Modern educational technologies A qualitative leap in the development of new technologies in all spheres of human activity has led to a sharp increase in society's need for creative people who are able to create new things in industrial and social life, who are able to pose and solve new problems that are relevant both for modern society and for future. According to scientists (psychologists, teachers), problem-based learning plays a leading role in the development of the creative potential of the personality of students (S.L. Rubinshtein, A.M. Matyushkin, A.V. Brushlinsky, V. Okon, T.V. Kudryavtsev, M. N. Skatkin, I. Ya. Lerner, M. I. Makhmutov, V. T. Kudryavtsev, E. L. Yakovleva, N. B. Shumakova, etc.). “... the emergence of the concept of problem-based learning marks a new stage in the development of didactics and the psychology of learning ... This concept introduced into the theory and practice of education a system for the formation of students' creative abilities, and not just separate methods of activating cognitive interests, thinking, etc.” V.T. Kudryavtsev. Relevance

Modern educational technologies In 1923 in the USSR there were "complex projects" based on Dewey. The class-lesson system was declared an obsolete form, it was replaced by the laboratory-team method. However, in 1932, by a decree of the Central Committee of the All-Union Communist Party of Bolsheviks, these methods were declared methodical design and canceled. Today, problem-based learning is understood as 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, abilities and the development of mental abilities. From history... The technology of problem-based learning is not new: it became widespread in the 1990s in Soviet and foreign schools. 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 the curriculum was replaced by play and work activities.

Modern educational technologies The third stage: there is a theoretical understanding of the role and place of problem situations in the educational process and the construction of a theory of problem-based learning in the conditions of a modern ... school based on the principle of problematic assimilation and the research principle of cognition. This theory organically includes all the achievements of the previous stages of the search for ways to activate the educational process and develop the mental abilities of students. The first stage is the period of activation of the educational process through more effective use of methods for varying the educational material, its emotional presentation, and strengthening the elements of novelty of the material presented. This stage gave a strong impetus to the development of the theory and practice of modern developmental education. The second stage: further searches for ways to intensify learning, already based on new theoretical provisions and taking into account the achievements of the practice of the first stage. Here, the role of cognitive tasks is noticeably enhanced, there are attempts to organize the learning process with the help of a system of cognitive tasks and research teaching methods. From the history ... Phased development of the theory and practice of problem-based learning:

Modern educational technologies In modern conditions, the theory and practice of problem-based learning was developed (late 60s - 70s of the XX century) and has been developed since the 90s on a qualitatively new basis. This is facilitated primarily by the development of psychological and pedagogical sciences. In experimental psychological studies S.L. Rubinstein, L.I. Antsyferova, A.V. Brushlinsky, A.M. Matyushkina, K.A. Slavskaya, as well as in the works of Yu.N. Kulyutkina, T.V. Kudryavtseva, V.N. Pushkin, O.K. Tikhomirov and others contain the prerequisites for solving the important pedagogical task of educating thinking capable of discovering something new. Modern American theories of "learning by solving problems" (W. Alexander, P. Halverson and others), in contrast to the theory of J. Dewey, have their own characteristics: - they do not overemphasize the importance of "self-expression" of the student and belittle the role of the teacher; - the principle of collective problem solving is affirmed, in contrast to the extreme individualization observed earlier; - the method of solving problems in training is given a supporting role. From the history…

Modern educational technologies Problem-based learning Technology classification parameters According to the level of application: general pedagogical. On a philosophical basis: pragmatic + adaptive. According to the main factor of development: biogenic (according to Dewey) + sociogenic + psychogenic. According to the concept of assimilation: associative-reflex + behavioral. By orientation to personal structures: 1) ZUN + 2) COURT. By the nature of the content: educational, secular, general educational, humanistic + technocratic, penetrating. By type of management: system of small groups. By organizational forms: group, academic + club. On the approach to the child: free education. By category of students: mass, all categories.

Modern educational technologies Problem-based learning According to the prevailing method: problem-based. In the direction of modernization: activation and intensification of students' activities. Target orientations Acquisition of ZUN. Learning how to work independently. Development of cognitive and creative abilities. Conceptual provisions (according to D. Dewey) The child in ontogenesis repeats the path of mankind in cognition. The assimilation of knowledge is a spontaneous, uncontrolled process. The child learns the material not just by listening or perceiving with the senses, but as a result of satisfying the need for knowledge that has arisen in him, being an active subject of his learning. The conditions for successful learning are: - problematization of educational material (knowledge - children of surprise and curiosity); - activity of the child (knowledge should be assimilated with appetite); - the connection of education with the life of the child, play, work.

