Ўзбекистон республикаси олий ва ўрта махсус таълим вазирлиги ўзбекистон республикаси соғЛИҚНИ

particular role; game promotes the development of communication skills: 
participation in the discussion and cooperation in achieving this goal, conflict 
resolution, persuasion; tolerant attitude formatted towards other people and 
opinions; students have acquire experience, skills and abilities are developed, 
the dates in the work, since the script can include information on how to act in 
certain situations. If role-playing game had good organization and conduct, it 
always like parties, as they are drawn to it for a long time for it recall, when 
many others the knowledge were forgotten.
Recommendations: the type of game depending on the experience of 
teacher. The teacher to use closed type role-playing game (on the hard scenario 
where painted all dialogue and action) is more convenient for beginning teachers 
or open type (free improvisation on the theme of the role of strictly regulated).
Have to more to ask questions to longer expressed the students: Ask the 
opinion of the actor (as he liked the game, his role, what was done well, what 
could be improved, so to interview all by actors queue. Then the general opinion 
of viewers: how they enjoyed the game, which most and why it was memorable, 
as it is related to the lesson topic, if everything was done that could be 
improved? Have to twice as much time to spend on the discussion (phase 3) - 
feedback to the student and mentor - strictly refrain from negative views or 
criticism of shortcomings, changing the question: what or how you could have 
done better because the student does not personally discuss - discussed the 
character of game. Have to use role play to one session to fix the old theme or a 
second time to explain the new theme during the school year. 
Used literature: 
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Cutler D, Miller G. (2013) The role of public health 
improvements in health advances: the twentieth-century United States. 
Demography 42: 1–22. 
3. 
Kinsella JP, Cutter GR, Walsh WF, et al. (2013) Early 
inhaled nitric oxide therapy in premature newborns with respiratory 
failure. N Engl J Med 355: 354–364. 

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4. 
Molly Cooke, M.D., David M. Irby, Ph.D., William Sullivan, 
Ph.D., and Kenneth M. Ludmerer, M.D. N Engl J Med 2010; 355:1339-
1344 September 28, 2006 DOI: 10.1056/NEJMra055445 
5. 
Smith, G. G., Heindel, A. J. & Torres-Ayala, A. T. (2012). E-
learning commodity or community: Disciplinary differences between 
online courses. The Internet and Higher Education, 11(1), 152–159. 
6. 
Vidyasagar D. (2011) International perspectives: models of 
technology transfer to developing countries: experience of three decades. 
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