Game program- a set of game tasks united either by some kind of formal connection (theme, holiday or leisure situation, or by a scenario).

Features of the game program - different laws in contrast to artistic and entertainment events. Takes place in a different activity zone. The organization is methodically subtle, errors are less noticeable. The moment of warming up the audience is important - the psychological readiness of the audience is required; if there is no readiness, there is no program!

Climax– this is the moment of the last chance to win.

After passing the climax (winning), the game activity is meaningless, so immediately after the climax the moment of rewarding takes place (this must be done quickly)

The game program has a certain compositional structure (divided into blocks) Introductory block. Consists of the following elements:

The presenter's opening monologue (from the exhibition, which contains the following information: about the basic conventions, time and space, the role of the meanings of this convention in the implementation of leisure, the main provisions of the game situation in time and space. The opening monologue should contain information about the main game task.

Information about the status of the winner performs the function of stimulating the participants - performers. A persuasive monologue will solve the following problems:

ü Establishing emotional contact with the audience

ü Sets the style of communication; the most difficult task is getting to the first game task.

The first game block begins with an organizing game (a simple game exercise designed for attention and familiarity with the topic (2-3 tasks of the same type - not complex games for attention, physical activity)

II block. It consists of game tasks that are fun and simple, but with a moderate degree of physical activity, which often serve as team building functions.

III block Games on teams, readiness for physical actions (sedentary)

IV block: Movement games, team games, related to strength and dexterity.

V block Summing up ceremony and awarding.

Blocks 1 and 5 can be rehearsed (mise-en-scene), but the rest are improvisation.

A planned floating climax is a climax that is fixed in time, used alone or with another program.

Artificial prolongation of the climax: increasing game tasks, soundtrack

It cannot be abused, but it works when the situation has leveled out. But you cannot devote a lot of time to this in order to fit within the framework of the overall implementation of the program.

Block 5 should take place in a solemn, leisurely atmosphere. In the age of commerce, we often forget that self-affirmation is the main thing. It is not the material, but the moral status of the hero that is important. The mise-en-scenes should be wide, spacious, and visible. It is important that the participants show themselves (self-affirmation)

There should be a place for a consolation prize in the ceremony. The prospect of revenge.

Scenario move- this is some kind of convention that we offer to the audience and which gives us the opportunity to present the entire program, all the material of the program, i.e. way of presenting material to the audience.

The most common technique for constructing a scenario is the technique of simulating some kind of life process. For example, Travel, receiving guests... The script flow should work from beginning to end. The scenario should set a task for the performers and participants. The scenario flow determines the compositional structure. Composition is a presentation of the plot through the prism of the script. The most difficult and important, emotionally attractive thing is the search for a scenario move.

Organization and script-directing features of preparation and conduct
various gaming programs.

Game programs have differences in the features of developing an ideological and thematic basis (consists in the following)

1 . The program begins with coming up with a target setting. Why do I need this program? What do I want to achieve? Or is it a screensaver at a disco, theme evening, etc. 2. Formulation of the topic. Depending on the creative concept and script. In the game program, the theme is those conditional circumstances in which certain tasks are performed. The formulation of the theme directly follows from the definition of the scenario progression.

The script move performs the functions; - Plot (has the main task: to build, to disenchant) - conflict (main)

Identifies the main artistic images or characters. Game programs have clearly defined pedagogical objectives. The peculiarity of game programs is the active participation of the audience in the action, hence the clearly expressed didactic character.

The entire program can be divided into blocks (steps)

1 block Game tasks for attention and familiarity. Calm and not requiring physical activity (to convey something) Not complicated. You can interrupt the music. It is important to be able to improvise.

2 block Games - organizers plus calm ones with elements of physical activity. It is in the second block that commands or other structures that we need can appear.

3 block Game tasks are mobile, fast, associated with speed of reaction and strength.

4 block. Games for intelligence, fun, creating comic situations.

5 block Usually intellectual games: quizzes, auctions, captain competition, etc.

6 block Award ceremony (ritual). Summarizing.

7 block A concert performance (spectacle) for everyone.

Compositionally, the game is structured as follows.

1 option

It is necessary to provide for 2 points: this is the maximum climax.

The planned climax keeps getting pushed back, we scheduled it in time,

but by changing the status of game tasks we delay it. Option 2: Method of randomness. Used in every game. Or at the final games

in tasks that provide an opportunity to recoup

You need to clearly see the climax and immediately go to the finale.

The ending is a function of deactivating the audience.

The winner should enjoy the victory, the loser should not feel

1. The finale should be solemnly majestic, calm, with sweeping staging and presentation of prizes. If we hand something to someone, we do so across the entire hall, across the entire stage.

3. Losers - kind words, applause, etc.

1. When building a game program, the basis is the scenario move or an element that replaces it.

2. When developing a game program, the award ceremony and opening monologue should be well thought out and rehearsed.

3. The awards ceremony is designed with audience deactivation in mind.

Methodology for preparing and conducting game programs:

When starting to work on creating a program, decide on:

Purpose(what is it for, for whom, why exactly the game program, etc.);

Participants(age, gender, their interests, where they study, etc.)

Direction(sports, environmental, aesthetic, career guidance, etc.);

View(cognitive, entertaining, intellectual, role-playing, etc.);

Title(it must be original, understandable, and may even partially describe the content of the program);

Note: the name may appear before the goal, in which case it will help you choose participants, goal, direction and view.

Registration(art, music, pyrotechnics, light, etc.);

Presenters:

It can be a teacher, a parent, a student, but the main thing is to remember
about the playing position; The presenter may or may not be the author of the program; The presenter can take on a role, according to the plot of the program, an option when he remains in his character; The presenter must have good diction, a sense of humor, be smart, speak impromptu, and be erudite.

You understand that this is an approximate diagram and it is not at all necessary to adhere to logic.

