ROLE PLAYING AS A TOOL TO OVERCOME "EMOTIONAL BURNOUT" OF "SATORI GENERATION"

The game is an element of any national culture, a model of the social world and the universe. The article proves the necessity of introducing gaming technologies into the practice of teaching particularly due to the fact that teachers are currently faced with a completely new type of students representatives of the so-called "satori generation". The authors analyze changes in the value ideological attitudes of this generation, explore the problem of their "emotional burnout", classify difficulties in work with this type of students, and offer a role-playing as a way to overcome these difficulties by changing the format of the relationship between teacher and student. Being a variety of interactive technologies, role-playing sets the context of students' future professional activities, teaches them to see goals, highlight priorities in teamwork, turning the "victims" of the digital revolution into active participants in the role play scenario. The authors explore how a role-playing forms the communicative competence of students who, in the course of the game, have to play the role of author, listener and expert. The article emphasizes that the role-playing game proceeds according to predetermined rules, with established rules, assessments, goals, objectives, simulating real situations of interpersonal interaction. The authors draw attention to the fact that in the course of the role-playing game, students acquire very practical instrumental knowledge, skills and abilities, enhance their practical communicative competence and are taught to act as a partner in a dialogue, instilling the ability to accept certain rules that must be followed by all participants. Role play simulates the conditions of competition, which is attractive to students, supports their desire for selfactualization. The authors come to the conclusion that the role-playing game could help to overcome the "emotional burnout" in the "satori generation". As an illustration of the theoretical conclusions, the authors provide descriptions of some role-playing games that they use when teaching Russian language and show how these games help the teacher in working with "satori generation"