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7УДК 801.4
ЭФФЕКТИВНОСТЬ ИСПОЛЬЗОВАНИЯ ДЕЛОВОЙ ИГРЫ В ПРОЦЕССЕ ОБУЧЕНИЯ ПРОФЕССИОНАЛЬНОМУ РУССКОМУ ЯЗЫКУ
Степаненко Е. В., Редванецкая Ю.И. Кокшетауский университет им. Абая Мырзахметова
Нежинская Е.Ю.
Кокшетауский университет имени Шокана Уалиханова
(г. Кокшетау, Республика Казахстан)
Аннотация. В данной статье идет речь о деловой игре как эффективном методе обучения профессиональному русскому языку. Авторами рассматриваются характерные особенности, модификации деловой игры, также обоснованы особенности деловой игры как метода группового обучения совместной деятельности в процессе решения общих задач в условиях максимально возможного приближения к различным ситуациям.
Ключевые слова: игровой метод, деловая игра.
EFFICIENCY OF THE USE OF BUSINESS GAME IN THE PROCESS OF TEACHING PROFESSIONAL RUSSIAN LANGUAGE
Redvanetskaya Yu.I., Stepanenko E.V.
Kokshetau University named after Abay Myrzakhmetov
Nezhinskaya E.Yu.
Kokshetau State University named after Shokan Ualikhanov
Republic of Kazakhstan
Аnnotation. This article deals with the business game as an effective method of teaching professional Russian. The authors consider the characteristic features, modifications of the business game, also substantiated the features of a business game as a method of group teaching of joint activities in the process of solving common problems in the conditions of the maximum possible approximation to various situations.
Key words: the method of the game, the role games.
The educational process is called the system of organizing educational activities. Today, the educational process is impossible without the active use of modern educational technologies and effective teaching methods, in accordance with the requirements of the Bologna Convention, therefore, new information technologies are becoming an integral part of the educational process of teaching in the Russian language. The relevance of the use of new technologies is also dictated by the needs of the intensification of learning, the
need to form the skills of independent learning activities in students and the development of their creative potential. One of the most effective teaching methods is a business game. During the study, it was found that when material is presented in this form, about 90% of the information is assimilated.
A business game is the modeling of practical professional activities of students using the knowledge of the subject of their further specialization, the improvement of language communication in various educational and speech situations. A business game is related to the subject of professional activity and is the highest stage of the use of the Russian language by students for professional purposes. Business games allow participants to demonstrate an independent creative approach to solving problems at a professional level. They make it possible to acquire knowledge on a communicative basis, to involve each student in active cognitive activity, to develop their independence and the ability to apply the knowledge gained in practice.
The pedagogical essence of the business game is to activate the thinking of students, increase the independence of the future specialist, bring the spirit of creativity into training, and prepare for professional practical activity.
Before starting to use a business game in the educational process, it is recommended to start with imitation exercises, games in pairs, which have the following features: the presence of a model of a social system (i.e. a specific communication situation); the presence of a template, communication scheme, brought to automatism; filling this template with the appropriate lexical and semantic content. These activities will help students gradually develop the necessary speaking skills. In the educational process of a non-linguistic university, it is advisable to begin the development of students' professional communication skills with role-playing games, since they still do not fully master their specialty, and in the future it is possible to move on to business games. There are a large number of forms of conducting role-playing games in professional Russian language classes: presentation, interview, distance travel, press conference, round table, teleconference, excursion, reportage, hobby club, etc.
The basic element of a business game is a scenario, which is a plot or description of the actions of the participants, their communication relations based on the details of the playing roles. Distinguish between social, interpersonal, official and spontaneous roles. Roles are also needed to organize the game: referees, jury (s), opponents, etc. It is advisable to distribute the roles taking into account the level of knowledge, the formation of skills and abilities, the command of the Russian language, the personal qualities of the trainees.
Thus, business games, game modeling are becoming a universal means of reproducing educational, industrial, research and management activities that ensure the adoption of informed decisions in the given conditions [1, 68].
Innovative games use a wide variety of tools and techniques. An innovative game is organized in accordance with a number of principles: consistency; unity of content and form; modeling; collective responsibility; making decisions regarding the organization of the game, self-programming and self-development.
In accordance with the noted principles of organizing game learning, its methods are selected, which are divided into imitation and non-imitation. The forms of game training sessions, tested and recognized as the most effective, can be demonstrated as follows:
Analysis of specific (conflict) situations (CS). A specific situation is understood as a problem with which one or another student, acting as a leader or another professional, can at any time meet in his activities and which requires him to analyze, make a decision, and take any specific actions [2, 83].
