Throughout a person's life, complex and sometimes urgent problems always arise before him. The appearance of such difficulties clearly indicates that there is still much hidden and unknown in the world around us. Therefore, each of us needs to receive deep knowledge about the new properties of things and the processes taking place in the relationship between people.
In this regard, despite the change in school programs and textbooks, one of the most important educational and general educational tasks of preparing the younger generation is the formation of a culture of problematic activity in children.
A bit of history
Problem learning technology cannot be attributed to a completely new pedagogical phenomenon. Its elements can be seen in the heuristic conversations that were conducted by Socrates, in the development of lessons for Emile from J.-J. Rousseau. Considered the issues of problem-based learning technology and K. D. Ushinsky. He expressed the opinion that an important direction in the learning process is translation.mechanical actions into rational ones. Socrates did the same. He did not try to impose his thoughts on the listeners. The philosopher sought to ask questions that eventually led his students to knowledge.
The development of problem-based learning technology was the result of achievements in advanced pedagogical practice, combined with the classical type of learning. As a result of the merger of these two areas, an effective tool for the intellectual and general development of students has emerged.
The direction of problem-based learning began to develop and be introduced into general educational practice in the 20th century especially actively. The greatest influence on this concept was made by the work “The Learning Process”, written by J. Bruner in 1960. In it, the author pointed out that one important idea must necessarily be the basis of problem-based learning technology. Its main idea is that the process of assimilation of new knowledge most actively occurs when the main function in it is assigned to intuitive thinking.
As for domestic pedagogical literature, this idea has been actualized since the 50s of the last century. Scientists persistently developed the idea that in teaching the humanities and natural sciences it is necessary to strengthen the role of the research method. At the same time, researchers began to raise the issue of introducing problem-based learning technology. After all, this direction allows students to master the methods of science, awakens and develops their thinking. At the same time, the teacher is not engaged in the formal communication of knowledge to his pupils. He delivers them creativelyoffering the necessary material in development and dynamics.
Today, problems in the educational process are considered as one of the obvious patterns in the mental activity of children. Various methods of problem-based learning technology have been developed, which allow creating difficult situations when teaching various subjects. In addition, the researchers found the main criteria for assessing the complexity of cognitive tasks in the application of this direction. The technology of problem-based learning of the Federal State Educational Standard has been approved for the programs of various subjects that are taught in preschool educational institutions, as well as in general education, secondary and higher professional schools. In this case, the teacher can use various methods. They include six didactic ways of organizing the educational process using problem-based learning technologies. Three of them relate to the presentation of the subject material by the teacher. The remaining methods are the organization by the teacher of independent educational activities of pupils. Let's take a closer look at these methods.
Monologue
The implementation of problem-based learning technologies using this technique is the process of the teacher reporting some facts arranged in a certain sequence. At the same time, he gives his students the necessary explanations and, in order to confirm what has been said, demonstrates the relevant experiments.
The use of problem-based learning technology occurs with the use of visual and technical means, which is necessarily accompanied by an explanatorystory. But at the same time, the teacher reveals only those connections between concepts and phenomena that are necessary for understanding the material. Moreover, they are entered in the order of information. Data on interleaved facts are built in a logical order. But at the same time, when presenting the material, the teacher does not focus on the analysis of cause-and-effect relationships. All the pros and cons are not given to them. The final correct conclusions are immediately reported.
Problem situations are sometimes created when applying this technique. But the teacher goes for it in order to interest the children. If such a tactic has taken place, then students are not encouraged to answer the question “Why does everything happen this way and not otherwise?”. The teacher immediately presents the factual material.
Using the monologue method of problem-based learning requires a slight restructuring of the material. The teacher, as a rule, somewhat clarifies the presentation of the text, changing the order of the facts presented, the demonstration of experiments and the display of visual aids. As additional components of the material, interesting facts about the practical application of such knowledge in society and fascinating stories of the development of the presented direction are used.
