A.Zh. Bekbosynova
Kostanay state university named after A.Baitursynov
Business game as a model of the future professional activity of students
One of the most important problems of modern high school pedagogic
- activation of cognitive activity of
students, in particular by means of active methods of training. Problem
situations, search tasks at lectures and a practical training are only separate
methods of problem training. Along with traditional forms of activation of
activity of trainees and methods of problem training, allocate non conventional
game forms and methods.
The game is a way of modeling of future professional activity in
educational process. In the course of the game imitating conditions of future
professional activity, in the course of implementation of game requirements
students realize that are necessary not only knowledge, but also their use for
further application in practice.
The business
game is a complex training tool that requires careful preparation and a
specific methodological approach.
In the business game most explicitly modeled subject and the social content of
professional activities.
Professional activity, rolled to sign systems, texts, educational information,
gets a sweep in the game form of organization of educational activity of
students and thereby absorbed. Knowledge here is not separated from their
practical application, as participants gain enough experience of their use in
the function of means of regulation of its own actions. Knowledge is not
digested for the future, not in reserve and in a context of practical actions
and on their basis. [1].
Business game should be chosen for realization first of all the
following pedagogical functions:
• for formation at experts of complete idea of professional activity in
its dynamics;
• for acquisition both subject and professional, and social experience,
including experience of adoption of individual and joint decisions;
• for professional development of theoretical and practical thinking;
• for the formation of cognitive motivation, ensuring conditions for the
appearance of professional motivation.
Thus, the business game is a form of reconstruction of the subject and social
content of the future professional activity of the specialist, the simulation
of such systems of relations, which is typical for this activity as a whole [1].
Business
game recreates a subject context - a situation of future professional activity
(conditional practice) - and a social context in which the trainee interacts
with representatives of other role positions. Thus, in business game the
complete form of collective educational activity on complete object - on model
of conditions and dialectics of professional activity [2] is realized.
As in the
business game "subject of activity" carries out quasiprofessional
(according to A.A.Verbitsky) the activity combining educational and
professional elements, therefore, knowledge and abilities are acquired by it
not abstractly, and in a profession context. At the same time the trainee along
with professional knowledge gets others professionally significant
"competence" — skills of communicative interaction, collective leadership , ability
to lead and to
obey, psychological
stability in case of not achievement of the purpose, etc.
Thus,
business game cultivates personal qualities, intensifies process of
socialization of future professional in emotionally liberated, intellectually
and creatively stimulating situation. Business games, imitating the situations
connected with future profession of students give the chance of them to
participants to acquire to 90% of a training material. Thus business is reduced
not to mechanical storing, and to the systematic analysis and active creative
process of the most effective solutions of production tasks. .
Carrying out
such games on classes in Russian in national groups helps to solve at once some
problems promoting an intensification of training, in particular to involve
students in communicative interaction and to stimulate them to a producing the
Russian speech. Depending on future profession of the student, studied in
higher education institution, the teacher defines those types of games which
give the greatest effect in assimilation of a training material, seeking to
achieve the maximum approach to real conditions of practical activities. For
this purpose the circle of lexicon and grammatical designs comes to light,
optimum conditions for their assimilation in the course of repeated exercises
and training are created. As business game can be played any professional
situation simulated taking into account specialty playing and demanding their
speech reaction. So, with students of specialty "Information Systems"
I hold the game "PC user". Game is focused on check of literacy of
the student who carries out a role of the instructor. As the being trained 2-3
students act.
The
instructor has to competently, well explain to the trainees a structure of the
computer, its function, possible operations, actions. To the end of the game trainees have to pass test, showing the communicative
abilities, using professional terminology.
In debate "Suicide: act or
cowardice" many persons are involved: social psychologist, teacher,
parents, employees of law enforcement agencies, pupils, leader.
Students get
acquainted with features of conducting process, with features of terminology of
each profession, speech forms. Then according to the made scenario imitate the
conversation.
Preparation
and carrying out business game includes some stages. On the first its
conditions are stated, the carrying out purposes, number of participants is
defined, the scenario is formed.
At the second stage performers of roles are
outlined, forms of the documents appearing in game are developed, the
corresponding attributes are selected. On the following, holding game, the
teacher controls it course. When summing up he notes, who as played a role.
Game demands ability correctly to build interrogative designs and answers to
them, fast speech reaction. Analysis of situations, independent actions of
students in these situations and their speech behavior, documentation
registration in Russian promotes not only to development of future profession,
but also development of necessary speech skills.
Thus, the teacher on the occupation imitating meeting for "a round
table", only formulates a problem, and search of their decision is
conducted by students that, undoubtedly, stirs up their cognitive activity,
allows to express the point of view more freely.
According to V. V. Guzeev,
business game is model of interaction of people in the course of achievement of
some purposes — economic, political, etc.; group exercise on development of
decisions in the simulated conditions imitating a real situation [3]. He
allocates essential features of business game as forms of education:
1 . Imitation a real process in game using the model.
2. The distribution of roles between the participants, their interaction with
each other.
3 . Distinction of interests at participants of the game and the emergence
of conflict situations.
4. The
General's goal of all participants, on the background of which are developing
private conflicts and contradictions.
5 . The accounting of probabilistic nature of results of the activity,
caused by incompleteness of information and impossibility of anticipation of
all consequences of made decisions.
6 . Realization of "a chain of decisions", each of which
depends from previous, and also on the decisions made by other participants of the
game.
7. The use
of flexible scope of time.
8 . The use of a system of an assessment of results of activity of each
participant and game collectives, and also stimulation systems.
Such games with use of active
game methods allow to approach students to their future work, to acquire
knowledge in a context professional activity.
Conclusions:
• increased motivation, emotional intensity of the training process;
• there is a preparation for professional activity, abilities are
formed, i.e. students learn to put the knowledge into practice;
• post-match
discussion contributes to the reinforcement of knowledge;
• achieved a
comprehensive pedagogical objectives: cognitive, educational, developmental.
• students
get acquainted with the dialectical methods of
research of a question (problem), deepen their
knowledge, learn professional functions on a personal example.
• the consciousness of belonging to collective is formed, interrelations
are consolidated at the solution of collective tasks, and collective discussion
of the general questions forms criticality, restraint, respect for other
opinion, attention to colleagues.
• developed
logical thinking, ability of finding answers to questions, improved speech and
speech etiquette, ability to participate in discussions and to communicate
effectively.
References:
1 . Verbitsky A.A. Active training at the higher school: contextual
approach. — M.: The higher school, 1991.
2 . Verbitsky A.A. Borisova N. V. Methodical recommendations about
carrying out business games. — M, 1990.
3 . Guzeev V. V. Methods and organizational forms of education. – M.:
National education. – 2001