Over the course of a person’s life, complex and sometimes requiring immediate resolution problems arise before him. The appearance of such difficulties clearly indicates that there is still a lot of hidden and unknown in the world around us. Therefore, each of us needs to gain deep knowledge about the new properties of things and the processes taking place in the relationships between people.
In this regard, despite the change in school curricula and textbooks, one of the most important educational and general educational tasks of preparing the younger generation is the formation of problematic activities in children.
A bit of history
The technology of problem learning cannot be attributed to a completely new pedagogical phenomenon. Its elements can be seen in the heuristic conversations conducted by Socrates, in the development of lessons for Emil by J.-J. Russo. Considered the issues of technology problem education and KD Ushinsky. He expressed the opinion that an important direction in the learning process is the translation of mechanical actions into rational ones. So did Socrates. He did not try to impose his thoughts on the listeners. The philosopher sought to ask questions that ultimately led his students to knowledge.
The development of technology for problem education was the result of achievements obtained in advanced pedagogical practice, combined with the classical type of training. As a result of the merger of these two areas, an effective tool arose for the intellectual and general development of students.
Particularly active, the direction of problem education began to develop and be introduced into general educational practice in the 20th century. The work Process of Learning, written by J. Bruner in 1960, had the greatest influence on this concept. The author pointed out that the basis of the technology of problem-based learning should certainly be one important idea. Her main idea lies in the fact that the process of assimilation of new knowledge most actively occurs when the main function is assigned to intuitive thinking.
As for the domestic pedagogical literature, this idea began to be actualized in it from the 50s of the last century. Scientists have persistently developed the idea that in the teaching of 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 technology for problem-based learning. Indeed, this direction allows students to master the methods of science, wakes up and develops their thinking. At the same time, the teacher is not involved in the formal communication of knowledge to his pupils. He brings them creatively, offering the necessary material in development and dynamics.
To date, the problem in the educational process is considered as one of the clear patterns in the mental activity of children. Various methods of problem teaching technology have been developed that allow you to create complex 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 training of the Federal State Educational Standard on the programs of various subjects that are taught in DOE, as well as in secondary, secondary and higher vocational schools, has been approved. In this case, the teacher can apply 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 subject material by the teacher. The remaining methods are the organization by the teacher of the independent educational activity of the pupils. Consider these methods in more detail.
Monological presentation
The implementation of problem-based learning technologies using this technique is the process of a teacher reporting some facts in a specific sequence. At the same time, he gives his students the necessary explanations and, in order to confirm what has been said, demonstrates the corresponding experiments.
The use of technology for problematic learning occurs with the use of visual and technical means, which is necessarily accompanied by an explanatory story. 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 introduced in the order of information. Data on alternating facts is built in the order of a logical sequence. But at the same time, setting out the material, the teacher does not focus on the analysis of cause-effect relationships. All the pros and cons are not given to them. The final correct conclusions are immediately reported.
Problem situations when applying this technique are sometimes created. But the teacher goes for it in order to interest the children. If such a tactic took place, then students are not encouraged to answer the question "Why does everything happen this way and not otherwise?". The teacher immediately sets out the factual material.
The use of the monological method of problem-based learning requires minor material restructuring. The teacher, as a rule, clarifies the presentation of the text somewhat, changing the order of the facts presented, demonstrating experiments and showing 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 direction are used.
The student, when using the method of monological exposition, plays, as a rule, a passive role. After all, the teacher does not require a high level of independent cognitive activity from him.
In the monologic method, the teacher complies with all the requirements for the lesson, implements the didactic principle of accessibility and clarity of presentation, observes a strict sequence in the presentation of information, maintains the attention of students to the topic being studied, but at the same time, children are only passive students.
Reasoning method
This method involves the teacher setting a specific goal, showing them a sample of the study and directing students to solve a holistic problem. All material with this method is divided into certain parts. In the presentation of each of them, the teacher asks the students rhetorical problematic questions. This allows you to attract children to the mental analysis of the above complex situations. The teacher leads his story in the form of a lecture, exposing the contradictory content of the material, but without raising questions, the answers to which will require the application of already known knowledge.
When using this method of problem education technology at school, the restructuring of the material consists in introducing an additional structural component into it, which is a rhetorical question. At the same time, all the facts stated must be displayed in such a sequence that the contradictions revealed by them are voiced especially vividly. This is designed to arouse the cognitive interest of students and a desire to resolve difficult situations. The teacher, leading the lesson, does not present categorical information, but the elements of reasoning. At the same time, he directs the children to find a way out of the difficulties that arose due to the peculiarities of constructing subject material.
Diagnostic presentation
With this teaching method, the teacher solves the problem of attracting students to directly participate in solving the problem. This allows you 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 its structure with information questions, the answers to which he receives from students.
