Conditions necessary to solve a problem situation. Methodological development "Creating problem situations in the classroom in elementary school for the formation of UUD
The organization of problem-based learning in practice has certain difficulties. The main difficulties, according to M.I. Makhmutov, are associated with the insufficient development of methods for organizing problem-based learning in different types of educational institutions, the complexity of preparing educational material in the form of problematic cognitive tasks, dialogue structures, as well as the insufficient preparedness of the teacher to organize problem-based learning. 1
The process of posing educational problems requires knowledge of not only logical-psychological and linguistic, but also didactic rules for posing problems.
Before planning problem study topic, it is necessary to establish its possibility and didactic expediency. At the same time, it is necessary to take into account the specifics of the content of the studied material, its complexity, the nature of the information (descriptive or requiring generalizations, analysis, conclusions).
It is important to identify the "internal conditions of thinking" of the trainees, namely:
Level of knowledge on the topic under study;
Intellectual abilities of trainees, their level of development.
Depending on the identified level of "internal conditions of thinking" of the trainees, a system of specific tasks is developed that leads to the detection of contradictions on the path of movement from ignorance to knowledge. Such tasks include:
Questions requiring an explanation of a particular phenomenon;
Questions with the help of which the teacher deliberately confronts conflicting judgments, opinions, assessments of great people, scientists, the students themselves;
Tasks for comparisons, comparisons.
I.A. Ilnitskaya reads that when developing and setting up a system of problem situations, it is a consistent system of problem situations that is the main condition for organizing problem-based learning. In the system of problem situations, the main, dominant and a number of auxiliary ones are revealed. The formulation of the main problem situation is the most difficult, but it is precisely this that ensures the activation cognitive activity learners, makes the process of cognition more purposeful and meaningful.
Experience shows that trainees are not able to immediately and directly solve the formulated main problem due to their lack of the necessary skills to organize an independent research work. Therefore, it is necessary to create a consistent system of particular, auxiliary problems that can lead to an understanding of the main problematic issue. This allows you to manage the cognitive activity of students, learn
Rules for creating a problem situation
Rule one. To create a problem situation, students should be given such a practical or theoretical task, during which the student must discover new knowledge or actions to be learned.
When setting a task that causes a problematic situation, the following basic conditions must be observed:
1. The task is based on the knowledge and skills that the student owns. They should be sufficient to understand the conditions of the task, the ultimate goal to be achieved and the ways to achieve it. The task should include one unknown element (relationship, method or condition of action), the need for which should be evoked in students in the process of completing the task.
2. The unknown, which must be discovered to complete the task, is the subject to be assimilated. general pattern, general way action or some general conditions for performing an action.
3. Completion of a problematic task should cause the student's need for assimilated knowledge.
Rule two. The problem task offered to the student should correspond to his intellectual capabilities. The degree of difficulty of the proposed problem task can be assessed by two main indicators:
1) according to the degree of novelty of the educational material to be mastered;
2) according to the degree of its generalization.
The more intellectual capabilities a student has, the greater the degree of novelty and the greater the degree of generalization can be those knowledge to be mastered and methods of action, the need for which arises when performing a problem task.
Rule three. The problematic task should precede the explanation of the educational material to be mastered. However, if students do not have sufficient information about the phenomenon being studied or some elementary methods of action, the first stage in teaching will be the stage of communicating such information by students or teaching them such actions that are necessary to create a problem situation.
should be distinguished educational material, necessary for setting a problem task, and the educational material that is acquired after setting a problem task, after the student has a need for this educational material. When preparing educational material to be mastered, it is necessary to highlight in it:
1. material to be communicated to students;
2. the material that must be mastered by them creatively.
The first type of educational material includes factual information, descriptions of processes, as well as the necessary skills. The second type of educational material includes general patterns, general methods of action, general conditions for the performance of learned actions.
Rule four. Problematic tasks can be:
a) learning objectives;
b) questions;
c) practical tasks.
