now you will see the communication between the client and the seller - consultant at the stage of clarifying the needs and presenting the proposal. Carefully follow the course of the conversation, note the actions of the seller - consultant, which contributed to the clarification of the need and the formation of the offer.

Example role-playing game for the training of managerial skills:"Management Conversation"

1. Instructions to the active participant. You are a retail store manager.

You need to have a motivational conversation with the salesperson A.P. Petrova. She is regularly late for work. You are interested in this employee. She proved to be an active and competent employee. You know that she has a small child, and you assume that this is the reason for being late. However, you need to ensure that all employees, without exception, adhere to the working hours.

2. Instruction to the accompanying participant. You are the seller Petrov A.P.

You are satisfied with your work. You have a small child 3.5 years old. He does not like to go to kindergarten, often delays the fees in connection with which you are late for work. You hope that the store manager will enter into your position, because know that he is interested in you.

3.Group instruction:

Now you will see a conversation between a retail store manager and a salesperson. Carefully follow the course of the conversation, note the methods of conducting a managerial conversation.

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Game methods of adult education

2. Business games

3. Role play

4. Organizational and activity games in adult education

1. The role of play in adult learning

The game is a unique mechanism for the accumulation and transfer of social experience - both practical (mastering the means of solving problems) and ethical, associated with certain rules and norms of behavior in various situations. The emergence of the game teaching method is due to the requirements to increase the effectiveness of training through more active involvement of students in the process of not only obtaining knowledge, but also their direct (here and now) use.

For the first time, the business game was used in the 1930s in Leningrad by a group led by M. M. Birshtein in the training of managers of large enterprises, but did not receive further development in the socio-economic conditions of that time. In the 50s, business games began to spread in the United States. Currently, hundreds of variants of business and educational games have been developed.

In the 1970s and 1980s, the development and use of business games in the USSR became widespread, and the Council on Active Teaching Methods began to work at the USSR Ministry of Higher Education. Specialists involved in the development of organizational and educational games note that learning in the game is the most important condition for the development of professional activity, provided by recreating the context of a specific professional situation in the learning environment.In the course of the game, there is an accelerated mastery of objective activity due to the transfer of an active position to the participants - from the role of the player to the co-author of the game.

Some teachers and adult students consider the game a means of recreation and entertainment in the classroom, an unproductive type of learning activity. Butthe value of the game to a greater extent lies not so much in achieving didactic goals, but in socio-psychological impact on the playing participants and the effects that are observed in this case.

So, the game as a method of teaching adults makes it possible to:

form motivation for learning (and therefore can be effective at the initial stage of learning);

2) assess the level of preparedness of students (and for this it can be used both at the initial stage of training - for input control, and at the completion stage - for final control of the effectiveness of training);

3) assess the degree of mastery of the material and transfer it from a passive state - knowledge to an active state - skill (and therefore can be effective as a method of practical skill development immediately after discussing the theoretical material);

4) get the participants their own experience of educational and gaming activities, develop the ability to design and organize educational games;

5) activate self-education of students;

6) to form a pluralism of opinions and actions, the multivariance of mental operations, an interest in a more effective construction of professional activity;

7) develop individual professional thinking, the ability to analyze and predict.

The use of play in adult education also has the following additional effects:

Freedom: the game is not a task, not a duty, not a law, but a free recreational action. It is impossible to play by order, the game goes only voluntarily;

The destruction of boring everyday life with its utilitarianism, monotony, rigid determination of the way of life. The game is extraordinary;

Exit to another state of mind. The game removes that hard tension in which a person lives in real life, and replaces it with a voluntary and joyful mobilization of spiritual and physical forces;

Order develops this quality, which is very valuable now in our unstable, disorderly world. The system of rules in the game is absolute and undeniable. It is impossible to break the rules and stay in the game;

Enthusiasm. There is no partial gain in the game. It intensely involves the whole person, activates his abilities;

Opportunity to create and rally a team. The attractiveness of the game is so great and the play contact of people with each other is so complete and deep that the play communities show the ability to persist even after the end of the game, outside of its framework;

The element of uncertainty, which excites, activates thinking, sets up the search for optimal solutions;

The concept of honor. For her, it is not important who exactly wins, but it is important that the victory be won in accordance with all the rules and that courage, intelligence, honesty and nobility be shown to the maximum extent in the struggle;

The concept of self-restraint and self-sacrifice in favor of the team, since only a “played” team achieves success and perfection in the game;

Compensation, neutralization of the shortcomings of reality, opposing the hard world of reality with an illusory harmonious world - the antipode. The game gives romanticism;

The development of imagination, which is necessary to create new worlds, myths, situations, rules of the game;

Persistent interest in knowledge, since role-playing and business games are created by modeling it;

The opportunity to develop your thinking, because it is necessary to build an intrigue and implement it;

Development of psychological plasticity. This is not only a competition, but also theatrical art, the ability to get used to the image to the end;

The joy of communicating with like-minded people. It is a way of group upbringing and education;

Navigate in real life situations, playing them repeatedly mentally;

Psychological stability. The game develops an active attitude to life and purposefulness in achieving the goal;

The right to make mistakes in the learning process, which, in turn, makes it possible to avoid mistakes in real practice.

