Problem thinking in pedagogy. Problem learning technology. Conditions for successful problem-based learning

1 Definition of the essence of problem-based learning. its basic concepts.

One of the promising areas for enhancing learning activities students, the development of their cognitive interests, creative abilities of independence, research skills is problem-based learning.

Definition 1. Problem-based learning is a system of methods, techniques, rules of learning and teaching, taking into account the logic of the development of mental operations and the laws of educational and search activity of students.

Definition 2. A special type of interaction between a teacher and students, which is characterized by systematic independent educational and cognitive activity of students in the assimilation of new knowledge and methods of action by solving problematic problems.

Definition 3. (according to M.M. Levina) is a technology of developmental education, the main functions of which are to

to stimulate the active cognitive process of students, their independence in learning;

educate them in a creative, research style of thinking;

to acquaint students with the logic and methods of research of scientific problems.

Problem-based learning corresponds to the goals of educating an active, creative personality.

The main psychological and pedagogical goals of problem-based learning:

development of students' ways of thinking and intellectual abilities;

assimilation by students of knowledge and skills obtained in the course of active scientific research and independent decision problems (at the same time, the acquired knowledge and skills are more durable than in traditional training);

education of an active, creative personality of a student who can see, pose and solve non-standard problems,

development of students' reflective skills and critical thinking.

The essence of problem-based learning

The process of learning, as a creative process, includes, first of all, the discovery of something new: new objects, new knowledge, new problems, new methods of solving. At the same time, problem-based learning as a creative activity is a search for solutions to non-standard problems using non-standard methods. If training tasks are offered to students to consolidate knowledge and develop skills, then problem tasks are always a search for a new way of solving.

The essence of the problematic interpretation of educational material is that the teacher does not communicate knowledge in a finished form, but sets problem tasks for students, prompting them to look for ways and means to solve them. The problem itself paves the way for new knowledge and ways of acting.

Problem-based learning is not a completely new type of learning in teaching practice, in the past such famous names as Socrates, Rousseau, Disterve, Ushinsky and others are associated with him. “A bad teacher presents the truth, a good one teaches to find it” (Disteweg).

The psychological mechanism of the ongoing processes in problem-based learning is as follows: when confronted with a new, incomprehensible problem, the student experiences a state of bewilderment, surprise; This raises the question: what is the point? Further, the thought process proceeds according to the scheme: hypotheses are put forward, their justification and verification. The student either independently carries out a mental search, the discovery of the unknown, or with the help of a teacher.

The subject-object-subject relations (dialogue, polylogue, discussion) that arise in the collective solution of the problem contribute to the activation of the creative thinking of students in the conditions of problem-based learning.

The most important feature of the meaningful aspect of problem-based learning is the reflection of objective contradictions that naturally arise in the process of scientific knowledge, educational or research activities. It is in connection with this that problem-based learning can be called developing, because its goal is the development of knowledge and generalized skills by students by solving so-called learning problems. In problem-based learning, students are involved in solving a problem situation, while they form the methods of action necessary to solve non-standard problems.

Thus, the essence of problem-based learning is:

organization by the teacher of problem situations in the educational and cognitive work of students;

management of their search activities for the assimilation of new knowledge and methods of action by solving problematic problems.

Basic concepts of problem-based learning:

A problem situation is the conditions that arise when students do not have enough knowledge or known methods of action to comprehend something or perform some necessary operations, i.e. they have an intellectual difficulty.

A problem is a task that does not have a standard solution;

this is a search task aimed at finding the knowledge, ways of thinking and activity that are missing for its solution;

is it a false theoretical or practical question, which contains a hidden contradiction that causes different, sometimes contradictory positions in its solution.

this is a task (task or question), the method of which the student does not know in advance, but he has the necessary basic knowledge and skills to implement a complete solution; problematic task causes difficulties for students, surprise, but is feasible.

Examples of problem situations, which are based on the contradictions characteristic of the cognitive process, can serve as:

a problematic situation as a result of contradictions between old knowledge and new facts for students that destroy the previous theory.

understanding of the scientific importance of the problem and the lack of a reliable theoretical basis for its solution;

the variety of concepts and the lack of a reliable theory to explain these facts;

practically accessible result and the absence of its theoretical justification;

the contradiction between a theoretically possible way of solving and its practical inexpediency;

a large amount of factual data and the lack of a method for their processing and analysis.

A problem situation has pedagogical value only when the inclusion of a student in it allows him to distinguish between the known and the unknown and to outline (on his own or with the help of a teacher) ways to solve a problematic problem.

Ways to create a problem situation:

use of educational and life situations;

encouraging students to a theoretical explanation of phenomena or facts, their analysis, generalization, classification;

familiarization of students with facts that seem to be inexplicable;

contradictions between scientific facts;

new conditions for applying the knowledge already available to the student.

3. Based on the analysis, the problem situation is transformed into a problem task. The problematic task involves the formulation of questions: “How to resolve the contradiction that has arisen? How to explain it?" A series of problem questions transforms the problem task into a solution search model, where various ways, methods and means of solution are considered. So, the problem method involves the following steps: problem situation → problem task → solution search model → solution.

In the classification of problematic tasks, tasks with uncertainty of conditions or desired answers, with redundant, contradictory or partially incorrect data are distinguished. The main thing in problem-based learning is the process of finding and choosing the right, optimal solutions, i.e. road work, not an instant solution. Although the teacher knows from the very beginning the shortest path to solving the problem, however, his task is to orient the search process itself, leading students step by step to solving the problem and gaining new knowledge and ways of action.

Problematic tasks perform a triple function:

they are the initial link in the process of assimilation of new knowledge;

provide successful learning conditions;

represent the main means of monitoring to identify the level of learning outcomes.

Thus, the teacher creates a problem situation, inspires and includes students in its resolution, organizes and checks the search for a solution. At the same time, the student becomes the subject of learning, he acquires new knowledge, methods of action. The difficulty of managing problem-based learning lies in the fact that the teacher must have a differentiated approach to creating a problem situation and setting problem tasks and take into account the individual characteristics of students and their readiness for search activities.

2 Motives for learning

The motives of learning activity can be classified depending on what underlies the motivation: motivation or the need for knowledge. The three groups of motives given below are associated with traditional and active types of learning.

In traditional training, students form two groups of motivating motives:

Direct motivators. They can arise in schoolchildren due to the pedagogical skills of the teacher, his passion for science and contribute to the formation of interest in this subject. These external factors reflect rather the interest, but not the motivation of the cognitive plan.

Prospectively motivating motives. So, for example, the teacher explains to the students that without mastering a particular section, it is impossible to master the next section, or the students are motivated to study because of the upcoming exam in the discipline. In this case, cognitive activity is only a means to achieve an end that is outside the cognitive activity itself.

In the conditions of problem-based learning, a completely new group of motives arises - cognitive-motivating motives of the disinterested search for knowledge, truth. Interest in learning arises in connection with a problem and develops in the process of mental work associated with the search and finding a solution to a problematic task or group of tasks. On this basis, an internal interest arises, which, in the words of A.I. Herzen, can be called the "embryology of knowledge".

So, cognitive-motivating motivation appears when a problem situation is deployed, active teaching methods are used, and, having arisen, it turns into a factor in activating the educational process and learning effectiveness. Cognitive motivation encourages a person to develop his inclinations and abilities, contributes to the self-realization of the individual and the disclosure of his creative potential.

But the formation of motives is only one of the tasks of problem-based learning. Its success is determined by the logic and content of the learning and search activities of students.

3 Forms, methods, technological foundations of problem-based learning

In domestic pedagogy, there are three main forms of problem-based learning:

Problematic presentation of educational material in a monologue mode of a lecture or a dialogic mode of a seminar. The problematic presentation of educational material at a lecture involves the formulation by the teacher (teacher) of problematic issues, problematic tasks and the search for their solution; at the same time, students are only mentally included in the process of finding a solution. For example, at the beginning of the lecture “On the Life of Plants”, the problem is posed: “Why do the root and stem grow in opposite directions?”. But the teacher does not give a ready answer, but reveals the essence of scientific research, reports on the hypotheses and experiments that were done to test the hypotheses and the results obtained;

Partial search activity during the experiment, on laboratory work; during problem seminars, heuristic conversations. The teacher thinks over a system of problematic questions, the answers to which are based on the existing knowledge base, but are not contained in the previous knowledge, i.e. questions should cause intellectual difficulties for students and promote mental search. The teacher must come up with possible "indirect clues" and leading questions, he himself sums up the main thing, based on the answers of the students. The partial search method provides productive activity of the third and fourth levels (application and creativity), as well as the third and fourth levels of knowledge (knowledge-skills, knowledge-transformation), in contrast to traditional explanatory and reproductive training, when only knowledge-acquaintances and knowledge is a copy.

Independent research activity, when students independently formulate a problem and solve it (solving a creative problem, developing and project protection, term paper or diploma work) with the subsequent control of the teacher (teacher), which ensures the productive activity of the fourth level - creativity, as well as the fourth level of the most effective and durable "knowledge-transformations".

A problematic seminar can be held in the form of a business didactic game when small working groups organized on the basis of a group (class) of students prove to each other the advantages of their hypothesis, concept. The solution of a series of problematic tasks can be taken to the lesson of systematization and generalization of knowledge or to a practical lesson devoted to testing or evaluating a certain theoretical model or methodology. The greatest effectiveness of the problematic approach is realized through educational and research activities, during which the student or student goes through all the stages of the formation of research skills and professional thinking, while at a separate lecture, seminar or practical lesson, one goal or a limited group of goals of problem-based learning is pursued.

The main methods problem-based learning are the method of problem presentation, partial search and research methods.

Method problem statement is transitional from performing to creative activity. At a certain stage of learning, students are not yet able to solve problematic problems on their own, and therefore the teacher shows the way to study the problem, setting out its solution from beginning to end. Although students in this method of teaching are not participants, but only observers of the course of reflection, they receive a good lesson in solving intellectual difficulties.