Makes it easier drawing up a game program and dividing it into parts (they are conditional, you can add):

Introductory part.(Gives the mood, introduces participants to the conditions, plot, etc.)

Main part. (Reveals the content, provides an opportunity to implement assigned tasks, living in a given situation, etc.)

The final part. (Provides an opportunity to summarize, reward winners and participants, and, if necessary, analyze the program)

Aftereffect. (This part can be considered in two aspects: will the participants want to play with the presenter again, will they expect the next game program, etc. and is the presenter satisfied with the conduct of the program, does he have a desire to continue his activities in the same capacity and etc.).

“Game program” and “competition program”.

There are a number of differences between these programs:

Game programs are easier to prepare, since preparation is required only on the part of the organizer, and the participant only guesses that there will be games during the rest, and the competition program provides homework or “blanks” for participants;

The participants in the game program change every time.

Game programs can be built: on the basis of only team games, on the basis of only individual championship games, or using one or another type of game. But when selecting game material, you should follow the methodology for preparing and conducting game programs that have been tested by practice:

ü - take into account the age category of the audience; site dimensions; - subordination of all games to one theme of the program; logical construction of the game program; - building games from easy to complex; the number of games so that the participants are not tired; - the conditions of the game are very clearly announced; the use of activation techniques: luring, provoking, co-creation, “planting”; do not put the players in an awkward position - the game is always completed; if the games are new, original, then you should try them out; - presenter with professional qualities (sense of humor, competent speech, sociability, resourcefulness); - provide assistants, music and decoration; elaboration of props (strength, quantity provided, convenience, etc.); - provide when, how and with what to reward the winners.

Competition program is a staged competition in any type of activity between two or more participants. In terms of their content, competitions are a complex amalgamation of traditional quizzes, pop performances, everyday, sports and artistic competitions, which often require preparation not only on the part of the organizer, but also on the part of the participant himself. Synonyms for the word “competition” can be the words “tournament”, “battle”, “duel”.

To conduct game and competition programs you need to know game technology . Game technology includes : selection of participants, formation of teams; statement of the rules (startup) of the game commands; motivation, incentive to play (main action); game action control; involving playing participants in the game; organizing the game finale, achieving the game goal (culmination). This also includes the finale - honoring the winners of the game. The choice of game depends on the purpose, age characteristics of the participants in the game, the number of participants, the conditions of the game, the location of the game, and the availability of game equipment.

Rules explanation text should be brief and logical: the name of the game, the purpose of the game, the roles and location of the players, the course of the game, the rules. You can use the technique of showing individual moments of the game. Game characters can act as game demonstrators. Some games require the selection of a driver from among the players. For this you can use acceptance of invitation or lot, but the most interesting technique, from a pedagogical point of view, is the nomination of the leader by the group of players.

Main stages of organizing the program based on folklore and gaming traditions:

ü - creation of an organizing committee for the competition, the organizing committee develops the main provisions of the program, requirements for participating teams; composition of the jury, evaluation system for the stages of the competition; procedure for awarding winners; - dissemination of regulations on the implementation of the program; -preliminary stage: drawing lots for teams participating in the competition; scheduling preliminary competitions and competitions; -preparation of the program: location of the competition; fairs, game attractions; medical care; protection of public order; formation of a director and production team; drawing up a rehearsal plan. Conducting the program: meeting of participating teams; opening; greeting members of the organizing committee, guests, and participants of the competition; artistic (theatrical) performance or concert performance.

Concerning methodological instructions regarding the preparation and conduct of game and competitive programs, then you need to remember the following components that will create success:

-Ideological and thematic focus. There must be a clear goal in carrying out these programs. - Any form of entertainment needs a script or at least a scenario plan, if the presenter himself is an organizer and has the professional qualities of a presenter. The hardest thing is to come up with interesting tasks, which, as practice has shown, must comply with the following rules: - must be original; – must be realistic in execution for these participants; -must be relevant to the theme of the competition; -tasks and questions must be equal for all participants; -taking into account the age and social category of the audience and participants.

-Colorful and thematic design.

-Material support, which determines the “scope” of your program.

-Musical accompaniment, corresponding to the plan.

-Leading with professional qualities. He is a kind of manager of the competitive gaming program, as well as a connecting link between the jury, participants and the public. Often the nature and tempo-rhythm of the competition depends on the presenter. It is important to think well, react subtly, accurately assess what is happening, but not influence the jury’s assessments, if any. The leader can be: - one; - collective (more than two); - personified (in the image).

-Jury: competent, odd number of jury members, instructions on competition tasks through information sheets, competition regulations or in conversation with the organizers.

Emotional spectators. Spectators watch the competition, they inspire the contenders to win and at the same time they themselves enjoy watching the struggle.

-Executive assistants.

Preparatory participants. You should familiarize yourself with the regulations of the competition, recommend assistants, schedule individual and consolidated rehearsals, and review the quality of their programs.

-Prizes for the winners. For winning the competition, a moral or material reward is awarded. Rewarding and presenting gifts should be planned from the last place, thereby heating up the moment of rivalry.

Depending on the content of the competition programs, the conditions may include (or not include) the following items: - time to prepare the competition task; - the period for the preliminary demonstration of the prepared result; - the place for the preliminary demonstration of the prepared result: the size of the final product (in minutes, in pages, etc.); - the possibility of receiving help from adults or peers; - the possibility of using blanks, stencils, other people’s ideas, etc. .;- list of permitted and unauthorized materials, devices, tools, etc. Conditions related to safety precautions must also be specified. The result of all preliminary work should be the “Regulations on the competition”, which indicates the name of the competition, the purpose of its holding, the age of the participants, the competition tasks are clearly formulated, the conditions are explained and, possibly, an award is announced to the winner.

Shmakov S.A. Students' games are a cultural phenomenon. –M.: Publishing house “New School”, 1994.-P.96.

Shmakov S.A. Students' games are a cultural phenomenon. –M.: Publishing house “New School”, 1994.-P.97.

