3. Business games. Business games are built on
ing, the ability to fend for themselves.
playing professional roles. In these games, the condi-2. Preparation and warm-up. Students become fa-
tions of professional activity are psychologically mod-miliar with the problem, and roles are distributed among
eled, reproduced with the necessary modifications (ac-
them. A warm-up is being held.
cording to the level of children, the topic of the lesson).
3. The choice of participants.
Lessons based on the principle of a business game
4. Holding the game. Students themselves choose
allow at least occasionally shifting the needs for crea-the style of their behavior in the framework of the game
tion. Indeed, when in the process of the game the stu-in accordance with how a person who got into this situa-
dents help each other, their actions acquire socially sig-
tion would act in life. Conducting a game is role-
nificant value, they are driven not only by consumer, playing.
but also by productive motivation.
5. Modeling the situation. Participants respond to a
These are the types of lessons:
specific problem in a given situation.
Business game "Edition";
Purpose: role-playing and modeling of situations -
Offsetting lessons;
these two approaches are qualitatively different, they
Lesson dialogue;
complement each other and have common goals:
Literary portrait;
The strongest development of imagination and
rhythmic thinking skills;
"Investigators are experts";
Lesson-meeting of the "expert group";
encouraging expression, attitude and apprecia-
Lesson comparison;
tion;
Lesson panorama;
education of the ability to develop and think
through;
Oral journal;
alternative modes of action;
"Live newspaper";
Lesson study;
development of empathy.
Lesson-holiday;
Teaching tips for the teacher:
Lesson excursion;
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Журнал «Интернаука»
№ 16 (145), часть 3, 2020 г.
Cinema Travel
voluntary submission of all participants to certain (spe-
II. Educational and role-playing (business) games.
cial) rules.
In the training and education of the young genera-
Thirdly, the game should be characterized by un-
tion, the central place is occupied by lessons built in the
certainty of the outcome and thus intrigue.
form of a game.
Fourthly, the game should provide higher, in com-
Educational games are a fairly diverse phenome-
parison with the usual forms of the lesson, training, de-
non, but all of these games have many common features