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25УДК 372.881.1
Научная статья
СУТЬ КОНЦЕПЦИИ ПРОБЛЕМНОГО ОБУЧЕНИЯ
Батаева Ф. А., Мухамедина А. А., Корнилова О. А., Братаева А. А.
Кокшетауский университет имени Абая Мырзахметова (г. Кокшетау, Республика Казахстан)
Аннотация. Статья посвящена изучению проблемного обучения, его этапов и основных понятий. Приведены взгляды разных ученых на сущность концепции проблемного обучения. Также представлены классификации учебных проблем, способы создания проблемной ситуации.
Ключевые слова: проблемное обучение, проблемная задача, решение проблемы.
Для цитирования:
Батаева, Ф. А. Суть концепции проблемного обучения / Ф. А. Батаева, А.А.Мухамедина, О. А. Корнилова, А. А. Братаева // Наука и реальность. -2022. - № 3 (11). - С. 38-42.
THE ESSENCE OF THE CONCEPT OF PROBLEM-BASED LEARNING
Batayeva F. A., Mukhamedina A. A., Kornilova O. A., Brataeva A. A.
Abay Myrzakhmetov Kokshetau University (Kokshetau, Republic of Kazakhstan)
Annotation. The article is devoted to the study of problem-based learning, its stages and main concepts. Views of different scientists on the essence of the concept of problem-based learning are given. Also classifications of educational problems, ways to create a problem situation are presented.
Key words: problem-based learning, a problem task, problem solving.
For quoting:
Bataeva, F. A. The essence of the concept of problem-based learning / F. A. Bataeva, A.A.Mukhamedina, O. A. Kornilova, A. A. Brataeva // Science & Reality. - 2022. - № 3 (11). - P. 38-42.
Problem-based learning is based on the acquisition of new knowledge by students by solving theoretical and practical problems, tasks in problem situations that are created for this.
The well-known Polish scientist V. Okon writes in his book Fundamentals of Problem-Based Learning [1] that the more students strive to get on the path followed by the researcher in the course of their work, the better the results achieved. Domestic psychologist T. V. Kudryavtsev
and others developed the psychological foundations of the so-called problem-based learning in its various modifications [2]. Its essence is as follows. The students are given a problem, a cognitive task, and the students (with the direct participation of the teacher or on their own) explore ways and means of solving it. They build a hypothesis, outline and discuss ways to test its truth, argue, conduct experiments, observations, analyze their results, argue, prove. This includes, for example, tasks for the independent "discovery" of rules, laws, formulas, theorems (independent derivation of the law of physics, spelling rules, mathematical formula, discovery of a method for proving a geometric theorem, etc.).
Problem-based learning includes several stages:
• awareness of the general problem situation;
• its analysis, formulation of a specific problem;
• problem solving (promotion, substantiation of hypotheses, their consistent testing);
• verification of the correctness of the solution to the problem.
This process unfolds by analogy with the three phases of the mental act that occurs in a problem situation and includes the awareness of the problem, its solution and the final conclusion. "Thinking," notes A. V. Brushlinsky, "originates in a problem situation, which means that in the course of his activity a person begins to experience some incomprehensible difficulties that prevent successful progress [3]. So the problem situation that has arisen turns into a conscious human task." Therefore, problem-based learning is based on the analytical and synthetic activity of students, implemented in reasoning, reflection. This is a heuristic, exploratory type of learning with great developmental potential.
The main concepts of problem-based learning include: "problem situation", "problematic task", "problem", "issue", "problematic case".
According to V. Okon, "the essence of the process of learning by solving problems comes down in each case to creating a situation that forces the student to independently seek a solution" [1]. According to V. Okon, the role of the teacher is to make the student feel the difficulty of a practical or theoretical nature, to understand the problem posed by the teacher, or to formulate it himself, to want to solve the problem, to solve it.
What is the problem-solving process?
According to V. Okon, it depends on the nature of the problem and the complexity of its solution [1, p. 45]. "The nature of the problem is determined by the degree of its complexity. In addition to simple problems, there are also those that, before starting the solution, must be divided into private ones, and only the solution of the latter makes it possible to solve the main problem. The difficulty of solving the problem is twofold. One is that in order to make a decision, it is necessary to actualize some part of the previous experience, precisely that without which the decision is impossible. Another is the need to simultaneously find new elements (links) unknown to the student that allow solving the problem.
The didactic foundations of problem-based learning are determined by the content and essence of its concepts. According to M. I. Makhmutov, the basic concepts of the theory of problem-based learning should be "educational problem", "problem situation", "hypothesis", as well as "problem teaching", "problematic content", "mental search" , "problematic question", "problematic presentation" [4].
M. I. Makhmutov offers a didactic classification of educational problems, which is based on the following variables [4]:
1) area and place of origin;
2) role in the learning process;
3) social and political significance;
4) ways of organizing the decision process.