Pedagogical encyclopedia. - M., 1965. P.158-159.

Gazman. O.S. Vacations: play, education.-M.: Publishing house "Enlightenment", 1988.- P.9.

Sorokina. A.I. Didactic games. - M., 1982.

Shmakov. S.A. Game and children. -M.: Publishing house “New School”, 1970.-P.23.

Voroshilov. B. The phenomenon of play. M.: Publishing house "Soviet Russia", 1982.-P.57-64.

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Choosing a training method

role-playing training game information

One of the main problems that arise when preparing a training is the problem of choosing a method by which information is transmitted to participants.

There are many different types of training available, and the method chosen greatly influences how the objectives of the program will be achieved and how long the effects of the training will last after its completion.

The trainer has many ways to present the material. Just as different roads lead to the same destination, there are a number of different approaches that can help you achieve your training goals. No path is the only right one, and some inconspicuous path may turn out to be the shortest path to achieving learning goals.

The trainer should not limit himself to just one method throughout the course. The use of a variety of techniques not only helps maintain group attention and performance, but also reflects real-life situations in which it may be necessary to use several behavioral models simultaneously. For example, if you need to review an important case study using a procedure you just learned to assess whether participants have understood it well, either a simulation approach or a case study approach followed by discussion and evaluation can be used equally effectively.

Role-playing games

Description

Role-playing is a way of expanding the experience of participants by presenting them with unexpected situations in which they are asked to take the role of one of the participants and develop a way to bring the situation to completion.

The lecture form of work allows you to control the class time. It is not always possible to estimate how long a particular Q&A session will take, but it is possible to estimate with great accuracy how long the entire lecture will last.

An approach

To get the most out of role play, the situations presented should be as close to reality as possible. It is necessary to allocate time to prepare a brief description of the characters involved and make sure that the created game conditions correspond as much as possible to the specifics of the main activities of the participants.

The instructions for the role-playing game should describe in detail all aspects of the situation.

However, this instruction 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,

The task that group members participating in a role-playing game strive to solve is the creation of a model of behavior that is characteristic of real people in everyday life.

It is the behavior, and not the manifestation of the talents of the speakers, that will be the basis of the subsequent discussion.

The group should observe the content of each scene played out. Those who do not take part in the game should be asked to take the role of observers and record the behavior of the participants and its consequences.

Observation can be made even more useful by videotaping the role play and using it to provide feedback or individual consultation when necessary.

1. Careful preparation of the plan.

Proper conduct of a role-playing game brings invaluable benefits to its participants. Such exercises should be used closer to the middle of the course, when the group is already able to overcome the resistance that may arise at the beginning of the training.

2. Use role-playing games correctly.

The effectiveness of role-playing game is due to its vitality and novelty of experiences. This means that this method should be used carefully. If you play games at every opportunity, their value can quickly fade away.

3. It is better to keep groups small.

The process of overcoming group resistance can be aided by limiting the group size to ten people. The small number of participants helps to create a calm, informal environment necessary for the success of the exercise.

Opportunities for using role-playing games as part of the training program remain even when there are more than ten people in a group; large groups can be divided into several small ones, each of which will have its own observers, sets of role-playing games and instructions. In such cases, the time is calculated so that all members of small groups can discuss the results of the activities of their teams in a general circle.

4. Role-playing games must be used creatively.

There is no reason to isolate role-playing games from other teaching methods. It is best to structure the process so that after the theoretical part there is a role-playing game, which gives the opportunity to put into practice the principles just learned.

In cases where all training participants need to cope with some practical situation, a role-playing game can be arranged for everyone. In this case, you need to divide one large group into several small ones. Each of them plays out their own situation.

Benefits of Role Playing Games

1. The acquired experience lasts for a long time.

"Learning by doing" is one of the most effective ways of learning and gaining experience. One’s own experiences are remembered vividly and persist for a long time.

2. Pleasure.

In most cases, role-playing offers a relatively painless and enjoyable way to learn knowledge and skills.

3. The emergence of an understanding of how other people behave.

Role-playing allows participants to understand how people feel when faced with certain situations. This understanding can be a powerful learning tool; it can promote the development of the ability to evaluate the background of other people's behavior, which would be difficult to achieve in any other way.

4. Safe conditions.

There is an element of risk involved in the use of role-playing games, but this primarily relates to the possible ways in which the group might react rather than to the impact of the game on them. Role-playing provides participants with a chance to learn or reinforce a variety of behaviors. The advantage here is a training environment free from the dangers associated with the use of a particular model that might arise in natural conditions.

Disadvantages of Role Playing Games

1. Artificiality.

The essence of a successful role-playing game is to create a situation as close to reality as conditions allow. If the group feels that the game scenario is unrealistic or does not take into account some of the practical details, the value of the game will be lost and the learning objectives will not be achieved.

2. The possibility of a frivolous attitude on the part of the participants.

Unless the objectives of the exercise are fully explained and the importance of demonstrating behavior (rather than acting ability) is emphasized, there is a danger that role play will be perceived as something funny. Having serious goals for the exercise does not prevent people from enjoying participating in it and ensures that they enjoy interacting with and emerging from situations, and not just from funny jokes during the exercise.

3. Element of risk.

Like any training method that involves the active involvement of participants, role-playing contains some risk. The game only brings results when the group is ready to get involved. If group members are afraid of “losing face” by participating in the game, or are embarrassed by the process itself, this exercise will not be effective. The fact that the exercise is controlled further increases the tension.

The group should not be too large so as not to create discomfort. Role play can only be used when group members have dealt with their anxiety and feel that their self-esteem is not threatened.

Application

Role-playing is most often used in training aimed at developing the interpersonal skills necessary for success in areas such as interviewing, giving feedback and evaluation, negotiations, selling, and even training.

There is no logical reason why this method could not be used in other trainings.