Modern educational technologies What is "Problem learning"? By problem-based learning, V. Okon understands “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 the acquired knowledge.” DV Vilkeev under problem learning means such a nature of learning, when it is given some features of scientific knowledge. I.Ya. Lerner sees the essence of problem-based learning in the fact that “a student, under the guidance of a teacher, takes part in solving new cognitive and practical problems for him in a definitely system that corresponds to the educational goals of the school.”

Modern educational technologies What is "Problem learning"? T.V. Kudryavtsev sees the essence of the process of problem-based learning in putting forward didactic problems for students, in solving them and mastering by students generalized knowledge and principles of problem tasks. This understanding is also present in the works of Yu.K.Babansky. Based on the generalization of practice and analysis of the results of theoretical studies, M.I. Makhmutov gives the following definition of the concept of “problem learning”: “Problem learning is a type of developmental learning that combines systematic independent search activity of students with the assimilation or 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 cognitive independence of students, the stability of learning motives and mental (including creative) abilities in the course of mastering scientific concepts and methods of activity, determined by a system of problem situations.

Modern educational technologies The essence of problem-based learning Education leads the development of the child, it is focused on the zone of proximal development Developing education ensures the development of cognitive abilities and intellect and is aimed at the formation of new personality traits Didactic principles of developmental education are: - consistency and integrity of the content; - the leading role of theoretical knowledge; - training at a high level of difficulty; - learning at a fast pace; - awareness of the learning process (reflection); - inclusion in the learning process of not only the rational, but also the emotional sphere; - differentiation of the learning process, its individualization

Modern educational technologies The principles of developmental learning are most fully implemented in the technology of problem-based learning, which necessarily includes a system of problem tasks of various levels of complexity. A characteristic feature of problem-based learning is the function of developing creative abilities. In the process of solving a chain of problem situations in the course of problem-research activities, students acquire new knowledge and methods of action, and as a result, creative abilities, productive thinking, imagination, and interest in knowledge are formed. The essence of problem-based learning

Modern educational technologies Activation of thinking Problem-based learning is one of the most effective means of activating the student's thinking. The essence of the activity achieved in problem-based learning is that the student must analyze the factual material and operate on it in such a way as to obtain new information from it. In other words, this is an expansion, deepening of knowledge with the help of previously acquired knowledge or a new application of previous knowledge. Neither a teacher nor a book can give a new application of previous knowledge; it is sought and found by the student, placed in the appropriate situation. This is the exploratory method of teaching as opposed to the method of perceiving ready-made conclusions of the teacher (although the latter method also causes a certain activity of the student).

Modern educational technologies Activation of thinking The purpose of activating students through problem-based learning is to raise the level of the student's mental activity and teach him not to separate operations in a random, spontaneous order, but to a system of mental actions that is typical for solving non-stereotypical tasks that require the use of creative thinking activities. The essence of activating the student's learning through problem-based learning is to activate his thinking by creating problem situations, in the formation of cognitive interest and modeling of mental processes. A.M. Matyushkin characterizes the problem situation as “a special type of mental interaction between an object and a subject, characterized by such a mental state of the subject (student) in solving problems that requires the discovery (discovery or assimilation) of new knowledge or methods of activity previously unknown to the subject” . In other words, a problem situation is a situation in which the subject wants to solve some difficult tasks for himself, but he does not have enough data and he must look for them himself.

Modern educational technologies Activation of thinking Problem teaching is defined as the activity of a teacher in creating a system of problem situations, presenting educational material with its (full or partial) explanation and managing the activities of students aimed at mastering new knowledge - both in the traditional way and through self-preparation of educational problems and their solutions. Problem learning is an educational and cognitive activity of students in assimilating knowledge and methods of activity by perceiving the teacher's explanations in a problem situation, independently (or with the help of a teacher) analyzing problem situations, formulating problems and solving them by putting forward proposals, hypotheses, their justification and proof , as well as by checking the correctness of the solution. The task is an objective phenomenon, for the student it exists from the very beginning in a material form, and the task turns into a subjective phenomenon only after its perception and awareness.