The psychological classification of educational problems is based on such indicators as:
1) the nature of the unknown and caused difficulty;
2) solution method;
3) the nature of the content and the relationship between the known and the unknown in the problem.
Defining the problem situation, M. I. Makhmutov notes that it is the initial moment of thinking, causing the cognitive need of the student and creating internal conditions for the active assimilation of new knowledge and methods of activity [4, p.56]. At the same time, two types of problem situations can be distinguished that arise in the formulation of both theoretical and practical problems.
The classification of ways to create problem situations is based on the nature of the contradiction that arises in the process of learning:
1. Collision of students with phenomena and facts that require theoretical explanation.
2. The use of educational and life situations that arise when students perform practical tasks.
3. Statement of educational problem tasks to explain the phenomenon or search for ways of its practical application.
4. Encouraging students to analyze the facts and phenomena of reality, confronting them with contradictions between worldly ideas and scientific concepts about these facts.
5. Putting forward hypotheses, formulating conclusions and their experimental verification.
6. Encouragement of students to compare, compare and contrast facts, phenomena, rules, actions, as a result of which there is a cognitive difficulty.
7. Encouraging students to a preliminary generalization of new facts.
8. Organization of interdisciplinary connections [4, p. 172-176].
M. I. Makhmutov distinguishes three types of problem-based learning according to the type of creative activity being implemented:
1) scientific creativity;
2) practical creativity;
3) artistic creativity.
What underlies each type of learning and creativity Scientific creativity is based on the formulation and solution of theoretical educational problems. Practical creativity is based on the formulation and solution of practical educational problems. Artistic creativity is "an artistic representation of reality based on creative imagination, including literary compositions, drawing, writing a piece of music, playing, etc." [4, p. 265].
A problem situation arises in a person if he has a cognitive need and intellectual capabilities to solve a problem in the presence of difficulty, a contradiction between the old and the new, the known and the unknown, the given and the desired, conditions and requirements. Problem situations are differentiated by A. M. Matyushkin [5] according to the following criteria:
1) the structure of actions that must be performed when solving a problem (for example, finding a method of action);
2) the level of development of these actions in the person solving the problem;
3) intellectual abilities of the student.
Problem-based learning can be of different levels of difficulty for the student, depending on what and how many actions he takes to formulate and solve the problem himself. V. A. Krutetsky proposed a scheme of levels of problematic learning in comparison with the traditional one based on the separation of the actions of the teacher and the student [6].
Bibliographic list
1. Okon V. Fundamentals of problem-based learning: [trans. from Polish]. - M.: Press-Art, 2004. - 208 p.
2. Kudryavtsev T. V. Problem-based learning: origins, essence, perspectives. - M.: Knowledge, 2011. - 80 p.
3. Brushlinsky A. V. Psychology of thinking and problem-based learning. - M.:
4. Makhmutov M. I. Problem-based learning: Basic questions of theory. - M.: VLADOS, 2006. - 175 p.
5. Matyushkin A. M. Problem situations in thinking and learning. - M.: Pedagogy, 2002. -
208 p.
6. Krutetsky, V. A. Fundamentals of educational psychology. - M.: Higher Education, 2001. - 204 p.
Батаева Фроза Асановна, кандидат филологических наук, доцент, Кокшетауский университет имени Абая Мырзахметова (г. Кокшетау, Республика Казахстан).
: asanfroza@gmail.com
Мухамедина Айгуль Алькеновна, кандидат филологических наук, доцент, Кокшетауский университет имени Абая Мырзахметова (г. Кокшетау, Республика Казахстан).
Корнилова Ольга Анатольевна, старший преподаватель, магистр педагогических наук, Кокшетауский университет имени Абая Мырзахметова
Братаева Асия Амангельдиновна, старший преподаватель, Кокшетауский университет имени Абая Мырзахметова,
Batayeva Froza Asanovna, Candidate of Philological Sciences, Associate Professor, Abay Myrzakhmetov Kokshetau University (Kokshetau, Republic of Kazakhstan).
Mukhamedina Aigul Alkenovna, Candidate of Philological Sciences, Associate Professor, Abay Myrzakhmetov Kokshetau University (Kokshetau, Republic of Kazakhstan)
Kornilova Olga Anatolyevna, Senior Lecturer, master of pedagogical sciences, Abay Myrzakhmetov Kokshetau University (Kokshetau, Republic of Kazakhstan)
Brataeva Asiya Amangeldinovna, Senior lecturer, Abay Myrzakhmetov Kokshetau University (Kokshetau, Republic of Kazakhstan)
Дата поступления: 12.09.2022
© Батаева Ф. А., Мухамедина А. А., Корнилова О. А., Братаева А. А., 2022
