Review of modern methods of teaching students

2.3.2 Game methods
Game Methods - a type of group teaching methods based on game modeling of educational and professional activities.
There are different types of games used both for educational purposes and for solving real problems (scientific, industrial, organizational, etc.), — these are educational, simulation, role-playing, organizational and activity , operational, business, managerial ­, military, routine, innovative and others. They do not lend themselves to strict classification, since they are often distinguished for various reasons and largely overlap each other. V. S. Dudchenko classifies traditional business and simulation games as routine, contrasting them with innovative ones according to several criteria.
This division is not contradicted by the characterization of operational games proposed by Yu. Some authors find the origins of game methods in the magical rites of antiquity and, more explicitly, in the war games of the 17th century. In its modern form, the business game was first held in ­Leningrad in the 30s, but did not receive further development in the socio-economic conditions of that time and was reinvented in the USA in the 50s. Currently, there are hundreds of ­options for business and educational games.
A. A. Verbitsky defines a business game as a form of recreating the subject and social content of the future professional activity of a specialist, modeling those systems of relations that ­are characteristic of this activity as a whole. This recreation is achieved through iconic means, models and roles played by other people. With the correct organization of the game, the student performs a professional activity in form, but educational in its results and main content. We must not forget that the simulation training model always simplifies the real situation, and especially often by depriving it of dynamism, elements of development. Usually the student deals only with "cuts" of different ­stages of the development of a situation. But this is an inevitable price for the right to make a mistake (the absence of serious consequences that could occur when making wrong decisions in real conditions), the low cost of models, the ability to reproduce situations on models that are generally impossible on real objects.
Game learning has the same features as the game:
- free developing activity, undertaken at the direction of the teacher, but without his dictates and carried out by students at will, with pleasure from the very process of activity;
- creative, improvisational, active in nature activity.
- emotionally intense, elevated, competitive, competitive activity;
- activities taking place within the framework of direct and indirect rules that reflect the content of the game and elements of social experience;
- activities that have an imitation character, in which the professional or social environment of a person's life is modeled;
- activity, isolated by the place of action and duration, the framework of space and time.
Greater effectiveness of educational business games compared to more traditional forms of education (for example, a lecture) is achieved not only through a more complete recreation of real conditions professional activity, but also due to a more complete personal inclusion of the student in the game situation, intensification of interpersonal communication, the presence of vivid emotional experiences of success or failure . Unlike discussion and training methods, here there is a possibility of targeted arming of the trainee with effective means for solving problems that are set in a playful way, but reproducing the entire context of significant elements of professional activity. Hence the name "sign-contextual learning" - for higher education, where various forms of complex recreation of the conditions of future professional activity are widely used. Thus, in game methods, reliance is placed on the third and fourth of the seven formulated above techniques to improve the effectiveness of training. The two- dimensional nature of game methods, i.e. the presence of a game plan ­, conditional, and a training plan, forcing the game conditions to be as close as possible to the real conditions of professional activity, requires constant balancing between the two extremes. Dominance of conditional moments over real ones leads to the fact that excitement overwhelms the players and, trying to win ­what Whatever the case, they ignore the core curriculum of the business game. Dominance of real components over game ones leads to a weakening of motivation and loss of advantages of the game method over traditional ones.
Both in discussion methods and in training , great importance is attached to the elements of problematicness in educational business games . Tasks ­should include certain contradictions, which the student is led to resolve during the game.