Modern educational technologies Types of problem-based learning according to the corresponding types of creativity: The first type (“scientific” creativity) is a theoretical study, that is, the search and discovery of a new rule, law, theorem, etc. for students. This type of problem-based learning is based on the formulation and solution of theoretical learning problems. The second type (practical creativity) is the search for a practical solution, that is, the search for a way to apply known knowledge in a new situation, design, invention. This type of problem-based learning is based on the formulation and solution of practical learning problems. The third type (artistic creativity) is an artistic representation of reality based on creative imagination, including literary compositions, drawing, writing a piece of music, playing, etc. All types of problem-based learning are characterized by the presence of reproductive, productive and creative activity of the student, the presence of a search and solution to the problem.

Modern educational technologies Methods of problem-based learning 1. Method of monologue presentation. 2. The reasoning method of teaching. 3.Dialogical method of presentation. 4. Heuristic method of presentation, heuristic conversations, method of heuristic tasks. 5. Research method. 6.Method of programmed tasks. 7.Problemnoe presentation, problematic issues. 8. Search activity. 9.Method of brain attacks.

Modern educational technologies Educational problem An educational problem is a form of implementation of the principle of problematicity in learning, a manifestation of the logical and psychological contradiction of the assimilation process, which determines the direction of mental search, arouses interest in the study of the essence of the unknown and leads to the assimilation of a new concept or a new mode of action. This phenomenon is subjective and exists in the mind of the student in an ideal form until it becomes logically complete. The main elements of the learning problem are "known" and "unknown" (you need to find a "connection", "relationship" between the known and the unknown). The conditions of the task necessarily contain such elements as "given" and "requirements" The main functions of the educational problem: Determination of the direction of mental search, that is, the student's activity in finding a way to solve the problem Formation of cognitive abilities, interest, motives for the student's activity in mastering new knowledge

Modern educational technologies Educational problem Requirements for the problem: Accessibility to the understanding of students (the problem must be formulated in terms known to students); The feasibility of the proposed problem; Students' interest in the formulation of the problem (verbal design, entertaining form); The naturalness of the problem statement. Stages of setting a learning problem: a) analysis of the problem situation; b) awareness of the essence of the difficulty - vision of the problem; c) verbal formulation of the problem. The process of setting an educational problem should be carried out taking into account the basic logical and didactic rules: separation (limitation) of the known from the unknown, localization (limitation) of the unknown, identification of possible conditions for a successful solution, the presence of uncertainty in the formulation of the problem.

Modern educational technologies Stages of implementation of the problematic approach Stage 1. Preparation for the perception of the problem Stage 2. Creation of a problem situation Stage 3. Formulation of the problem Stage 4. Problem solving process Stage 5. Proof of the correctness of the solution

Modern educational technologies Educational and cognitive activity in a problem situation Statement of a problem situation Relevance of a problem situation Finding ways to solve it Solving a problem and proving it Reflection and evaluation of results

Modern educational technologies Scheme of problem-based learning Actualization Assimilation of new concepts and methods Formation of skills Creating problem situations and posing problems Proposing and substantiating hypotheses Proving hypotheses Checking the correctness of the disclosure of problems Guess Known methods

Modern educational technologies The process of solving an educational problem The solution of any problem begins with its correct and clear formulation (the process of formulation means that the student already understands the task that has arisen before him and to a certain extent sees, “gropes” for ways to solve it, that is, draws up a solution plan, then he implements the plan and “looks back” (studying the solution obtained).The solution of the educational problem is the result of overcoming the contradictions of the educational process in general and the main contradiction of the cognitive problem in particular, it is the result of an active thought process in which incorrect hypotheses are discarded and correct, justified ones are chosen.

Modern educational technologies The process of solving an educational problem Three types of problem solving: 1. Cases of solving such problems, in relation to which the solver has no previous experience. In these cases, the subject goes through trial and error until one of the trials, more or less accidentally, leads to a solution to the problem. 2. Situations in relation to which a person has some formulas, schemes and other types of experience. The solution occurs here in the form of recognition in the proposed situation of one of the available schemes. 3. A person has some experience, but this experience in its entirety does not allow a person to solve this problem. The solution here is that based on the analysis of the conditions of the problem, a new scheme of actions that was not previously available is created specifically for this case.

