TO THE ISSUE OF METHODOLOGICAL SUPPLY OF ROLE AND BUSINESS GAMES
Introduction. The educational process requires the interchange of technologies using during the lessons, active methods of learning in the form of business and role game are practice-oriented and are able to create the situation which is close to professional activity. One of the teacher's goals is providing the methodological supply and applying it in practice. On the one hand, the opportunity of applying modern technologies in the educational process gives room for pedagogical activity. On the other hand, it makes increased demands on teacher's level, his or her knowledge and skills of using these opportunities. The using of business games contributes to the development of critical thinking and communication skills, skills of solving problems, analyzing different variants of behavior in problematic situations. Different modifications of business games are used in the educational process. The tactics of behavior, actions, implementation of particular person's functions and responsibilities are developed in role games. Materials and Methods. The study of cross-cultural competences' development dynamics with the help of pedagogical experiment with input and output control testing was organized in order to evaluate the effectiveness of gaming technologies' using. Results. Based on the results of experimental verification of role and business games' effectiveness it is possible to conclude that the key role in strengthening of cross-cultural competences' development dynamics is the using of active pedagogical technologies by a teacher. Conclusion. The article shows that the acquisition and application of active learning methods in the form of a role and business game conducts to the development and formation of students' practice-oriented competences. For the teacher the learning process construction with the methodological context supply around these methods is justified, as the result it leads to educational process' changes from the creative and vocational point of view.