The question posed by the teacher does not in itself constitute a problematic situation. A question can be an indicator of a problematic situation in the case when it arises in a student when performing a practical or theoretical task assigned to him.
The formulation of the question by the teacher should correspond to the real question that arises in the student. In the case when the teacher formulates a question that does not correspond to the real question that the student has, such a question does not meet the conditions of problem-based learning. The question formulated by the teacher should correspond to the question that arises in the student.
Rule five. The same problem situation can be caused by different types of tasks. Thus, a problem situation can be evoked with the help of a theoretical problem task that requires explaining or predicting certain events, processes, or actions. In this case, the formulation of a theoretical task must be preceded by a demonstration, description, or communication of the necessary facts. A theoretical task that causes a problem situation should be based on the relevant facts that make up the condition for setting the problem task.
A problem situation can be created with the help of a practical task. In this case, the problematic situation arises as a result of the fact that the study task cannot be performed by the student. The impossibility of its implementation with the help of methods known to the student causes a problematic situation, the central link of which is the need for a new unknown mode of action, in an unknown new pattern.
Rule six. The teacher should formulate the problem situation that has arisen by pointing out to the student the reasons for not fulfilling the set practical training task or the inability to explain to them certain demonstrated facts. Such a fixation of the problem situation by the teacher emphasizes the educational nature of the problem task offered to the student and determines the search area for the required unknown. It completes the stage of creating a problem situation and is a necessary transitional link to the explanation of the educational material required by the created problem situation.
The most important concepts in problem-based learning are the problem situation and the learning problem as the main means of activating the mental activity of students. The outstanding Soviet psychologist S.L. Rubinstein wrote: “The initial moment of the thought process is usually sampleslemma situation<….>, Thinking usually begins with a problem or a question, with surprise or bewilderment, with a contradiction. This problematic situation determines the involvement of the individual in the thought process; it is always aimed at solving some problem” 3 . At the same time, thinking not only begins with a task, a problem, but its further course is associated with the emergence and solution of a number of successive cognitive tasks within the problem ones as a whole.
Problematic situation. Psychological science indicates the following stages of a person's productive cognitive activity: 1) a problem situation; 2) problem; 3) search for methods of its solution; 4) problem solving. Therefore, the problem situation is the central link in problem-based learning. The effectiveness of problem-based learning depends on how it corresponds to the essence of the issue under study, how much it was possible to activate students, arouse their interest.
The analysis of the problem situation is the first stage of the student's independent mental activity. Its comprehension leads the student to an understanding of what caused the intellectual difficulty that arose, to the vision and verbal formulation of the problem, i.e. to active thinking. The essence of the problem situation lies in the dialectical contradiction between the information known to the student and new facts, phenomena, for understanding and explaining which the previous knowledge is not enough. This contradiction is driving force creative assimilation of knowledge.
So, the signs of a problem situation should be considered: 1) the presence of an unknown for students; 2) the setting of schoolchildren to solve the task, "personal interest" in resolving the cognitive difficulty that has arisen.
Organizing problematic situations, the teacher pursues the following didactic goals; to attract the attention of students to the educational material, to arouse their cognitive interest;
* activate the mental activity of children, putting them before feasible cognitive difficulties;
* to show that it is impossible to satisfy the cognitive need that has arisen through the knowledge, skills and abilities of the students; help students see the main problem and determine the most rational ways to solve it.
Let's bring example creating a problem situation for the teacher. Students know that water boils at 100 ° C. But in a physics lesson, an experiment is demonstrated. The thermometer in the water shows 100°, but the water does not boil. This surprises the students, and they wonder why? Thus, a problematic situation is created. Further, the teacher, offering students questions, encouraging them to analyze various facts, leads them to the conclusion: pressure is the reason.
The main methods of creating problem situations by the teacher are as follows:
1. The teacher himself clearly poses the problem. For example: “Why, putting on skis, a person can walk on the snow without falling into it?”, “Why does a small carnation go to the bottom, but a multi-ton steel ship does not sink?>
2. Students are informed of different, even opposing opinions on any issue. For example, in the 8th grade, when studying A. S. Griboyedov’s comedy “Woe from Wit”, the teacher, introducing the students to the image of Molchalin, says; “Chatsky considers Molchalin a fool. According to Belinsky, Molchalin is smart as the devil when it comes to his personal benefits. Who is right? What is your opinion on this matter?"