Modern educational technologies The process of solving an educational problem The logic of solving an educational problem: a) drawing up a plan for solving the problem (the plan necessarily includes the choice of solutions); b) putting forward an assumption and substantiating a hypothesis (arises as a result of “mental running ahead”); c) proof of the hypothesis (carried out by deriving consequences from the hypothesis that are being tested); d) verification of the solution to the problem (comparison of the goal, the requirements of the task and the result obtained, the correspondence of theoretical conclusions to practice); e) repetition and analysis of the solution process. The Polish didacticist V. Okon spoke about the huge advantage of students solving a problem over simply memorizing ready-made information: when solving a problem, the student thinks actively. This leads to the strength and depth of knowledge acquired independently, to the most valuable quality of the mind - the ability to navigate in any situation and independently find ways to solve any problem.

Modern educational technologies Factors hindering the successful solution of the problem 1. It is necessary to find out if functional fixity interferes. As soon as it is discovered, the student will see new solutions. 2. It is important to avoid overestimating a certain way of solving a problem as an obstacle to the development of the search, i.e. it is expedient to pose the question: “Is there no other, more rational way of acting?” 3. Often one and the same rule, one and the same technique or method of solution enters, as it were, into a habit and is mechanically applied by the student in solving problems and problems of various types. (Sometimes remembering a previous decision means going down the wrong path.) 4. The teacher must also disclose to the students such a method in which the students must be able to discard individual signs, neglect some conditions of the problem (anaxiomatization mechanism). It is important to highlight the essential by discarding the non-essential. 5. Abuse of leading questions. A hint is effective not before solving a problem, but after trying to solve it. These are the main obstacles standing in the way of solving problems.

Modern educational technologies Approximate scheme for organizing a lesson in the form of problem-based learning Creation of an educational problem situation. Setting a cognitive task (or tasks), its clear formulation. The study of various conditions that characterize the task. The process of solving the problem. Study of the obtained solution of the problem, discussion of its results, identification of new knowledge. Application of new knowledge by solving specially selected learning tasks for its assimilation. Discussion of possible extensions and generalizations of the results of solving the problem within the framework of the initial problem situation. The study of the obtained solution of the problem and the search for other more economical or more elegant ways to solve it. Summing up the results of the work done.

Modern educational technologies Conditions for the use of problem-based learning The content of the educational material contains causal relationships and dependencies, is aimed at the formation of concepts, laws, theories. Students are prepared for the problematic study of the topic. Students solve problems for the development of independent thinking, the formation of research skills, a creative approach to business. The teacher has time for problematic study of the topic. The teacher is well versed in the relevant teaching methods.

Modern educational technologies The main ways to create problem situations 1. Encouraging students to theoretically explain phenomena, facts, external inconsistencies between them. This causes the search activity of students and leads to the active assimilation of new knowledge. 2. The use of educational and life situations that arise when students perform practical tasks at school, at home or at work, during observations of nature, etc. Problem situations in this case arise when trying to independently achieve the practical goal set for them. Usually, students, as a result of analyzing the situation, formulate the problem themselves. 3. Nomination of assumptions (hypotheses), formulation of conclusions and their experimental verification.

Modern educational technologies The main ways of creating problem situations 4. Setting educational problem tasks to explain the phenomenon or find ways to apply it in practice. An example is any research work of students in the educational and experimental area, in the workshop, laboratory or classroom, as well as in the lessons of the humanities. 5. Encouragement of the student to analyze the facts and phenomena of reality, generating contradictions between worldly ideas and scientific concepts about these facts. 6. Encouraging students to a preliminary generalization of new facts. Students are given the task to consider some facts, phenomena contained in new material for them, compare them with known ones and make an independent generalization. In this case, how comparison reveals the special properties of new facts, their inexplicable features.

Modern educational technologies The main ways to create problem situations 7. Encourage students to compare, compare facts, phenomena, rules, actions, as a result of which a problem situation arises. 8. Familiarization of students with facts that seem to be inexplicable and have led in the history of science to the formulation of a scientific problem. Usually, these facts and phenomena, as it were, contradict the ideas and concepts that have developed among students, which is explained by the incompleteness and insufficiency of their previous knowledge. 9.Organization of intersubject communications. Often the material of the subject does not provide for the creation of a problem situation (when developing skills, repeating what has been learned, etc.). In this case, one should use the facts and data of the sciences (school subjects) that are related to the materials being studied. 10. Variation of the problem, reformulation of the question.

