participant must prove his answer to the team.
The didactic business game also becomes a strong teaching method, the learner's
learning activity acquires social significance for him. During such a game, barriers
between strong and weak students are removed, and the teacher shared the roles
determined by the course of the game. This can be inferred from student
behavior, but in the future it will do so by approaching student opinion because
the game may show unexpected human behavior [4].
Regardless of the number and definition of roles in a business game, it should
reflect the interaction of the team, imitating real relationships between people
involved in a particular professional activity.
Fifth, it is necessary to control the time of the game. Time control over the
performance of game tasks is a prerequisite for a business game that regulates
student youth and encourages them to complete tasks of a professional nature in
a short time.
At sixth, there will be elements of competition in the business game. Competition
is an important element of the business game, ensuring the smooth operation of
the game. The ability to win, to express oneself well, to mobilize the will and
knowledge, enhances the attention of students, promotes the exchange of
information and unites team players.
Seventh, you need to evaluate the results of the business game. In the context of
science teaching, an important step is to evaluate, reward and punish students in
the learning process during the lesson. The teacher is responsible for evaluating
the work of the participants in the game. However, for this it is desirable to form
an expert group of the students of the group.
