The problematic issue is Types, classification, specialization, methodology and motivation

2024 Author: Miguel Ramacey | [email protected]. Last modified: 2023-12-17 06:11

In every person there is a desire for knowledge. It wakes up as soon as we are faced with a situation for which we do not have enough information to solve or explain. This is especially clearly seen in the example of preschoolers, who bombard their parents with many questions, explore the world around them. Then the children go to school, where knowledge is given ready-made, and creative activity is replaced by boring cramming. This situation can be changed if the teacher regularly uses the method of problematic questions in the lessons.

What is problem-based learning?

In 1895, the American psychologist J. Dewey opened an unusual experimental school in Chicago. In it, education was built taking into account the interests of students on the basis of an indicative program that could be modified. The teacher, watching the children, threw them interesting problems, which the students could solve.should have been on their own. Dewey believed that only in this way, through overcoming difficulties, does thinking develop.

On this basis, in the 20-30s. In the 20th century, methods of problem-based learning were developed, which were put into practice both abroad and in the USSR ("complexes-projects"). Their essence was to model a research, creative process, as a result of which students independently "discovered" knowledge.

However, it became clear that the method has drawbacks. If the teacher follows the interests of schoolchildren, this leads to the fragmentation of their knowledge, the lack of consistency in teaching. In addition, the problematic method cannot be applied at the stage of consolidating what has been learned, in the formation of sustainable skills. Most of the pilot schools eventually closed.

Today, kindergartens, schools, technical schools and institutes are again actively introducing problem-based learning technologies. This is due to the demand of society, which requires creative, proactive individuals capable of independent thinking. But other methods are not swept aside.

So, Melnikova E. L. insists that problem questions are a way of learning new information. It is more appropriate to develop practical skills through exercises familiar to everyone. The choice of topics for study is also not at the mercy of the students. Teachers work through pre-approved programs that provide consistent presentation of the material.

Problem issue: definition

Children are more likely than adults to experienceunknown phenomena around him. This is the starting point for learning. Rubinstein said that one can speak about the beginning of mental activity when a person has questions. They can be divided into informational and problematic.

The former require the reproduction or practical application of already learned material ("What is 2 + 2?"). Problematic questions are a type of judgment that involves the presence of unknown information or a course of action, which can be discovered through mental effort ("If you correctly solve the example 8 + 23, will it be 30 or 14?"). It is not given a ready answer.

Distinguish between concepts

Problem question is the leading element of problem-based learning technology. Schoolchildren face a difficulty that they cannot overcome because they lack knowledge and experience. The problem is formulated as a question to which the answer is sought.

The teacher, in order to activate the mental activity of students, resorts to special methods. The most common of these is the creation of a problem situation. The teacher gives a task, during which the students are aware of the contradiction between their need to find the right solution and the available knowledge. So, second-graders are invited to highlight the root in the word "vacuum cleaner". After expressing various opinions, a problematic question is posed ("Can words have several roots?").

The contradiction under study can also be formulated as a problematic problem. She isconsists of a condition in which known parameters are indicated, as well as a question. For example: "Beavers sharpen hard tree trunks with their teeth all their lives. Why do their teeth not wear out, do not become dull and retain their original size?" Thus, the problematic issue can act as an independent unit, or can be part of the task. In the latter case, the answer search field is limited in advance.

Characteristics

In the classroom, the teacher constantly interviews students. However, not all of his questions are problematic. This prompts us to describe the features of the concept under study. These include:

1. The logical connection between already known material and the information you are looking for.
2. Having a cognitive difficulty.
3. Lack of knowledge and skills available to schoolchildren to solve the problem.

To better understand the difference, consider two issues related to the solar system. Suppose that the children have already studied its structure. In this case, the question is: "What cosmic body is the Sun?" - can not be called a problem. Schoolchildren know the answer to it, they do not need to look for new information. It is enough to turn to your memory.

Let's analyze the question: "What will happen to the Earth and other planets if the Sun disappears?" Children, based on existing knowledge, can put forward assumptions about the advancement of planets into outer space, rapid cooling, impenetrable darkness. However, this requires active mental activity. Students are aware of the structure of the solarsystems, but they do not have enough information about the significance of the Sun and its relationship with the planets. Thus, we can talk about the existence of a problematic issue. An analysis of an imaginary situation will teach children to work with information, identify patterns and draw their own conclusions.

Pros and cons

Problem solving contributes to:

• develop mental operations and cognitive activity in students;
• strong assimilation of knowledge;
• formation of independent creative thinking;
• getting acquainted with research methods;
• development of logical abilities of students, as well as the ability to delve into the essence of phenomena;
• cultivating a conscious and interested attitude to learning;
• orientation towards the integrated use of acquired knowledge.

All these qualities are especially important at the stage of professional training of young specialists. Of great importance in the modern world is the use of problematic teaching methods in the process of specialization, when a schoolchild or student deepens into the study of a specific narrow field of knowledge. It is necessary to train professionals who can think, look for and discover new approaches and solutions.