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Game is the leading activity of a primary school student. It is in the game that many important life skills are trained and 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 involves an impromptu acting out of a certain situation. Moreover, in most cases, during these games the child plays the role of an adult. Why do you need to conduct role-playing and business games in elementary school? What role-playing games can be done in primary school?

By participating in such activities, schoolchildren have to:

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

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

Role-playing as a means of developing communication skills

Communication in the game is spontaneous; schoolchildren 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;
• ability to conduct dialogue;
• ability to find a compromise solution.

During the game, relationships are established between children, which they then reproduce in real life. The children learn techniques and rules of communication that they can later use in similar life situations. Playing out the situation several times gives students the opportunity to change roles, try other behavior options, and carry out .

Mental development of children

Play activities play a huge role in the process of mental development of children. The emotional component of the gameplay is also important, because the most vivid traces in our memory are left by those events that hurt our feelings and cause a strong emotional reaction.

Thus, play activities enable the child to gain invaluable personal 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 role-playing and business games

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

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

The structure of this type of game is quite 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 must play has been determined;
• the conditions and environment in which imaginary events occur are indicated;
• the rules of the game that must be followed are described;
• 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 lies in 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 heroes.

Each child should play his role only within the framework of a play action, which can be aimed at:

• substantive reconstruction 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;
• related to discovery;
• route, i.e. trips;
• related to art;
• paramilitary;
• fabulous;
• fantastic.

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

Examples of using role-playing and business games in elementary school

Let's look at examples of what role-playing games can be done with primary schoolchildren. Let's start with those games where it is proposed to play the role of children. The value of such games is that children are given the opportunity to try out different options, play out several models of behavior and, based on 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. We will talk about endless 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, taking turns completing the teacher’s tasks, must develop and equip their state. The tasks are as follows:

• Come up with a name for the planet and its inhabitants. Describe what they should look like.
• Draw up 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 of communication between children.

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

Students need to describe:

• what situation they lost;
• what topic was touched upon;
• How can you apply the rules expressed during the game in the life of your class?

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

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

Game "Zoo"

To play such a game you will need to prepare a large amount of equipment:

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

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

First, each group has to choose an animal to look after. You can do this in any order, by lot, or offer to solve riddles.

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

The main part of the game is that children must not only place the animal in an enclosure, but provide it with care. The children are asked to find information on how to feed their animal and what conditions to create for it. You can spend two or three days on this and continue the game after the students are ready.

All information that children manage to collect will need to be voiced during the virtual excursion. For this purpose, each group selects 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.

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

At events dedicated to studying the Rules of the Road, you can conduct role-playing games “Road traffic”, “I’m going home”, “We are at a pedestrian crossing”, etc.

Game "Journalists"

First, the title and thematic feature of the magazine are announced. An editor-in-chief is selected from among the students in the class. He can be appointed or determined by a vote of all members of the team.

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. Students should think about which department would be more interesting for them to work in. Allocation to departments can also be carried out in the form of a full-fledged role-playing game, when children need to write a job application, pass an interview and receive an appointment order.

After all organizational aspects have been completed, it is necessary to begin simulating the work of the editorial office. Children are offered a topic for the issue and each department must prepare material and submit it for publication. An editorial board must be selected that will check the material’s compliance 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 topic of the issue should be selected in accordance with the topic being studied in class or extracurricular activities. The produced magazine must be used at the final collective event. Moreover, it is not enough just to show it; you need to view and analyze each page. At the end, you should thank all the editorial staff and, perhaps, “pay” their salaries.

The themes of such games are very diverse. You can invite children to work in a confectionery factory, pizzeria, hairdresser, store, clinic or post office. With the help of these games, schoolchildren will understand the characteristics of each profession.

Examples of games in lessons in primary school

Mathematics

Story-based games on professional topics may not be so complex, but reproduce only individual elements of work activity. For example, in a math lesson you can invite children to play the game “Fishermen”. They receive fishing rods, imitate baiting, and throw the hook “into the water.” Students take turns catching fish with examples written on them. After a successful catch, you need to complete the task received.

Russian language

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

We invite a fairy-tale hero

Children like to take part in games with a fairy-tale or fantasy plot. 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 you to teach him how to come up with poems. Little Red Riding Hood can give schoolchildren cakes 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 “Film a Fairy Tale”. Children need to get acquainted with the script, assign roles, prepare costumes and scenery. Time should be given for rehearsals.

The purpose of such a game is not to simply dramatize the plot of a fairy tale, but to analyze its moral aspect. After the production, the teacher should invite the students to discuss how the children felt in the role of their heroes. The emphasis should be on those actions that made children feel awkward and consider them unfair. Such a conversation ends with the formulation of correct norms and behavior patterns.

Role-playing and business games have enormous potential for developing primary schoolchildren’s readiness for independent activities in real life. Their use in elementary school allows them to captivate children, promote their development, and reveal their talents and individual qualities.

Description: Implementation of selected work situations that allow the group to see a variety of approaches to solving a problem. Depending on the objectives of the training, this form of training may take the form of a game or an exercise. It usually involves an element of competition or role reversal. In many cases, the roles of employees of a certain organization (sellers, managers, executives, etc.) are distributed among the training participants. Participants receive “entry into the game” data - a condition, a description of role behavior. Instructions are required for each participant.

Impact on group dynamics:

Increases: strict time frames, video camera, feedback only from the coach, illiterate feedback, if not drawn out and clearly, if there are time limits. When the game is the result of the lesson.

Reduces: deroling (leaving the role), soft format, positive feedback from participants, humor, response, involvement of other participants. Extension in time. Uncertainty of tasks, who does what. The game cannot be turned into a rural amateur activity. The participants start to get bored.

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

Algorithm for conducting a role-playing game:

1) Select an active participant. Hand over instructions.

2) Choose a participant to play along. Hand over instructions.

3) Read the assignments 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 - derolling (indicating 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 as they wanted. You give the opportunity to “name mistakes yourself” and remove the negativity.

