К.п.н. Матухин Д.Л.

Томский политехнический университет, Россия

CONCEPT OF PROBLEM-BASED LEARNING

Problem orientation – general didactic characteristic of the learning process, which is formed on the basis of the structure of specific methods and their classification, subordinated to development objectives. Problem-based may be lecture, story, task or question and so on. Problem orientation can be characterized by problematic presentation of new teaching material, monitoring the learning and skills, system of tasks for self-study.

In a problem-based way can be conducted laboratory classes, workshops, seminars and practical classes. Problem-oriented learning should be understood not as a stand-alone, specific method, but as a general didactic characteristic of the methods, learning technology. Problem-based learning is based on design of creative learning tasks that stimulate educational process and improve overall activity of the students. This technology forms cognitive orientation of the person, contributes to the development of psychological motivation to overcome cognitive difficulties. Thus, the issue of problem-based learning is related to the purposes of education, training and development. In the process of problem-based learning students form a theoretical style of thinking.

Problem-based learning is a pedagogical process, based on the laws of management of learning and cognitive activity aimed at the development of cognitive independence and creativity of students. During this process students develop generalized ways of knowledge, form tentative framework for action, bring up the most important personality characteristics - cognitive activity and independence, which are the key to professional orientation.

Problem-based learning takes its name from the fact that its modeling is aimed at creating innovative cognitive environment. Constant updating of the learning environment, information and procedure of actions involve raising aspiration of students in achieving the goals and, therefore, raise the subjective position of a man trying to understand his/her development, explain, interpret phenomena or events, provided to him for analysis; solve problem, remove the existing uncertainty in the problem, remove the obstacle, creating a psychological barrier to the implementation of cognitive process.

Psychology of problem-oriented learning is based on the personal approach to students and focuses the learning process on students. It resulted in the birth and improvement of the professional self-development of creative style activities and raise students' thinking ahead, the most relevant to the professional goals of pedagogical work.

In general terms, the nature of problem-based learning can be considered as one of the technologies of education, aimed at creating a complete framework of cognitive learning activities, including goal-motivation, conceptual model of action, hypothesis-prediction, program of actions, executive and reflective part of interpretive process based on action assessment that the subject performs and is constructed in accordance with the program of action, correlated with the objectives and results.

The first condition of problem-based learning is a system of developed and developing structures of educational information that determine the development of learning activities of students. Information basis of the learning process is subject information content and moral categories. In order to provide education with the most educative and training effect, educational information should be given the structure which encourages psychological development of students, transforming object information into semantic content and motivates sense-creativity.

The second condition for the problem-based learning can be realized, when converting information into learning task there is a possibility to select ways of solution. Intellectual operations should not rule out the emotional side of cognition. Problem-based learning is aimed at increasing the intensity needs to succeed and designed for the regulation of emotional learning process. Education therefore is called problem-oriented because, in contrast to the reproductive model of learning process, it suggests a heuristic model of learning.

The third condition for problem-based learning is learner’s subject position, awareness and acceptance of the learning goal and self-assessment tools available for solutions and results. Psychological position of learner as a subject of activity determines reasoned plan.

Central element to defining the problem-based learning is a problem situation as a means of interaction between students and tutor, characterized by high activity of students, to overcome cognitive difficulties caused by the assigned task – problem.