Subject and method of statistical physical and thermodynamics

Figure 1.1 - Types of role relationships
In symmetrical relationships, the communicants are carriers of the same social role. The situations of such communication are aimed at developing the skills to build relationships with carriers of an identical role, to discuss problems within the framework of general social contact. Asymmetric relationships are observed when the participants in communication are characterized by different social characteristics [8].
The role-playing game is used to solve complex problems of mastering new material, consolidating and developing creative abilities, as well as for the formation of general educational skills. It enables students to understand and study educational material from different perspectives. The social significance of role-playing games is that in the process of solving certain problems, not only knowledge is activated, but also collective forms of communication develop.
A role-playing game is a speech, game and learning activity at the same time. From the point of view of students, a role-playing game is a game activity in which they act in certain roles. The educational nature of the game is often not realized by them. From a teacher's perspective, role-playing can be seen as a form of teaching dialogic communication. For the teacher, the goal of the game is the formation and development of speech skills and abilities of students.
Consider the properties of the role-playing game and its characteristics. First of all, it is necessary to clarify that in this context, a role-playing game will be understood as any conditional reproduction by its participants of the real practical activities of people.
According to R.U. Rodriguez and R.G. White, "role-playing bridges the classroom and harsh reality."
The role play is characterized by:

1. 
   a special attitude to the surrounding world (each participant is simultaneously in the real world and the world of imagination, which ensures the attractive value of the game as a whole due to the game moment);
   
2. 
   subjective activity of the participants (each participant in the game has the opportunity to show individual qualities and fix his “I” not only in the game situation, but also in the system of interpersonal relations: personality↔personality; personality↔group; personality↔teacher);
   
3. 
   a socially significant type of activity (a participant, regardless of the internal warehouse and mood, is “obliged” to play, he cannot but take part in the game, since the conditions themselves exclude a passive position);
   
4. 
   special conditions for the process of mastering classes (theoretical and practical knowledge is offered to game participants in an unobtrusive form of natural communication, and not forced memorization of significant amounts of information).
   

The role-playing game has great potential in practical, educational and educational terms. It contributes to the expansion of the scope of communication. This involves the preliminary assimilation of the language material in training exercises and the development of appropriate skills that will allow students to focus on the content side of the utterance.
The role-playing game has great learning opportunities , which are as follows:

1. 
   Role play can be regarded as the most accurate model of communication. After all, it presupposes the imitation of reality in its most essential features. In a role-playing game, as in life itself. The verbal and non-verbal behavior of partners is closely intertwined. That is why the psychologist V.A. Artemov suggested “learning from the theater” when teaching a foreign language.
   
2. 
   The role-playing game has great potential for a motivational and incentive plan . Communication, as you know, is unthinkable without a motive. However, in educational conditions it is not easy to evoke a motive for an utterance. The difficulty lies in the following mediation: the teacher must describe the situation in such a way that an atmosphere of communication arises, which, in turn, causes students to have an internal need to express their thoughts. In the conditions of foreign language communication, it is important, however, that students be able to express what they want to say. Accurately stated supposed circumstances create a general motivating background, and the specific role that the student receives narrows him down to a subjective motive.
   
3. 
   The role-playing game presupposes the strengthening of personal involvement in everything that happens . The student enters the situation, although not through his "I", but through the "I" of the corresponding role. A clearly felt personal core increases the emotional status of the actor-student, which has a positive effect on the result and, ultimately, on the assimilation of a foreign language.
   
4. 
   The role-playing game contributes to the expansion of the sphere of communication . Preliminary assimilation of the language material in the training exercises and the development of appropriate skills that will allow students to focus on the content side of the utterance are expected, so the role-playing game should be given a worthy place at all stages of work on the topic.
   
5. 
   Role play encourages learning collaboration and partnerships . With the correct formulation of the matter, the game can be regarded as an organizational form that contributes to the creation of a cohesive team, and this is its educational value. The performance of the etude involves the coverage of a group of students (the role-playing game is based not only on the basis of dialogue, but also on the basis of polylogue), who must interact in a coordinated manner, accurately taking into account each other's reactions, and help each other. When distributing roles, one should take into account both the language and acting abilities of students, entrusting some with more verbal, others with pantomime roles, while assigning the third to the role of “prompters”, giving them the right to prompt based on the text. At the same time, a successfully found gesture, a “silent” action, if it corresponds to the situation, is encouraged by the entire “troupe”. As a result, students with weaker training manage to overcome shyness, embarrassment, and eventually, perhaps, fully engage in role-playing.
   