Modern educational technologies Rules for creating problem situations 1. To create a problem situation, students should be given a practical or theoretical task, the implementation of which requires the discovery of new knowledge and mastery of new skills; here we can talk about a general pattern, a general mode of activity, or general conditions for the implementation of an activity. 2. The task must correspond to the intellectual capabilities of the student. The degree of difficulty of the problem task depends on the level of novelty of the teaching material and on the degree of its generalization. 3. The problem task is given before the explanation of the material to be learned.

Modern educational technologies Rules for creating problem situations 4. Problem tasks can be: assimilation; wording of the question; practical buildings. A problem task can lead to a problem situation only if the above rules are taken into account. 5. The same problem situation can be caused by different types of tasks. 6. The teacher directs a very difficult problematic situation by indicating to the student the reasons for not fulfilling the practical task given to him or the impossibility of explaining certain facts to him. For example: “You could not construct a triangle with 3 known angles, because one of the important rules regarding triangles was violated in this task.

Modern educational technologies Advantages of the method Provides a special type of thinking, depth of conviction, strength of knowledge assimilation and their creative application in practical activities. Contributes to the formation of motivation to achieve success, develops the mental abilities of students (Hekhauzen H.). It is the most promising (it develops the ability to adequately assess the situation, identify the causes of difficulties and problems in activities, plan and implement special activities to overcome these difficulties. These abilities are one of the basic ones for a modern specialist). Disadvantages of the method It takes a lot of time to master the same amount of knowledge compared to other types of training.

Modern educational technologies Recommendations for the teacher It is recommended that the teacher consider: Precise determination of the volume and content of the educational material intended for study in the lesson. Systematization of educational material in accordance with the logic of the subject, its structure, as well as in accordance with the principles of didactics. The division of educational material into easily digestible and closely related parts. Assimilation of parts, accompanied by control and correction of the results of assimilation. Accounting for the individual pace of assimilation of educational material by schoolchildren and the pace of the group's work.

Modern educational technologies Proceedings of the international scientific-practical conference (June 1-2, 2009, Perm). Khutorskoy A. V. Didactic heuristics. Theory and technology of creative learning. M.: Publishing House of Moscow State University, Leptina I., Semenova N. The use of effective teaching technologies // Teacher Materials of the Internet. Publications

To use the preview of presentations, create a Google account (account) and sign in: https://accounts.google.com

Slides captions:

The concept of problem-based learning Completed by: Mikhailova Inga Ryurikovna

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, mobilizing the cognitive forces of students by including them in independent research activities are reflected in the works of Zh.Zh. Russo, I.G. Pestalozzi, F.A. Distervega.

The theory of problem-based learning began to be intensively developed in the USSR in the 60s. 20th century in connection with the search for ways to activate, stimulate the cognitive activity of students, develop the independence of the student, however, she ran into certain difficulties: in traditional didactics, the task of "teaching to think" was not considered as an independent task, the focus of teachers was on the accumulation of knowledge and the development of memory; the traditional system of teaching methods could not "overcome spontaneity in the formation of theoretical thinking in children" (VV Davydov); psychologists were mainly engaged in the study of the problem of the development of thinking, the pedagogical theory of the development of thinking and abilities was not developed.

The essence of problem-based learning Problem-based learning is usually understood as such an organization of training sessions that involves the creation of problem situations under the guidance of a teacher and active independent activity of students to resolve them.

The purpose of the problem-based type of education is not only the assimilation of the results of scientific knowledge, the system of knowledge, but also the very path of the process of obtaining these results, the formation of the cognitive initiative of the student and the development of his creative abilities.

The essence of the concept Proclamation of the thesis about the need to stimulate the creative activity of the student; Assistance in the process of research activities; Organization of the presentation of educational material in a special way.

The leading idea of ​​the concept: Involving students in creative activities through the formulation of problem-formulated questions and tasks; Activation of their cognitive interest and all cognitive activity. The basis for the implementation of the concept is: modeling a real creative process by creating a problem situation and managing the search for a solution to the problem.

The main and characteristic feature of problem-based learning is a problem situation. Its creation is based on the following provisions of modern psychology: the process of thinking has its source in a problem situation; problematic thinking is carried out, first of all, as a process of solving a problem; the conditions for the development of thinking is the acquisition of new knowledge by solving a problem; the laws of thinking and the laws of assimilation of new knowledge largely coincide.

Components of a problem situation - the need to perform such an action, in which there is a cognitive need for a new unknown relation, method or condition of action; the unknown, which should be revealed in the problem situation that has arisen; the ability of students to complete the assigned task, to analyze the conditions and discover the unknown. Neither too difficult nor too easy a task will cause a problem situation.