The student, when using the method of monologue presentation, plays, as a rule, a passive role. After all, a teacher does not require a high level of independent cognitive activity from him.
In the monologue method, the teacher complies with all the requirements for the lesson, the didactic principle of accessibility is implemented andclarity of presentation, a strict sequence in the presentation of information is observed, the attention of students to the topic being studied is maintained, but at the same time, children are only passive listeners.
The reasoning method
This method involves the teacher setting a specific goal, showing them a sample of research and directing students to solve a holistic problem. All material with this method is divided into certain parts. When presenting each of them, the teacher asks students rhetorical problematic questions. This allows you to involve children in the mental analysis of the complex situations presented. The teacher conducts his narration in the form of a lecture, exposing the contradictory content of the material, but at the same time not posing questions, the answers to which will require the application of already known knowledge.
When using this method of problem-based learning technology at school, the restructuring of the material consists in introducing an additional structural component into it, which is rhetorical questions. At the same time, all the stated facts should be presented in such a sequence that the contradictions revealed by them were voiced especially brightly. This is intended to arouse the cognitive interest of schoolchildren and the desire to resolve difficult situations. The teacher, leading the lesson, does not present categorical information, but elements of reasoning. At the same time, he directs children to find a way out of those difficulties that have arisen due to the peculiarities of the construction of the subject material.
Diagnostic presentation
With this teaching method, the teacher solves the problem of attracting students todirect involvement in problem solving. This allows them to increase their cognitive interest, as well as draw attention to what they already know in the new material. The teacher uses the same construction of the content, but only with the addition of information questions to its structure, the answers to which he receives from students.
The use of the method of diagnostic presentation in problem-based learning allows you to raise the activity of children to a higher level. Students are directly involved in finding a way out of a difficult situation under the strict control of the teacher.
Heuristic method
A teacher uses this method of teaching when he seeks to teach children certain elements in solving a problem. At the same time, a partial search for new directions of action and knowledge is organized.
The heuristic method uses the same construction of the material as the dialogic one. However, its structure is somewhat supplemented by the formulation of cognitive tasks and tasks at each individual segment of the problem solution.
Thus, the essence of this method lies in the fact that when gaining knowledge about a new rule, law, etc., the students themselves take an active part in this process. The teacher only helps them and controls the general educational process.
Research method
The essence of this method lies in the construction by the teacher of a methodological system of complex situations and problematic tasks,adapting them to the educational material. Presenting them to students, he manages learning activities. Schoolchildren, solving the problems posed to them, gradually master the procedure of creativity and increase the level of their mental activity.
When conducting a lesson using research activities, the material is built in the same way as it is presented in the heuristic method. However, if in the latter all questions and instructions are of a proactive nature, then in this case they arise at the end of the stage, when the existing sub-problems have already been resolved.
Programmed tasks
What is the essence of using this method in problem-based learning technology? In this case, the teacher sets a whole system of programmed tasks. The level of effectiveness of such a learning process is determined based on the presence of problem situations, as well as the ability of students to solve them independently.
Each task proposed by the teacher consists of separate components. Each of them contains a certain part of the new material in the form of assignments, questions and answers or in the form of exercises.
For example, if the technology of problem-based learning in the Russian language is used, then students must answer the question of what unites such words as sledge, scissors, holidays, glasses, and which of them is superfluous. Or the teacher invites the children to determine whether such words as wanderer, country, wandering, party and strange are of the same root.
Problem learning inDOW
A very entertaining and effective form of acquaintance of preschoolers with the outside world is to conduct experiments and research. What does the technology of problem-based learning in preschool educational institutions provide for? Almost every day, kids are faced with situations that are unfamiliar to them. Moreover, this happens not only within the walls of the kindergarten, but also at home, as well as on the street. It is faster to understand everything that is happening around, and allows kids to use problem-based learning technology in preschool educational institutions.
