Pedagogical sciences/ 5. Modern methods of teaching

Doroshylova Yana, Polyakova Alla
State Organization of higher education " Donetsk National University of Economics and Trade named be Mykhail Tugan- Baranowski "

THE BASIC PRINCIPLES OF PROBLEM-BASED EDUCATION

Actuality of the topic: given the fact that traditional education become ineffective, a lot of university teachers try to find a better way to give knowledge to students.

Goal of the work: to consider and analyze the basic principles of problem-based education.

Problem-based learning is a student-centered pedagogy based on obtaining new knowledge by solving theoretical and practical problems, tasks created for training problematical situations. Problem learning involves several steps: awareness of the problem situation; its analysis, the formulation of a specific problem; solution to the problem (the nomination, the justification of hypotheses consistent verification of them); validation of solution.

PBL has three most important functions:

· PBL develops creative potential and forms structures of creative activity;

· PBL involves creative assimilation of knowledge and ways of activities;

· PBL includes creative acquisition of modern science.

The main point of Problem-based Learning is the creation of problem situation. Training situation can cause mental activity under certain conditions. Therefore, psychologists believe that the source of student’s activity’s in the contradictions between their experience (knowledge and skills) and the problems that arise during the solving training situations. This contradiction makes an active mental activity. For example, the student has to solve a particular cognitive task, however:

a) it’s conditions are not suggest ways to solve it, and

b) The experience of the student does not contain any of the finished circuit solutions that could be applied in this case.

So, student placed before the necessity to create a new solving scheme that’s not existing in his experience, a new system of modes of action. Task must match the student's intellectual capacities; the degree of difficulty of the problem depends on the level of the material innovation and on the degree of generalization. Task also must be given before the explaining new educational material. Problem tasks may include:
a) uptake,

b) The wording of the question,

c) Practical assignments.

A teacher can guide a very difficult problem situation by specifying to students the reasons for failure of the practical task or their inability to explain some facts.

There are four levels of PBL:

· teacher poses task by himself and decides it by himself. Students just listen and take some part in discussion;

· teacher poses a problem, the students try to find a solution by themselves or under his leadership;

· The student poses a problem; the teacher helps to solve it. It brought up the student’s ability to formulate a problem.

· The student poses a problem by himself and solves it. The teacher doesn’t indicate a problem. the student must see it by yourself, formulate and investigate the possibilities and ways of solving it.

As a result, brought the ability to see the problem on their own, independently analyze a problem situation, and independently find the right answer.

As a result, student’s skills to solve problem situations must include:

1. The ability to see problems and pose them on their own;

2. The ability to create a hypothesis solutions, evaluate it, changing to a new one in the case of unproductive original;

3. The ability to direct and change the course of a solving in accordance with their own interests;

4. The ability to evaluate its decision and the decision of interlocutors.

Teachers Skills to manage the resolution of problem situations are:

1. The ability to anticipate potential problems in the way of achieving goals in a problem situation;

2. The ability to quickly reformulate the problem situation, facilitating or complicating it by adjusting the amount of unknown components;

3. The ability to select the problematic situations in accordance with the process of problem-solving ideas;

4. The ability to impartially assess the student’s decisions, even if his point of view is different of student’s.

Considering that the most part of the next generation of students have attention deficit disorder, standard teaching methods cannot be used for their education. So Problem-Based Education will come to help teachers to prepare professionals that are more qualified.

Sources:

1. Brushlinskii A. Psychology of thinking and problem-based learning . - M .: "Knowledge" , 1983. - 96 p.

2. J. Dewey . Schools of the Future . - Moscow, 1922.

3. Schmidt, H. G. (1993). "Foundations of problem-based learning: Some explanatory notes". Medical Education 27 (5): 422–32