Methodological techniques for creating problem situations: the teacher leads students to a contradiction and invites them to find a way to resolve it themselves; confronts the contradictions of practical activity; 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, justification, concretization, logic of reasoning); defines problematic theoretical and practical assignments (for example, research); poses 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.).

Technological scheme of problem-based learning New ZUN, SUD (methods of mental actions) Problem solving Information Help Pedagogical problem situation Problem (comprehension of the unknown) search Teacher Psychological problem situation analysis New ZUN, SUD student

Functions of problem-based learning - assimilation by students of a system of knowledge and methods of mental practical activity; - development of cognitive independence and creative abilities of students; - the formation of the dialectical-materialistic thinking of schoolchildren (as a basis). - educating the skills of creative assimilation of knowledge (the use of individual logical techniques and methods of creative activity); - educating the skills of creative application of knowledge (application of acquired knowledge in a new situation) and the ability to solve educational problems; - formation and accumulation of experience in creative activity (mastering the methods of scientific research, solving practical problems and artistic reflection of reality).

Forms of teaching problematic presentation of educational material Problematic presentation of educational material at a lecture, when the teacher poses problematic questions, builds problematic tasks and solves them himself, students are only mentally included in the process of finding a solution. partial search activity The teacher thinks through 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 purposeful mental search. independent research activity students independently formulate a problem and solve it with the subsequent control of the teacher.

Teaching methods Methods of problem-based learning include: research method, heuristic method and method of problem presentation.

Interaction between the teacher and students Problem teaching is the activity of the teacher in creating a system of problem situations, presenting the educational material with its explanation and managing the activities of students aimed at assimilating new knowledge, both in the traditional way and by independently setting educational problems and solving them. Problem teaching is an educational and cognitive activity of students in acquiring knowledge and methods of activity by perceiving the teacher's explanation in a problem situation, independently analyzing problem situations, formulating problems and solving them by means of putting forward proposals, hypotheses, their justification and evidence, as well as by checking the correctness solutions.

Advantages and disadvantages 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.

Description of the presentation on individual slides:

1 slide

Description of the slide:

Problem-based learning “Recognition of a problem that can be solved and is worthy of a solution is ... also a kind of discovery” M. Polanyi Kudryashova O.M. history teacher MBOU secondary school s.p. "Village Boktor"

2 slide

Description of the slide:

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

3 slide

Description of the slide:

The most important criterion of intellectual and mental development is a wide and active transfer of the methods of mental activity formed on one object to another object.

4 slide

Description of the slide:

Types of problem-based learning (M.N. Skatkin, 1971) Problematic presentation of knowledge. Involving students in the search at certain stages of the presentation of knowledge. Research method of teaching.

5 slide

Description of the slide:

The 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, these knowledge, skills are stronger than with traditional learning; Education of an active creative personality of a student who can see, pose and solve non-standard problems; Development of professional problem thinking.

6 slide

Description of the slide:

Types of Problems: A scientific problem presents "blank spots", unexplored patches of known knowledge, difficulties faced by researchers, complexes of contradictions surrounding "knowing about ignorance", etc. The educational problem is proposed to be understood as "a dialectical contradiction between the knowledge, skills and abilities known to the student and new facts, phenomena, for the understanding and explanation of which the previous knowledge is not enough"

7 slide

Description of the slide:

The theoretical problem is based on some general provisions known to the student and starts from them. As a practical problem, it presents the student with some "intellectual" obstacle that must be overcome in order to perform the action known to him.

8 slide

Description of the slide:

Levels of problematicity 1st level - characterized by the fact that the teacher himself analyzes the problem situation, identifies the problem, forms a task and directs students to independently search for solutions 2nd level - differs in that the teacher, together with students, analyzes the situation and brings them to the problem, they independently formulate the problem and solve it. Level 3 - (the highest) involves bringing the problem situation to the trainees, and the trainees carry out its analysis, identification of the problem, formulation of the problem and the choice of the optimal solution independently

9 slide

Description of the slide:

Methods of problem-based learning: Problem-based presentation of knowledge (the teacher creates problem situations and puts students in the position of an active participant in the cognitive process). Partial-search (the teacher involves students in finding ways to solve the problem, joint conclusion, "discovery of the law", rules, etc.). Research (students independently carry out a full cycle of problematic cognitive activity, independent formulation of the problem and its solution, verification of the solution, etc.).