For example, research work can be organized with children 3-4 years old, during which an analysis of winter patterns on the window will be carried out. Instead of the usual explanation of the reason that caused their appearance, children can be invited to participate in an experiment using:
- Heuristic conversation. During it, the kids should be given leading questions that guide the children to an independent answer.
- A fairy tale or story compiled by the educator about the appearance of amazing patterns on the windows. In this case, appropriate pictures or visual demonstration can be used.
- Creative didactic games called "Draw a pattern", "What do the drawings of Santa Claus look like?" etc.
Conducting experimental work in the preschool educational institution opens up a large space for cognitive activity and creativity of children. By inviting the kids to conduct primitive experiments, they can be introduced to the properties of various materials, such as sand (loose, wet, etc.). Through experiences, childrenquickly master the properties of objects (heavy or light) and other phenomena that occur in the world around them.
Problem learning can be an element of a planned lesson or part of an entertaining and educational game or event. Such work is sometimes carried out as part of the organized “Family Week”. In this case, parents are also involved in its implementation.
It is important to remember that curiosity and cognitive activity are inherent in us by nature. The task of the educator is to activate the existing inclinations and the creative potential of the pupils.
Problem-Based Learning in Primary School
The main task of the educational process in the elementary grades is to develop the child as a person, to reveal his creative potential, as well as to get good results without compromising mental and physical he alth.
The use of problem-based learning technology in elementary school is that the teacher, before presenting a new topic, tells his pupils either intriguing material (the "bright spot" technique), or characterizes the topic as very significant for students (relevance technique). In the first case, for example, when the technology of problem-based learning in literature is used, the teacher can read an excerpt from a work, offer illustrations for consideration, turn on music, or use any other means that will intrigue students. After collecting associations that arise in connection with a certain literary name or the title of a story, it becomes possible to update knowledgeschoolchildren to the problem that will be solved in the lesson. Such a “bright spot” will allow the teacher to establish a common point from which the dialogue will develop.
When applying the technique of relevance, the teacher seeks to discover in the new topic the main meaning and its significance for children. Both of these techniques can be used at the same time.
After that, the application of problem-based learning technology in elementary school involves the organization of a search for a solution. This process boils down to the fact that with the help of a teacher, children “discover” their knowledge. This possibility is realized using a dialogue that encourages hypotheses, as well as by leading to knowledge. Each of these techniques allows students to develop logical thinking and speech.
After the "discovery" of knowledge, the teacher proceeds to the next stage of the educational process. It consists in reproducing the received material, as well as in solving problems or doing exercises.
Let's consider examples of application of technology of problem learning in mathematics. In this case, the teacher can offer children tasks with excessive or insufficient initial data. Their solution will allow to form the ability to carefully read the text, as well as to analyze it. Problems that do not contain a question can also be proposed. For example, a monkey picked 10 bananas and ate 5. Children understand that there is nothing to decide here. At the same time, the teacher invites them to put the question themselves and give an answer to it.
Technology Lessons
Let's consideran example of a specific construction of a lesson using the problem-based learning method. This is a technology lesson on Plain Weave for Year 5 students.
At the first stage, the teacher reports interesting facts. So, the process of weaving has been known to people since ancient times. At first, man intertwined the fibers of plants (hemp, nettle, jute), made mats from reeds and grass, which, by the way, are still produced in some countries today. Watching birds and animals, people tried to create various devices for weaving cloths. One of them was a stanochek in which 24 spiders were placed.
The use of problem-based learning in technology lessons involves setting the research task at the next stage. It will consist in studying the structure and structure of the fabric, as well as in considering such concepts as “textile”, “linen”, “weaving”, etc.
Next, a problematic question arises before the students. It may concern, for example, the uniformity of the weaves of the fabric. Also, children should try to understand why the threads of any material are staggered.
After that, assumptions and guesses are made about what the material will become when loosely weaved, and a practical experiment is carried out with gauze, burlap, etc. Such studies allow children to draw conclusions about the causes of the rigidity of the fabric structure and its strength.
