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Головна Економіка. Економічні науки → Педагогічна технологія застосування ділової гри у процесі формування іншомовної комунікативної компетентності майбутніх спеціалістів фінансово-економічного профілю

профессионального образования. – Национальный педагогический университет имени М.П.Драгоманова, Киев 2006.

Диссертация содержит результаты теоретико-экспериментального исследования педагогической технологии использования деловой игры в процессе формирования иноязычной коммуникативной компетентности будущих специалистов финансово-экономического профиля. Обоснованна сущность деловой игры, её функции и особенности как метода активного обучения. Разработана технология подготовки и применения деловой игры, её влияние на активизацию учебной деятельности студентов, определены основные условия , при которых деловая игра способствует эффективности процесса профессиональной подготовки. Обоснована и экспериментально проверена результативность использования педагогической технологии деловой игры в высшем учебном заведении по ряду внешних и внутренних показателей. Разработана педагогическая технология использования деловых игр и рекомендации для эффективного применения как средства формирования иноязычной коммуникативной компетентности.

Ключевые слова: деловая игра, метод обучения, профессиональная подготовка, активизация обучения, профессиональные задания, технология деловых игр, иноязычная коммуникативная компетентность.


Volkova L.V. The Pedagogical Teсhnogy of the Business Role–Play’s Insertion in the Foreign Language Communicative Competence Formation Process of the Future Specialists of the Financial and Economical Profile.–Manuscript.

The thesis for a Candidate Degree of Pedagogical Sciences on speciality 13.00.04. – Theory and Methods of Professional Education. – National M.P.Dragomanov Pedagogical University, Kyiv, 2006.

The thesis detects and proves effectiveness and technology of business role-plays as one of the teaching methods. Business role-plays were examined as an effective training method. There are different definitions of role-plays that are applied in the training process. A business role-play is considered to be a creative exercise that is applied in the professional training process, contains the professional task and provides the achievement of the determinate training aim. The using of the business role-play in the traditional training methods is one of the effective means of the students training work activation.

To realize the essence, aims and importance of the business role-plays the classification of them was elaborated. Business role-plays may be classified according to the functions as training and diagnostic ones. The training business role-plays have the aim of learning and practicing of new knowledge and improving of students’ speech activity. Diagnostic business role-plays are used for diagnostics of students’ knowledge and skills.

A business role-play has a definite influence on a personality of a student, his level of satisfaction, activity, personal relations. A business role-play having influence upon this or that sphere performs definite functions. In the sphere of personality activity there are such functions of the business role-play as training, activizing and control. The business role-play performs developing, communicative, upbringing and entertaining functions having influence on a personality and personality relations at the students group.

The influence of the business role-plays on the level of communicative activity and on some personal characteristics of students: their satisfaction, activity, interaction with a teacher, personality relations, motivation were investigated.

According to the results of the diagnostic process of the levels of communicative skills (training index) all the data increased in the experimental group and decreased in the control group at the end of the training if to compare with the beginning of the training. The similar changes were observed at the end of each period of diagnostic. So, the business role-plays have the positive influence on the development of students’ communicative skills as these data improve after the business role-plays use. On the base of this we can confirm the experimental training system creates suitable conditions for the effective process of formation and improving foreign communicative skills. This factor testifies necessary foundation for qualitative professional training.

We were interested in data of the level of the own students satisfaction with the experimental training process and also with the level of formation of their communicative skills and the influence of business role-plays on these data. The investigation was held with determining of index of satisfaction (Kuzmina’s method). The students who were taught after the experimental system had more efficient data if to compare with the students who were taught after the traditional system (control groups). So we can make conclusion that business role-plays help to develop communicative skills in foreign language and on this basis of this we can confirm the increasing tendency of a level of the student’s satisfaction with their own speech activity.

Analyzing the students’ teacher’s interactions during the training process, we noted that the business role-plays had a positive influence on the types of interaction. Students were classified according to three levels of interaction. The number of students with the active business level of interaction increased in the experimental groups and did not change in the control groups.

Analyzing the student’s questionnaire we came to the conclusion that the students had positively attitude to the business role-plays and consider them to be able to influence on the relations in the group. We can testify mainly assisting level of cooperation in the experimental groups and about mainly inactive level of cooperation in the control groups. So the business role-plays assumed the interrelations of participants, so as the games had the influence on the personal relations, which included: relations during joint activity, emotional-personal relations, trend to communication.

As our investigation showed the degree of motivation increased at the end of the training process but the percent of the increasing was considerably higher in the experimental group.

Reliable increasing of all data in the experimental groups testifies the positive influence of business role-plays on professional training process.

Key words: business role-play, teaching method, professional training, study activation, professional problems, business role-play technology, foreign language communicative competence.