The essence of the partial search (heuristic) method of teaching is expressed in the following characteristic features:

knowledge is not offered to students in a “ready-made” form, they need to be obtained independently;

the teacher organizes not the communication or presentation of knowledge, but the search for new knowledge with the help of problematic tasks;

under the guidance of a teacher, students independently reason, solve emerging cognitive problems, create and resolve problem situations, analyze, compare, generalize, draw conclusions, etc., as a result of which they form conscious solid knowledge.

The method is called partial search because students cannot always solve a complex problem from beginning to end on their own. Therefore, educational activity develops according to the scheme: teacher - students - teacher - students, etc. Part of the knowledge is communicated by the teacher, and part of the knowledge is obtained by the students on their own, answering the questions posed or solving problematic tasks. One of the modifications this method is a heuristic conversation.

The essence of the research method of teaching is that:

the teacher, together with the students, formulates a problem, the solution of which is devoted to a period of study time;

knowledge is not communicated to students. Students independently extract them in the process of solving (research) the problem, comparing various options for the answers received. The means to achieve the result are also determined by the students themselves;

the activity of the teacher is reduced to the operational management of the process of solving problematic problems;

the educational process is characterized by high intensity, the teaching is accompanied by increased interest, the knowledge gained is distinguished by depth, strength, and effectiveness.

The research method of teaching provides for the creative assimilation of knowledge. Its disadvantages are the significant time and effort of teachers and students. The application of the research method requires a high level of pedagogical qualification.

result

Technological foundations of problem-based learning

To implement a problematic technology, it is necessary:

selection of the most relevant, essential tasks;

identifying and taking into account the features of problem-based learning in various types academic work;

building an optimal system of problem-based learning, creating educational, teaching aids and recommendations;

application of the personal-activity approach in the educational process;

sufficient level of professional competence of the teacher.

4 Structure of the problem lesson

Stages and conducting a problematic lesson (according to M.I. Makhmutov):

the emergence of a problem situation and the formulation of an educational problem (5-10 minutes);

putting forward proposals and substantiating a hypothesis for solving an educational problem (5-15 min.);

hypothesis proof s (10-15 min.);

verification of the correctness of the solution of the educational problem.

Approximate structure of the problem lesson:

actualization of previous knowledge - preparation for the perception of new material;

assimilation of new knowledge and methods of action - at this stage a problem situation is created, a problem task is defined, hypotheses are put forward for its resolution, proof of hypotheses, verification of the solution;

the formation of skills, ways of thinking and activity through the application of knowledge gained as a result of solving the problem.

12.5 Conditions for effective implementation of problem-based learning

There are four main conditions for problem-based learning:

ensuring sufficient motivation of students that can arouse interest in the content of the problem;

ensuring the feasibility of the work of students with the problems that arise at each stage (the rational ratio of the known and the unknown);

the significance for the learner of the information obtained in solving the problem;

the need for dialogic, friendly communication with students, when they treat different points of view, hypotheses, suggestions expressed by students with attention and encouragement.

Not every educational material is suitable for problem presentation. Problem situations are easy to create when students are introduced to the history of the subject of science. Solution hypotheses, new scientific data, the crisis of traditional ideas, the search for new approaches to the problem - this is not a complete list of topics suitable for problem presentation. Mastering the logic of search through the history of discoveries is one of the promising ways to form problem thinking. The success of the restructuring of education from traditional to problem-based depends on the "level of problem", which is determined by the following factors:

the degree of complexity of the problem - derived from the ratio of known and unknown students within the framework of this problem;

the share of students' creative participation in solving the problem with a combination of collective and individual forms of education.

Questions and tasks for self-examination

Explain the essence of problem-based learning?

Define the main categories of problem learning.

What are the ways to create a problem situation? Give examples of problematic situations.

Name the main forms and methods of problem-based learning.

What difficulties can arise in the implementation of problem-based learning?

What is the structure of the problem lesson?

One of the promising areas for enhancing the educational activities of students, developing their cognitive interests, creativity independence, research skills is problem-based learning.

Definition 1. Problem-based learning is a system of methods, techniques, rules of learning and teaching, taking into account the logic of the development of mental operations and the laws of educational and search activity of students.

Definition 2. A special type of interaction between a teacher and students, which is characterized by systematic independent educational and cognitive activity of students in the assimilation of new knowledge and methods of action by solving problematic problems.

Definition 3. (according to M.M. Levina) is a developmental learning technology, the main functions of which are to:

To stimulate the active cognitive process of students, their independence in learning;

To educate them in a creative, research style of thinking;

To acquaint students with the logic and methods of research of scientific problems.

Problem-based learning corresponds to the goals of educating an active, creative personality.

The main psychological and pedagogical goals of problem-based learning:

Development of students' ways of thinking and intellectual abilities;

Assimilation by students of knowledge and skills obtained in the course of active scientific research and independent problem solving (at the same time, the acquired knowledge and skills are stronger than with traditional education);

Raising an active, creative personality of a student who can see, pose and solve non-standard problems,

Development of students' reflective skills and critical thinking.

The essence of problem-based learning

Problem-based learning is not a completely new type of learning in pedagogical practice; in the past, it was associated with such famous names like Socrates, Rousseau, Disterve, Ushinsky and others. “A bad teacher presents the truth, a good one teaches to find it” (Disteweg).

Thus, the essence of problem-based learning is:

Organization by the teacher of problem situations in the educational and cognitive work of students;

Management of their search activities for the assimilation of new knowledge and methods of action by solving problematic problems.

Basic concepts of problem-based learning:

1. Problem situation - conditions that arise when students do not have enough knowledge or known methods of action to comprehend something or perform some necessary operations, i.e. they have an intellectual difficulty.

2. A problem is a task that does not have a standard solution;

This is a search task aimed at finding the knowledge, ways of thinking and activity that are missing for its solution;

This is a false theoretical or practical question, which contains a hidden contradiction, causing different, sometimes contradictory positions in its solution.

This is a task (task or question), the method of which the student does not know in advance, but he has the necessary basic knowledge and skills to implement a complete solution; problematic task causes difficulties for students, surprise, but is feasible.

Examples of problematic situations based on the contradictions characteristic of cognitive process, can serve as:

A problematic situation as a result of contradictions between old knowledge and new facts for students that destroy the previous theory.

Understanding the scientific importance of the problem and the lack of a reliable theoretical basis for its solution;

The variety of concepts and the lack of a reliable theory to explain these facts;

A practically accessible result and the absence of its theoretical justification;

The contradiction between a theoretically possible way of solving and its practical inexpediency;

A large amount of factual data and the lack of a method for their processing and analysis.

Ways to create a problem situation:

Use of educational and life situations;

Encouraging students to a theoretical explanation of phenomena or facts, their analysis, generalization, classification;

Familiarization of students with facts that seem to be inexplicable;

Contradictions between scientific facts;

New conditions for applying the knowledge already available to the student.

In the classification of problematic tasks, tasks with uncertainty of conditions or desired answers, with redundant, contradictory or partially incorrect data are distinguished. The main thing in problem-based learning is the very process of finding and choosing the right, optimal solutions, i.e. road work, not an instant solution. Although the teacher knows from the very beginning the shortest path to solving the problem, however, his task is to orient the search process itself, leading students step by step to solving the problem and gaining new knowledge and ways of action.

Problematic tasks perform a triple function:

They are the initial link in the process of assimilation of new knowledge;

Provide successful learning conditions;

They are the main means of monitoring to identify the level of learning outcomes.

Thus, the teacher creates a problem situation, inspires and includes students in its resolution, organizes and checks the search for a solution. At the same time, the student becomes the subject of learning, he acquires new knowledge, methods of action. The difficulty of managing problem-based learning lies in the fact that the teacher must have a differentiated approach to creating a problem situation and setting problem tasks and take into account individual characteristics students and their readiness for research activities.

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Introduction

The whole life of a person constantly poses complex and urgent tasks and problems for him. The emergence of such problems, difficulties, surprises means that in the reality around us there is still a lot of unknown, hidden. Consequently, an ever deeper knowledge of the world is needed, the discovery in it of more and more new processes, properties, relationships between people and things. Therefore, no matter what new trends, born, born by the requirements of the times, penetrate the school, no matter how programs and textbooks change, the formation of a culture of problematic activity of students has always been and remains one of the main general educational and educational tasks. Problem-based learning is the most important aspect of preparing the younger generation. The success of problem-based learning of a student is achieved mainly in the classroom, when the teacher is left alone with his pupils. And from his ability to "fill the vessel and light the torch", from his ability to organize systematic cognitive activity depends on the degree of students' interest in learning, the level of knowledge, readiness for constant self-education, that is, their development, which convincingly proves modern psychology and pedagogy.

Most scientists recognize that the development of the creative abilities of schoolchildren is impossible without problem-based learning.

In the 20th century, the ideas of problem-based learning were intensively developed and spread in educational practice. A significant contribution to the disclosure of problem learning was made by J. Dewey, N.A. Menchinskaya, P.Ya. Galperin, N.F. Talyzina, T.V. Kudryavtsev, Yu.K. Babansky, I.Ya. Lerener, M.I. Makhmutov, A.M. Matyushkin, I.S. Yakimanskaya and others.

Targetabstract: reveal the theoretical provisions, features of the content and methods of problem-based learning in the pedagogical process.

Tasks: 1) see the move historical development problem learning;

2) get acquainted with the concept, goals and principles of problem-based learning;

3) analyze the methods of problem-based learning;

4) find out the conditions, the structure of the organization of the lesson and what role the teacher plays in the process of problem-based learning.

1. History of the development of problem-based learning

problem learning teacher student

Problem-based learning arose as a result of the achievement of advanced practice and theory of education and upbringing, in combination with the traditional type of education, is an effective means of general and intellectual development of students.