10 slide

Description of the slide:

The main methods of problem-based learning: Statement of the problem; Creation of a problem situation; Resolution of a problem situation (search); Analysis of the obtained solution; The methods of teaching are the performance of logical operations, the reproduction of knowledge and methods of activity, the story, the comprehension of educational material, the drawing up of a plan, the perception of information.

11 slide

Description of the slide:

Types of problem-based learning lessons: Problem presentation Heuristic conversation Partial-search Lesson-research Forms of problem lesson: Lesson of communicating new knowledge. Presentation of educational material with the formulation of problematic issues. A lesson in solving a cognitive problem. Problem solving lesson. Lesson-test "Brain attack".

Mathematics teacher of the highest qualification category

Stepanova Tatyana Nikolaevna

Interesting thoughts on the activation of cognitive and creative activity were expressed by J.J. Rousseau (1712-1778) J.J. Rousseau said that the child should not learn science, but, inventing it, discover knowledge for himself .

Problem-based learning is based on theoretical principles

J. Duke (1859-1952)

- problematization of educational material (knowledge, surprise and curiosity);

- activity of the child (knowledge should be acquired with appetite) ;

- the connection of education with the life of the child, play, work.

“Problem-based learning consists in creating problem situations for students, understanding and resolving these situations with maximum independence and under the general guiding guidance of the teacher.”

T.V. Kudryavtsev

“... under problem-based learning, we understand the totality of such actions as the organization of problem situations, the formation of problems.

Providing students with the necessary assistance in solving problems, checking these solutions, leading the process of systematization and consolidation of acquired knowledge.

M.I. Makhmutov

V. Window

interprets the problematic

learning how

activity

teachers

problematic

learning before

total activity

teachers and students

• updating the studied material ;
• creating a problem situation ;
• statement of the educational problem ;
• constructing a problematic task, finding and solving a problem

(formulation, proof, hypotheses, analysis of approaches, generalization) ;

• problem solving check ;
• study ;
• search results analysis .

Both in traditional and problem-based learning, the question of the structure of the lesson is decided taking into account

goals,

teaching methods,

age and individual characteristics of students.

• the emergence of a problem situation and the formulation of the problem;
• making assumptions and substantiating a hypothesis;
• proof of the hypothesis;
• verification of the correctness of the solution to the problem.

Didactic

structure (to organize the lesson)

Assimilation of new concepts and methods of action

Formation of skills and abilities

Update

Advance suppose -

substantiation of the hypothesis

Checking the correctness of the solution

Problems

Proof of the hypothesis

Creating a problem situation

and staging

Problems

Logical-psychological

structure

(for management

cognitive

activities

students)

In a known way

Teacher activity :

Activity student :

• creates a problem
• organizes reflection on the problem and its formulation
• organizes the search for a hypothesis
• organizes hypothesis testing
• organizes the synthesis of the results and the application of the acquired knowledge

• aware of contradictions
• Forms a problem
• put forward hypotheses to explain the phenomena
• test the hypothesis in the experiment, problem solving
• analyze the results and draw conclusions.
• apply the

Problem-based learning is a special type of interdependent activity of a teacher and students.

The specificity of this type of learning is that it ensures the assimilation of not only new knowledge, but also new ways of mental actions, as well as the formation of a cognitive need, learning motives.

The main meaning of the Teacher's activity is to create a situation of success for each pupil. A. Belkin

Description of the presentation on individual slides:

1 slide

Description of the slide:

Problem-based learning Completed by: student of the Faculty of PEMiKS Group BH-17 - 1 Cherepanov S.

2 slide

Description of the slide:

Problem-based learning This is a method of active interaction of the subject with the problem-represented content of learning, organized by the teacher, during which he joins the objective contradictions of scientific knowledge and ways to resolve them, learns to think, creatively assimilate knowledge (A.M. Matyushkin). This 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).

3 slide

Description of the slide:

Conceptual aspects of problem-based learning Leading idea of ​​the concept: Involving students in creative activities through the formulation of problem-formulated questions and tasks. Activation of their cognitive interest and, ultimately, all cognitive activity. The basis for the implementation of the concept is the simulation of a real creative process by creating a problem situation and managing the search for a solution to the problem.