The incident method is sometimes viewed as a special case of a specific situation. As you know, an incident (from Latin incidens - random) is an incident, incident, collision, usually of an unpleasant nature. In educational practice, an incident is simulated in the form of an emergency or stressful situation, requiring from the trainees quick and decisive, sometimes extraordinary actions and decisions [3, 85].
«Microsituations» are office incidents, illustrative instructive examples from life, which are quickly assimilated by listeners and, as a rule, are improvised at exams, and then are included in the personal experience of future specialists.
Methods of imitation of collective professional activity are used in interactive classes, characterized by the allocation of roles (at least two), the appointment of trainees to them, the interaction of participants in the classes holding various game positions. These include classes that use role-playing methods, "brainstorming", game design (construction), business games and exercises in which collective professional activities are simulated based on group, creative thinking.
Role-playing is the simplest form of collective action simulation. It is used to solve planning, design and management tasks [4].
In such dramatizations, the trainees, «playing» a certain role, have the opportunity to observe the reaction of their comrades. This method is aimed primarily at developing behavioral skills in a team, the ability to analyze the nature of interpersonal relationships.
Brainstorming, or brainstorming, is widely used as an effective means of solving complex problems that require groupthink. There are many problems and tasks in the educational practice of universities, for the solution of which this method can be used, which allows developing creative thinking and imagination. Conducting sessions of «brainstorming» significantly activates all participants in the game, creates a heightened psychological mood and, as a result, increases the effectiveness of classes.
Business games are the highest and most difficult form of game activities, during which collective professional activities are imitated. Currently, they are widely used in universities.
By definition R.F. Zhukov, business games are «living» models that reproduce the interaction of participants in a specific labor system with specific objects. The main element of the game is the people who prepare and make decisions. Their interaction in the game is due to special rules that reproduce those patterns, dependencies, the situation of reality, which are most characteristic for the complex under consideration and are of interest to game designers [4].
Professional games are intended for the development of creative thinking, the formation of practical skills and abilities, the development of an individual style of communication and behavior in collective problem solving. Professional games are a modification of business games. At the same time, they can be subdivided into simulation games; operating games; role playing; staging method; psychodrama and sociodrama [5, 312].
Thus, the business game forms professionally important skills and abilities, activates the creative abilities of the individual and is able to act as a means of training not individual specialists, but teams or groups that, having received the necessary knowledge, can later successfully master their chosen professional activity.
The use of these games in the classroom significantly increases the effectiveness of teaching the professional Russian language.
We - teachers of the Russian language have a task: to prepare in the shortest possible time a specialist who is fluent in Russian; teach the student to speak within their specialty and understand the speech of native speakers. This can be done by combining traditional and innovative methods.
At the same time, teaching must meet the requirements of the curriculum and fit into the minimum number of hours in the current curriculum.
No matter what methods the teacher of the Russian language is guided by, in any case, he must have certain knowledge in this professional activity, the desire to improve the teaching process, an interest in the practical application of knowledge in the field of the Russian language by students.
Bibliography
1. Rozin V.M. Methodological analysis of the business game as a new area of scientific and technical activity and knowledge//Problems of Philosophy. 1986. - №6, Р.68.
2. Nikolenko L. A. Games in the pedagogical process. Method, recommendations. Pskov. - 1997.-F.143.
3. New teaching technologies, business games: a methodological guide. M.: research center for quality management of specialists training. -1991.- Р.115.
4. Zhukov R.F., Birshtein M.M. Business games in the world. Materials of the international scientific-practical conference «White Nights», dedicated to the 60th anniversary of business games: In2volumes-St.Petersburg,1992. 5. Abramova G.S. Business games: theory and organization. - Yekaterinburg: Business book. - 1999.- Р.512.
Редванецкая Юлия Иосифовна, магистр педагогических наук, старший преподаватель, Кокшетауский университет им. Абая Мырзахметова (Республика Казахстан, г. Кокшетау)
Степаненко Елена Валерьевна, магистр педагогических наук, старший преподаватель, Кокшетауский университет им. Абая Мырзахметова (Республика Казахстан, г. Кокшетау)
Нежинская Елена Юрьевна, магистр гуманитарных наук, старший преподаватель, Кокшетауский университет имени Шокана Уалиханова (Республика Казахстан, г. Кокшетау)
e-mail: aalleennka@mail.ru
Дата поступления статьи: 29.10.2020 © Степаненко Е. В., Редванецкая Ю.И., Нежинская Е.Ю.