8) Group discussion. Analysis of actions according to specified criteria (whether the technologies of making contact, non-verbal behavior, etc. were followed.

9) Give environmentally friendly feedback.

In short, here is a summary table for the conscious use of role-play during training. And not to “take time.”

Role-playing is a systematic action. It is wrong to give a role-play immediately after presenting information!

Let’s remember the order of actions during the classic skill training module:

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

An example of a role-play for training sales representatives: “Making contact during a visit to a retail outlet

1. Instructions for active participant:You are a sales representative.

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

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 not aware that you have almost agreed to supply 100 sets.

2. Instructions for the participating participant: You are the son of the owner of a retail outlet.

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

3.Group instructions:

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

Example role-playing game for retail sales training: “Trying on and completing the sale”

You need to close the sale by asking a middle-aged man to try on the boots. A man takes a liking to specific shoes, but he is acting a little strange.

2. You are a man who liked the shoes from the Sport Active line.

Would you like to try it on while you have doubts about the advisability of purchasing it? There is a discount card. There is a hole in the left sock. For the first time in a particular store. If your feet in boots are praised, buy them. You will pay by card.

3. Group instructions:

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

Example role-playing game for training retail sales: “Identification of needs.” (Sale of air conditioners)

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

Your task is to find out the client's needs and offer him an equipment option that satisfies his needs.

2.Instructions for the participant who plays along. You are a married man. Your wife recently became ill with her heart. Since it’s been hot all week, and the apartment is on the south side. The doctors said that this attack was weather-related, that it was the elevated temperature in the room that led her to this state. You surrounded her with fans on all sides, but she is unhappy with hot air blowing heavily on her, while, as she says, everything around is rumbled and noisy, and it is impossible for her to sleep. You need an air conditioner that suits your needs. Since the purchase is unplanned, you are planning to buy a simple air conditioner. You make a purchase decision depending on the actions of the seller!

3.Group instructions:

Now you will see communication between the client and the seller-consultant at the stage of clarifying the need and presenting the proposal. Carefully follow the progress of the conversation, note the actions of the seller-consultant that contributed to clarifying the need and forming an offer.

Example role-playing game for management skills training:“Managerial conversation”

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

You need to have a motivational conversation with the seller A.P. Petrova. She is regularly late for work. You are interested in this employee. She proved herself to be an active and competent employee. You know that she has a small child, and you assume that this is the reason for her lateness. However, you need to ensure compliance with the work schedule by all employees without exception.

2. Instructions for the participant who plays along. You are the seller of Petrov A.P.

Are you happy with your job? You have a small child 3.5 years old. He does not like to go to kindergarten, he often delays getting ready, and therefore you are late for work. You hope that the store manager will understand your situation, because... you know that he is interested in you.

3.Group instructions:

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

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* by territorial basis:

1. Tabletop role-playing games

This class includes such fashionable games in the West as “Dungeons & Dragons” and their simplified variations. These are the simplest games in terms of technical requirements. The player only needs paper and pen, as well as a developed system of rules and information cards. Most games require a trained leader, but there are games that can be played without one. Preliminary preparation of players is not required.

2. Pavilion role-playing games

Pavilion games include games that are played indoors and in which it is possible to simulate large areas and processes. Presence of surroundings and appropriate equipment is desirable. These games require the presence of presenters to regulate the course of the game. The preparation of participants depends on the level of complexity of the game. It is possible to include elements of board games.

3. Role-playing games on location

This game is the most complex in terms of typical requirements, especially when it is carried out over several days and requires solving transport and everyday problems. As a rule, to conduct a role-playing game on the ground, elements of the surroundings, costumes for participants, gaming and tourist equipment are needed. To conduct large-scale role-playing games, it is necessary to have trained game technicians and an administrative group who prepare in advance for the event and supervise the preparation of participants.

*by difficulty level:

Based on the experience of the development of role-playing games in Russia, it can be determined that the division of games by difficulty levels often coincides with the thematic division of games, which gave impetus to the formation of the corresponding terminology in the circles of fans of role-playing games.

1. War games

These are games like "Zarnitsa". The development of biographical and team legends and modeling of the economy, politics and cultural sphere are usually kept to a minimum. The responsibility of the organizers is to create an image of the game world, the conditions and laws of its existence, as well as control over compliance with the rules during the game, when all game issues are resolved mainly by force of arms.

2. Fairytale games

These are war games that feature fairy-tale characters and magic. As a rule, the development of legends, a picture of the world and game rules becomes more complicated. It is necessary to increase the level of players and the responsibility of organizers.

3. Historical and ethnographic games

They can be based on both historical events and literary works, or based on the organizers’ own developments. Carrying out historical and, especially, historical-ethnographic games requires detailed development of legends, modeling of politics, economics, spiritual sphere, elements of material culture and other areas of life of the period chosen for the game. This facilitates a detailed familiarization of participants with the living conditions of the simulated historical period or region.

4. Information games

This is the quietest class of games, because their participants are very limited in the choice of active game actions. The second name for such games is intellectual, because game issues are resolved with the help of political, economic and magical levers of influence. Military action in such games is minimal or absent. When preparing intellectual games, versatile training of participants (theoretical, theatrical, psychological) and game technicians is necessary. Elements of an information game can be present in games of any class, but for a certain circle of players, an intellectual game is of greater interest in its pure form.

* by creation method:

1. Basic games

These games are based on the idea of ​​a historical or literary source. Basic facts, laws and conditions of existence of the selected world are taken. Situations that may arise when these conditions change are checked.

2. Conditional games

All conditions and laws of existence of the game world are developed by the game creators independently. Down to the physical, biological and historical.

* by target characteristic or by length:

1. Target games

The scenario of games of this class initially states that when a group of players (or an individual player) achieves a certain goal, they (or he) are declared winners, and the game ends.

