scholarly journals Development of creativity of the "digital generation" students through the organization of creative activities in the creatively oriented educational process of the university

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Natalia Matolygina ◽  
Ekaterina Podgornaya ◽  
Lidia Ruglova
Keyword(s):  
Role Playing ◽  
Educational Process ◽  
Functional Mobility ◽  
Self Control ◽  
Professional Activity ◽  
Initial Development ◽  
Role Playing Games ◽  
Creative Person ◽  
Creative Abilities ◽  
Development Of Students

Today, the world around us, including the professional environment, is changing rapidly. Employers are having new requirements for employees. The employee must not only be a good performer, but also have spatial and functional mobility, i.e. be a creative person who is able to adapt and improve in connection with changing circumstances. Therefore, at present, it is necessary to pay great attention to the development of students ' creativity in educational classes at universities. The authors understand creativity as the ability of a person to non-standard creative thinking and behavior, with further awareness and development of their experience. Well-organized training sessions that develop creative abilities, such as business and role-playing games, case studies, project activities, combined with the use of electronic educational resources, contribute to the education of students ' confidence, self-control, teamwork, teach business communication and respect for others, teach them an unconventional approach to traditional habitual phenomena and help them in the initial development of professional activity. The authors note the great role of the teacher in the development of students ' creative abilities, especially if the teacher himself is a creative person. A creative teacher has professional and personal attractiveness in the eyes of students, due to his openness, benevolence and accessibility in communication, especially with the "alienated" communication that is common in the modern educational world. The authors prove on the basis of data from constant surveys and conversations with students and graduates in training classes, during personal meetings, in social messengers (VKontakte, WhatsApp, LinkedIn) and other means of communication that their active participation in business and role-playing games, project competitions, student debates, solving cases helped them in the initial development of professional activity.

Gerontotechnology and diseases of the mucous membranes of the oral cavity

2019 ◽  
Author(s):  
Светлана Токмакова ◽  
S. Tokmakova ◽  
Ольга Бондаренко ◽  
Ol'ga Bondarenko ◽  
Татьяна Воблова ◽  
...  
Keyword(s):  
Oral Cavity ◽  
Role Playing ◽  
Educational Process ◽  
Self Control ◽  
Practical Training ◽  
Persons With Disabilities ◽  
Role Playing Games ◽  
Mucous Membranes ◽  
The Subject ◽  
Independent Work

The manual is designed to study the diagnosis, differential diagnosis, prevention and treatment of diseases of the oral mucosa. In the formation of a text base tutorials used program of discipline "Stomatology" module "Gerontotechnology and diseases of the mucous membranes of the oral cavity". All the themes associated with the programs, the curricula of training on discipline "Stomatology" and the professional standard "dentist". In accordance with the requirements of the GEF, in the educational process are widely used active and interactive forms of training, such as group discussions, role-playing games, solving situational problems, etc. Independent work of students involves preparing for practical training in the system of distance learning agmu (Moodle). For persons with disabilities of the musculoskeletal system and persons with disabilities provides the opportunity to remotely familiarize themselves with the materials of classes, as well as testing on the topics of practical training in Moodle. Manual allows to deepen knowledge on the subject "Dentistry" module "Gerontotechnology and diseases of the mucous membranes of the mouth" with the formation of students ' skills of independent synthesis of a coherent picture of the subject. The textbook consists of an introduction, chapters, control tasks, conclusion, standard answers to control tasks, references and abbreviations. For ease of perception, a uniform organization and categorization of the text of all chapters has been introduced. At the end of each Chapter, control questions, test tasks and situational tasks are proposed, aimed at consolidating the material and assessing the effectiveness of mastering the studied topic. Situational task contains: the patient's complaints, anamnesis, data of objective examination and the assignment to her. For self-control of students in the manual answers to test tasks and situational tasks. The publication is intended for students of dental faculties of medical schools, as additional literature and to prepare for GIA.