6. 
   Role play has educational value . Students, albeit in an elementary way, are introduced to the technology of the theater. The teacher should encourage them to take care of simple props. Any fiction is encouraged, since in the educational environment the possibilities in this regard are limited. The reincarnation itself contributes to the expansion of the psychological range, understanding of other people [3].
   
7. 
   The role-playing game contributes to the expansion of the associative base in the assimilation of language material. It should be borne in mind that the educational play is built according to the type of theatrical plays, which involves a description of the situation, the nature of the characters, the relationship between them. Therefore, behind each replica, a piece of simulated reality is conceived, which “grounds” it, makes it unique and significant. At the same time, the linguistic material in which it is denounced is “attached” to the situation by many associative threads and is firmly held in memory. The emotion that accompanies the cue gives it a natural unambiguity, establishing direct connections with the situation and creating favorable conditions for memorization.
   

In accordance with these characteristics, one can detect the similarity of the role-playing game and reality. The difference lies in the fact that a role-playing game is a conditional reproduction by its participants of the real practical activities of people.
In order for a role to become a learning tool, it must meet a number of requirements that take into account both the learning objectives and the individual characteristics and needs of students. The role-based organization of communication requires an attitude to the student as a person with its own characteristics, which may prefer certain roles. That is why the distribution of roles is a responsible pedagogical task. Knowledge of the motives, interests, individual relations of students will allow the teacher to offer them those roles that best correspond to the characteristics of their personality. When choosing roles, it is important to take into account not only the interests of students, but also their psychological characteristics. At the initial stage of role-playing communication, it is advisable to give students roles that most fully correspond to their temperament. Overcoming shyness, shyness can only begin when the student is already accustomed to role-playing communication, has gained self-confidence.
An important role in the distribution of roles is played by taking into account the socio-psychological characteristics of students, which is understood as the status of a student in a group. Therefore, the teacher must consciously manage this status, putting forward one or the other student to the leading (leadership) positions in the course of organizing the game. It is advisable from time to time to give students who occupy the position of followers in life practice the roles of main characters, and the leaders of the team (in psychology they are called “stars”) to entrust the roles of characters who are in a dependent position (younger brother, sister, etc.). Particularly carefully selected roles for students who do not enjoy authority in the class (the so-called "outcasts"). Such students should receive the roles of positive personalities who have influence and popularity in the plot of the game.
Work on the role of different students proceeds in different ways. You can use individual, pair and group forms of training. All of them have an independent didactic value, they allow you to link together classroom and extracurricular, educational and educational work.

1.2 Functions of the role-playing game, its structure The role-playing game performs certain functions, which are presented in Figure