Using the method of diagnostic presentation in problematic learning allows you to raise the activity of children to a higher level. Schoolchildren are directly involved in finding a way out of a difficult situation under the strict supervision of a teacher.
Heuristic method
The teacher uses a similar method of teaching in those cases when he seeks to teach children the individual elements in solving the problem. At the same time, a partial search for new directions of action and knowledge is organized.
The heuristic method uses the same material construction as the dialogical one. However, its structure is somewhat supplemented by the formulation of cognitive tasks and tasks on each individual segment of the solution to the problem.
Thus, the essence of this method is that when learning about the 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 is to design a teacher methodological system of complex situations and problem tasks, adapting them to the training material. Presenting them to students, he manages the learning activities. Schoolchildren, solving 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 like the way it is stated in the heuristic method. However, if in the latter all questions and directions are proactive, 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 the use of this method in the technology of problem education? In this case, the teacher sets the 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 possibility of their independent solution by students.
Each task proposed by the teacher consists of individual components. Each of them contains a certain part of the new material in the form of a statement of tasks, questions and answers, or in the form of exercises.
For example, if the technology of problem teaching in the Russian language is used, then students should answer the question of what words, such as sleds, scissors, holidays, glasses, and which one is superfluous, combine. Or the teacher encourages the children to determine whether words like the wanderer, country, wandering, side, and strange are cognate.
Problem Education
A very interesting and effective form of acquaintance of preschoolers with the outside world is to conduct experiments and research. What does the technology of problem-based education at the DOW include? Almost daily, babies come across situations not familiar to them. Moreover, this happens not only within the walls of the kindergarten, but also at home, as well as on the street. It’s quicker to understand everything that is happening around, and it 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 suggestive questions that guide the children to an independent answer.
- Composed by the teacher of a fairy tale or story about the appearance of amazing patterns on the windows. In this case, appropriate pictures or a visual demonstration can be used.
- Creative didactic games called “Draw a pattern”, “What are the images of Santa Claus like?” etc.
Conducting experimental work in a preschool educational institution opens up a large space for the 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.). Thanks to the experiments, children quickly master the properties of objects (heavy or light) and other phenomena that occur in the world around them.
Problematic learning can be an element of a planned lesson or part of an entertaining cognitive game or event. Such work is sometimes carried out within the framework of the organized “Family Week”. In this case, parents are 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 creative potential of the pupils.
Problem Education in Elementary School
The main objective of the educational process in elementary grades is the development of the child as a person, the identification of his creative potential, as well as obtaining good results without harming mental and physical health.
The use of technology for problematic education in elementary school consists in the fact that the teacher, before introducing a new topic, informs his pupils of either intriguing material (the “bright spot” technique) or characterizes the topic as very significant for students (the technique of relevance). In the first case, for example, when the technology of problematic teaching in literature is used, the teacher can read out an excerpt from a work, suggest illustrations, include music, or use any other means that intrigue the students. After gathering associations that arise in connection with a particular literary name or the name of the story, it becomes possible to actualize the knowledge of schoolchildren 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 method 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 simultaneously.
After this, the application of technology for problem education in primary 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. Such an opportunity is realized using dialogue that encourages hypotheses, as well as by bringing to knowledge. Each of these methods allows students to form 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 material obtained, as well as in solving problems or performing exercises.
Consider examples of the application of technology for problem-based learning in mathematics. In this case, the teacher can offer children tasks with redundant or insufficient initial data. Their solution will allow you to form the ability to carefully read the text, as well as conduct its analysis. Can be proposed and tasks in which there is no question. For example, a monkey picked 10 bananas, 5 ate. Children understand that there is nothing to decide. At the same time, the teacher offers them to ask a question and give an answer to it.
Technology lessons
Consider an example of a concrete construction of a lesson using the problem learning method. This is a technology lesson on the subject of “Linen Weave”, conducted for students of the 5th grade.
At the first stage, the teacher reports interesting facts. So, the weaving process has been known to people since ancient times. Initially, a man bound the fibers of plants (hemp, nettle, jute), made mats of reed and grass, which, incidentally, are produced in some countries in our time. Watching birds and animals, people tried to create various devices for weaving canvases. One of them was a camp in which 24 spiders were placed.
The use of problem-based learning in technology lessons involves at the next stage the formulation of the research problem. It will consist in the study of the structure and structure of the fabric, as well as in the consideration of such concepts as “textiles”, “fabric”, “weaving”, etc.
Next, a problematic question arises for students. It may concern, for example, the uniformity of the weave of the fabric. Children should also try to understand why the strings of any material are staggered.
After that, assumptions and guesses are made about what the material will become in case of loose weaving, and a practical experiment is conducted with gauze, burlap, etc. Such studies allow children to draw conclusions about the reasons for the stiffness of the fabric structure and its strength.