scholarly journals THE USE OF GAMING TECHNOLOGIES IN THE PROCESS OF DEVELOPMENT OF THE FOREIGN LANGUAGE PROFESSIONAL COMMUNICATIVE COMPETENCE OF FUTURE SPECIALISTS

2020 ◽  
pp. 98-105
Author(s):  
Лариса Максимук ◽  
Лилия Левонюк
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Effective Means ◽  
Real Life ◽  
Role Playing ◽  
Educational Process ◽  
Professional Activity ◽  
Developmental Potential ◽  
Professional Activities ◽  
Role Playing Games

The article deals with the problem of the formation of foreign language professional communicative competence of future specialists of non-linguistic profiles. The process of teaching a foreign language becomes interesting and creative thanks to game technologies that expand the range of topics for communication, make the process of foreign language communication more dynamic and expressive, and also give the possibility to create models of future professional activities of students and teach them how to act in certain real life situations. Role-playing and business games, which are one of the most dynamic methods of teaching a foreign language, are widely used in foreign language classes at non-linguistic specialties of universities. In role-playing games, personal interaction not limited to professional activity takes place, while in business games situations, which are close to the real future professional activity of students, are played. The use of role-playing and business games in the process of teaching foreign languages contributes to the formation of the cognitive interests of students, their conscious and motivated mastering of the target foreign language, and also contributes to the development of such qualities as independence, initiative, the ability to work in a team, the desire for self-education and self-improvement. Thus, gaming technologies have a great developmental potential and are an effective means of improving and modernizing the educational process at universities, professionalizing foreign language teaching for students of non-linguistic specialties, and forming their foreign language professional communicative competence.

Prospects for the use of modern technologies to increase student involvement

2020 ◽  
Vol 1 (1) ◽  
pp. 28-33
Author(s):  
Iu. V. Amelina ◽  
R. V. Amelin
Keyword(s):  
Social Networks ◽  
Information Technologies ◽  
Role Playing ◽  
Educational Process ◽  
State University ◽  
Role Playing Games ◽  
It Education ◽  
Interaction Plot ◽  
Role Playing Game ◽  
Live Action

The article discusses the prospects of role-playing games in the educational process to increase students’ motivation and involvement, as well as the possibility of modern information technologies (primarily social networks) for constructing innovative forms of such games. The author’s format of the live-action role-playing game is presented. It was developed and tested at the Saratov State University. It involves the integration of numerous educational tasks into a single plot, within which each participant plays a role and communicates with other participants to complete tasks. The main interaction, plot development and group activities occur in dialogs, conversations and groups of social networks. This approach has shown its viability in teaching legal disciplines, and also has prospects for use in IT education.

ДІАЛОГІЧНА ВЗАЄМОДІЯ УЧАСНИКІВ ОСВІТНЬОГО ПРОЦЕСУ ЯК УМОВА ПОПЕРЕДЖЕННЯ НАСИЛЛЯ У ШКОЛІ

1970 ◽  
Vol 8 (1) ◽  
pp. 165-172
Author(s):  
Оксана Воронкевич
Keyword(s):  
School Violence ◽  
Prevention Program ◽  
Role Playing ◽  
Educational Process ◽  
Self Determination ◽  
Psychological State ◽  
Necessary Condition ◽  
Training Methods ◽  
Role Playing Games ◽  
Time Information