As you can see, the results and effects of game learning are impressive, and it is not by chance that in all developed countries the share of game teaching methods in the process of training and retraining of specialists is very large.

Game methods are interactive and integrative because they include elements of training, and analysis of specific situations, and discussions - depending on the goals of the game.

2. Business games

In the pedagogical literature there is no unambiguously accepted classification of learning games, but according to the type of processes (characteristics, timing, forms and areas of modeling, the role of the game leader, the degree of assignment of roles, forms of decision-making by game participants, assessment systems during the game), games are divided into three main categories:

Business games (imitation games);

Role-playing games (dramatization games);

– organizational - activity games - ODI (their variants: organizational-thinking, modeling and design games).

Business games among the methods of interactive learning occupy a leading place in terms of the volume of implementation and role in the adult learning process.

The business game method originally appeared not in the education system, but in the practical sphere of management. Now business games are used in a variety of areas of practice: in research work, the process of design development, in the collective development of decisions in real production situations, in vocational training and advanced training.

In the most general form, a business game is defined as “a method of imitation (imitation, image, reflection) of managerial decision-making in various situations (by playing, acting out) according to given or

rules developed by the participants themselves. Therefore, business games are often called simulation management games.

Business games aresimulation modeling of real mechanisms and processes."This is a form of recreating the subject and social content, any real activity (professional, social, political, technical, etc.)".

The business game differs from other teaching methods in that it allows participants to "live" for some time in the studied production situation, to gain experience in professional activities in new conditions.

Yu. N. Emelyanov calls business gamesoperational, since in terms of psychological parameters (motivation, participation of intellectual resources, emotional coloring) they are similar to methods for analyzing problem situations. However, in contrast to the spontaneous discussion adopted in discussion methods and accompanied by a subjective assessment of the teacher (or manager), operational games have a scenario that contains a more or less rigid algorithm for the “correctness” and “incorrectness” of the decision being made, i.e. the learner sees the impact that his decisions had on future events. In operational (business, managerial) games, the aspect of instrumental learning is more emphasized and, at the same time, the interpersonal aspect is formalized and minimized compared to reality.

Business games can be classified: a) by area of ​​application; b) by role functions; c) by the scale of the process imitated in the game; d) by management functions.

There are four main forms of business games (BI):

1) thematic CIs related to a specific curriculum topic;

2) through DI, covering several sequentially developed topics of the training course on one production material;

3) subject complexes DI, created in the event that it is advisable to study the subject of the training course in different directions;

4) interdisciplinary complexes CIs created when a number of subjects and learning topics are combined and linked through one game.

In the educational process, various modifications of business games are used: simulation, operational, role-playing games, "business theater", psycho - and sociodramas.

simulation games. In the classroom, the activities of any organization, enterprise or its division are recreated. Events, specific activities of people (business meeting, discussion of the plan, holding a conversation, etc.) and the environment, as well as the conditions in which the event occurs or activities are carried out (the office of the boss, student audience, qualification test, etc.) can be simulated. ). The scenario of an imitation game, in addition to the plot of the event, contains a description of the structure and purpose of the simulated processes and objects.

Operation games. They help to work out the implementation of specific specific operations, for example, methods for writing a textbook, articles, reviews, solving production problems, certification of teaching staff, conducting propaganda and agitation, etc. The corresponding workflow is modeled in operational games. Games of this type are played in conditions simulating real ones.

Role-playing games. AT these games work out the tactics of behavior, actions, the performance of the functions and duties of a particular person. To conduct games with the performance of a role, a situation model is developed - a play; roles with "mandatory content" are distributed among the participants.

Business Theatre. The behavior of a person in a certain situation is staged. At the same time, the participant must mobilize all his experience, knowledge, skills, be able to get used to the image of a particular person, understand his actions, assess the situation and find the right course of action. The main task of the staging method is to improve the ability to navigate in various circumstances, to give an objective assessment of one's behavior, to take into account the capabilities of other people, to establish contacts with them, to influence their interests, needs and activities, without resorting to formal attributes of power, to an order. When using this method, a scenario is compiled, which describes specific situations, the functions and responsibilities of the actors, their tasks.

Psychodrama and sociodrama. They are pretty close to "role-playing" and "business theatre". This is also a theater, but already a socio-psychological one, in which the ability to feel the situation in the team, evaluate, change the state of another person and the ability to enter into productive contact with him is worked out.