4 slide

Description of the slide:

Features of the Methodology The ideas of the American psychologist, philosopher and educator J. Dewey (1859-1952), who in 1894 founded an experimental school in Chicago, were based on problem-based learning, in which the basis of learning was not the curriculum, but games and work. T. V. Kudryavtsev, V. T. Kudryavtsev, I. Ya. Lerner, A. M. Matyushkin, M. I. Makhmutov, V. Okon, M. N. Skatkin took an active part in the development of the fundamental provisions of the concept of problem-based learning and others.

5 slide

Description of the slide:

6 slide

Description of the slide:

Problem situation Search for solutions (hypotheses) PROBLEM Research, search activity Presentation of results Protection of the found solution method Prediction of new problems Essence of problem-based learning

7 slide

Description of the slide:

Functions of problem-based learning Special Assimilation by students of a system of knowledge and methods of mental and practical activity Development of cognitive independence and creative abilities of students Education of skills for the creative assimilation of knowledge

8 slide

Description of the slide:

9 slide

Description of the slide:

Conditions for the implementation of problem technology Selection of the most relevant, essential tasks Determining the features of problem-based learning in various types of educational work Building an optimal system of problem-based learning, creating educational and methodological aids and manuals Personal approach and skill of the teacher that can cause active cognitive activity of the child

10 slide

Description of the slide:

Types of problem situations that most often arise in the educational process: A problem situation is created: when a discrepancy is found between the existing knowledge systems of students and new requirements. if it is necessary to make a diverse choice from the systems of available knowledge, the only necessary system, the use of which alone can ensure the correct solution of the proposed problem task. when they are faced with new practical conditions for the use of existing knowledge, when there is a search for ways to apply knowledge in practice. if there is a contradiction between the theoretically possible way of solving the problem and the practical impracticability of the chosen method, as well as between the practically achieved result of the task and the lack of theoretical justification.

11 slide

Description of the slide:

Methods of problem-based learning According to the method of solving problematic problems, 4 methods are distinguished: Problem presentation (the teacher independently poses the problem and independently solves it). Collaborative learning (the teacher independently poses the problem, and the solution is achieved jointly with the students). Research (the teacher poses a problem, and the solution is achieved by the students on their own). Creative learning (students both formulate a problem and find its solution).

12 slide

Description of the slide:

Methods of problem-based learning According to the method of presenting problem situations and the degree of activity of students, 6 methods are distinguished (M.I. Makhmutov): The method of monologue presentation (the teacher does not create, but nominally designates problem situations). Reasoning method (the teacher notes the presence of a problematic situation, shows how different hypotheses were put forward and collided). Dialogic method (students actively participate in the formulation of the problem, put forward assumptions, try to prove them on their own). Heuristic method (the teacher poses problems to be solved, the correctness of certain methods is stated). Research method (the activity of the teacher is evaluative in nature; the activity of students acquires an independent character). The method of programmed actions (the teacher develops a whole system of programmed tasks, in which each task consists of separate elements).

13 slide

Description of the slide:

Levels of problem-based learning Level of non-independent activity Level of semi-independent activity Level of independent activity Level of creative activity Students' perception of the teacher's explanation, assimilation of a model of mental action in a problem situation Application by students of previous knowledge in a new situation and participation in the search for a way to solve the problem posed by the teacher type, applying previous knowledge in a new situation, the help of the teacher is insignificant. The students perform independent work that requires creative imagination.

14 slide

Description of the slide:

The emergence of a problem situation A means of organizing problem-based learning, this is the initial moment of thinking, causing a cognitive need for learning and creating internal conditions for the active assimilation of new knowledge and methods of activity. The problem situation is generated by: the logic of the subject; the logic of the educational process; the educational or practical situation. The teacher creates problem situations intentionally, if he knows the general patterns of their occurrence.

15 slide

Description of the slide:

Stages of problem learning Teacher's actions Student's actions Creates a problem situation. Recognizes contradictions in the studied phenomenon. Organizes reflections on the problem and its formulation. Formulates a problem. Organizes the search for a hypothesis of a hypothetical explanation. Puts forward hypotheses that explain the phenomena. Organizes hypothesis testing Checks hypotheses in experiment, problem solving, analysis Organizes generalization of results, application of acquired knowledge Analyzes results, draws conclusions, applies acquired knowledge

16 slide

Description of the slide:

Stages of productive cognitive activity Psychological science has established a certain sequence of stages of productive cognitive activity of a person in a problem situation: Intentional creation of a problem situation is the starting point of problem learning, and the problem that arises will be a learning problem.

17 slide