2. Open-ended games

The game scenario of this class has a time limit for the game. A careful study of the scenario is necessary, suggesting possible directions for the course of the game. Each player has at least one goal. Completing it is not the end of the game for him. New, more global goals may emerge. The main criterion for the preparation of a game participant is his ability to get used to the game image and carry it to the end, supporting the concepts of this world.

3. Non-stop (Games without stopping)

The game script of this class will be created in such a way that players have the opportunity to continue the game from where it ended yesterday - and so on ad infinitum. The simulated world is improving and developing, and the players are improving with it.

The first stage of organizing a role-playing game is theoretical development, which includes the following points:

1. Picture of the simulated world;

2. Rules of the game;

3. Team and (or) individual inductions.

The entire course of the game depends on how well thought out this data package is.

1.Picture of the simulated world

Here it is necessary to present the conditions and laws of existence of the simulated world. The more fully and vividly it is described, the more varied and thoughtful the players’ actions will be. The description scheme is as follows:

a) place of action:

b) duration of action;

c) the characters and their position;

d) important events preceding the simulated time period;

e) the situation at the beginning of the game.

2. Rules of the game

The rules are the basic Law of the game, so their development must be carried out with legal scrupulousness, in order to avoid different interpretations. The main sections of the rules that apply in most games:

a) military sphere:

Standards for types of weapons and fortifications;

Hostilities;

Safety precautions;

b) political sphere:

Political structure of the simulated world;

Modeling social relationships;

Modeling of political and legal activities;

c) economic sphere:

Economic orientation;

Modeling of branches of economic activity.

Modeling of financial and economic activities;

d) physical and metaphysical laws of the simulated world:

Structuring time

Moving around the playing area,

magical abilities,

Magic characters and objects.

e) spiritual sphere;

Culture (traditions, customs, art);

Religious cults of the simulated world.

3. Team and individual introductory sessions

Team and individual introductory notes are developed by the game organizers, or by the players themselves, in agreement with the organizers. Introductory notes help participants better understand their role, determine their place in the simulated world and outline a line of behavior. Team and individual introductory notes must contain the following information:

Team input:

a) name of the team (group, people, country);

b) team legend:

Origin;

Important historical events;

Legends, traditions;

Rituals, religions;

Team secrets.

c) team structure:

Control;

Social composition;

Relationships between layers and team members;

d) team relationships with others:

Neutral forces.

e) the team’s goals in the game.

Individual introductory notes:

a) game name;

b) age;

c) official biographical information;

d) current situation in society;

e) attitude towards others;

f) objects and personal secrets;

g) game information;

h) goals in the game.

Role-playing game algorithm

The algorithm is responsible for learning new feelings and awareness of thoughts.

Algorithm "Intrigue"

From the name of the algorithm, you can understand that the dynamics of the game are built on each player achieving some of his own interests or goals, as in an ordinary “book” intrigue, and according to the laws of the genre, several players are trying to achieve the same goal. The dynamics of the algorithm are based on the rivalry of players. But unlike a military clash, where the decisive factor is the ability of the fighters to cover themselves and their comrade with a shield and to hit the gaps in the enemy’s shields with a sword, here the winner is the one who has collected the most complete information about the players. Moreover, again, according to the laws of the book genre, each player, in addition to the goal and information that helps him achieve this goal, also has personal incriminating evidence that is known to someone and can also be used

rival.

Each algorithm is divided into factors that ensure the dynamics of this algorithm.

Factors of the Algorithm Intrigue

1. Factor of preparation of participants.

For intrigue, it is very important that the player understands his goal. The player's awareness of the goal occurs as a result of the master's personal work with the player, when the master tells the player everything he needs to know. It is very important that the player's potential matches the goal. In addition, the goal set should not cause obvious rejection by the player.

2. Goal development factor.

This is perhaps the determining factor for the algorithm. As mentioned above, the goal must correspond to the participant’s potential. This means that the GM must imagine the player's capabilities and what he will do in order to achieve the goal. In addition, each player must imagine what moves he will take to achieve his goal, it is possible that what he imagines is not entirely true, but this is not important, since the main thing is that he does not sit and painfully think about what he should do This is the main action taken. In addition to the player understanding his moves, the master must provide a constant reminder to the player of the tasks that are assigned to him. If there is a noticeable difference in the potential of players, it is recommended to introduce restrictions for stronger ones. Type: low social status, inability to kill rivals.

3. Factor of specificity of goals.

The following features of intriguing goals can be noted: Goals must be associated with some objects or persons.

Players can use items or services of persons only once and strictly by one person.

You can consider two options for linking the goals of different players to each other:

a) Option (Beads). The goals of the players stand, as it were, behind each other, that is, the tasks of one are connected with the tasks of the other. For example: One of the players owes a large sum of money, then to whom he owes it, he is also obliged to pay it back on a promissory note, etc. Goals are like beads strung on one thread, each bead must “do” something else and this other must do
completing a task, doing something subsequent.

b) Circular option. In this version, the goals are tied to each other in a circle, the last is tied to the first. But it is possible that with simple circular interest, the players will quickly find a common language, so it is necessary to establish relationships, as it were, within the circle. So that the goal of the first and other players is connected not only with subsequent ones, but also
in a chaotic manner so that it would be impossible to find the ends of the intrigues.

4. Goal maintenance factor.

The goal should illuminate the entire game for the participant, as it is a spring pushing a person to action. During the game, under the influence of surrounding events, a person can temporarily forget his goal, and then in the rapidly changing game world it will be very difficult to find the ends by which it will be possible to find out the necessary information. For example, a player was attacked by bandits, he ran away from them, then he was accused of something, the player begins to unravel this accusation, etc. This situation is very common in R.I.