Business games, in which the emphasis is on role-playing, are often also called role-playing.

Unlike traditional teaching methods, a business game has certain advantages that characterize it as a method of active and interactive learning.

Firstly, the simulated professional relations ensure the inevitability of the listener's involvement in the simulated professional environment. Being the subject of professional relations, he acquires the necessary skills and abilities to properly perform his production functions, which contributes to intensive professional development.

Secondly, the emotional and creative search nature of the participants' activities serves as a didactic means of developing creative (theoretical and practical) professional thinking, expressed in the ability to analyze production situations, to formulate, solve and prove (substantiate) tasks that are subjectively new for them; develops the ability to communicate effectively with a partner.

Thirdly, the business game reveals the listener's personal potential: each participant can evaluate their own capabilities individually and in joint activities with other participants. The game method allows diagnosing not only the professional qualities of the participants, but also the typical development of individual production situations. Such classes become a kind of test of the techniques and methods of professional activity, cause a feeling of satisfaction and self-confidence.

Business game technology

A business game involves practical work on modeling various production and pedagogical situations with the help of game equipment.Modeling in the game - this is a structural element inherent exclusively in business and role-playing games for adults. In a broad sense, modeling is understood as the replacement of direct experimentation with the creation and manipulation of objects (models) that replace the real object of study. The model is implemented through rules.Rules of the game - these are the provisions that reflect the essence of the game, the ratio of all its components. Rules can be transferred to games from a cultural context, taken from life, or invented specifically for the game. Depending on the sphere that is subjected to game modeling, business games are divided into socio-economic, industrial, socio-cultural, managerial, economic, political, etc.

The stage of preparing a business game

1. Choice of topic and diagnosis of the initial situation.

2. Development of a scenario and game context, which is a specific and mandatory component in the construction of a business game.In c-holding the scriptincludes: defining goals and objectives, predicting expected results (playing and pedagogical), describing the problem under study, substantiating the task set, a business game plan, a general description of the game procedure, the content of the situation and the characteristics of the actors.

Goals and objectives business games are formed on the basis of learning objectives, the content of the theoretical problems being studied and the skills that should be acquired by participants in the learning process.

When designing a business game in the classroom in the professional development system for teachers, situations are selected that are most typical in terms of the structure of activity for a teacher, a master of industrial training, a class teacher, etc., which provides a professional context for the game.

Game context provided by: the introduction of new rules, gaming rights and obligations of players and experts; the introduction of characters; performance of dual roles; introduction of roles opposite in interests; construction of behavioral contradictions; development of a system of fines, incentives, bonuses; visual representation of the results, which is set out in the game documentation.

3. Diagnosis of the group's capabilities, playing qualities of future performers of role functions, objective circumstances that affect the course of the game.

Introduction to the game

1. Familiarization of participants and experts with the initial information.

2. Formation of mini-groups (4-5 people each), creation of arbitration (experts, 4-5 people), informing participants about the conditions of the game, introduction of game rules, presentation of game documents.

3. Joint definition of the tasks of the game and learning tasks; discussion of the mode of operation. Collecting additional information, studying special literature. If necessary, participants turn to the facilitator and experts for advice.

4. Distribution of roles. It is forbidden to refuse the received role, leave the game, be passive about the game, suppress the activity of participants, violate the rules and ethics of behavior.

Implementation stage

From the moment the game begins, you cannot interfere and change its course. Only the facilitator can correct the actions of the participants if they move away from the main goal of the game. Depending on the type of business game, different types of role positions of the participants can be used (for example, “idea generator”, “imitator”, “erudite”, “analyst”, “organizer”, “trainer”, “initiator”, “conservative”, "programmer", "leader", "independent", etc.).

Possible course of the business game:

1) analysis of the initial information;

2) preparation for the performance of role functions and tasks;

3) performance by participants of role-playing functions, imitation of prepared tasks.

Analysis stage

1. Analysis of the results of the game by the participants.

2. Speeches of experts, exchange of thoughts, protection by the participants of their decisions and conclusions.

3. Summing up the results of the game by the teacher, who notes the results achieved, mistakes, formulates the final result of the lessons.

Of particular importance in a business game is a joint discussion of its results, an analysis of the experience gained.

At the same time, it is important:

Determine the problems and phenomena that took place in the game;

Determine and show the correspondence of the game to real life;

To identify the reasons for the different behavior of the participants;

Find out if similar patterns of behavior take place in real life;

Suggest what needs to be changed in the game in order to achieve a better result;

Suggest what should be changed in real life.

During the game, the teacher can take different positions: be the leader of the game (game technician); act in one of the roles (playing position) or as an assistant and consultant (facilitator); observe and evaluate at the end of the actions of the participants (the position of the expert).

