Business games for labor safety as effective instrument for improving workplace knowledge of future agricultural engineers
DOI:
https://doi.org/10.31548/machenergy2019.03.045Keywords:
business game, occupational safety and health, job attestation on working conditions, production situation, degree of mastering of educational material.Abstract
The article is devoted to the theoretical and practical analysis of the use of the business game method for professional training of agricultural engineers. It is noted that the problem of using the game in the system of socio-pedagogical work is widely represented in terms of pedagogy in general research. At the same time, we see a shortage of domestic research devoted to the development of theoretical foundations and to improve the practice of using business games as an active method of training future agricultural engineers. The specificity of game activity is defined, which is in the direction of pre-ventive, preventive orientation of the game as a method of organizing meaningful training of future specialists.
The purpose of the research is to develop, scientifi-cally substantiate and experimentally test the methodolo-gy of business game “Organization of performance ap-praisal on working conditions at the enterprise”, aimed at familiarizing students with the procedure of assessing the degree of harm in the workplace of agricultural produc-tion. The result of such games can be both the direct de-velopment of personality traits and the demonstration of practical training of agricultural research engineers. Play-ing certain situations, involving the participants of the game in a situation of choice is a real way of developing a creative personality, namely its qualities such as creative interest, inquisitiveness, desire to know yourself, self-confidence, creative optimism.
In this paper, the degree of mastering of educational material by students after conducting practical lessons in the form of the business game is analyzed in comparison with students of control groups, in which this topic was presented in a lecture form. The form of student evalua-tion was to answer the test tasks and descriptive questions of the module. The average scores of the 100-point sys-tem responses were compared with the results of the con-trols in the control groups, taking into account the overall score of the groups in the academic year.
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