The history of problem-based learning proper begins with the introduction of the so-called research method, many of whose rules in bourgeois pedagogy were developed by John Dewey. Deep research in the field of problem-based learning began in the 60s.

However, in the history of pedagogy, the posing of questions to the interlocutor, causing difficulty in finding an answer to them, is known from the conversations of Socrates, the Pythagorean school, and sophists. The ideas of enhancing learning by including students in research activities are reflected in the works of J.-J. Russo, I. Pestalozzi, F.A. Disterweg, KD Ushinsky, representatives of the new education and others. Mochalova N.M. Methods of problem-based learning and the limits of their application. - Kazan, 1978., P. 33

The development of methods for activating the mental activity of students led in the second half of the 19th and early 20th centuries. to the introduction of heuristic (G.E. Armstrong), experimental-heuristic (A.L. Gerd), laboratory-heuristic (F.A. Winterhalter), method of laboratory lessons (K.P. Yagodsky) and others into the teaching of individual subjects methods.

in American pedagogy in the early 20th century. there are two main concepts problem education. J. Dewey intended to replace all types and forms of education with the independent teaching of schoolchildren by solving problems.

In the 20th century, the ideas of problem-based learning were intensively developed and spread in educational practice. In foreign pedagogy, the concept of problem-based learning developed under the influence of the ideas of J. Dewey. In How We Think (1909), the American philosopher, psychologist, teacher rejects traditional dogmatic teaching and opposes it to the active independent practical activity of students in solving problems. "Thinking begins where there is a problem situation" and it is a solution to problems - says Dewey. This formula of J. Dewey formed the basis of problem-based learning in the 20th century.

In the second edition of this book (1933), J. Dewey substantiates the psychological mechanisms of the ability to solve problems. He argues that students' ability to solve problems is based on their natural intelligence. The individual's thought moves to a state where everything in the task is clear, passing through certain stages:

1. everything is taken into account possible solutions or assumptions;

2. the individual is aware of the difficulty and formulates a problem that needs to be solved;

3. Assumptions are used as hypotheses to guide observations and collection of facts;

4. Argumentation and putting in order of the discovered facts is carried out;

5. a practical or imaginary verification of the correctness of the hypotheses is carried out. J. Dewey Psychology and Pedagogy of Thinking / Per. from English. N. M. Nikolskaya; Ed. (and with a preface) by N. D. Vinogradova. -- M.: Mir, 1915. S.68

A significant role in the development of the theory of problem learning was played by the concept American psychologist J. Bruner. It is based on the ideas of structuring the educational material and the dominant role of intuitive thinking in the process of mastering new knowledge. J. Bruner pays special attention to the following issues:

The value of the knowledge structure in the organization of learning;

The willingness of the student to learn as a learning factor;

Intuitive thinking as the basis for development mental activity;

Motivation for learning in modern society.

The key problem for the scientist is the problem of the structure of knowledge, which, in his opinion, includes all the necessary elements of the knowledge system and determines the direction of the student's development.

The essence of the second concept is the mechanical transfer of the findings of psychology to the learning process. V. Burton believed that learning is the acquisition of new reactions or the change of old ones and reduced the learning process to simple and complex reactions without taking into account the influence of the environment and conditions of education on the development of the student's thinking. Matyushkin A.M. Problem situations in thinking and learning. - M .: Pedagogy, 1972, p.35

Biggest impact on development modern concept problem-based learning was provided by the work of J. Bruner ("The Learning Process", 1960). It is based on the ideas of instructing educational material and the dominant role of intuitive thinking in the process of mastering new knowledge as the basis of heuristic thinking.

In the domestic pedagogical literature, the ideas of problem-based learning have been updated since the second half of the 1950s. XX century.

The most prominent didactics M.A. Danilov and V.P. Esipov formulate the rules for activating the learning process, which reflect the principles of organizing problem-based learning:

Lead students to generalization, and not give them ready-made definitions, concepts;

Occasionally introduce students to the methods of science;

Develop their independence of thought with the help of creative tasks.

From the beginning of the 60s. in the literature, the idea of the need to strengthen the role of the research method in teaching the natural sciences and humanities is persistently developing.

Eminent scientists again raise the question of the principles of organizing problem-based learning. The task arises of a wider application of the elements of the research method, or rather, the research principle. The task is to gradually lead students to master the method of science, to awaken and develop their independent thought. You can formally communicate knowledge to a student, and he will learn it, and you can teach creatively, communicate knowledge in its development and movement. Selevko G.K. . Encyclopedia of educational technologies. In 2 vols. T. 1. - M .: People's education, 2005, S. 195

It was the idea of communicating knowledge in its movement and development that became the most important principle of the problematic presentation of educational material and a sign of one of the ways to organize problem-based learning.

Since the second half of the 60s. the idea of problem-based learning begins to be comprehensively and deeply developed. Great importance for the formation of the theory of problem learning had the work of domestic psychologists who developed the position that mental development characterized not only by the volume and quality of acquired knowledge, but also by the structure of thought processes, a system of logical operations and mental actions (S.L. Rubinshtein, N.A. Menchinskaya, T.V. Kudryavtsev). The position on the role of a problem situation in thinking and learning (A.M. Matyushkin) was of significant importance in the development of the theory of problem-based learning. A special contribution to the development of the theory of problem-based learning was made by M.I. Makhmutov, A.M. Matyushkin, A.V. Brushlinsky, T.V. Kudryavtsev, I.Ya. Lerner, I.A. Ilnitskaya and others.

Of great importance for the formation of the theory of problem-based learning were the works of psychologists who concluded that mental development is characterized not only by the volume and quality of acquired knowledge, but also by the structure of thought processes, the system of logical operations and mental actions that the student owns (S.A. Rubinshtein , N.A. Menchinskaya, T.V. Kudryavtsev), and revealing the role of the problem situation in thinking and learning (A.M. Matyushkin).

Application experience individual elements studied at school by M.I. Makhmutov, I.Ya. Lerner and others. The starting points for the development of the theory of problem-based learning were the provisions of the theory of activity (S.A. Rubinshtein, L.S. Vygodsky, A.N. Leontiev). Problematic learning was considered as one of the patterns of mental activity of students. Methods for creating problematic situations in various academic subjects have been developed and criteria for assessing the complexity of problematic cognitive tasks have been found. Gradually spread, problem-based learning infiltrated from secondary school to middle and high professional schools. Selevko G.K. . Encyclopedia of educational technologies. In 2 vols. T. 1. - M .: People's education, 2005, p. 200

2. Theoretical foundations of problem-based learning

2.1 Conceptproblem learning, mainwholeband principles

Today, problem-based learning (technology of problem-based learning) is understood as such an organization of the educational process, which involves the creation of problem situations in the minds of students under the guidance of a teacher and the organization of active independent activity of students to resolve them, as a result of which there is a creative mastery of knowledge, skills and abilities (ZUN ) and the development of mental abilities (SUD). Matyushkin A.M. Problem situations in thinking and learning.- M.: Pedagogy, 1972, p.141

The goal of problem-based learning is to raise the level of students' assimilation of concepts and teach them not to separate mental operations in a random, spontaneously developing order, but to a system of mental actions for solving non-stereotypical problems. This activity lies in the fact that the student, analyzing, comparing, synthesizing, generalizing, concretizing the actual material, himself receives new information from it. In other words, this is an expansion, deepening of knowledge with the help of previously learned and a new application of previous knowledge. Neither a book nor a teacher can teach a new application of previous knowledge - this is sought and found by a student placed in an appropriate situation. The gradual mastery of the system of creative mental actions by students leads to the accumulation of skills, skills, experience of such actions, a change in the quality of the mental activity itself, to the development of a special type of thinking, which is usually called scientific, critical, dialectical. The essence of the student's teaching through problem-based learning is not in the usual mental activity and mental operations to solve stereotypical school problems and perform reproductive tasks - it consists in activating his thinking by creating problem situations, in the formation cognitive interest and modeling of mental processes adequate to creativity. Makhmutov M.I. Problem learning. Basic questions of theory.- M.: Pedagogy, 1975, p.40

The organization of the problem-based learning process is based on the principle of the student's search educational and cognitive activity (associated with the problematic assimilation of knowledge), i.e., the principle of discovering the conclusions of science, methods of action, inventing new objects or methods - applying knowledge to practice. In problem-based learning, the teacher’s explanation and the students’ performance of tasks and tasks that require reproductive activity are not excluded. But the principle of search activity dominates, especially in subjects of the natural and mathematical cycle.

The activity of the teacher consists in the fact that he, when necessary, giving an explanation of the content of the most complex concepts, systematically creates problem situations, informs students of facts and organizes their educational and cognitive activity in such a way that, based on the analysis of facts, students independently draw conclusions and generalizations, formulate ( with the help of a teacher) definitions of concepts, rules, theorems, laws, or independently apply known knowledge in a new situation (invent, design, plan, make), or, finally, artistically reflect reality (write poetry, essays, draw, play). As a result, students develop the skills of mental operations and actions, the skills of transferring knowledge, develop attention, will, creative imagination, conjecture, develop the ability to discover new knowledge and find new ways of acting by putting forward hypotheses and substantiating them. Makhmutov M.I. Organization of problem-based learning at school. A book for teachers. - M.: Enlightenment, 1977, p.10

2.2 Problem-Based Learning Methods

A teaching method (or a general teaching method) is a system of regulatory principles and rules for the purposeful activity of a teacher and a group of students, implemented through a combination of methodological methods for solving a certain range of didactic problems. It contains a certain combination of teaching and learning methods, i.e., the interaction of a teacher and a group of students within the framework of a common method, which provides the conditions for schoolchildren to master the basics of science, their general development and worldview formation. Mochalova N.M. Methods of problem-based learning and the limits of their application. - Kazan, 1978, p.30

The teaching method is a system for organizing the interaction between the teacher and students, designed to ensure the achievement of pedagogical goals. Depending on the objectives of the study, teaching methods are classified in the pedagogical literature according to various criteria: according to the sources of content transmission (verbal, practical and visual), according to the target object based on the personality structure (methods of forming consciousness, behavior, feelings), according to the target object based on taking into account the structure of the educational process (methods of organization and implementation of educational and cognitive activities, stimulation and motivation, control and self-control over the effectiveness of educational and cognitive activities) and so on.