The nature of the business game depends on the degree of its complexity (number of participants, duration in time, complexity of the task itself), problematic nature (conflict of the situation, confrontation of the parties), as well as on the degree of improvisation of the participants (from predetermined actions to free improvisation).

It takes time to prepare such games, but the interest of adults in them is unusually high. Very often during the game, participants in a state of emotional upsurge resort to imitation, dramatization.

Joint activity in a business game often has the character of role-playing interaction, carried out in accordance with the rules and norms prescribed or adopted during the game itself. In pedagogy, any games (business, role-playing, etc.) are associated with certain rules (conditions) for the players. Role-playing interaction in a business game makes it look like a role-playing game.

The reality of playing situations, the mechanism of joint activity and systems of communication and relations bring the method of business games closer to the conditions of practical activity of real workers of some functioning socio-economic system. This is one of the important differences between a business game and an organizational activity.

The business game as a method includes other forms of active learning. For example, in the process of its preparation and discussion of the results, methods of discussion, analysis of specific situations, actions according to instructions, parsing mail, solving production problems, etc. are used. in combination with gaming tools is significantly increased.

3. Role play

Role play as a game method is characterized by the presence of a task or problem and the distribution of roles between participants to solve it. Role play (essentially a dramatization game) is a process in which participants are invited to "play" another person or "play" a certain problem situation. In other words, role-playing games are small scenes of a planned or arbitrary nature, reflecting models of life situations.

A role-playing game is an effective development of behavioral options in those situations in which the participants of the seminar may find themselves (for example, certification, defense or presentation of any developments, conflict with colleagues, etc.). The game allows you to acquire the skills to make responsible and safe decisions in life.

The role and its acceptance are the most important components of the role-playing game. The performance of the role is an exact, literal reproduction of the activities of another person (for example, a teacher, a student, a deputy director for experimental work, a director, a methodologist of a district (city, regional) methodological center, etc.).

The acceptance of the role is carried out at the cognitive, emotional and behavioral levels.

According to M. Forverg, a person can take on a role through:

appropriation of external traits of behavior,

appropriation of norms of behavior;

assignment of social tasks facing the role.

Since in a role-playing game the participant plays the role of some character, and not his own, he can freely experiment and not be afraid that his behavior will look stupid or inadequate.

A feature that distinguishes role-playing games from business ones is the lack of a system for evaluating the campaign of the game. In role-playing games, the actions of the players are stimulated by the game complex itself, which includes elements of the environment that are external to the simulation object. The players independently analyze the situation that has developed during the game, due to which the self-organization of the participants is achieved.

The leader of the role-playing game, as a rule, is not a direct participant in the gaming complex. He is a person "behind the scenes", whose task is to create and maintain conditions that represent objective reality with the help of mediated game methods: theatrical characters, newspaper publications, letters, conferences, etc.

Role playing is non-stop. This means that the game is not interrupted for discussion. In a role-playing game, there are no procedural means that influence the players, such as the opinion of experts or the facilitator. All this provides a certain naturalness and maximum immersion of the participants in the gameplay. Unlike other games in a role-playing game, depending on its goals, decisions can be made both collectively and individually.

The emotional effect of a role-playing game is based on the “living” by the participants of a new experience in a game environment, on a kind of discovery that a person makes while participating in the game.

Game actions are related to the target aspect of the game. They can be set by the scenario, game facilitators (teachers) or normative documents, or they can be formulated (chosen) by the players in accordance with their own vision of the situation. From the point of view of the independence of the players' actions and the rigidity of the game rules, games can be divided into "hard",

"free" and occupying an intermediate position (in which a kind of compromise has been reached between the first two).

The process of play distinguishes this teaching method from situation analysis and training. The process of the game is supposed to include mandatory additional inputs that can significantly affect the playing roles and actions of the participants.

Preparing and conducting a role play

When conducting a role-playing game, it is important for the teacher to take into account a number of principles.

1. The game must be meaningful to the participants. Its significance is determined by the correspondence of the situation to the participant's sphere of interests or personal plan.

2. It is necessary to choose such situations that can be solved within the framework of the lesson. These situations can be identified through interviews or preliminary diagnostics of the participants.

3. The correct selection of persons who will take part in the game is important.

Either the curator or a pre-trained listener should lead the game.

The mechanism for conducting a role-playing game (dramatization game)

1. The leader reports the topic of the game, designates the game situation, clarifies whether this is the case, whether this situation is significant.

2. Instructions are given about the course of the game. At the same time, you need to make sure that everyone understands it correctly, since participants often attribute their failures to the vagueness of the instructions.

3. Roles are assigned. Sometimes participants refuse the proposed roles, for this it is necessary to have fallback options. In the early days, it is better not to let the situation take its course. If the members of the group remain unoccupied in the game, then they can be given the task: to monitor the verbal and non-verbal behavior of the participants in the role-playing game, to observe how they interact, how they solve the task assigned to them.

