ДІАЛОГІЧНА ВЗАЄМОДІЯ УЧАСНИКІВ ОСВІТНЬОГО ПРОЦЕСУ ЯК УМОВА ПОПЕРЕДЖЕННЯ НАСИЛЛЯ У ШКОЛІ

1970 ◽  
Vol 8 (1) ◽  
pp. 165-172
Author(s):  
Оксана Воронкевич
Keyword(s):  
School Violence ◽  
Prevention Program ◽  
Role Playing ◽  
Educational Process ◽  
Self Determination ◽  
Psychological State ◽  
Necessary Condition ◽  
Training Methods ◽  
Role Playing Games ◽  
Time Information

У   статті   актуалізовано   проблему   поширеності   шкільного   насильства   у   середовищі   учнів  початкових класів. Особлива увага звертається на необхідність діалогічної взаємодії учасників освітнього  процесу як необхідної умови попередження насилля у школі.  Опираючись на результати власного дослідницького пошуку, автор пропонує варіант програми  психологічної профілактики шкільного насильства вчителів стосовно учнів. Дана програма спрямована на  формування  у  педагогів  навичок  глибинного  самопізнання  й  пізнання  дітей,  апробування  нових  форм  поведінки та базується на ідеї діалогізації педагогічної взаємодії, оскільки важливо налагодити суб’єкт- суб’єктну взаємодію учня та вчителя й не використовувати монологічну модель спілкування. Наголошено,  що педагоги повинні стимулювати будь-які прояви суб’єктної активності дітей, що сприяють виробленню  у них адекватної оцінки себе та свого оточення, розвитку здатності до самовизначення. Відзначено, що  для   діалогічного   освітнього   середовища   характерними   є   такі   властивості,   як   різноманітність,  динамічність, напруженість, достатність, кожна з яких сприяє високій ефективності освітньої взаємодії,  здійснює істотний вплив на розвиток особистості. Під час занять використано різні тренінгові методи:  рольові ігри, міні-лекції, мозковий штурм, обговорення в загальному колі тощо. Разом із тим поширено  інформацію з актуальних для педагогів питань спілкування з дитиною без агресії, злості та конфлікту.  Представлено  результати  успішної  апробації  програми  психологічної  профілактики  шкільного  насильства  з  боку  вчителів,  що проявилися в розумінні важливості толерантного ставлення до учнів,  набутті практичних умінь відчувати психологічний стан іншої людини та адекватно реагувати на нього,  виявляти доброзичливість, прихильність до школярів та надавати їм необхідну допомогу.  The article actualizes the problem of the prevalence of school violence among elementary school pupils.  Special attention is drawn to the need for dialogical interaction of participants in the educational process as a  necessary condition for preventing violence in school.  Relying on the results of his own research, the author suggests a variant of school violence psychological  prevention program of teachers in relation to pupils. This program is aimed at educating the students the skills of  deep self-cognition and cognition of children, testing new forms of behavior and is based on the idea of pedagogical  interaction dialogization, since it is important to establish subject-subject interaction between the pupil and the  teacher and not use the monologue model of communication. It is highlighted that teachers should stimulate any  manifestation of children's subject activity, which helps to develop an adequate assessment of themselves and their  environment, development of self-determination ability. It is noted that a dialogical educational environment is  characterized by such attributes as diversity, dynamism, intensity, sufficiency, each of them contributes to the high  effectiveness of educational interaction, have a significant impact on the development of personality. During the  classes various training methods were used: role-playing games, mini-lectures, brainstorming, discussions in the  general circle, etc. At the same time, information on relevant for teachers issues about communicating with a child  without aggression, anger and conflict is propagated.  Was presented results of successful approbation of the school violence psychological prevention program  from teacher’s part, manifested in the understanding importance of the tolerant attitude towards pupils, acquiring  practical skills of feeling the another’s person psychological state and react adequately to it, showing benevolence,  adherence to schoolchildren and providing them the necessary assistance. 

scholarly journals IMPLEMENTATION OF INCLUSION IN HIGHER EDUCATION

2021 ◽  
Author(s):  
Inna Fedotenko ◽  
Irina Yugfeld
Keyword(s):  
School Violence ◽  
Inclusive Education ◽  
Teaching Practice ◽  
Role Playing ◽  
Educational Process ◽  
Special Educational Needs ◽  
Difficult Situation ◽  
Student Groups ◽  
Role Playing Games ◽  
The University

The authors consider the ways and means of implementing the idea of inclusion in the university educational process. The researchers have included information on the history of inclusion, on various models of inclusive education, and on the specifics of a family with a child with special educational needs in the content of psychological and pedagogical disciplines, as well as elective courses. The authors have introduced new tasks of teaching practice, with students describing conflicts, bullying, mobbing, and school violence in traditional and inclusive classrooms. Stu-dents have been asked to justify their intended actions, which could prevent potential risks and find a competent way out of a difficult situation. Plot-role-playing games and group discussions held in student groups on the problems of "special" children and migrant schoolchildren have also facilitated implementation of the idea of inclusion. Discussion teaches future teachers to coordinate positions, values, to make decisions, and helps them see new personal meanings. Students' daily communication at the university with physically or mentally challenged mates with students of different cultures, faiths, and languages has played a significant role in their acceptance of inclusion.