There are also various classifications of methods of directly problem-based learning in relation to the goals that it sets for itself and the means that it has. So, according to the method of solving problematic problems, four methods are sometimes distinguished: problem statement (the teacher independently poses the problem and independently solves it), joint learning (the teacher independently poses the problem, and the solution is achieved jointly with the students), research (the teacher poses the problem, and the solution is achieved). students on their own) and creative learning(students both formulate the problem and find its solution).

According to the nature of the interaction and the distribution of the activity of the teacher and students, five ways of organizing the educational process (also called binary methods) are sometimes distinguished, in which the corresponding method of teaching corresponds to its own method of teaching (reporting and executive, explanatory and reproductive, instructive and practical, explanatory and motivating and partially search, induce and search).

Let us dwell in more detail on the classification of problem-based learning methods proposed by M.I. Makhmutov, which he called didactic ways of organizing the process of problem-based learning. Makhmutov distinguishes in his classification: the explanatory-illustrative method (also sometimes called the information-receptive method), the reproductive method, the method of problem presentation, the partial search or heuristic and research method.

M.I. Makhmutov, depending on the method of presenting educational material (problem situations) and the degree of activity of students, identified six methods: the method of monologue presentation, the reasoning method of presentation, the dialogical method of presentation, the heuristic method of teaching, the research method and the method of programmed tasks. The first three of them represent options for the presentation of educational material by the teacher, the second three - options for organizing students' independent learning activities. In each of these groups of methods and in the classification as a whole, an increase in the activity of students and, thus, the problematic learning is expected. Makhmutov M.I. Problem learning. Basic questions of theory. - M .: Pedagogy, 1975, pp. 311-312

So, the monologue method is a slight change in the traditional teaching method. As a rule, it is used to convey a significant amount of information, and the educational material itself is slightly restructured. Given the objective difficulties of students in mastering such material, the teacher does not create, but nominally designates problem situations in order to maintain student interest, which is what problem-based learning in this case is limited to.

With the reasoning method of teaching, elements of reasoning are introduced into the monologue of the teacher, the search for a way out of the difficulties that arise due to the peculiarities of the construction of the material, the teacher, noting the presence of problem situations, shows how various hypotheses were put forward and collided (or imitates their presence) when studying a particular problem. The teacher, using this method, demonstrates the historical and (or) logical path scientific knowledge, "forcing students to follow the dialectical movement of thought towards truth." Makhmutov M.I. Organization of problem-based learning at school. A book for teachers. - M .: Education, 1977, p. 56 This method already requires a greater restructuring of the educational material compared to the traditional and previous ones. The order of the reported facts is chosen in such a way that the objective contradictions of the content are presented especially emphasized and arouse the cognitive interest of students and the desire to resolve them. At the same time, it is not so much a dialogue with students as a monologue: questions may be asked by the teacher, but they do not require an answer and are used only to attract students to a mental analysis of problem situations, to excite, but not to realize their mental search activity.

With the dialogical method of presentation, the structure of the educational material remains the same as in the reasoning one, however, due to the limited time of the educational process, the content of the transmitted information may be somewhat less. The fact is that with this method, instead of questions to which the teacher independently gives answers, informational questions are asked and students are widely involved in the discussion. With this method, students actively participate in the formulation of the problem, put forward assumptions, and try to independently prove their hypotheses. The entire educational process at the same time takes place under the control of the teacher, they independently set a problematic task and carry out not so much assistance to students in finding answers, but, ultimately, their independent statement - thanks to or contrary to the students' assumptions. At the same time, this method is already characterized by the ability of students to realize their search activity, due to which their motivation increases, the problem under consideration is personalized, and knowledge is acquired more successfully.

Heuristic teaching method in the concept of M.I. Makhmutov lies in the fact that the educational material, having the same sequence as in the dialogical method, is divided into separate elements, in which the teacher additionally sets certain cognitive tasks that are solved directly by the students. At the same time, the entire educational process is carried out under the guidance of a teacher: they pose problems to be solved, the correctness of certain conclusions is stated, which already in further stages serve as the basis for independent activity of students, which, again, culminate in the methodological support of the teacher. Thus, an imitation of independent research by students is achieved, but within the guidance and assistance of the teacher. Makhmutov M.I. Problem learning. Basic questions of theory. - M .: Pedagogy, 1975, p. 315

In the case of the application of the research method, the training system undergoes the following changes. If we take the heuristic method as a basis, then the structure and sequence of presentation of the material remains the same. However, unlike him, the teacher's questions are not at the beginning of one or another element of the study of the problem, but already on the basis of its independent consideration by the students, that is, the teacher's activity is not of a guiding nature, but of an evaluative, stating one. Due to this action, students acquire a more independent character, they additionally learn not only to solve the problem, but also become able to isolate it, realize it, formulate it, which is more valuable for personal development and the formation of a scientific approach to thinking.

And the last method that M.I. Makhmutov singled out was called by him the method of programmed actions or programmed tasks. With this method, the teacher develops a whole system of programmed tasks, in which each task consists of separate elements (or "frames"). These frames contain a part of the studied material or a certain direction, within which the student has to independently set and solve the corresponding sub-problems, resolve problem situations. After studying one element, the student, having made the appropriate conclusions on his own, proceeds to the next, and the availability of the next stage is determined by the correctness of the conclusions made at the previous one. Makhmutov M.I. Organization of problem-based learning at school. A book for teachers. - M .: Education, 1977, p. 112

3. The process of interaction between a teacher and a student in problem-based learning

3.1 The structure of the problem lesson

By structure is meant various options interactions between the elements of the composition that arise in the process of the operation of the object "

In theory, the combined four-element lesson has already undergone certain changes, but in practice the following structure is most common: questioning and explanation of new material, reinforcement and homework. Is it possible to implement the idea of problem-based learning in a combined lesson? Yes, partially possible if different stages lesson to organize independent work, create problem situations, solve problems. Systematic and complete implementation is impossible - for this it is necessary to revise the structure of the lesson and the content of its elements. The structure of a traditional lesson is based mainly on the activity of the teacher himself (questioning, explaining, organizing repetition - and giving homework). This structure is determined without taking into account the patterns of mental activity of the student himself, which is not reflected even in the names of the structural elements. Makhmutov M.I. Organization of problem-based learning at school. A book for teachers. - M .: Education, 1977, p. 110

The most important task of schoolchildren is the study of basic sciences, the assimilation of new concepts and methods of action. This process goes on continuously, based on the previously learned system of concepts and the experience of students. If the systematic actualization of the previously studied is the basis for the perception and assimilation of the new, then the formation of the skills and abilities of mental and practical actions completes the process. Therefore, we see three generalized didactic tasks that are solved to varying degrees in each lesson, regardless of its type and type. They are the structural elements of a modern, problem-based lesson: updating students' previous knowledge (which means not only reproducing previously acquired knowledge, but also applying them often in a new situation, stimulating students' cognitive activity, teacher control); assimilation of new knowledge and methods of action (in a more specific sense than the concept of "learning new material"); formation of skills and abilities (including both special repetition and consolidation). The process of solving these problems simultaneously leads to the formation of a scientific worldview, aesthetic views, and moral habits. This structure reflects both the main stages of the exercise and the stages of organization. modern lesson. But in relation to the mental activity of students, being an expression of the goals of education, it acts as an external indicator of learning, that is, it does not reflect the process of productive cognitive activity of students and cannot ensure the management of this activity. Since an indicator of the problematic nature of a lesson is the presence of stages of search activity in its structure, it is natural that they represent the inner part of the structure of a problematic lesson: - the emergence of a problem situation and the formulation of the problem; - making assumptions and substantiating the hypothesis; - proof of the hypothesis; - checking the correctness of the solution to the problem. Thus, the structure of a problem lesson, unlike the structure of a non-problem one, has elements of the logic of the cognitive process (the logic of productive mental activity), and not just the external logic of the learning process. The structure of the problem lesson, which is a combination of external and internal elements of the learning process, creates opportunities for managing the student's independent educational and cognitive activity. Makhmutov M.I. Organization of problem-based learning at school. A book for teachers. - M .: Education, 1977, S. 116-118

The didactic and logical-psychological structure of the lesson is given to the teacher as a theory, as an explanation general rules lesson organization. The teacher builds the methodological structure himself, based on these rules, the content of the educational material, the didactic goal and the level of readiness of students for learning. This is his work, his art, his unique individuality, and not work according to a template, according to a ready-made recipe. Makhmutov M.I. Organization of problem-based learning at school. A book for teachers. - M .: Education, 1977, p. 123

3.2 The role of the teacher in problem-based learning

The specificity of the goals and methods of problem-based learning significantly changes the role of the teacher in the pedagogical process and causes the emergence of new requirements for the teacher. The following main tasks that problem-based learning poses to the teacher can be distinguished:

Informative support;

Direction of research;

Changing the content and (or) structure of educational material;

Encouragement of cognitive activity of students.

Informative support is understood as the formulation of problem situations, during which students are given the very minimum of information that is necessary for the emergence of a contradiction (or also, depending on the method of creating a problem situation, insignificant information designed to disguise methods suitable for solving a problem problem); information required for the successful solution of a problematic task, which at this stage is beyond the student's zone of proximal development. The search for all other information is carried out by students on their own or with the help of a teacher, but still within the framework of the search, and not assimilation.