4. Once again the problem to be solved is formulated. After that, the situation is organized, the space is marked and roles are introduced. In role-playing games, participants are given the opportunity to:

Show the existing stereotypes of response in certain situations;

Develop and use new behavior strategies;

Recognize and overcome your inner fears and problems.

Active participants act according to their roles and the information received. During the role-playing game, the observers, as well as the invited specialist or teacher, do not interfere in the actions of the participants in any way, but keep notes for later commenting.

5. Summing up is carried out on the basis of the judgments emotionally experienced by the players, the reaction of each of the participants is recorded. The leader sets out facts, information, comparing them with the emotional reactions of the players.

An example of a role-playing business game can be "Pedagogical Council - Protection of Innovations".

Each group of teachers (department, department) is given the task: to first study any pedagogical innovation and, at the council in a concise form (10-15 minutes), present its ideas and features, get acquainted with the specific experience of using this pedagogical technology or its elements (open lessons, study of methodological materials). In addition, the group selects from among its members the performers of the following roles:

Optimists - associates of the innovator, defenders of ideas, their propagandists;

Pessimists are conservatives and skeptics, opponents of ideas;

Realists are analysts who are able to weigh all the pros and cons and draw the necessary conclusions.

Depending on the number of participants and the discussed innovations, it is possible to single out creative groups not only in the indicated areas, but also in other role areas (student - teacher - parent - administration, etc.).

As a result of a business discussion of innovation by roles, the pedagogical council comes to one or another decision on the appropriateness of its application.

4. Organizational and activity games in adult education

Organizational activity games (OGA) are a larger form of game activity and are more common in managerial practice than in vocational training. Organizational-activity and organizational-learning games (OOI) are forms of collective mental activity, during which training and design (creation) of new activity patterns take place. Such games are conducted by specialists-methodologists and game technicians on the basis of a deep theoretical study of the problems being solved in order to introduce new practice in some professional field.

In the course of ODI, used in management activities, as a rule, problems associated with the creation or reform of existing organizational structures are solved. For these purposes, employees of organizations with the appropriate potential and authority to solve strategic problems are involved. Sometimes the game can be used as a practical guide for solving complex problems of various kinds, as well as when it is necessary to bring together specialists from different areas.

ODI and OOG require quite a long time (several days) and additional economic costs for their implementation. Because of this, the popularity of ODI has recently declined somewhat.

Preparation of ODI should be carried out by specialists - game technicians.

For the successful implementation of the organizational - activity learning game, it is necessary to perform the followingconditions :

The game should have a common theme, should be aimed at solving a specific problem, which is formulated by the game participants acting as customers;

The game requires an organizational group that coordinates the activities of the participants and manages their interaction;

During the discussion, in the process of finding new solutions, contradictions and conflicts may arise; a specially dedicated problematization group is designed to identify problems of a social and professional nature;

During the game, situations are possible when none of the players can offer a solution to the problem; to get out of such situations, a group of methodological support is formed;

In order to maintain a favorable moral and psychological climate at the game, a psychological support group is created, which also performs a purely research function of studying the main processes of the game and the relationships between its participants;

A technical support group is also needed, which registers all the working processes of the game (recording on a tape recorder, diagrams, posters, etc.);

The above groups are part of the organizers of the game. Depending on the theme of the game, working groups are created, where both organizers and customers can sign up.

Basic requirements for the activities of ODI participants.

1. Each participant in the game is in two plans - subject and organizational - activity.

2. Everyone must personally determine himself in this situation. According to the terms of the ODI, each player puts forward goals, limited by the scope of the topic, and tries to achieve them. By accepting the terms of the game, the participant performs an act of self-education. In this state, he will have to live for several days, struggling to achieve his goals, organizing his activities, participating in the work of the group, cooperating with others.

Each ODI participant needs to make himself the subject of discussion. The organizational activity game is a game in oneself and for oneself, one's own understanding and misunderstanding.

3. Lack of limits (“play without rules”), removal of ranks allows you to change social roles, break the stereotypes of behavior and thinking of the participants, contributes to their abandonment of their outdated approaches and means in favor of new methods.

4. Work on the identification and development of the problem requires participants to enter the field of ideal objects and analyze, predict and reflect on their own activities. Reflection, in the words of Hegel, is “thinking about one’s own thinking”, that is, the initial verification of one’s thoughts and control over its course through a discussion of the actions of the participants and the results obtained at each stage. The result of reflection is a different understanding of not only the situation, but also oneself.

5. Participants are included in the team thinking activity (KMD), which requires tolerance for other people's opinions and alienation of the results of the activity from the individual.

