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

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

What is problem education?

In 1895, the American psychologist J. Dewey opened an unusual experimental school in Chicago. In it, training 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 interesting problems to them, which the students had to solve on their own. Dewey believed that only in this way, through overcoming difficulties, does thinking develop.

On this basis, in 20-30 years. XX century were developed methods of problem-based learning, which were applied in practice both abroad and in the USSR ("project complexes"). Their essence was to model the 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 consolidation of the studied, in the formation of sustainable skills. Most experimental schools eventually closed.

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

So, E. Melnikova insists that problematic issues are a way of studying new information. It is more appropriate to practice practical skills through exercises familiar to everyone. The choice of topics for study is also not left to the students. Teachers work according to pre-approved programs that provide consistent presentation of material.

Problem: Definition

Children more often than adults face unknown phenomena around them. 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 information and problem.

The former require the reproduction or practical application of the material already studied ("How much will 2 + 2?"). Problematic issues are a type of judgment, assuming the existence of unknown information or a mode of action, which can be discovered through mental effort ("If you correctly solve the example 8 + 2 * 3, will you get 30 or 14?"). There is no ready answer to it.

Distinguish between concepts

A problematic issue is a leading element in problematic learning technology. Schoolchildren face difficulties that they cannot overcome, as they lack knowledge and experience. The problem is formulated as a question to which an answer is sought.

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

The contradiction under study can also be formulated as a problem problem. It consists of a condition in which known parameters are indicated, as well as a question. For example: "Beavers grind hard tree trunks with their teeth all their lives. Why do their teeth not wear off, do not blunt and retain their original size?" Thus, the problematic issue can act as an independent unit, or it can be part of the task. In the latter case, the response search field is preliminarily limited.

Characteristic signs

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 studied concept. These include:

1. The logical connection between already known material and the information sought.
2. The presence of cognitive difficulties.
3. The lack of knowledge and skills available for students to solve the problem.

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

Let us analyze the question: "What will happen to the Earth and other planets if the Sun disappears?" Children, on the basis of existing knowledge, can put forward assumptions about the promotion of planets in outer space, rapid cooling, impenetrable darkness. However, this requires active mental activity. Students know about the structure of the solar system, but they do not have enough information about the value of the sun and its relationships with planets. Thus, we can talk about the presence of a problematic issue. An analysis of an imaginary situation will teach children to work with information, identify patterns and draw independent conclusions.

Pros and cons

Solving problematic issues contributes to:

• the development of mental operations and cognitive activity in students;
• solid assimilation of knowledge;
• the formation of independent creative thinking;
• acquaintance with research methods;
• the development of the logical abilities of students, as well as the ability to understand the essence of phenomena;
• fostering a conscious and interested attitude towards learning;
• orientation to 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 goes deep into the study of a specific narrow field of knowledge. It is necessary to prepare professionals who can think, seek and discover new approaches and solutions.

However, it is very difficult to form cognitive independence for students who are accustomed to reproductive teaching methods . This implies the need to use problematic issues 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 issues.
• Not all material can be presented in this form.
• Problem learning does not include skills development.
• Time costs significantly increase, because 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, one cannot talk about the successful use of the method of problematic issues in the classroom. They must meet the requirements listed below:

1. Availability. Students should understand the wording of the question, the terms used.
2. Feasibility. If most students are not able to independently find a solution to the problem, the entire developmental effect is lost.
3. Interest. Motivation of children is an important condition. It is significantly enhanced by the entertaining form of the task, which prompts one to seek an answer to a problematic question ("If the leader’s elections were held in the USSR in 1945, would Stalin take this place?").
4. Naturalness. Students should be brought to the problem gradually so that they do not feel the pressure of the teacher.

Classification

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

• investigating the focus of attention;
• checking the strength of existing knowledge;
• teaching students to compare phenomena and objects;
• helping to select facts proving this or that statement;
• aimed at identifying relationships and patterns;
• teaching the search and synthesis of facts;
• revealing the cause of the event and its significance;
• designed to confirm the rule;
• formative beliefs, as well as self-education skills.

The structure of the organization of problematic activities

For the lesson to be fruitful, the teacher must foresee the following steps:

1. Actualization of knowledge. Pupils refresh the material they studied on the basis of which they will solve the problem. This can be done in the form of a survey, conversation, written assignment or game.
2. Creation by the teacher of a problem situation. Children are involved in activities that lead them to the realization of a contradiction.
3. The emergence of an emotional response. The purpose of the problematic issues is to intensify 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 in the course of collective discussion.
5. Formulation of a problematic issue.
6. Hypothesis, solution search.

Techniques for posing problematic issues

A special skill and creative approach is required from a teacher to make research lessons vibrant and vibrant. What problematic issues can be applied in this case, we have considered. Let's talk about how to start a lesson and arouse interest among students. To do this, the following techniques apply:

1. The problem is voiced by the teacher in the finished form.
2. Children are given different points of view on some issue and are invited to make their own choices ("Nicholas II - a bloody king or a saint who died a martyrdom?").
3. Students are encouraged to scientifically explain life phenomena ("Why are wells trying to dig in the winter?").
4. The teacher tells the students an amazing fact, previously unknown, and thereby makes them want to find an explanation for him ("Why does a shrew weigh 2 g and eat 4 g of food per day, and a tiger weighing about 200 kg needs 10 kg of meat per day?") .
5. Pupils fulfill the task and encounter a problem that prevents them from finding the right solution ("Put emphasis in words: roast, castle, cotton, perfume, mugs").
6. Children work with the material in the textbook. The teacher asks them a question on a topic that you need to find the answer for yourself ("The horizon is drawn in the picture. Is it possible to get to it?").
7. Students are encouraged to apply the studied material to solve a practical problem ("What can a home barometer be made of?").
8. The teacher gives a worldly example that contradicts well-known scientific data ("Why does the match cast a shadow, but the light on it doesn’t?").
9. Children are told an unusual fact related to the topic. They must determine if this could really happen? ("Do you believe that an egg can swim in a glass and not sink?").
10. The teacher raises a question, the answer to which can be found if students will carefully listen to his explanations.

Finding a solution: methodology

In order for the children to independently find the answer to the problematic question, the teacher must properly organize their work. The following stages are highlighted in it:

1. Awareness of the problem. Students separate known data from unknowns and set specific tasks.
2. The solution to a problem. At this stage, it is possible to use different methods. In some cases, gathering hypotheses that are written on the board without ratings 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 directories or on the Internet.
3. "Aha reaction!" - joint choice of the right decision made after discussing all the assumptions.
4. Verification of the results. Performing exercises, students are convinced that their answer was correct, or are faced with the need to further study the problem.

It is important that the teacher does not impose his opinions and assessments on the children. At the hypothesis stage, the words "right" or "wrong" are not allowed. Instead, it is more appropriate to use the phrases "this is interesting," "how unusual," "curious." Having heard from the children the right decision, do not interrupt the discussion. It is important for students not only to find the right answer, but also to learn to think, to defend their position reasonably.

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

Problematic questions in the lessons allow educating people who are thinking, able to make independent decisions in the conditions of choice. Schoolchildren learn not to be afraid of difficulties, be creative, take initiative.