The next task - the direction of research - characterizes the position of the teacher in problem-based learning. The teacher ceases to be a source of knowledge, but becomes an assistant or leader in the search for this knowledge, depending on the specific teaching method and the level of problematic situation for students. The peculiarity of problem-based learning lies in the fact that the teacher simultaneously acts both as a coordinator or partner (during each stage of learning), and as a leader of learning (if we consider learning as a whole). The teacher organizes the entire learning process and - if necessary - is included in it to maintain the process in the required direction. In addition, a separate aspect of this task of the teacher can be attributed to the organization and methodological support performing a task in a team, a group of students, when such intervention is objectively necessary.

The task of changing the content and (or) structure of educational material is not only for a particular teacher, but for the whole educational system: compared with the traditional concept of learning with a problem, due to objective reasons, a smaller amount of specific material can be studied, and it requires a significant change in the structure of the educational material in order to give it the nature of a problem. Due to the inertia of the education system and the currently small volume of practical developments, this task now has to be solved by the teachers themselves: to create an organic system of problem situations and adapt it taking into account the individual pace of assimilation of educational material by specific students. http://pedagogicheskaya.academic.ru/1931/PROBLEM_EDUCATION

And finally, the task of encouraging the cognitive activity of students. The need for student activity in the learning process was recognized in pedagogy from the very beginning. She achieved various methods based primarily on extrinsic motivation. Modern didactics recognizes the priority of intellectual activity, which comes from the internal motivation of students, from the conscious need to master knowledge and skills, which ensures greater efficiency of the educational process. Cognitive activity may be present even before the start of a particular learning process, but its level is not absolute: it can either increase or decrease. The task of educational technology in this case is to educate, maintain and increase cognitive activity, which can be achieved through targeted pedagogical influences on students.

In problem-based learning, students' thinking is activated by creating problem situations, forming a constant cognitive interest, mastering the skills of working with the unknown, problems and contradictions, which eventually, with the right approach, forms the basis of the personality, is naturally fixed in its characteristics. http://pedagogicheskaya.academic.ru/1931/PROBLEM_EDUCATION

In order for the activity of students to retain a search, independent character, the teacher must organize the educational process in such a way that he solves emerging problems together with them, carries out a joint search, which is based not on the division of functions between the teacher and the student, but on the distribution of successive stages between them. solutions learning task, that is, it acquires the character of a jointly distributed activity. The degree and forms of participation in this case are determined by the actual capabilities of the student, as the expansion of which the teacher must transfer more and more extensive functions to the student.

At the same time, in order to achieve the greatest efficiency of the educational process, the teacher should focus not so much on the actual results of the actions already carried out by the student, but on a prognostic assessment of his ability to determine the direction and content of the next stage of the search. In accordance with such a prognostic assessment, the teacher restructures the conditions of the learning task at each next stage of its solution.

Therefore, if in order to effectively manage the process of assimilation of knowledge, the teacher must consistently implement the appropriate algorithm, adjusting it taking into account the actual results of assimilation, then the organization of problem-based learning requires the teacher to be able to analyze the real course of the process and, on this basis, build a forecast of its further deployment, changing in according to it the conditions of the educational task. In such conditions, the teacher must have the ability of reflection and operational thinking.

In the process of solving the problem by students, the teacher must promptly identify and eliminate circumstances that hinder the course of mental activity, without having a beneficial effect on the development of students. There may be several such circumstances. This is the fixation of the student on one or another method of action, when the student tries to apply one or more algorithms that he has mastered well to solve problems of various types. This is the inability of students to highlight significant aspects in a problematic task, abstracting from misleading details. On the other hand, the teacher must remember that such circumstances can not only be associated with students, but also come from him - excessive intervention and teacher assistance contributes to a decrease in the activity and independence of students.

The greatest difficulty for the teacher, focused primarily on traditional methods learning, can represent the education of students' activity and the development of their creative abilities. This requires from him a subtle sense of the psychology of students, and, in the opinion of the author, it is not known for certain whether this is a pedagogical talent or whether there is a possibility of purposeful self-education of such qualities. Nevertheless, there are several signs of such an approach of the teacher, in which the impact on students will be most favorable. Babansky Yu.K. Problem-based learning as a means of increasing the effectiveness of schoolchildren's learning. - Rostov-on-Don, 1970, p.115

So, in the process of solving a problematic task, the teacher should try to captivate students with the problem and the process of its research, using the motives of self-realization, competition, creating a maximum of positive emotions (joy, surprise, sympathy, success). The teacher must be tolerant of the mistakes students make when trying to find their own solution, as well as the inability to formulate, justify and (or) defend their position. Being a priori authoritative in the eyes of students, he can increase their learning activity if he cultivates and emphasizes their significance, forms students' self-confidence and self-confidence. To develop a creative approach, the teacher should prevent the formation of conformal thinking, that is, focusing on the opinion of the majority, encourage risky behavior and the manifestation of intuition by the student, stimulate the desire for an independent choice of goals, objectives and means of their solution, combined with responsibility for the decisions made. As a result, it can be noted that problem-based learning, aimed largely at mobilizing the creative forces of students, requires the same degree of creative characteristics and the teacher himself. In such conditions, the training of teachers in problematic methods, apparently, should also be carried out within the framework of problem-based learning. Babansky Yu.K. Problem-based learning as a means of increasing the effectiveness of schoolchildren's learning. - Rostov-on-Don, 1970, p. 120

Conclusion

Thus, summarizing the data obtained, I come to the conclusion that problem-based learning is one of the most effective means of activating the thinking of students, since based on the creation of problem situations by the teacher, students learn to solve these problems on their own, thereby learning about the world around them. Problem-based learning, with its proper organization, contributes to the development of the mental strength of students (contradictions make one think about looking for a way out of a problematic situation of difficulty); independence (independent vision of the problem, formulation of a problematic issue, problematic situation, independence in choosing a solution plan, etc.); development of creative thinking (independent application of knowledge, methods of action, search for independent custom solution). Problem-based learning also provides a stronger assimilation of knowledge (what is obtained independently is better absorbed and remembered for a long time); develops analytical thinking (an analysis of the conditions is carried out, an assessment of possible solutions), logical thinking(requires proof of the correctness of the chosen solution, argumentation). Problem-based learning equips schoolchildren with methods of cognizing the surrounding reality, develops the skills and abilities of appropriate observation, develops the ability to generalize and derive basic patterns with their justification, and instills a taste for accessible research work.

Students quickly comprehend the essence of the phenomenon under study and give reasonable answers. They develop cognitive needs and interest, a conviction in knowledge is brought up, as students themselves put forward hypotheses and prove them themselves.

But problem-based learning also has its drawbacks. It is not always easy to formulate a learning problem; not all learning material can be built in the form of problems; problem-based learning does not contribute to the development of skills, is not economical - it requires a lot of time.

Literature

1) Babansky Yu.K. Problem-based learning as a means of increasing the effectiveness of schoolchildren's learning. - Rostov-on-Don, 1970, p.208

2) J. Dewey Psychology and pedagogy of thinking / Per. from English. N. M. Nikolskaya; Ed. (and with a preface) by N. D. Vinogradova. -- M.: Mir, 1915.- S.202

3) Matyushkin A.M. Problem situations in thinking and learning. - M .: Pedagogy, 1972, p. 392

4) Makhmutov M.I. Organization of problem-based learning at school. A book for teachers. - M .: Education, 1977, p. 156

5) Makhmutov M.I. Problem learning. Basic questions of theory.- M.: Pedagogy, 1975, p.356

6) Mochalova N.M. Methods of problem-based learning and the limits of their application. - Kazan, 1978, p.158

7) Selevko G.K. Encyclopedia of educational technologies. In 2 vols. T. 1. - M .: People's education, 2005, p.535

8) http://pedagogicheskaya.academic.ru/1931/PROBLEM_EDUCATION

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Problem learning

The concept of problem-based learning has become widespread, however, there are several approaches to its interpretation.

Problem-based learning is a set of such actions as organizing problem situations, formulating problems, providing students with the necessary assistance in solving problems, checking these solutions, and, finally, managing the process of systematizing and consolidating acquired knowledge (V. Okon, 1975).

Problem-based learning is a type of developmental learning, the content of which is represented by a system of problematic tasks of various levels of complexity, in the process of solving which students acquire new knowledge and methods of action, and through this, creative abilities are formed: productive thinking, imagination, cognitive motivation, intellectual emotions.

Problem-based learning is such an organization of training sessions that involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which there is a creative mastery of professional knowledge, skills and abilities and the development of mental abilities (G. K. Selevko, 1998).

Problem-based learning is a method of active interaction of the subject with the problem-represented content of learning, organized by the teacher, during which he is attached to the objective contradictions of scientific knowledge and ways to solve them. Learns to think, creatively acquire knowledge.

History of occurrence

Thinking is necessary for a person, first of all, in order to more deeply reflect the continuously changing conditions of life and activity. By virtue of their constant variability, these conditions inevitably turn out to be new, and everything new is necessarily unknown at first. Thus, in the process of searching for and discovering an essentially new person, he deals with the unknown. This determines the main task and at the same time the main difficulty of any thinking. How is it possible to know the unknown if we don't know anything about it yet? Already philosophers Ancient Greece were seriously aware of this initial and general difficulty of mental activity. They expressed it in the form of the following paradox of thought: if I (already) know thatOI'm looking for, what else should I look for; What if I (yet) don't know whatOI'm looking, how can I search? Such a paradox partly correctly expresses the most important contradiction of all thinking - the contradiction between the initial and final stages of the thought process. As one of the main mental realities in the study of creative processes of thinking was discoveredproblem situation, which, as psychologists note, is the initial moment of thinking, the source of creative thinking]. It is the problem situation that helps to evoke a certain cognitive need in students, to give the necessary direction to their thoughts, and thereby create internal conditions for the assimilation of new material.