Figure 1.2 - Functions of a role-playing game
Let's consider these functions in more detail.
From the point of view of the process of generating a speech utterance, teaching foreign speaking should begin with the activation of the motivation mechanism. Taking into account the role of motivation contributes to a more productive assimilation of the material, the active involvement of schoolchildren in activities (A.N. Leontiev, A.A. Smirnov). As emphasized by I.A. Winter, “the methods of organizing verbal communication and game situations used in the practice of teaching a foreign language are directly aimed at activating the mechanisms of motivation and thereby increasing the effectiveness of teaching foreign language speaking.” The role-playing game is based on interpersonal relationships that are realized in the process of communication. The goal of a role-playing game is the activity being carried out, since it is the game, the motive, that lies in the content of the activity, and not outside it. As a model of interpersonal communication, the role-playing game causes the need to communicate in a foreign language, and it is in this position that it performs a motivational and incentive function .
The role-playing game can be attributed to educational games, since it largely determines the choice of language tools, contributes to the development of speech skills and abilities, and allows simulating the communication of students in various speech situations. In other words, a role-playing game is an exercise for mastering the skills and abilities of dialogic speech in interpersonal communication. In this regard, the role-playing game provides a learning function .
The educational function of a role-playing game lies in the fact that it is in role-playing games that discipline, mutual assistance, activity, readiness to be involved in various activities, independence, the ability to defend one's point of view, take initiative, and find the best solution in certain conditions are brought up. The game helps to rally the children's team, shy and timid students are involved in active work, and this contributes to the self-affirmation of everyone in the team.
Role-playing game forms the ability of schoolchildren to play the role of another person, to see themselves from the position of a communication partner. It focuses students on planning their own speech behavior and the behavior of the interlocutor, develops the ability to control their actions, to give an objective assessment of the actions of others. Thus, the role-playing game performs an orienting function .
The compensatory function of role play is manifested in the fact that it is in play that the contradiction between the child's need for action and the impossibility of carrying out the operations required by the action is resolved. Children strive for communication, and role-playing gives them the opportunity to realize their desire [8].
From the position of a teacher, a role-playing game acts as a form of organization of the educational process, the purpose of which is to form and develop students' speech skills and abilities.
The teacher can take different positions in the game (see Figure 1.3).



From this diagram it can be seen that in the lesson the teacher has to play numerous situational roles (which are understood as more or less fixed standards of behavior and activity), which are not uniquely set by social relations, but are established in situations of pedagogical communication and are more dependent on the type and form organization of the lesson, for example: the role of an observer, the role of a controller, the role of a communication partner, the role of a participant or organizer of an activity, etc. [8].
Role relations between participants in communication are the main parameter that determines the nature of the situation.
John W. Oller notes that role-playing makes a person more flexible, i.e. having achieved mastery in linguistic behavior, he can easily apply the acquired skills and abilities in new situations [6].
The structure of a role-playing game as a process includes:
a) the roles assumed by the players;
b) initial situation;
c) game use of objects, i.e. replacement of real things with game, conditional ones;
d) real relations between the players;
e) plot (content) - the area of reality, conditionally perceived in the game [6].
The roles that students perform in the classroom can be social and interpersonal. The former are determined by the individual's place in the system of objective social relations (professional, socio-demographic), the latter are determined by the individual's place in the system of interpersonal relations (leader, friend, rival, etc.). The selection of roles should be carried out in such a way as to form in schoolchildren an active life position, the best human qualities of a person: a sense of collectivism, mutual assistance and mutual assistance [11].
The second component - the initial situation - acts as a way to organize a role-playing game. When creating a situation, it is necessary to take into account both the circumstances of reality and the relationship of communicants. In teaching a foreign language, speech situations are used, i.e. those that evoke a student response. One should also proceed from the distinction between natural speech situations that arise on their own, and educational speech situations that are created artificially. M.V. Lyakhovitsky and E.I. Vishnevsky distinguish the following components of the situation: 1) the subject, 2) the object (the subject of the conversation), 3) the relationship of the subject to the subject of the conversation, 4) the conditions of the speech act.
As the dialogical skills of schoolchildren develop, the degree of deployment of each of the components of the educational-speech situation may decrease. There are 3 levels of development of the educational-speech situation:

1. 
   the most complete, when the teacher describes in detail all the components of the learning and speech situation;
   
2. 
   intermediate, when the conditions of the speech act are guessed by the students themselves;
   
3. 
   minimal, where only the relation of the subject to the object is indicated.
   

According to the distinguished levels of development of the educational-speech situation, the degree of independence of schoolchildren in the role-playing game also changes.
So, the educational-speech situation is the constructive basis of role-playing games. The third component is the role-playing activities that students perform while playing a certain role. Role-playing actions as a kind of game actions are organically connected with the role - the main component of role-playing games - and constitute the main, further indecomposable unit of the developed form of the game [16]. They include verbal and non-verbal actions, the use of props.
The task of the teacher is to select the necessary situations-illustrations and situations-problems on a specific material, prepare didactic material: task cards for each (it is possible with a hint about the nature of his activity), select groups of students and distribute roles, set a task, according to which students should express their point of view, think over the expected answers and remarks (if necessary, prompt them to certain students), show interest and attention to students during the game.