Role-play technology - Interaction of participants in the educational process

Role-play technology

In modern pedagogical practice, the role method is an effective diagnostic, prognostic and correctional tool for socio-psychological training. The method of role-playing is interactive and, as a rule, it is used in programs to study the sphere of human relations (interaction of business partners, interpersonal communication, mutual understanding), which helps participants become more receptive to the feelings of others.

The main difference between role-playing games, for example from playing in the first place is that the person who plays the role of the participant in the analyzed situation, along with his description of , is given an instruction in which it is prescribed how to conduct your role, what strategy to adhere to, what kind of character to portray, how to assess the current situation, what interests to defend and what goals to achieve. This game is called storyline or scenario. The storyline is aimed at living and analyzing typical interaction problems. With its help, students learn new, unusual for themselves, but effective behavioral models.

The role-playing instruction should, on the one hand, describe in detail all aspects of the situation, on the other hand, set strict limits preventing participants from playing their roles in accordance with their own ideas about how to act. The task, to which the members of the group participating in the role play strive, is the creation of a behavior pattern, characteristic of everyday life for real people. It should be emphasized that it is the behavior, and not just the manifestation of the talents of the speakers, that will be the basis for the subsequent discussion. The group must monitor the content of each scene being played.

Experts note that the role-playing game allows the individuality of each trainee, his creative abilities, develops the ability to "enter the position of others", better understand their positions and feelings, and also creates conditions for better comprehension of norms and rules of communication behavior, therefore, is aimed at developing skills of interaction with other people. This, in turn, contributes to the realization of the importance of socio-psychological factors when interacting with other people. In addition, significant experience is acquired for a more objective analysis of both one's own behavior and the behavior of others, and psychological metacompetence develops.

The technology of applying a role-playing game in teaching involves familiarizing the participants of the lesson with the situation itself, and then distributing the roles between them. As a means of allocating roles, two options are usually used:

1) roles are shared between some learners, and the rest of those who do not receive roles become active viewers, observers, or perform the functions of "arbitrators", recording the behaviors of participants and then assessing its consequences;

2) the participants in the situation analysis are divided into small groups of like-minded people, and each group assumes the role of an individual, participant in the situation or the unit headed by him.

The advantage of role-playing games is the "learning through action", which, as noted in Ch. 1 textbook, is one of the most effective ways of learning and gaining experience. Own experiences are remembered vividly and persist for a long time. In most cases, role play provides participants with a chance to master or consolidate a variety of behaviors, allowing them to understand how people feel when faced with certain situations. This understanding can be a powerful learning tool, help develop the ability to assess the prerequisites of other people's behavior, which would be difficult to achieve in any other way.

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