Problem-based learning is based on the theoretical principles of the American philosopher, psychologist and educator J. Dewey, who founded an experimental school in Chicago in 1894, in which syllabus was replaced by play and work activities]. Classes in reading, counting, writing were carried out only in connection with the needs - instincts that arose spontaneously in children, as they matured physiologically. Problem-based learning technology became widespread in the 1920s and 1930s in Soviet and foreign schools. The emergence of a didactic system of problem-based learning in Soviet pedagogy is associated with the research of L.V. Zankova (organization of content and construction of the learning process), M.A. Danilova (construction of the learning process), M.N. Skatkina, I.Ya. Lerner (content and teaching methods), N.A. Menchinskaya and E.N. Kabanova-Meller (building a system of methods of cognitive activity), T.V. Kudryavtsev and A.M. Matyushkin (construction of the learning process), V.V. Davydov and D. Bruner (organization of content) and M.I. Makhmutov (construction of the learning process).

Having put forward the idea of a new didactic system, L.V. Zankov presented it as a combination of new didactic principles, built taking into account the laws of correlation between education and development of (younger) schoolchildren, experimentally proved the advantage of the new scheme of the educational process over the traditional one. The new didactic system was further developed in the studies of V. V. Davydov, who substantiated the need to have a new structure of the content of educational material, built on the basis of a combination of modern formal logic with dialectical logic. Having experimentally proved the possibility of forming theoretical thinking among younger schoolchildren, V. V. Davydov formulated a number of principles for the construction of educational subjects and revealed the dialectical connection between the content and teaching methods.

Problem learning- this is the modern level of development of didactics and advanced pedagogical practice. It arose as a result of the achievements of advanced practice and theory of education and upbringing, in combination with the traditional type of education, is an effective means of general and intellectual development of students. The name itself is connected not so much with the etymology of the word as with the essence of the concept. Training is called problematic because the organization of the educational process is based on the principle of problematicity, and the systematic solution of educational problems is a characteristic feature of this type of training. Since the whole system of methods is aimed at the comprehensive development of the student, his cognitive needs, and the formation of an intellectually active personality, problem-based learning is truly developing learning. Based on a generalization of practice and analysis of the results of theoretical studies, the following definition of the concept of "problem learning" can be given:Problem learning- this is a type of developmental education, which combines independent systematic search activity of students with the assimilation of ready-made conclusions of science, and the system of methods is built taking into account goal-setting and the principle of problematicity; the process of interaction between teaching and learning is focused on the formation of the worldview of students, their cognitive independence, stable motives for learning and mental (including creative) abilities in the course of mastering scientific concepts and methods of activity, determined by a system of problem situations.

The problem situation primarily characterizes a certain psychological condition a student that arises in the process of performing such a task, which requires the discovery (assimilation) of new knowledge about the subject, methods or conditions for completing the task. The main element of the problem situation is the unknown, the new, what must be discovered for the correct execution of the task, for the performance of the desired action.

Problem-based learning is the leading element modern system developmental learning, including content training courses, different types training and ways of organizing the educational process at school.

Problem-based learning is characterized by a system of not any methods, namely, methods built taking into account goal-setting and the principle of problematicity. "Problem situation" and "learning problem" are the basic concepts of problem-based learning, which is seen not as a mechanical addition of teaching and learning activities, but as a dialectical interaction and interconnection of these two activities, each of which has its own functional structure. A significant shortcoming in modern practice and theory of problem-based learning is considered to be a limited understanding of the problem statement.

The impact on the emotional-sensory sphere of students creates conditions conducive to active mental activity. In the traditional type of education, the activation of educational activity was largely achieved precisely by increasing the interest of students, arousing their desire, etc. highest level mental activity. Emotionality and how to create it are an integral element of problem-based learning, but by no means its equivalent.

Features of the technique

Problem-based learning was based on the ideas of an American psychologist, philosopher and teacher (1859-1952), who in 1894 founded an experimental school in which the basis of learning was not the curriculum, but games and work. Methods, techniques, new teaching principles used in this school were not theoretically substantiated and formulated in the form of a concept, but became widespread in the 20-30s of the twentieth century. In they were also used and even considered as revolutionary, but in 1932 they were declared a scheme and banned. The following took an active part in the development of the fundamental provisions of the concept of problem-based learning:, and others. The scheme of problem-based learning is presented as a sequence of procedures, including: setting a learning-problem task by the teacher, creating a problem situation for students; awareness, acceptance and resolution of the problem that has arisen, in the process of which they master generalized ways of acquiring new knowledge; application of these methods for solving specific systems of problems. The theory proclaims the thesis about the need to stimulate the student's creative activity and assist him in the process of research activity and determines the ways of implementation through the formation and presentation of educational material in a special way. The basis of the theory is the idea of using the creative activity of students by setting problem-formulated tasks and activating, due to this, their cognitive interest and, ultimately, all cognitive activity.

Basic psychological conditions for the successful application of problem-based learning

Problem situations should meet the goals of forming a knowledge system.

Be accessible to students and match their cognitive abilities.

Must cause their own cognitive activity and activity.

Tasks should be such that the student could not complete them based on existing knowledge, but sufficient for independent analysis of the problem and finding the unknown.

Human life constantly poses acute and urgent tasks and problems. The emergence of such problems, difficulties, means that in the reality around us there is still a lot of unknown, hidden. Therefore, we need an ever deeper knowledge of the world, the discovery in it of more and more new processes, properties and relationships between people and things. Therefore, no matter what new trends, born by the demands of the time, penetrate the school, no matter how programs and textbooks change, the formation of a culture of intellectual activity of students has always been and remains one of the main general educational and educational tasks. The success of the intellectual development of the student is achieved mainly in the classroom, when the teacher is left alone with his pupils. And the degree of students' interest in learning, the level of knowledge, readiness for constant self-education, i.e. their intellectual development, which convincingly proves modern psychology and pedagogy.

Most scientists admit that the development of schoolchildren's creative abilities and intellectual skills is impossible without problem-based learning. N. A. Menchinskaya, P. Ya. Galperin, N. F. Talyzina, T. V. Kudryavtsev, Yu. K. Babansky, I. Ya. Lerner, M. I. Makhmutov, A. M. Matyushkin, I. S. Yakimanskaya, etc.

Theoretical provisions and examples of the essence of problem-based learning and its structure should be associated with such an important category of didactics as teaching methods. The method is a means of implementing the theory of learning in everyday practice, the main tool in the technology of the learning process. In the history of philosophy, "method" is a means scientific research(F. Engels), the mode of activity (J. Mill), the rules of how to act (I. Kant) and the form of movement of content (G.-W. F. Hegel).

The didactic system includes the following principles for organizing educational material and building the process of problem-based learning:

1) to organize the main part of the educational material from the general to the particular, from the principle to the application in the order of the logical deployment of the initial concepts into the system of concepts of this science;

2) start learning with updating by creating a problem situation by introducing new information;

3) to introduce new concepts and principles both through the activity of students in solving educational problems, and through explaining their essence;

4) to achieve the assimilation of concepts and methods of mental activity by using the corresponding sign systems (words, formulas, statements, diagrams) and images through the analysis of information, solving educational problems and classifying specific objects;

5) to form in students a system of techniques and methods of mental activity for various types of problem situations;

6) provide the student with current information about the results of his own actions, necessary for assessment and self-assessment;

7) provide the student with the necessary sources of information and manage the course of its analysis, systematization and generalization (extraction of new knowledge and methods of activity from it). The nature of the presentation of educational material by the teacher depends on the internal conditions, which are the level of problematic learning and the level of effectiveness of teaching.

Problem situation - the main link of problem-based learning

A problem situation is the central link in problem-based learning, with the help of which a thought, a cognitive need are awakened, thinking is activated, conditions are created for the formation of correct generalizations. The creation of problem situations that determine the initial moment of thinking is a necessary condition for organizing the learning process that contributes to the development of genuine productive thinking in children, their creative abilities.

“In order to create a problematic situation in learning,” notes A.M. Matyushkin, - you need to put the child in front of the need to complete such a task, in which the knowledge to be learned will take the place of the unknown. Let's bring the simplest example(from the experiments of A.M. Matyushkin). Junior schoolchildren who do not yet know that the sum of the interior angles of a triangle is 180?, but who already know how to build angles in the drawing set value, receive tasks to build triangles with corners of strictly defined sizes. First, the teacher selects such values so that they add up to 180?, and in this case, the students successfully complete the tasks. However, then the teacher specifically suggests such angles, the sum of which is greater or less than 180?. Now - unexpectedly for schoolchildren - all their attempts to build given triangles end in failure. So, in the course of their activities, a problematic situation naturally arises, which means that they have come across an obvious, but so far incomprehensible obstacle that hinders their further actions. This obvious problematic situation for students contains a pronounced contradiction between the desire and the inability to continue the previous actions. Thus, it constitutes the necessary initial conditions for thinking: it naturally induces to resolve the contradiction that has arisen, i.e. first of all, to comprehend the reasons for the failures that have begun in the implementation of certain activities. The strongest motivation for thinking is formed precisely in a problem situation. As a result, a person has a desire (motive) to find out, find out, understand the real causes of the difficulties that he unexpectedly encountered. The very fact of encountering a difficulty, the impossibility of completing the proposed task with the help of existing knowledge and methods of action, creates a need for new knowledge. This need is the main condition for the emergence of a problem situation, one of its main components. However, when faced with a difficulty, students may not have a cognitive need if the task, which should reveal the difficulty in children, is given without taking into account their capabilities (intellectual capabilities and the level of knowledge they have achieved). Therefore, as another component of the problem situation, the student's capabilities in the analysis of the conditions of the assigned task and the assimilation (discovery) of new knowledge are singled out. The degree of difficulty of the task should be such that with the help of available knowledge and methods of action, students could not complete it, but this knowledge would be sufficient for independent analysis (understanding) of the content and conditions for completing the task. Only such a task contributes to the creation of a problem situation.

