ResearchJet Journal of Analysis and Inventions

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The article deals with the didactic conditions for the use of business games in
chemistry lessons, i.e. gradual development of activities in a business game, the
need for conflict situations for the game, taking into account the interaction of
students during the game.about the need to control the time of the game, the
presence of competitive elements in the game, the need to evaluate the results of
the game.

Keywords: business, conflict, competition, didactics, innovation, technology,
communication, skill.
Today, the development of chemistry in Uzbekistan, 2020 improving the quality
of education and scientific efficiency in this area are among the priorities of the
State Program "Year of Science, Education and Digital Economy".
After all, in-depth training of our youth in chemistry will stimulate the creation of
new production enterprises in the regions, the rapid development of expensive
pharmaceutical, oil and gas, chemical, mining, food industries and the well-being
of our people provides a solid foundation for improving living conditions and
incomes [2].
The use of modern pedagogical technologies in the developing educational
process determines the degree of creative approach to the effectiveness of the
teacher's results in the classroom. Therefore, we will consider the didactic
conditions for using business games in chemistry lessons [1].

Firstly, it is necessary to simulate game conditions that mimic real professional
life. The main purpose of business games is to teach to make decisions in the
management of complex systems. Making a decision or choice is an action

ISSN: 2776-0960
Volume 4, Issue 2 Feb., 2023
167 | P a g e
characteristic of any activity that determines the specific purpose of the activity.
The ability to make the right decisions is formed in a person by life experience
(trial and error) or special teaching methods, including games.
The conditional production model created in the business game should not be
exaggerated by changes, they should be as close to reality as possible and devoid
of secondary exceptions, since they cannot significantly affect the gameplay. For
example, it is not necessary to create a complete factory floor model. At the
beginning of the game, it is enough to describe the creation of the workshop,
because it sets a certain psychological goal for young schoolchildren. Then it is
necessary to include pre-planned situations in the game and give students game
tasks.

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