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UDK 372.851
Germanova N.S. master's student faculty of Mieno NRU «BelSU» Russia, Belgorod
PROBLEM-BASED LEARNING AS A WAY OF ACTIVIZATION OF INFORMATIVE ACTIVITY OF PUPILS AT LESSONS OF
MATHEMATICS Abstract: There are many different methods of teaching mathematics. We will focus on one of the most effective and relevant at the moment - the method of problem learning, which is based on the search activity and the development of creative potential of students, as well as the formation of critical thinking.
Key words: problem training, problem situation, search activity, development of creative abilities.
Modern society places increasing demands on the student as a person who can independently solve problems of various levels of complexity. Teachers are faced with the need to increase motivation for education and self-education of schoolchildren, as well as the formation of a stable life position and critical thinking.
The traditional system of training, which is based on the explanatory and illustrative method, does not always cope with this task and the method of problem learning, which was opened thanks to the works of M. And Makhmutova, M. N. Skatkin, etc., comes to the aid.1
The essence of problem-based learning? Under problem learning understand such training sessions, which are based on the principle of problem. The task of the teacher is to clearly organize the problem situations and activities of students during which their independence will be manifested in the analysis of these situations, the formulation of the problem and ways to solve it through hypotheses, the correct solution of these problems and creative mastery of knowledge, skills and abilities. Systematic independent solution of educational problems is the main feature of this type of training. 2
The emergence of a problem situation that the student needs to solve is the main guarantee that the material will be assimilated in the course of thinking, finding solutions through a logical chain of reasoning, and not by memorization.
Problem situations can be different in the content of the unknown, the level of problem, the type of mismatch of information, other methodological features. According to the content of the unknown: -purpose; -object of activity; -mode of operation; -condition of performance of activity.
1 Makhmutov M. I. the Organization of problem training in school. kN. for a teacher. - Moscow: Education, 1977. -261 p.
2 Makhmutov M. I. Problem training: basic questions of theory. - M., 1975. - 368 p.
By level of problem:
-arising regardless of the methods;
-called and allowed by the teacher;
-called by the teacher, allowed by the student;
-independent formation of the problem.3
Problem-based learning in mathematics contributes to the achievement of the following objectives:
1. High level of development of pupils, ability to independence and self-education.
2. Formation of students ' specific knowledge and skills in mathematics.
Problem methods - are methods based on the creation of problem situations,
active cognitive activity of students, which consists in finding and solving complex issues that require updating knowledge, analysis, the ability to see the individual facts of the phenomenon, the law.
In the modern theory of problem learning there are two types of problem situations: psychological and pedagogical. The first relates to the activities of students, the second is the organization of the educational process.
The pedagogical problem situation is created by means of activating actions, the questions of the teacher emphasizing novelty, importance, beauty and other distinctive qualities of object of knowledge. The creation of a psychological problem situation is purely individual.
Creating a problem situation at the lesson, it is necessary to use the following methodological techniques to achieve educational goals:
• Allow students to controversy and to focus them on your own way to solve the problem;
• To consider different points of view on the solution of this situation;
• Awaken in students the desire to analyze, compare, summarize and compare
facts;
• Ask students a specific question to justify and concretize the task of students;
• Make problem situations in which there is a lack or Vice versa excess of the original data, conflicting data, with obviously made mistakes, with a time limit. 4
To create a problem situation means to set a task for students in such a way that they understand the cognitive and practical usefulness of its solution, but at the same time experience some intellectual difficulty due to a lack of available knowledge, but such a lack that can be eliminated by the nearest cognitive effort.
The main example of the use of problem situations in the lesson of mathematics are problem problems that put the student in a difficult situation that puts him at a standstill and yet he must find a way out. If the student does not feel difficulty in performing the task, this situation ceases to be a problem for him and is not difficult, since he has already mastered the necessary experience with which
3 Selevko G. K. Modern educational technologies: Studies. allowance - M.: Public education, 1998. - 166 p.
4 Karelina T. M. Methods of problem teaching // Mathematics at school. - 2000. - № 5
to solve the problem of this type.
Work on the problem is successful when there is a problem situation, that is, a mental state of the student experiencing intellectual difficulty, which directs his mental activity to solve the problem. In problem situations rectangle). And the rate of paint per 1 square meter and the cost of painting one square meter are given in the document.
Thus, when teaching mathematics priority is the organization of search activity of students aimed at solving mathematical problems. This activity contributes to the activation of cognitive activity of students, their educational work gives a creative character. Creating favorable conditions for the individual development of students, developing their thinking.
Sources used:
1. Karelina T. M. Methods of problem teaching // Mathematics at school. - 2000. - № 5
2. Makhmutov M. I. the Organization of problem training in school. kN. for a teacher. - Moscow: Education, 1977. - 261 p.
3. Makhmutov M. I. Problem training: basic questions of theory. - M., 1975. - 368 p.
4. Selevko G. K. Modern educational technologies: Studies. allowance - M.: Public education, 1998. - 166 p.