У   статті   актуалізовано   проблему   поширеності   шкільного   насильства   у   середовищі   учнів  початкових класів. Особлива увага звертається на необхідність діалогічної взаємодії учасників освітнього  процесу як необхідної умови попередження насилля у школі.  Опираючись на результати власного дослідницького пошуку, автор пропонує варіант програми  психологічної профілактики шкільного насильства вчителів стосовно учнів. Дана програма спрямована на  формування  у  педагогів  навичок  глибинного  самопізнання  й  пізнання  дітей,  апробування  нових  форм  поведінки та базується на ідеї діалогізації педагогічної взаємодії, оскільки важливо налагодити суб’єкт- суб’єктну взаємодію учня та вчителя й не використовувати монологічну модель спілкування. Наголошено,  що педагоги повинні стимулювати будь-які прояви суб’єктної активності дітей, що сприяють виробленню  у них адекватної оцінки себе та свого оточення, розвитку здатності до самовизначення. Відзначено, що  для   діалогічного   освітнього   середовища   характерними   є   такі   властивості,   як   різноманітність,  динамічність, напруженість, достатність, кожна з яких сприяє високій ефективності освітньої взаємодії,  здійснює істотний вплив на розвиток особистості. Під час занять використано різні тренінгові методи:  рольові ігри, міні-лекції, мозковий штурм, обговорення в загальному колі тощо. Разом із тим поширено  інформацію з актуальних для педагогів питань спілкування з дитиною без агресії, злості та конфлікту.  Представлено  результати  успішної  апробації  програми  психологічної  профілактики  шкільного  насильства  з  боку  вчителів,  що проявилися в розумінні важливості толерантного ставлення до учнів,  набутті практичних умінь відчувати психологічний стан іншої людини та адекватно реагувати на нього,  виявляти доброзичливість, прихильність до школярів та надавати їм необхідну допомогу.  The article actualizes the problem of the prevalence of school violence among elementary school pupils.  Special attention is drawn to the need for dialogical interaction of participants in the educational process as a  necessary condition for preventing violence in school.  Relying on the results of his own research, the author suggests a variant of school violence psychological  prevention program of teachers in relation to pupils. This program is aimed at educating the students the skills of  deep self-cognition and cognition of children, testing new forms of behavior and is based on the idea of pedagogical  interaction dialogization, since it is important to establish subject-subject interaction between the pupil and the  teacher and not use the monologue model of communication. It is highlighted that teachers should stimulate any  manifestation of children's subject activity, which helps to develop an adequate assessment of themselves and their  environment, development of self-determination ability. It is noted that a dialogical educational environment is  characterized by such attributes as diversity, dynamism, intensity, sufficiency, each of them contributes to the high  effectiveness of educational interaction, have a significant impact on the development of personality. During the  classes various training methods were used: role-playing games, mini-lectures, brainstorming, discussions in the  general circle, etc. At the same time, information on relevant for teachers issues about communicating with a child  without aggression, anger and conflict is propagated.  Was presented results of successful approbation of the school violence psychological prevention program  from teacher’s part, manifested in the understanding importance of the tolerant attitude towards pupils, acquiring  practical skills of feeling the another’s person psychological state and react adequately to it, showing benevolence,  adherence to schoolchildren and providing them the necessary assistance. 

scholarly journals MEDIATION IN EDUCATION AND DEVELOPMENT OF CONFLICTOLOGICAL COMPETENCE OF THE TEACHER

2021 ◽  
Vol 2 ◽  
pp. 646-655
Author(s):  
Marina Yuferova ◽  
Olga Koryakovtseva ◽  
Tatyana Bugaichuk
Keyword(s):  
Conflict Management ◽  
Role Playing ◽  
Educational Process ◽  
School Life ◽  
Role Playing Games ◽  
Interactive Training ◽  
History Of ◽  
Education And Development ◽  
Conflict Interaction ◽  
Mediation Practice

The history of mankind confirms: both harmony and conflict are characteristic of communication in society. This article is devoted to the problem of conflicts in education. Unfortunately, conflict interaction occurs in school life, therefore, teachers need to learn how to apply innovative technologies in resolving conflicts, focus on respecting the rights and freedoms of all participants in the educational process, and act in accordance with the interests of the parties. The article discusses the technology of mediation, which orients the participants in the interaction towards cooperation in the conflict with the help of a mediator. The implementation of mediation practice requires special training of teachers, the formation of completely new competencies and, first of all, conflict management, which should be developed within the framework of continuous pedagogical education, using interactive training technologies and role-playing games. The authors present the experience of implementing the advanced training program “successful strategies of behavior in conflict and the development of a teacher's resistance to conflict”.