6. In the technology of problematization and "assembly" of ideas in ODI, a special design is used, the "language of schematic images", which participants have to master intensively.

7. The system of evaluation by the participants of each other, experts leading during the game is often absent. Decisions are made collectively. The goal of the game team prevails over individual aspirations, the participant must be psychologically ready for this.

8. "Compliance with the principle of cultivation, openness of game-technical ideas at the end of each turn of the game (the reflection phase of the day and methodological consultations) and at the end of the game predetermine the absence of the effect of manipulating the players."

The content of the work of a game engineer. The game technician problematizes the means of the players’ activities (acting according to the rule: “For a person to understand, he needs to be hooked”), encourages them to reflect, promotes awareness of stereotypes, internal obstacles, a clearer understanding of goals and their own interests; organizes communication between the players in the group, helps to transfer the mastered method into a specific activity, attracts the methodological apparatus to problem solving. Thus, the game technician carries out research, pedagogical, organizational and communicative activities.

He controls several layers.

Psychological

Organization of communication in the group, analysis of what is happening in the psychological plan, promotion of self-determination in the group regarding tasks.

Understanding and managing group dynamics. It is important to achieve agreement in the group (ritual and in content), to identify leaders in terms of content, methods, communication, to determine who will make a report from the group. If there is no leader in terms of content, the game technician helps the members of the group in self-determination in relation to the task, monitors the work of the group at the plenary meeting, but does not interfere in its work.

Tracking individual progress (the dynamics of individual development, motivation for working in the plenary) and helping the players to understand and accept the changes that should happen to them.

Generalization (access to a more abstract level, introduction of procedures for schematization and manipulation of schemas - one of the key processes of OI).

Problematization according to the method, the design of thinking. The game technician is obliged to monitor how awareness occurs and to encourage the participants.

Reflection of the way of mental activity (What has been done in the group? How did we get to this? Where have we progressed? What prevents the group from moving forward, what slows down the work? What would help the group to be more productive? How did this work differ from what we saw before? did you personally progress? What methods did you acquire? How did the schemes help?). The game technician must know how his questions affect the participants.

Work with the content (its analysis, generalization, highlighting the main, important and ranking statements in relation to the task in hand, unobtrusively highlighting the most important versions and demonstrating the inconsistency of other options).

Assistance in the design of content in the language of circuitry.

Organizational

Compliance with the rules and retention of the task. If the group fails, then

1) activities are curtailed, and the leader speaks at the plenary meeting with the accumulated experience, focusing on the stages of work;

2) the group continues to work after notifying the leader.

Literature

1. Panfilova, A. P. Innovative pedagogical technologies. Active

training [Text]: textbook. allowance / A.P. Panfilova. - M. : Academy, 2009. - 192 p.

2. Panina, T. S. Modern ways to enhance learning [Text]: textbook. allowance for students. higher textbook institutions / T. S. Panina, L. N. Vavilova; ed. T. S. Panina. - M. : Academy, 2006. - 176 p.

business game- this is a method of group training of joint activities in the process of solving common problems in the conditions of the maximum possible approximation to real problem situations. Business games in vocational training reproduce the actions of participants seeking to find the best ways to solve industrial, socio-economic, pedagogical, managerial and other problems.

The specifics of the learning opportunities of a business game as a method of active learning are as follows:

The learning process is as close as possible to the real practical activities of managers and specialists. This is achieved by using models of real socio-economic relations in business games.

The method of business games is nothing more than a specially organized activity to activate the received theoretical knowledge, transferring them into an activity context. The fact that in traditional teaching methods is "farmed" to each student without taking into account his readiness and ability to carry out the required transformation, in the business game acquires the status of a method. What is happening is not a mechanical accumulation of information, but an active disobjectification of some sphere of human reality.

Types of business games

To date, there is a wide variety of typologies and classifications of business games in the literature. Let's give examples of some of them.

For example, the classification of business games:

1. By the type of human practice recreated in the game and what are the goals: educational, research, managerial, certification;

2. By the time of the event:

No time limit;

With time limit;

Games taking place in real time;

Games where time is compressed;

3. According to the performance evaluation:

Point or other assessment of the performance of a player or team;

There is no assessment of who worked how;

4. According to the final result:

Tough games - the answer is known in advance (for example, a network diagram), there are strict rules;

Free, open games - there is no known answer in advance, the rules are invented for each game, the participants work on solving an unstructured problem;

5. By ultimate goal:

Educational - aimed at the emergence of new knowledge and strengthening the skills of participants;

Ascertaining - competitions of professional skills;

Search - aimed at identifying problems and finding ways to solve them;

6. According to the methodology of conducting:

Hole games - the game takes place on a specially organized field, with strict rules, the results are recorded on the forms;