Prospects for the use of modern technologies to increase student involvement

2020 ◽  
Vol 1 (1) ◽  
pp. 28-33
Author(s):  
Iu. V. Amelina ◽  
R. V. Amelin
Keyword(s):  
Social Networks ◽  
Information Technologies ◽  
Role Playing ◽  
Educational Process ◽  
State University ◽  
Role Playing Games ◽  
It Education ◽  
Interaction Plot ◽  
Role Playing Game ◽  
Live Action

The article discusses the prospects of role-playing games in the educational process to increase students’ motivation and involvement, as well as the possibility of modern information technologies (primarily social networks) for constructing innovative forms of such games. The author’s format of the live-action role-playing game is presented. It was developed and tested at the Saratov State University. It involves the integration of numerous educational tasks into a single plot, within which each participant plays a role and communicates with other participants to complete tasks. The main interaction, plot development and group activities occur in dialogs, conversations and groups of social networks. This approach has shown its viability in teaching legal disciplines, and also has prospects for use in IT education.

scholarly journals MEDIATION IN EDUCATION AND DEVELOPMENT OF CONFLICTOLOGICAL COMPETENCE OF THE TEACHER

2021 ◽  
Vol 2 ◽  
pp. 646-655
Author(s):  
Marina Yuferova ◽  
Olga Koryakovtseva ◽  
Tatyana Bugaichuk
Keyword(s):  
Conflict Management ◽  
Role Playing ◽  
Educational Process ◽  
School Life ◽  
Role Playing Games ◽  
Interactive Training ◽  
History Of ◽  
Education And Development ◽  
Conflict Interaction ◽  
Mediation Practice

The history of mankind confirms: both harmony and conflict are characteristic of communication in society. This article is devoted to the problem of conflicts in education. Unfortunately, conflict interaction occurs in school life, therefore, teachers need to learn how to apply innovative technologies in resolving conflicts, focus on respecting the rights and freedoms of all participants in the educational process, and act in accordance with the interests of the parties. The article discusses the technology of mediation, which orients the participants in the interaction towards cooperation in the conflict with the help of a mediator. The implementation of mediation practice requires special training of teachers, the formation of completely new competencies and, first of all, conflict management, which should be developed within the framework of continuous pedagogical education, using interactive training technologies and role-playing games. The authors present the experience of implementing the advanced training program “successful strategies of behavior in conflict and the development of a teacher's resistance to conflict”.

scholarly journals Application Of Game Methods As A Basis For Forming Positive Motivation Of Students Of Non-Philological Higher Educational Institutions

2021 ◽  
Vol 03 (04) ◽  
pp. 438-443
Author(s):  
Mashkhura Aminovna Khafizova ◽  
Keyword(s):  
Role Playing ◽  
Educational Process ◽  
Russian Language ◽  
Practical Significance ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Role Playing Games ◽  
Higher Educational ◽  
Effective Use ◽  
The Russian Language

The purpose of this article is to study and research the methods and forms of using the motivational capabilities of pedagogical games in the process of mastering a foreign speech, in particular the Russian language in non-philological higher educational institutions. The methodology of the article is based on the effective use of various modern pedagogical approaches, accompanied by gaming technologies in the study of Russian as a foreign language. The practical significance of the article lies in the possibility of further application of situational role-playing games, both in psychological and pedagogical activities and in the educational process.

scholarly journals Priority areas formation of speech competence students of non-philological specialties

2020 ◽  
Vol 210 ◽  
pp. 18105
Author(s):  
Olga Ovsyannikova ◽  
Svetlana Bobrova ◽  
Igor Bocharnikov
Keyword(s):  
Teaching Methods ◽  
Process Management ◽  
Role Playing ◽  
Educational Process ◽  
Psychological Characteristics ◽  
Present Stage ◽  
Role Playing Games ◽  
Current Trends ◽  
Speech Training