However, it is very difficult to form cognitive independence in students who are accustomed to reproductive teaching methods. Hence the need to use problem questions at all stages of education, starting with kindergarten.

The disadvantages of the method should not be overlooked. Here is a list of them:

• The amount of work of the teacher increases significantly, because it is not easy to develop problematic questions.
• Not all material can be delivered like this.
• Problem-Based Learning does not involve skill development.
• Substantially more time-consuming as students need time to find a solution.

Requirements for problematic issues

The teacher works with specific students and must take into account their characteristics. Without this, it is impossible to talk about the successful use of the method of problematic questions in the classroom. They must meet the requirements listed below:

1. Accessibility. Students must understand the wording of the question, the terms used.
2. Feasibility. If the majority of students are not able to find a solution to the problem on their own, the whole developmental effect is lost.
3. Interest. Motivation of children is an important condition. It is greatly enhanced by the entertaining form of the task, which prompts the search for an answer to a problematic question ("If in 1945 the leader was elected in the USSR, would Stalin take this place?").
4. Natural. Students should be brought to the problem gradually so that they do not feel pressure from the teacher.

Classification

Makhmutov M. I. identified the following types of problematic issues:

• exploring focus of attention;
• testing the strength of existing knowledge;
• teaching students to compare phenomena and objects;
• helping to select the facts proving this or thatstatement;
• aimed at identifying connections and patterns;
• teaching the search and generalization of facts;
• revealing the cause of the event and its meaning;
• called to confirm the rule;
• formative beliefs and self-nurturing skills.

Structure of problem activity organization

In order for the lesson to be fruitful, the teacher must provide for the following steps:

1. Updating knowledge. Students refresh their memory of the studied material, on the basis of which they will solve the problem. This can be done in the form of a survey, conversation, writing assignment, or game.
2. Teacher creating a problem situation. Children engage in activities that bring them to awareness of the contradiction.
3. The emergence of an emotional response. The purpose of problematic questions is to activate the mental activity of students. The trigger for this is an emotional reaction - surprise or disappointment due to the inability to solve the problem.
4. Awareness of the essence of the contradiction during the collective discussion.
5. Formulating a problematic question.
6. Getting hypotheses, finding solutions.

Techniques for posing problem questions

Special skill and creativity are required from the teacher to make research lessons lively and bright. What problematic issues can be applied in this case, we considered. Let's talk about how to start a lesson and arouse interest among students. The following methods are used for this:

1. The problem is voiced by the teacher in finished form.
2. Children are told different points of view on some issue and are invited to make their own choice ("Is Nicholas II a bloody tsar or a saint who died a martyr's death?").
3. Students are offered to explain life phenomena from a scientific point of view ("Why do they try to dig wells in winter?").
4. per day?").
5. Students are doing a task and are faced with a problem that prevents them from finding the right solution ("Put stress on the words: roast, castle, cotton, perfume, mugs").
6. Children work with the material in the textbook. The teacher asks them a question on the topic, to which they must independently find the answer ("The picture shows the horizon. Is it possible to reach it?").
7. Students are offered to apply the studied material to solve a practical problem ("What can a home barometer be made of?").
8. The teacher gives an everyday example that contradicts known scientific data ("Why does the match itself cast a shadow, but the light on it does not?").
9. Children are told an unusual fact related to the topic. They have to determine if this could actually happen? ("Do you believe that an egg can float in a glass and not sink?").
10. The teacher asks the questionthe answer to which can be found if the students listen carefully to his explanations.

Finding a Solution: Methodology

In order for children to find the answer to a problematic question on their own, the teacher must properly organize their work. It highlights the following stages:

1. Awareness of the problem. Students separate known data from unknown data, specific tasks are set.
2. Solving a problematic issue. At this stage, it is possible to use different methods. In some cases, the collection of hypotheses, which are written on the board without evaluation and criticism, is more suitable. In another situation, you can divide the children into groups and organize a discussion. Sometimes it is appropriate to conduct observations, experiments, experiments. You can also invite students to independently find the missing information in reference books or on the Internet.
3. "Aha-reaction!" - a joint choice of the correct solution, made after discussing all the assumptions.
4. Checking the results. By completing the exercises, students are convinced that their answer was correct, or they are faced with the need to further investigate the problem.

It is important that the teacher does not impose his opinions and grades on the children. At the stage of putting forward hypotheses, the words "correct" or "incorrect" are unacceptable. Instead, it is more appropriate to use the phrases "this is interesting", "how unusual", "curious". After hearing the correct solution from the children, there is no need to interrupt the discussion. It is important for students not only to find the correct answer, but also to learnto think, defend one's position with reason.

In high school, children are taught to give written answers to a problematic question. This format is appropriate in the lessons of literature, history. Schoolchildren are required to analyze the problem, summarize the results, and correctly argue their position. As practice shows, for many this is a great difficulty.

Problem questions in the classroom allow you to educate thinking people, able to make independent decisions in the face of choice. Schoolchildren learn not to be afraid of difficulties, to be creative, to take the initiative.