EDUCATIONAL BUSINESS GAME AT THE CLASSES OF «TECHNOLOGICAL WORKSHOP»

Abstract

The article examines the prospects of using business games to effectively conduct classes for students at the compulsory discipline «Technological workshop» in the specialty «Secondary education» (Labor Training and Technologies). It was determined that the introduction of active methods into the educational process allows to provider professional development and improves the process of self-realization, provides support and stimulation of cognitive activity, creates conditions for creativity, for learning through creativity.

The purpose of the work is to analyze interactive learning methods in institutions of higher education as a way of increasing cognitive activity, a way of organizing intensive educational and cognitive activity that ensures mutual understanding and interaction between participants in the educational process; to determine the influence on the assimilation of the material, the formation of judgments and the change of the role of the lecturer from the central figure to the regulator of the educational process, who encourages independent cognitive activity. To analyze the method of organization of modern active forms of educational activity of students in technological practice classes.

Research methodology. In the process of writing the article, an analysis and synthesis of literary sources on the problem of using educational business games as a way of activating students' cognitive activity was carried out, methodological features of its organization and implementation were analyzed; observation of students' activities in the process of conducting
classes using business games was carried out, scientific conclusions were made and methodical recommendations were systematized regarding the organization and conduct of business games in Technological workshop classes.

The scientific novelty consists in clarifying the methodical and organizational features of the organization and conducting business games at the «Technological Workshop» (fundamentals of food technology) classes. Based on the analysis of theoretical sources and teaching practice, it is proven that the use of non-traditional forms of teaching organization makes the student a fullfledged participant in the process of perception, and his experience is used for educationa cognition.

Conclusions. The author expresses the opinion that the improvement of the organization of students' work in the conditions of game learning is related to the increase in the level of cognitive independence through the introduction of active methods and techniques of learning as mandatory elements of learning along with traditional knowledge, abilities and skills. The importance of the teacher mastering modern active learning technologies in order to ensure the maximum activity of students in the educational process, the development of educational potential, fundamentalization of education and ensuring the professional mobility of a graduate of a higher education institution is emphasized.