The article analyzes the current trends and conditions for the development of students 'speech-thinking abilities and the formation of students' speech competence, and examines modern methods used in the classroom to improve the speech culture of future specialists. The data of the ascertaining experiment showing the level of development of speech competence of students are given. Criteria and factors of speech formation are considered. It is emphasized that the leading principle of educational process management is the formation of motivational factors and reflection of students in terms of the quality of their speech. Promising technologies for the formation of speech competence of specialists are identified. The main direction of development of speech competence of students at the present stage is the formation of speech culture based on linguistic, cultural, situational, professional levels; taking into account the psychological characteristics of specialists, factors of motivation and reflection of students. The leading methods of speech training are teaching methods that correspond to a person-oriented technology, problem tasks (search-game, cognitive-search, role-playing games, discussions), language exercises, emotional-behavioral tasks, and others).

scholarly journals COMPETENCE APPROACH AS A MAIN GUIDELINE IN THE TRAINING OF FUTURE TEACHERS-PHILOLOGISTS

2020 ◽  
Vol 1 (190) ◽  
pp. 137-140
Author(s):  
Nadiia Skrypnyk ◽  
Keyword(s):  
Level Structure ◽  
Role Playing ◽  
Educational Process ◽  
Main Role ◽  
Listening Skills ◽  
Future Teachers ◽  
Role Playing Games ◽  
Rational Combination ◽  
Spiritual Potential ◽  
Written Speech

Today, during the integration and globalization processes taking place in Ukraine, the main role in the methodological system of education belongs to the teacher, because through professionally oriented and communicative speech activity of the state policy is implemented to strengthen the intellectual and spiritual potential of the nation. Based on the scientific and theoretical analysis of psycholinguistic, psychological-pedagogical, didactic, linguodidactic, lexicographic research, the basic conceptual features of the category «competence approach» are specified and outlined. The main difficulties associated with the implementation of the competency approach in higher education are analyzed. It is established that the introduction of the competency approach in the educational process has led to an overemphasis on its educational purpose, objectives, and, accordingly, the content. The implementation of the competence approach to the formation future teachers-philologists’ communicative-speech competence in the process of teaching linguodidactic disciplines contributes to the improvement of the culture of oral and written speech, speech skills. It was found that the competence approach to training is step-by-step and requires a sequence of levels of competence formation of future professionals. The level structure of the competence approach in teaching can be characterized as the acquisition of new knowledge through theoretical and information-practical materials, as well as the motivation of learning and the actualization of experience for further professional implementation. The purpose of the study is to reveal, theoretically substantiate and update the effectiveness of the formation of speech competence of future teachers of philology in the context of the competence approach. The prospects of this approach are that it provides a high readiness of young people for successful activities in various spheres of so We believe that a rational combination of competence approach and professional context is a prerequisite for the successful formation of communicative and speech competence. The productivity of learning and using professional terminology in oral and written speech largely depends on the appropriate system of reproductive exercises, aimed at enhancing speaking and listening skills in specific professional work situations, and creative, which involves the introduction of interactive types of work (project method, brainstorming). , role-playing games) that promote active independent use in educational activities.

Educational Conditions of Training Future Physical Therapy Specialists for the Use of Health-Preserving Technologies

2020 ◽  
Vol 6 (2) ◽  
pp. 92-102
Author(s):  
Anna V. Fastivets
Keyword(s):  
Physical Therapy ◽  
Professional Training ◽  
Process Development ◽  
Physical Therapists ◽  
Educational Practice ◽  
Role Playing ◽  
Educational Process ◽  
Health Technologies ◽  
Role Playing Games ◽  
Educational Conditions

Under conditions of considerable degradation of health of the nation, the problems of professional training of future physical therapy specialists at higher educational institutions become more topical. Therefore, the problem of developing the special educational conditions of training of future physical therapy specialists for the use of healthpreserving technologies does not lose its relevance. The purpose of the study is to analyse the key educational conditions of training of future physical therapy specialists for the use of health-preserving technologies. To meet the specified purpose the author used a complex of research methods, in particular, theoretical methods: analysis and synthesis of scientific and methodical literature, methodological documents; generalisation of the results of scientific research; synthesis of scientific theories, approaches and conceptions. Considering the current state of training of future physical therapists for the use of health technologies, it is established that the development of appropriate pedagogical conditions is promising. Among the latter, the author identified the following: stimulating interest in the study of health technologies by conducting tours and organising communication with well-known instructors during the educational process; development of the cognitive basis for the use of health technologies during interactive lectures, work in microgroups, solving situational problems, building schemes, individual, and group health programmes; practical use of available theoretical knowledge in the process of classroom (role-playing games, mutual learning with further analysis of video materials) and quasiprofessional (introduction of health technologies in educational practice) activities; introduction of an appropriate system for assessing the quality of training of future physical therapists for the use of health technologies in the educational process

scholarly journals Learning the Russian Language in the Game: Traditional and New Approaches

