The technology of problematic teaching contributes to the creative and intellectual development of students

The great teacher Vasily Sukhomlinsky said that education should not be a usual accumulation of knowledge or serve as a memory training. He taught the children that through observation, thinking, the ability to reason, one can become a creator, a traveler, and an discoverer.

Today the school faces the task of educating a creative person who is able to think independently and draw logical conclusions. Therefore, many teachers use methods of problem-based learning.

What is the essence of learning using the problem-solving method?

Problem training should be understood as such a type of training, during which the problematic situations created in the training purposes are solved. Under the problematic situation, one should understand a conscious difficulty that runs counter to the knowledge already gained and those that are necessary to solve the proposed task. The task by which the problem situation was created is called the problem task, or simply a problem.

SL Rubinshtein, considering the psychological foundations of problem training, formulated the thesis that any process of thinking always gives rise to a problematic situation.

It should be noted that not every type of difficulty can cause a problematic situation. Therefore, the technology of problematic learning involves understanding the nature of the problem. The student must feel that to solve a certain task he lacks the knowledge that he has already received, there is a need to find new ways and methods of action. Thus, there is a need to search as one of the components of creative thinking.

As it was already noted earlier, the technology of problem training provides the processes of generating creative search and thinking. They will not arise if the teacher puts the students out of school at a certain stage of the training, if it turns out that the pupils are not yet ready for this kind of activity. This must be taken into account so that the students do not lose faith in their strength and that they do not lose the desire to comprehend the new and learn.

Long-term research confirms that the technology of problem training consists of the following stages:

- comprehension of the arisen problem situation;

- an analysis of this situation and the definition of a specific problem;

- its solution by making assumptions, stage-by-stage verification of hypotheses;

- analysis and verification of the correctness of the decision.

The main methods used in problem training

There are the following methods of problem training: problematic presentation, heuristic and research.

The main essence of the method of problematic presentation is the disclosure before the students of the ways of searching, discovering and exploring new knowledge. Thus, the pupils are preparing for an independent search in the future. Also this method serves as the basis for the heuristic method, and it, in turn, for the research method.

Heuristic method provides an independent, in general terms, a planned search for a solution to the problem.

But the technology of problematic learning is central to the research method. Its peculiarity is that the learning process will follow the pattern of scientific research, but in an accessible, more simplified form for students.

Pros and cons of problematic learning

Probably, no one will deny those virtues that have problematic training. This development of attention, observation of the student, and the activation of cognitive activity, thinking, and the education of independence, self-criticism, initiative, responsibility, caution, determination, non-standard thinking. But the main thing is that problem training provides strong knowledge that is extracted independently.

One of the drawbacks of such training is the difficulties that inevitably arise during training. It takes more time to solve problem problems. Of course, the teacher should have a good command of the factual material, constantly improve his professional skills, take into account in his work the psychological bases of problem training.

At the same time, the problematic training meets the requirements of today, allowing to educate a creative, analytical-minded person.