5. Decency factor.

The concept of “decency” refers to factors that prevent the player from achieving his goal in one fell swoop. In general, we can say about algorithms that they build dynamics by creating various difficulties and forcing the player to overcome them; role modeling ensures that the difficulties are varied, as are the ways to overcome them. And so by decency we mean a certain code that must be observed by the players, and difficulties arise precisely because the code must be observed. In particular, it is much easier for a player who is told in the introduction that he must repay a debt to someone to shoot his creditor than to save money long and hard. To prevent this from happening, it is necessary to either ban murder or make it technically very difficult.

There are the following methods that can force the player to maintain decency:

Availability of law. And not just its existence as a book, but as a law as an institution. This is difficult for a beginner master.

Impossibility of physical contact between the parties. For example, both parties fly on spaceships and can only talk via videophone.

The player's dependence on a moral person who determines for the player what standards he should follow. This could be a good wizard or the Pope, etc.

The most important thing in this factor is the maximum aggravation of murders.

6. The factor of dirty stories circulating in the game and the presence of incriminating evidence on each player.

Dirty stories and incriminating evidence refer to information that players collect about their opponents to achieve their goals. An example of such a “dirty” story is the plot of Dumas O pendants, if Richelieu had not learned the story about the pendants, it is unlikely that Anna would have spent so much time trying to eliminate the danger of being exposed by the cardinal. If this situation were repeated in a role-playing game, then Anna would remove herself from the path of other players while solving her problem with the pendants, thereby making it easier for them to solve the problem. It is useful to apply the algorithm to another situational game, for example, the main game takes place in a royal castle, and the king is waging a war on the northern borders, where courtiers who have particularly offended the crown can be exiled. Naturally, the person who is referred to this war leaves the game. Thus, the factor of maintaining decency is observed, the dynamics of intrigue are also respected; the person was compromised and he lost, i.e. he was removed from the game. All of the above constitutes the dynamics of the algorithm, that is, what forces a person to perform actions in a certain logic, and in this case, such logic is the collection of information about all players and its timely use.

Participation in role-playing games can be classified according to the “depth of immersion”. The level of participation increases depending on the player's preparedness and experience.

1. Passive participation (“Excursionist”)

At this stage, participants do not take active actions, but only watch the development of the plot played out by a group of game technicians or more experienced players. In between game events, they can freely move around the game area and ask questions. It is advisable to have playing clothes.

2. Limited participation (“Slave”)

Participants are directly involved in the game. They wear play clothes, are divided into teams or have individual roles, but their initiative is limited by the leaders. A group of game technicians, according to a flexible script in which key points are pre-described, plays out theatrical fragments, with the help of which the current situation is explained and an impetus is given to the further course of the game.

3. Free participation (“Player”)

To conduct such games, it is necessary to have experience among the participants and precise work of the presenters. Players independently determine their actions in the game. They themselves develop personal and team legends based on masterful installations. Game costumes, weapons and other attributes are made by the players or provided by the presenters. There may also be theatrical moments in the game, but basically the course of the game depends on the participants themselves. In such games, the presenters monitor compliance with the rules and regulate the course of the game.

The structural diagram is a conditional algorithm for developing, conducting and analyzing a role-playing game. Not all points of the given scheme must necessarily be taken into account when creating games of various classes, but the authors of this publication tried, based on their experience, to provide the most complete scheme for a multifaceted role-playing game.

Paradoxical as it may seem, a serious obstacle to the use of games in teaching and education is professional pedagogical training and teaching experience.

Firstly. Many functions in the work of a teacher can be called “inspector”: maintaining discipline, monitoring the correct and timely completion of tasks, etc. In the game, inspector functions are practically prohibited: they destroy the game itself. Of course, the organizer of the game solves pedagogical problems, but unlike the “classical” teacher, he is deprived of the opportunity to directly influence the players; he cannot directly order the players, punish violators, or explain how to act correctly. The task of the game organizer is to ensure that the players are “ordered, punished and explained” by the game.

Secondly. The game organizer can only influence the course of the game, but cannot determine it. In this sense, the results of the game, unlike other forms of pedagogical work, are unpredictable (in the sense of a strictly defined result). The game is a product of collective creativity and the contribution of the players in it is comparable to the contribution of the game organizer. This is due to the difference in the types of pedagogical goals of the game and the educational lesson. In the game, it is not important to master certain knowledge, skills and abilities (although this happens), but to build a personal relationship and personal understanding of the events lived during the game. A personal attitude cannot be right or wrong; it either arises or it does not. And the attitude of the players towards the last game may not be at all what the game organizers expected. In this regard, the master’s actions at the game run counter to the principles of classical didactics.

On the other hand, on the part of the players, incorrect or irresponsible work of the game organizers gives rise to a very negative phenomenon - “gaming addiction”. That is, a state of affairs when the game turns into the only space of action for a person. A person uses the game as compensation for his own lack of success in life. Most often, this is due to the construction of games according to a template: in several games in a row, those situations are repeated that the team of players has already learned to successfully overcome. After a series of similar games, those who played develop the illusion of their own “coolness” - “we know everything, we can do everything”, and, as a result, the desire to act only in an area that has already been mastered - in the game.

Test questions and assignments:

1. Compare the definition and essence of a “business game”.

2. Name the main classifications of “role-playing games” and their characteristics.

3. What “role-playing game” algorithms exist?

Conclusion

“With the development of scientific and technological progress, the amount of information required for assimilation increases. It has been established that information quickly becomes outdated and needs to be updated. From this it follows that training, which is focused mainly on memorizing and preserving material in memory, will only partly be able to satisfy modern requirements. This means that the problem arises of the formation of such qualities of thinking that would allow the student to independently assimilate constantly renewed information, the development of such abilities that, preserved even after completion of education, provide a person with the opportunity to keep up with accelerating scientific and technological progress.” From this we can say that new methods and approaches to teaching are needed that could teach students to learn, i.e. independently find and assimilate the necessary information. After all, what you learn on your own is better learned through trial and error.

Conclusion.

The game gives you freedom. The game is not a task, not a duty, not a law. You cannot play by order, only voluntarily.