scholarly journals Application Of Game Methods As A Basis For Forming Positive Motivation Of Students Of Non-Philological Higher Educational Institutions

2021 ◽  
Vol 03 (04) ◽  
pp. 438-443
Author(s):  
Mashkhura Aminovna Khafizova ◽  
Keyword(s):  
Role Playing ◽  
Educational Process ◽  
Russian Language ◽  
Practical Significance ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Role Playing Games ◽  
Higher Educational ◽  
Effective Use ◽  
The Russian Language

The purpose of this article is to study and research the methods and forms of using the motivational capabilities of pedagogical games in the process of mastering a foreign speech, in particular the Russian language in non-philological higher educational institutions. The methodology of the article is based on the effective use of various modern pedagogical approaches, accompanied by gaming technologies in the study of Russian as a foreign language. The practical significance of the article lies in the possibility of further application of situational role-playing games, both in psychological and pedagogical activities and in the educational process.

scholarly journals Priority areas formation of speech competence students of non-philological specialties

2020 ◽  
Vol 210 ◽  
pp. 18105
Author(s):  
Olga Ovsyannikova ◽  
Svetlana Bobrova ◽  
Igor Bocharnikov
Keyword(s):  
Teaching Methods ◽  
Process Management ◽  
Role Playing ◽  
Educational Process ◽  
Psychological Characteristics ◽  
Present Stage ◽  
Role Playing Games ◽  
Current Trends ◽  
Speech Training

The article analyzes the current trends and conditions for the development of students 'speech-thinking abilities and the formation of students' speech competence, and examines modern methods used in the classroom to improve the speech culture of future specialists. The data of the ascertaining experiment showing the level of development of speech competence of students are given. Criteria and factors of speech formation are considered. It is emphasized that the leading principle of educational process management is the formation of motivational factors and reflection of students in terms of the quality of their speech. Promising technologies for the formation of speech competence of specialists are identified. The main direction of development of speech competence of students at the present stage is the formation of speech culture based on linguistic, cultural, situational, professional levels; taking into account the psychological characteristics of specialists, factors of motivation and reflection of students. The leading methods of speech training are teaching methods that correspond to a person-oriented technology, problem tasks (search-game, cognitive-search, role-playing games, discussions), language exercises, emotional-behavioral tasks, and others).

scholarly journals IMPLEMENTATION OF INCLUSION IN HIGHER EDUCATION

2021 ◽  
Author(s):  
Inna Fedotenko ◽  
Irina Yugfeld
Keyword(s):  
School Violence ◽  
Inclusive Education ◽  
Teaching Practice ◽  
Role Playing ◽  
Educational Process ◽  
Special Educational Needs ◽  
Difficult Situation ◽  
Student Groups ◽  
Role Playing Games ◽  
The University

The authors consider the ways and means of implementing the idea of inclusion in the university educational process. The researchers have included information on the history of inclusion, on various models of inclusive education, and on the specifics of a family with a child with special educational needs in the content of psychological and pedagogical disciplines, as well as elective courses. The authors have introduced new tasks of teaching practice, with students describing conflicts, bullying, mobbing, and school violence in traditional and inclusive classrooms. Stu-dents have been asked to justify their intended actions, which could prevent potential risks and find a competent way out of a difficult situation. Plot-role-playing games and group discussions held in student groups on the problems of "special" children and migrant schoolchildren have also facilitated implementation of the idea of inclusion. Discussion teaches future teachers to coordinate positions, values, to make decisions, and helps them see new personal meanings. Students' daily communication at the university with physically or mentally challenged mates with students of different cultures, faiths, and languages has played a significant role in their acceptance of inclusion.

scholarly journals Application of Modern Development Tools in Increasing the Competence of the Staff

