ИГРОВЫЕ ТЕХНОЛОГИИ КАК СРЕДСТВО ПРОФЕССИОНАЛЬНОЙ САМОРЕАЛИЗАЦИИ СТУДЕНТОВ В ПРОЦЕССЕ ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ

Abstract

Statement of the problem. The article identifies and analyzes the problem of effectiveness of game-based technologies in teaching a foreign language in order to form the elements of personal development of university students, important for their professional self-realization at the university. The purpose of the article is to prove empirically the influence of game-based technologies on the growth of elements of personal development that are important for the professional self-realization of students. The research methodology implies the analysis and synthesis of research works of international and Russian scientists recognized by the scientific community and the experience of teaching foreign languages to students of various fields of training through the introduction of game-based technologies in the educational process, as well as a description of experimental work, including a formative experiment. Research results. According to the results of the study, the leading role of value-semantic, motivational-necessary and functional-regulatory components of professional self-realization is established and the hierarchy of individual properties of student’s personal subjectivity is determined. It is proved that the structure and content of criteria-cognitive, motivational and practical activities set in the study dominate the process of self-improvement of the student and change the integrity of professional self-realization as a process characterized by peculiarities of manifestation in educational and professional activities and, as an integrative personal formation, represented by the structure of personal properties of subjectivity, and focused on the implementation of the strategic goal of professional fulfillment. Conclusion. The three-year experiment confirmed the assumption that for the development of personal qualities and characteristics, such as professional self-realization, it is necessary to implement pedagogical conditions with the help of game-based technologies of continuous (integrative) learning. Game-based teaching method for the creation and implementation of pedagogical conditions of all types should be designed as a model that includes all educational components in the cultural educational environment to stimulate professional self-realization of students. At the same time, in the process of implementing pedagogical conditions with the help of game technologies, it is necessary to take into account self-organizing processes that force both students and teachers to go beyond the education of one discipline. As the problem under study is complex, further work is needed to ensure interdisciplinary approach to broaden research horizons.