The game gives a break from everyday life, with its utilitarianism, with its monotony, with its rigid determination of the way of life. The game is extraordinary.

The game gives you access to a different state of mind. Submitting only to the rules of the game, a person is free from all class, mercantile and other conventions. The game removes the harsh tension in which a teenager finds himself in his real life, and replaces it with a voluntary and joyful mobilization of spiritual and physical strength.

The game gives order. The system of rules in the game is absolute and undeniable. It is impossible to break a rule and be in the game. This quality of order is very valuable now in our unstable, chaotic world.

Play creates harmony. Creates a desire for excellence. The game tends to get great. Although there is an element of uncertainty in the game, the contradictions in the game tend to be resolved.

The game gives you passion. There is no partial gain in the game. It intensively involves the whole person and activates his abilities.

The game provides an opportunity to create and unite a team. The attractiveness of the game is so great and the gaming contact between people with each other is so complete and deep that gaming communities show the ability to persist even after the end of the game, outside its framework.

The game provides an element of uncertainty, which excites, activates the mind, and encourages the search for optimal solutions.

The game gives the concept of honor. It opposes selfish and narrow group interests. For her, it is not important who exactly wins, but it is important that the victory is won according to all the rules, and that courage, intelligence, honesty and nobility are demonstrated to the maximum extent in the struggle. The game gives the concept of self-restraint and self-sacrifice in favor of the team, since only a “played” team will achieve success and perfection in the game.

The game gives compensation neutralization of the shortcomings of reality. It contrasts the harsh world of reality with an illusory harmonious world - its antipode. The game gives romanticism.

The game gives physical improvement, since in its active forms it involves training and application in game fencing, the ability to navigate and move over rough terrain, and in armor and with game weapons.

The game will give you the opportunity to express your and improve St. oi creative skills in creating the necessary gaming paraphernalia. These are weapons, armor, clothing, various amulets, amulets, etc.

The game develops imagination, since it is necessary to create new worlds, myths, situations, rules of the game.

The game gives a lasting interest in good literature, since the role-playing game is created using the method of literary modeling. To create your own world you need to read about others first.

The game gives you the opportunity to develop your mind, because it is necessary to build intrigue and implement it.

The game develops wit, since the process and space of the game necessarily involve the emergence of comical situations, jokes and anecdotes.

The game develops psychological plasticity. The game is far from being just a competition, but also a theatrical art, the ability to get used to the character and bring it to the end.

The game will give you the joy of communicating with like-minded people.

The game gives you the ability to navigate real life situations, playing them repeatedly and as if for fun in his fictional world. Gives psychological stability. Relieves the level of anxiety that is so high in parents now and is passed on to their children. Develops an active attitude towards life and determination in achieving goals.

Business games, despite their practical significance, are acceptable only as an additional teaching method in organic connection with theoretical studies. They generally do not imply the development of a single correct solution. Their value lies in stimulating a large number of ideas and methods for their implementation, in the ambiguity of decisions made, the nature of which is determined by a specific educational situation.

At the same time, it should be noted that modern business games, despite their shortcomings, still provide a learning effect due to the presence in almost all games of the moment of discussion - discussion and analysis by the participants of their actions among themselves and with the game coordinator.

In business games, life situations are simulated based on the game concept: the game provides the participant with the opportunity to play the role of a tour guide, teacher, judge, director, etc. The use of business games significantly strengthens the connection (student - teacher) and reveals the creative potential of each student. The experience of conducting a business game has shown that during its process there is a more intense exchange of ideas and information, and it encourages participants to be creative.

In recent years, business games have generally been used in three different aspects:

■game-learning

■training game

■game - exploration

However, it should be noted that these games are not used in their pure form; each specific business game contains an interweaving of these aspects, or in accordance with certain goals of the game, acceptance can be made on one aspect.

GLOSSARY. "Business Games"

Business game - a method of imitation (imitation, depiction) of decision-making in various artificially created situations by playing appropriate roles, individual and group, according to the rules specified and developed by the game participants themselves.

If the game is conducted by economists, then it is called a business game, less often - a management game or an operational game. In the sphere of politics and urban planning, the term “simulation game” is usually used. The most common and common, perhaps, in the West is the term “imitation game” or “game imitation”.

Simulation model - the indicative structure of the reproduced activity, specified in a specific material form, reflects the selected fragment of reality, which can be called a prototype model or an object of imitation, setting the subject context of the professional activity of a specialist in the educational process.

Game model is actually a way of describing the work of participants with a simulation model, which sets the social context for the professional activities of specialists.

Game item - this is the subject of activity of the participants in the game, in a specific form replacing the subject of real professional activity.

Scenario - this is a basic element of the game procedure; it reflects the principles of problematic nature, duality, and joint activity. The scenario of a business game is understood as a description in verbal or graphic form of the subject content expressed in the nature and sequence of actions of the players, as well as the teachers leading the game. The scenario shows the overall sequence of the game, broken down into major stages, operations and steps, and presented in the form of a flowchart.

Rules of the game - reflect the characteristics of real processes and phenomena that take place in prototypes of simulated reality. At the same time, the rules of the game should reflect the fact that both the models created in the game and the game itself are a simplification of reality.

Grading system should ensure, on the one hand, quality control of decisions made from the standpoint of the norms and requirements of professional activity, and on the other hand, contribute to the deployment of a game plan for educational activities.

Role-playing game - a model in which a person is faced with an uncertain situation when, in the absence of a natural spontaneous “organism” in which real activity exists, it is necessary to reproduce this activity. In order to solve such a problem, the player-performer of one or another role must bring the content of real activity into the “empty” situation.

Organizational game:

· form of organization of collective mental activity;

· a tool and method for programming, designing and planning complex complex developments;

· a means, method and form of translating problem situations into bundles and packages of professional and subject tasks, i.e. problem solving method.

Reflection – reflection on one’s internal state, introspection.