Role-playing games - each participant has either a specific task, or a specific role that he must perform in accordance with the task;

Group discussions - associated with the development of meetings or the acquisition of group work skills. Participants have individual tasks, there are rules for conducting discussions;

Imitative - have the goal of creating an idea for the participants how they should act in certain conditions;

Organizational-activity games do not have strict rules, the participants do not have roles, the games are aimed at solving interdisciplinary problems. The activation of the work of participants occurs due to the hard pressure on the individual;

Innovative games - form innovative thinking of participants, put forward innovative ideas in the traditional system of actions, work out models of real, desired, ideal situations, include trainings on self-organization;

Ensemble games - form the managerial thinking of the participants, are aimed at solving specific problems of the enterprise by organizing business partnerships between teams consisting of service managers.

The beginning of a business game is preceded by a statement of the problem situation, the formation of the goal and objectives of the game, the organization of teams and the definition of their tasks, the clarification of the role of each of the participants. The interaction of game participants is determined by the rules that reflect the actual state of affairs in the relevant field of activity. Summing up and analysis of optimal solutions complete the business game.

With the help of a business game, you can determine: the presence of tactical and (or) strategic thinking; the ability to analyze one's own capabilities and stand for an appropriate line of behavior; the ability to analyze the capabilities and motives of other people and influence their behavior.

Conducting a business game, as a rule, consists of the following parts:

Instructing the teacher about the game (goal, content, end result, formation of game teams and distribution of roles);

Studying documentation by students (script, rules, step-by-step tasks), distribution of roles within the subgroup;

The game itself (studying the situation, discussion, decision making, design);

Public defense of proposed solutions;

Determining the winners of the game;

Summing up and analysis of the game by the teacher.

The use of business games contributes to the development of critical thinking skills, communication skills, problem solving skills, processing of various behaviors in problem situations.

Various modifications of business games are used in the educational process.

simulation games. In the classroom, the activities of any organization, enterprise or its division are imitated. Events, specific activities of people (business meeting, discussion of the plan) and the environment, the conditions in which the event occurs or the activity is carried out (the office of the head of the shop, the meeting room) can be simulated. The scenario of an imitation game, in addition to the plot of the event, contains a description of the structure and purpose of the simulated processes and objects.

Role play (role playing)). In these games, the tactics of behavior, actions, the performance of the functions and duties of a particular person are worked out. To conduct games with the performance of a role, a model-play of the situation is developed, roles with “mandatory content” are distributed among students, characterized by different interests; in the process of their interaction, a compromise solution must be found. At the heart of role-playing is always a conflict situation. Students who have not received roles observe the game and participate in its final analysis.

"Business theater" (method of staging). It plays out a situation, a person's behavior in this environment. The student must get used to the image of a certain person, understand his actions, assess the situation and find the right line of behavior. The main task of the staging method is to teach one to navigate in various circumstances, to give an objective assessment of one's behavior, to take into account the capabilities of other people, to influence their interests, needs and activities, without resorting to formal attributes of power, to an order. For the staging method, a scenario is compiled that describes a specific situation, the functions and responsibilities of specific individuals, their tasks.

Game design is a practical lesson or a cycle of classes, the essence of which is the development of engineering, design, technological and other types of projects in gaming conditions that recreate reality as much as possible. This method is distinguished by a high degree of combination of individual and joint work of students. The creation of a project common to the group requires, on the one hand, knowledge of the technology of the design process, and on the other hand, the ability to communicate and maintain interpersonal relationships in order to resolve professional issues. Game design can turn into real design if it results in a solution to a specific practical problem, and the process itself is transferred to the conditions of an existing enterprise.

Cognitive and didactic games do not belong to business games. They only involve the inclusion of the studied material in an unusual game context and sometimes contain only elements of role-playing games. Such games can be played in the form of copying scientific, cultural, social phenomena (competition of experts, "Field of Miracles", KVN, etc.) and in the form of subject-substantive models (for example, travel games when it is necessary to develop a rational route, using different cards).

Noogen is a pedagogical (educational) technology based on the form developed by G.P. Shchedrovitsky organizational and activity games, and as content using the solution of problems for ontological modeling (creation of possible worlds, for example: to build a lesson where the teacher is silent, to build a world in which there is a language, but there are no names in the language, etc.).

The initial element of educational technology is the collective construction of possible worlds and possible scientific theories.

The subject of Noogen tasks can be space, time, nature, history, language, relationships between people (children and adults).

The effectiveness of business games is ensured by a number of factors:

when they constitute a system for the formation of a specialist throughout the entire period of study, developing from simple to complex at various stages of education;

when they contribute to the integration of various disciplines, becoming complex;

training(English training from train - to teach, educate) - an active learning method aimed at developing knowledge, skills and social attitudes.