2019 ◽  
Vol 8 (7) ◽  
pp. 50
Author(s):  
Julia Vladimirovna Kapralova ◽  
Lada Alekseevna Moskaleva ◽  
Iana Arthurovna Byiyk
Keyword(s):  
Role Playing ◽  
Educational Process ◽  
Russian Language ◽  
University Education ◽  
Modern Culture ◽  
Role Playing Games ◽  
Structural Peculiarities ◽  
Teachers And Students ◽  
Game Forms ◽  
The Russian Language

The article deals with the traditional game approaches that have well recommended themselves at the lessons of the Russian language, and their potential and ways of modifying into a single game space of the lesson is being discussed. Basing on personal experience, the authors of the article present the possibilities of organizing a Russian language lesson in the form of a quest. Many experts rightly paid attention to the effectiveness of using games in the learning process. Despite the attractiveness for teachers and students, until recently, game approaches as a form of education have remained on the periphery of the educational process, being just a supplement to the main methods. Only role-playing games can be called an exception, with their being included both in the educational process of school and university education, and in professional-oriented training of specialists. However, under the influence of processes in modern culture and the active development of gaming technology, the "gamification" of education acquires the character of a mass phenomenon both at school and in higher educational institutions, and ignoring these processes is not only impossible but impractical. In this regard, the article provides a scientific and methodological understanding of this form of education and identifies the structural peculiarities of the quest unlike the other game forms. The article is addressed to teachers of Russian as a foreign language and can be used as a kind of model for conducting quests in classes both in various courses on grammar, reading, writing, listening, linguistic and cultural studies, and in students' independent educational activities.

The Quest for Motivation

2022 ◽  
Vol 12 (1) ◽  
pp. 0-0
Keyword(s):  
Role Playing ◽  
Self Determination Theory ◽  
Qualitative Inquiry ◽  
Self Determination ◽  
Learning Tools ◽  
Structured Interviews ◽  
Role Playing Games ◽  
Inquiry Approach ◽  
Generic Qualitative ◽  
Generic Qualitative Inquiry

Studies have shown Tabletop Role Playing Games (TRPGs) to be effective motivational learning tools that can be utilized in various subject matters. However, limited research has analyzed the elements within TRPGs that enable them to provide motivation to the users. As such, this study conducted an in-depth examination of the elements of TRPGs through the perception of players. Self-determination theory helped frame the study, while the Generic Qualitative Inquiry approach was used for the methodology. Semi structured interviews were conducted with six participants. Data revealed several themes that aligned with the motivational frame related to competency, relatedness, and autonomy. The findings indicate the importance of the roleplaying element and the connection between the player and their in-game character, as well as the effect choices within the game have on the players and other elements of TRPGs. Implications regarding design of TRPGs as learning tools are discussed.

scholarly journals INTEGRATION OF DIGITAL AND PEDAGOGICAL TECHNOLOGIES IN THE PROCESS OF TEACHING STUDENTS OF SOCIO-ECONOMIC AND PEDAGOGICAL AREAS OF TRAINING

THE BULLETIN ◽  
2021 ◽  
Vol 3 (391) ◽  
pp. 170-175
Author(s):  
S. Аnzorova ◽  
D. Madiyarova ◽  
A. Zubets ◽  
G. Zhumadilova ◽  
E. Tlessova
Keyword(s):  
Virtual Environment ◽  
Second Life ◽  
Interactive Learning ◽  
Joint Modeling ◽  
Role Playing ◽  
Educational Process ◽  
Educational Model ◽  
Reflexive Module ◽  
Role Playing Games ◽  
Preparation Module

Тhis study examines how to integrate the benefits of role-playing, collaborative and interactive learning, and realistic case studies in a virtual environment. The article describes the experience of implementing an educational model based on the online virtual reality platform Second Life (SL), which provides students with the opportunity to participate in role-playing games, interactive learning, and social interaction in the learning process. The proposed model consists of three modules: the module for the preparation of information, joint modeling, a reflexive module that provides practical skills by participating in a 3D game. Students and teachers who participated in the testing of the model gave a positive assessment. The main goal of developing an educational model that's based on Second Life is to improve the educational process, using the advantages of role-playing games, collaborative and interactive learning, as well as realistic cases in a virtual environment. This can be achieved using three modules: an information preparation module, a joint simulation module for studying the situation, and a reflexive module. Unlike some virtual educational systems, this model is specifically designed to help students understand the causes of problems and how to solve them through data visualization and simple modeling, easy communication, flexible interaction, collaboration, and immersion in the SL environment. By integrating the three modules in the SL environment, the model will provide more opportunities for effective collaborative learning in various fields of knowledge. In the information preparation module, teachers and students use moving avatars to perform all the actions presented in the demo virtual room in SL with the support of the Semantic Wiki Template. This template provides the platform with sections of information on the studied subject. Using it, teachers can easily pass practical tasks to the student, while students can respond and present results without having any deep training in the field of information technology.

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