2021 ◽  
Vol 8 (3) ◽  
pp. 76-84
Author(s):  
Lesya Verbovska ◽  
Iryna Haliuk
Keyword(s):  
Staff Development ◽  
Management Training ◽  
Role Playing ◽  
Individual Characteristics ◽  
Professional Activity ◽  
Behavioral Skills ◽  
Role Playing Games ◽  
Modern Development ◽  
The Difference ◽  
The Individual

The article substantiates the main components of improving staff competencies in the face of change. It is determined that taking into account and combining "hard skills" and "soft skills" skills allow you to use the acquired knowledge to perform specific tasks in the workplace in a particular professional activity. Modern and traditional models, techniques and tools of personnel management are presented, according to which it is possible to clearly assess the difference in approaches to managing the competence of employees in the conditions of change. Based on the analysis of world practice, a list of methods is presented: discussions, brainstorming, Oxford debates, Case - Study, business and role - playing games, workshops, communication and management training, which are used to develop skills and abilities of employees. These methods allow expanding the educational opportunities of established forms of classes (lectures, seminars). The relationship between the acquisition of new and improvement of existing staff development competencies on the basis of training and coaching is shown. The proposed methods of acquiring competencies allow you to choose those competencies and methods of acquiring them that correspond to the individual characteristics of organizations. It is proved that the acquisition of competencies by staff allows identifying new competencies in employees, to form the need to use modern analytical and behavioral skills, providing greater opportunities for management skills and flexibility, dialectical thinking, ability to make creative decisions in unusual situations. It is substantiated that the combination of the SMART method in the acquisition of competencies significantly expands the possibilities of short-term learning, through the application of the concept of "lifelong learning". Different definitions of the essence of "competence" are analyzed, which allows emphasizing that when choosing different forms of education, in particular, trainings, different types of training it is necessary to use / apply modern methods and techniques. It has been proven that incompetent non-use by a staff of their knowledge, skills, experience and skills often leads to reduced profits and inefficient use of their potential.

scholarly journals Didactic aspects of training of future unmanned aerial systems (UAS) operators in �english for special purposes�

2021 ◽  
Vol 10 ◽  
pp. 177-183
Author(s):  
Alla SAVYTSKA ◽  
Keyword(s):  
Professional Training ◽  
Educational Institution ◽  
Problem Based Learning ◽  
Role Playing ◽  
Professional Activity ◽  
Unmanned Aerial Systems ◽  
Difficult Situation ◽  
Role Playing Games ◽  
Widespread Access ◽  
Teaching Learning

The article notes that nowadays the effectiveness of mastering English, which has long been the language of international communication and interaction for servicemen, is becoming essential. It is noted that there exist unresolved didactic problems reducing the quality of organizational and pedagogic tasks which emerge in the course of training. It is stated that in modern military aviation practice military pilots� professional activity is to a great extent characterized by their communicative competence which includes the following components: language competence (ability to communicate in all language aspects); competence of interaction (ability to use language to express communicative intention in an official situation of communication); socio-cultural competence (ability to build intercultural communication with foreign colleagues from other countries); compensatory competence (ability to successfully solve a difficult situation which might occur during flights). The article suggests the most appropriate methods of teaching and training future UAS crew members considering the specificity of goals and content of �English for Special Purposes� as a curriculum subject. Alongside with traditional methods, active teaching/learning methods such as problem-based learning tasks, analysis and solving of specific situations, role-playing games, variety of interactive exercises simulating near-real situations of professional scope are viewed as those of particular importance and efficiency. The main features of problem-based learning are determined: strengthening the focus on the personality of a cadet; expanding opportunities for interaction between a teacher and a cadet in the learning environment; development of cadets� intellectual mobility; increasing opportunities for creativity through independent work with a large number of databases offered by the teacher and present on the Internet; personalization of training through the creation of research projects featuring problematic nature; widespread access to new generation mobile devices, equipment and aircraft. The successive steps of designing a training course in �English for Special Purposes� for future UAS operators in a higher military educational institution are determined by the teacher. Key words: professional training, future UAS operators, English for Special Purposes, methods of problem-based learning.

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