Situational and game technologies of training in students’ professional competence development

Olga I Vaganova,Natalya A Egortseva,Irina V Zotova,Yaroslav K Yavorskiy,Marina N Bulaeva

doi:10.34069/ai/2020.28.04.10

Abstract

The transition from traditional educational paradigm to competence one has marked new ways of higher educational institutions development. The implementation of modern Federal state educational standards requirements has determined the need to use modern specialist methods in training that develop students’ competence and the ability to carry out highly qualified professional activities. Higher education institutions face the task of implementing technologies that contribute to the development of practical orientation of students, their independence in this process. The purpose of the article is to reveal the experience of using situational-game technologies of training, as one of the most practice-oriented, aimed at activating students’ students, contributing to professional competence development. The concept of "technology" came to education from the sphere of production. Technologization implies a clear subordination to a certain algorithm of actions, so the technology allows you to achieve specific results in the allotted amount of time. In the field of professional education, technology has changed, but its meaning remains the same-the regulation of the activities of the subjects of the educational process to achieve the planned goals. The article defines the essence of educational technologies in the training of University students, reveals the features of their application, the role and advantages of situational and game technologies of training in the conditions of implementation of the competence approach. The research given in this article shows the importance of game educational technologies and the prospects of their use in the training a highly qualified, creative specialist who can quickly solve professional problems in non-standard ways.

Highlights

Comparing traditional vocational training and innovative one that has replaced it, it is important to take into account educational experience of previous generations (Nikonova et al, 2019b)
Design skills were formed in 56% in group 1 and 52% - in the second. 49% had the formation of technological skills in the first group, in the second – in 51%. 68% of students had reflexive skills in the first group, 64% - in the second
The percentage of students with formed communication skills increased by 20%, in the second-by 22%

Summary

Introduction

Comparing traditional vocational training and innovative one that has replaced it, it is important to take into account educational experience of previous generations (Nikonova et al, 2019b). Despite the versatility and effectiveness of modern educational solutions, it is necessary to build on existing methods, tools and technologies, taking into account the influence of modern trends (Pliushch et al, 2018) In this case, the process of forming the competence of the graduate will become more complete, interesting, motivating for further study of disciplines (Ihnatenko et al, 2018). The process of forming the competence of the graduate will become more complete, interesting, motivating for further study of disciplines (Ihnatenko et al, 2018) In this regard, we turn to the implementation of educational technologies that have existed in educational practice for a long time. The educational process with the use of game technologies becomes more active and motivates students to study courses and develop competencies In such conditions, they feel more confident (Vaganova et al, 2019a). We chose gaming technologies as the basis, because they have the greatest potential in the development of the student's activity position in conditions close to professional (Rakhimbayeva et al, 2019)

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Conclusion