Training is a form of interactive learning, the purpose of which is to develop the competence of interpersonal and professional behavior in communication.

The advantage of the training is that it ensures the active involvement of all participants in the learning process.

It is possible to single out the main types of trainings according to the criterion of the direction of impact and changes - professional, skillful, psychotherapeutic, socio-psychological, business training.

In professional trainings, the priority role belongs to the improvement of the personality of a specialist, his professional motives and values, professional self-awareness, professional competencies and professionally important qualities. Along with the technologies for developing these integral characteristics of a specialist, the content of professional trainings includes methods for changing a person’s mental states:

- "warming up" a specialist to reduce unnecessary tension, overcome personal resistance to change;

Labilization - a person's awareness of the inadequacy of his behavior in certain professional situations, dissatisfaction with previous forms of behavior, the creation of positive motivation for learning, readiness to learn new things;

Presentation of techniques, techniques of new professional behavior;

- "freezing" - fixing new ways of activity, integrating them into the personality.

Skill training is aimed at the formation and development of a specific skill. Most business trainings are skill-based, such as negotiation training, self-presentation, sales techniques, etc.

Psychotherapeutic training (more correct name - psychotherapeutic group) is aimed at changing the mind. These groups correlate with the existing areas of psychotherapy - psychodrama, gestalt groups, groups of body-oriented, dance-movement therapy, etc.

Socio-psychological training (SPT) occupies an intermediate position, it is aimed at changes in consciousness and in the formation of skills. SPT is often aimed at changing social attitudes and developing skills and experience in the field of interpersonal communication. Today this method is actively used in work with children, parents, professionals of the socionomic (work with people) group, heads of enterprises and organizations.

The main goal of socio-psychological training - increasing competence in communication - can be specified in a number of tasks with different formulations, but necessarily associated with the acquisition of knowledge, the formation of skills, development of attitudes that determine behavior in communication, perceptual abilities of a person, correction and development of the system personality relationships, since personal originality is the background that colors a person’s actions, all his verbal and non-verbal manifestations in different colors.

The whole variety of methods, techniques, techniques used in trainings can be combined into the following groups:

Discussion methods (group discussions, negotiation training, partner communication training, etc.);

Game methods (role-playing and business games, psychodrama, transactional analysis, etc.);

Relaxation methods (relaxation and meditation techniques);

Intellectual trainings (trainings of reflection, creativity);

Sensitive trainings (training of interpersonal sensitivity, self-confidence, etc.);

Psychogymnastic exercises.

The cycle of training sessions is usually designed for 30-50 hours, the average duration of each session is 3 hours. In some cases, classes are held - marathons, the duration of one session is 8-12 hours.

Interactive pedagogy often uses “warm-up” or “ice-breaking” exercises, “ice-breaking exercises” that resemble traditional psychological trainings that promote team building and group cohesion. These techniques are mainly used at the propaedeutic stage of organizing group activities of students, when students get to know each other and prepare for work in small groups of cooperation, establishing trusting relationships and developing the necessary skills to work in cooperation. Within the framework of educational activities, it is recommended to use group formation techniques in the following educational situations:

When starting a new curriculum (project);

Early work of small cooperation groups;

When you need to pause and switch students' attention from one question to another;

At the end of the lesson, when the students are tired;

Before the start of trainings, seminars and other training events involving group forms of activity.

The normative term for the implementation of the communicative training program is 8 weeks, 2-3 hours of classes per week, which is 20 hours of training.

Throughout the entire period of study, the work of students is not evaluated, since negative evaluation characteristics can violate the atmosphere of trust in the classroom, hinder the personal growth of the participants in the training.

The activities of the training groups are strictly regulated by the rules of work, which are accepted by all participants in the training:

1. Punctuality.

2. Concern for the privacy of the life of the group.

3. The desire for activity in the classroom.

4. Do not give up the right to say "no", as well as the right to (most) decide how to behave, how to act in a particular group situation.

5. If possible, be sincere, provide reliable information.

6. Have the right to receive support, help from the group.

7. Strive to listen to the interlocutor without interrupting according to the principle: "One speaks."

8. To take part in all events, procedures, situations that arise during the work of the group.

9. Have the right to express their opinion on any issue.

10. Use the appeal to "you" during the work of the group.

11. Report difficulties that prevent participation in the work of the "from" and "to" group. (The need to skip classes, leave or come earlier or later than the appointed hour). Moreover, each participant has the right to do this in advance. In this case, the issue of his further participation in the work will be decided by the group.

12. Speak out only on your own behalf and about what is perceived, felt, experienced, happening here and now.

13. Do not talk about those present in the third person.

14. Don't judge each other.

The principles of selecting training participants are important:

The principle of voluntary participation in the program;

The principle of group acquisition taking into account age.

For the training, a thematic plan for conducting practical classes is being developed.