It is problem situations that make it possible to create such a logic of explaining new material that reflects the logic of the relevant science, didactically refracted in relation to the level of thinking of students of a certain age. The correct logic of explaining new material, reflecting the logic of science, contributes to the fact that one situation passes into another in a natural way, based on the interconnection and interdependence of things and phenomena. The process of thinking begins with the analysis of the problem situation. “As a result of its analysis, a task arises, formulated,problemin the proper sense of the word. The emergence of the problem - in contrast to the problem situation - means that now it was possible at least preliminary and approximately to separate the given (known) and the desired (unknown). This division appears in the verbal formulation of the problem. These provisions help to determine the ways of organizing problem-based learning in the school. The problem situation should be created taking into account real, significant for students contradictions. Only in this case it is a powerful source of motivation for the cognitive activity of schoolchildren, activates their thinking, directs them to search for the unknown. This provision is of fundamental importance for the practice of problem-based learning.

Classifications of problem situations, ways and means of their creation

Experience shows that there are already more than 20 classifications of problem situations.

The first class includes those in which the goal (the subject of the action) is the assimilated unknown. In accordance with this, A. M. Matyushkin characterizes this class of problem situations as theoretical.

Example . Lesson " The world". Most rodents feed on solid plant food, which they gnaw off and grind with their teeth. The teeth must wear out, “wear out”, but they are always the same size. How can one explain that a beaver, who sharpens tree trunks all his life, does not lose his teeth and do not become blunt throughout his life? (Answer: Rodent teeth grow throughout life.)

The second class includes such situations in which the assimilated unknown constitutes the mode of action. Problem situations of this kind are widely represented in the assimilation of many subjects that involve the formation of rather complex ways for students to perform certain actions (language, mathematical operations, many practical skills and motor skills). This also includes situations that arise in the process of learning general and specific ways of solving problems in various academic subjects.

Example. Russian language lesson. The word "flycatcher" is written on the board. It is necessary to highlight the root in the word. There are different opinions. On the basis of word-formation analysis, children come to a new way of isolating the root (in compound words).

The third class includes such problem situations in which new conditions of action are unknown. Situations of this kind were most often considered in the study of the formation of skills, that is, at various stages of training a learned action. Especially often situations of this kind are encountered in the teaching of professional skills, when it is necessary to provide not only the main ways of performing professional actions, but also all the conditions in which they will have to be performed.

Example. Lesson "World around". Experience "Measuring the temperature of water." The thermometer reading in water differs from the temperature reading after removing the thermometer from the water. (While the water thermometer is out of the water, it gives an indication of the air temperature.).

This typology allows you to create a system of sequential problem situations. All types of problem situations have different didactic purposes. Thus, situations of the first class (theoretical) are used in the assimilation of new knowledge. Problem situations of the second class are used if the way to perform the action is unknown. The functional basis in this classification is very important, as it helps to identify the features and types of problem situations depending on the specifics. subject. Fundamentally new in this classification is the allocation as the basis of the level of development achieved by students and the intellectual capabilities of the child. This allows you to take into account the age and individual capabilities of students and thereby contribute to their development. Accounting for intellectual capabilities allows you to analyze the conditions for the emergence and solution of problem situations.

A discrepancy, sometimes reaching a contradiction, arises:

between old, already learned knowledge and new facts that are discovered in the course of solving these problems.

Example. *Math lesson. The boy wrote down mathematical expressions for tasks: 1) add 5 to 2 and multiply by 3; 2) add 5 times 3 to 2. He got the following entries: 2+53=21

2+53=17*

Find the mistake in the notes.

Correct option: (2+5)3=21*

2+53=17*

2) between knowledge of the same nature, but of a lower and higher level.

Example. Russian language lesson. The teacher says: “There is an oak by the road. What is the last word? (Oak) What sounds in order do we hear when we say this word? [e][y] [p] Look at how this word is spelled. Compare with the sound composition of the word. The following is an introduction to spelling.

3) between scientific knowledge and pre-scientific, everyday, practical knowledge.Example. Lesson "World around". Theme of the lesson: "Plan and map." Students are invited to draw an apple, a life-size pencil in a notebook. Then the teacher gives the task to depict the house in full size. Since this is not possible, students, under the guidance of a teacher, come to the conclusion that it is necessary to use a scale.

A problematic situation arises when a teacher deliberately confronts students' life ideas with facts that students do not have enough knowledge and life experience to explain.

It is possible to deliberately collide the life ideas of students with scientific facts with the help of not only experience, but also a story about an interesting fact, experience. As a rule, this is connected with an excursion into the history of science.

As a result, not only the assimilation of new knowledge occurs, but also the formation of a cognitive need, without which successful learning and the development of students' thinking are impossible.

It is also possible to intentionally collide the life ideas of students with scientific facts using various visual means, with the help of practical tasks, during the performance of which students will certainly make mistakes. This allows you to cause surprise, sharpen the contradiction in the minds of students and mobilize them to solve the problem.

Methodical methods for creating problem situations:

- the teacher brings students to the contradiction and invites them to find a way to solve it;

- expresses different points of view on the same issue;

- invites the class to consider the phenomenon from different positions (for example, commander, lawyer, financier, teacher);

- encourages students to make comparisons, generalizations, conclusions from the situation, compare facts;

- raises specific questions (for generalization, substantiation, concretization, logic of reasoning);

- defines problematic theoretical and practical tasks (for example: research);

Sets problematic tasks (for example: with insufficient or redundant initial data, with uncertainty in the formulation of the question, with conflicting data, with obviously made mistakes, with a limited solution time, to overcome "psychological inertia", etc.). For the implementation of problematic technology, it is necessary: - selection of the most relevant, essential tasks;

- determination of the features of problem-based learning in various types of educational work;

- building an optimal system of problem-based learning, creating educational and methodological manuals and manuals;

- the personal approach and skill of the teacher, capable of arousing the interest of students in the case.

The task of the teacher is not to form infallible thinking, but to teach students to follow the path of independent finds and discoveries.

At the same time, both the teacher and the students become relatively equal participants in joint educational activities.

So, the use of problem situations in the educational process helps the teacher to fulfill one of the important tasks set by the school reform - to form students' independent, active, creative thinking. The development of such abilities can be carried out only in the creative independent activity of students, specially organized by the teacher in the learning process. Therefore, the teacher must be aware of the conditions in which schoolchildren should be placed in order to stimulate genuine productive thinking. One of these conditions is the creation of problem situations that constitute the necessary regularity of creative thinking, its initial moment. However effective development creative thinking is provided only by the system problematic situations. In addition, the inclusion of schoolchildren in independent search activities under the guidance of a teacher helps them master elementary methods science and methods of independent work. The resolution of the system of problem situations teaches schoolchildren to mental stress, without which it is impossible to prepare for life, for work for the benefit of society.

Natural science grade 4 (problem learning)

Subject: Leather

Target:

acquaintance with the meaning of the skin and its structure;

challenge already existing knowledge on the issue under study;

activation of students, motivation for further work.

Equipment: task cards.

DURING THE CLASSES

1. Psychological attitude.

(Students are divided into groups)

Hold hands. Remember, you are one. Respect the opinion of your comrades, know how to listen and not interrupt each other. Remember the “open mic” rule.

2. Challenge of knowledge.

A)What is this?(Work in groups). The children are given task cards.

1 group -It does not get wet in heavy rain, does not absorb moisture, but freely passes water.

2 group -It constantly dies and is constantly reborn. We always fit.

3 group-This is our only clothing given by nature. She does not wrinkle, does not fade. You can wear it for at least 100 years.

4 group -Make a pattern: spine, ribs, skin, skull.

B)What do you think of when you hear the word "skin"?What are your associations? (The teacher writes the answers of the children on the board)

3. Observation and reflection.

A) Examine the skin on your hand, on your fingertips, on the palm of your hand. Tell about your observations (students name, and the teacher makes a diagram-drawing on the board).

B) Work on the textbook.

Look at the picture and read the text.

What else do you know about skin? What have we not said about the skin?

Conclusion:the skin protects us from bumps, scratches, bumps.

C) Drawing up a table “Skin Specialties” (work in a notebook).

Meaning

How does it work?

Protects

From bumps, scratches, bumps

(Reading in commands the text “What else the skin can do” with stops for discussion and filling in the table)

1 card - 1 stop. How do sweat glands work?

Meaning

How does it work?

Cools

Saves from internal overheating

2nd card - 2nd stop. If you collect all the water in a day, can you drink tea 3 times?

Meaning

How does it work?

Removes bitter-salty substances from sweat. Removes unnecessary body substances: salts, lactic acid, nitrogen compounds

3 card - 3 stop. Why is 1 liter of blood stored in the skin?

Meaning

How does it work?

Blood Keeper

During long work

Wound on the body - loss of a large amount of blood

4 card - 4 stop. Why would our bones be fragile and soft without the normal functioning of the skin?

Meaning

How does it work?

Produces vitamin D. The sun produces vitamin D, which helps to absorb calcium. Hence the strong bones.

5 card. What can you now say about the meaning of the skin?

4. Reflection.

Match the “new” information with the “old” information. Look at our "sun". Maybe add something new, change?

5. Game "Detectives".

Since 1905, fingerprints have been used in the investigation of crimes. Find your friend's prints (students receive papers and paints).

6. Homework.

Textbook. Find additional material about skin. Record new words in a dictionary.

APPLICATION

1 card

Leather- an amazing invention of nature. She has several specialties. You already know about one of them: it is to protect against mechanical, chemical and other influences. Do you want to know about the rest?

As a result of the work of our internal organs, a large number of warmth. This heat could boil about 7 buckets of water! But it's not safe for us to boil! So you need to cool down. They are working on thissweat glands,which are hidden in the deep layer of the skin.

Question:How do sweat glands work?

2 card

They constantly wet the surface of the skin with sweat. Sweat constantly evaporates and at the same time carries away heat. If you're healthy, you don't even notice it. But remember what happened with a cold. You have a fever, i.e. a high temperature. After some time, the skin became moist, in some places (on the forehead, on the upper lip) quite noticeable droplets of water appeared. Following this, the temperature dropped rapidly. Grandmothers and mothers rejoice in such cases: “I sweat, so I’m on the mend!”. Imagine, even when the temperature is normal 36.6, the skin releases almost half a liter of water during the day.

So we figured out the second specialty: the skin saves from overheating.

Question:If you collect all the water in a day, can you drink tea 3 times?

3 card

No you can not. Various substances unnecessary for our body are dissolved in this water: all kinds of salts, lactic acid, various nitrogen compounds. That's whysweatbitter-salty taste. The skin helps the body get rid of these bitter-salty substances. Here is the third specialty of the skin.

There is also a fourth specialty. You know that there are many blood vessels in the deep layer of the skin. They are very thin, sometimes thinner than a hair. But there are many. So many that they can store a whole liter of blood.

Question:Why is 1 liter of blood stored in the skin?

4 card

About stock. When you're watching TV or reading, you certainly don't need this liter of blood. But if you go on a long hike or dig a garden, this blood will have to work. And it is already quite necessary when a person has a wound on his body, and a large amount of blood has been lost. So, the fourth specialty is the storage of blood. And you know that without the normal functioning of the skin, our bones would be fragile.

Question:Why would our bones be fragile and soft without the normal functioning of the skin?

5 card

Required for bone strengthcalcium,and in order for the bone tissue to be able to assimilate, you needvitamin D. So here it isvitamin Dproduces leather. And, only if you visit the sun. Especially a lot of vitamin is formed from the morning rays of the sun. Here is such a fifth specialty of the skin.

Page 51 of 90

51. Problem learning

The essence of problem-based learning is that the teacher does not communicate knowledge in a finished form, but sets problem tasks for students, prompting them to look for ways and means to solve them.

The main psychological and pedagogical goals of problem-based learning:

- development of thinking and abilities of students, development of creative skills;

- assimilation by students of knowledge, skills obtained in the course of active search and independent problem solving, as a result of which this knowledge, skills are stronger than in traditional education;

- education of an active creative personality of a student who can see, pose and solve non-standard problems.

An important stage of problem-based learning is the creation of a problem situation, which is a feeling of mental difficulty. The educational problem, which is introduced at the moment of the emergence of a problem situation, should be quite difficult, but feasible for students. Its introduction and awareness completes the first stage.

At the second stage of solving the problem (“closed”), the student sorts through, analyzes the knowledge at his disposal on this issue, finds out that they are not enough to answer, and is actively involved in obtaining the missing information.

The third stage (“open”) is aimed at acquiring the knowledge necessary to solve the problem in various ways. This stage ends with an understanding of how the problem can be solved.

Conditions for successful problem-based learning:

- providing sufficient motivation that can arouse interest in the content of the problem;

- ensuring the feasibility of working with the problems that arise at each stage (the rational ratio of the known and the unknown);

- the significance of the information obtained in solving the problem;

- the need for dialogic friendly communication between the teacher and the student, when all the thoughts, hypotheses expressed by the students are treated with attention and encouragement.

Forms of problem-based learning: problematic presentation of educational material in the monologue mode of a lecture or the dialogic mode of a seminar; problematic presentation of educational material at a lecture, when the teacher poses problematic questions, builds problematic tasks and solves them himself, and students are only mentally included in the process of finding a solution; partial-search activity when performing an experiment in laboratory work; during problem seminars, heuristic conversations. The questions of the teacher should cause intellectual difficulties for students and a purposeful thought flow; independent research activity, when students independently form a problem and solve it with the subsequent control of the teacher.

The principle of problematic learning content can be implemented in the form of educational business games.

Advantages of problem-based learning: independent acquisition of knowledge through one's own creative activity; high interest in learning; development of productive thinking; durable and actionable learning outcomes.

Disadvantages of problem-based learning: poor controllability of students' cognitive activity; large expenditure of time to achieve the projected goals.

Problem thinking in pedagogy. Problem learning technology. Conditions for successful problem-based learning

The essence of problem-based learning

Basic concepts of problem-based learning:

Ways to create a problem situation:

2 Motives for learning

3 Forms, methods, technological foundations of problem-based learning

Define the main categories of problem learning.

The essence of problem-based learning

Send your good work in the knowledge base is simple. Use the form below

Similar Documents

Classifications of problem situations, ways and means of their creation

Experience shows that there are already more than 20 classifications of problem situations.

The first class includes those in which the goal (the subject of the action) is the assimilated unknown. In accordance with this, A. M. Matyushkin characterizes this class of problem situations as theoretical.

Example. Russian language lesson. The word "flycatcher" is written on the board. It is necessary to highlight the root in the word. There are different opinions. On the basis of word-formation analysis, children come to a new way of isolating the root (in compound words).

Example. Lesson "World around". Experience "Measuring the temperature of water." The thermometer reading in water differs from the temperature reading after removing the thermometer from the water. (While the water thermometer is out of the water, it gives an indication of the air temperature.).

A discrepancy, sometimes reaching a contradiction, arises:

between old, already learned knowledge and new facts that are discovered in the course of solving these problems.

Example. *Math lesson. The boy wrote down mathematical expressions for tasks: 1) add 5 to 2 and multiply by 3; 2) add 5 times 3 to 2. He got the following entries: 2+53=21

2+53=17*

Find the mistake in the notes.

Correct option: (2+5)3=21*

2+53=17*

2) between knowledge of the same nature, but of a lower and higher level.

A problematic situation arises when a teacher deliberately confronts students' life ideas with facts that students do not have enough knowledge and life experience to explain.

It is possible to deliberately collide the life ideas of students with scientific facts with the help of not only experience, but also a story about an interesting fact, experience. As a rule, this is connected with an excursion into the history of science.

As a result, not only the assimilation of new knowledge occurs, but also the formation of a cognitive need, without which successful learning and the development of students' thinking are impossible.

Methodical methods for creating problem situations:

- the teacher brings students to the contradiction and invites them to find a way to solve it;

- expresses different points of view on the same issue;

- invites the class to consider the phenomenon from different positions (for example, commander, lawyer, financier, teacher);

- encourages students to make comparisons, generalizations, conclusions from the situation, compare facts;

- raises specific questions (for generalization, substantiation, concretization, logic of reasoning);

- defines problematic theoretical and practical tasks (for example: research);

- determination of the features of problem-based learning in various types of educational work;

- building an optimal system of problem-based learning, creating educational and methodological manuals and manuals;

- the personal approach and skill of the teacher, capable of arousing the interest of students in the case.

The task of the teacher is not to form infallible thinking, but to teach students to follow the path of independent finds and discoveries.

At the same time, both the teacher and the students become relatively equal participants in joint educational activities.

Collection of ideal social studies essays

Anti-Soviet rebellion in Hungary (1956)

Problem thinking in pedagogy. Problem learning technology. Conditions for successful problem-based learning

The essence of problem-based learning

Basic concepts of problem-based learning:

Ways to create a problem situation:

2 Motives for learning

3 Forms, methods, technological foundations of problem-based learning

Define the main categories of problem learning.

The essence of problem-based learning

Send your good work in the knowledge base is simple. Use the form below

Similar Documents

Classifications of problem situations, ways and means of their creation

Experience shows that there are already more than 20 classifications of problem situations.

The first class includes those in which the goal (the subject of the action) is the assimilated unknown. In accordance with this, A. M. Matyushkin characterizes this class of problem situations as theoretical.

Example. Russian language lesson. The word "flycatcher" is written on the board. It is necessary to highlight the root in the word. There are different opinions. On the basis of word-formation analysis, children come to a new way of isolating the root (in compound words).

Example. Lesson "World around". Experience "Measuring the temperature of water." The thermometer reading in water differs from the temperature reading after removing the thermometer from the water. (While the water thermometer is out of the water, it gives an indication of the air temperature.).

A discrepancy, sometimes reaching a contradiction, arises:

between old, already learned knowledge and new facts that are discovered in the course of solving these problems.

Example. Math lesson. The boy wrote down mathematical expressions for tasks: 1) add 5 to 2 and multiply by 3; 2) add 5 times 3 to 2. He got the following entries: 2+5*3=21

2+5*3=17

Find the mistake in the notes.

Correct option: (2+5)*3=21

2+5*3=17

2) between knowledge of the same nature, but of a lower and higher level.

A problematic situation arises when a teacher deliberately confronts students' life ideas with facts that students do not have enough knowledge and life experience to explain.

It is possible to deliberately collide the life ideas of students with scientific facts with the help of not only experience, but also a story about an interesting fact, experience. As a rule, this is connected with an excursion into the history of science.

As a result, not only the assimilation of new knowledge occurs, but also the formation of a cognitive need, without which successful learning and the development of students' thinking are impossible.

Methodical methods for creating problem situations:

- the teacher brings students to the contradiction and invites them to find a way to solve it;

- expresses different points of view on the same issue;

- invites the class to consider the phenomenon from different positions (for example, commander, lawyer, financier, teacher);

- encourages students to make comparisons, generalizations, conclusions from the situation, compare facts;

- raises specific questions (for generalization, substantiation, concretization, logic of reasoning);

- defines problematic theoretical and practical tasks (for example: research);

- determination of the features of problem-based learning in various types of educational work;

- building an optimal system of problem-based learning, creating educational and methodological manuals and manuals;

- the personal approach and skill of the teacher, capable of arousing the interest of students in the case.

The task of the teacher is not to form infallible thinking, but to teach students to follow the path of independent finds and discoveries.

At the same time, both the teacher and the students become relatively equal participants in joint educational activities.

Collection of ideal social studies essays

Anti-Soviet rebellion in Hungary (1956)

Example. *Math lesson. The boy wrote down mathematical expressions for tasks: 1) add 5 to 2 and multiply by 3; 2) add 5 times 3 to 2. He got the following entries: 2+53=21

2+53=17*

Correct option: (2+5)3=21*

2+53=17*