3. The attention of students is drawn to certain life phenomena that need to be explained. So, before starting the study of the topic “Decomposition white color”, the teacher addresses the class with the question: “Guys, you must have seen a rainbow. Have you ever wondered how it is formed?
4. Students are told a previously unknown fact that causes them bewilderment and a desire to get an explanation. For example, before presenting the topic “Laws of Evaporation”, a teacher or laboratory assistant walks through the rows and drips a drop of ether into the palms of the children. There is a feeling of coldness, which surprises the students. The question arises: why?
5. The students are given a task, in the course of which a problematic situation is born. Thus, before studying the sum theorem internal corners triangle, they are asked to build a triangle according to three given angles. Students know that this is possible and are able to perform such tasks. The teacher first gives angles that total more than 180°, for example 90°, 60°, 45°. But no matter how hard the children try to complete the task, they fail. The teacher will then give other angles, such as 70°, 30° and 50°, which add up to less than 180°. Children again cannot build a triangle. They ask the question: what should be the angles so that you can build a triangle?
6. Students are offered preliminary tasks based on the material of the textbook. So, in the textbook "Natural Studies" for grade III 4, there is a dispute between Lida and Petya about whether it is possible to reach the horizon line. Question to the students: “Who do you think is right - Lida or Petya?”. There is no ready answer. It is necessary to address students to the drawing placed in the textbook, a careful examination of which will allow them to answer problematic questions.
7. The practical significance of the material to be studied is explained to the students. So, before explaining the relationship between the angles and sides of a triangle, the teacher addresses the class! “Guys, imagine that intelligence sent ahead should determine the width of the river (for the upcoming crossing of troops). But it is impossible to cross to the opposite bank, occupied by the enemy. Is it possible to know the width of a river by staying on one bank? Students come up with various hypotheses but cannot find solutions. The teacher says that as a result of studying this topic, they will learn how to do it.
8. Everyday knowledge of students deliberately clashes with scientific data, resulting in contradictions. For example, before studying the topic “Heat Conduction” in physics lessons, the teacher asks the children to perform simple experiments at home and explain the expression “a fur coat warms”. The next day, the students try to give an explanation. One says: “I came home, took a thermometer, covered it with a fur coat, and kept it like that for two hours. But the temperature did not rise. What's the matter?" Another says: “I came home, took two pieces of ice, covered one with a fur coat, and left the other open. The one that was lying open melted, and the one in the fur coat was intact. That's how the "fur coat warms"! This contradiction pushes students to an active mental search.
9. Some unusual case from life is used that is related to the topic to be presented. So, in a physics lesson on the topic “Equivalent motion”, the teacher can start the story as follows: “During the First World War, a newspaper report spread around the world, which spoke of an unusual incident that happened to a French pilot. Flying at an altitude of two kilometers, he noticed that some small object was moving parallel to the plane, and grabbed it with his hand. Imagine the astonishment of the pilot when he discovered that he had caught a German live bullet! This is somewhat reminiscent of the fairy tales of Baron Munchausen, who allegedly caught cannonballs with his hands. Is such a case really possible, and if so, under what conditions?
10. Students are asked a question, which they must answer after listening to the teacher's explanation of the new material and drawing appropriate conclusions. For example, the teacher begins the presentation of the topic as follows: “I will tell you about civil war in the USA between the supporters of the abolition of slavery (North) and its preservation (South), and you yourself explain the reasons for the victory of the northerners. “Students listen attentively, in the course of the explanation they put forward various assumptions, and after the end of the story they give the correct answer.
These methods are not exhausted, of course, all possible cases creating problem situations. In his practical activities, each teacher, creatively working with educational material, finds new opportunities for their organization. For this purpose, you can use a problem question, a cognitive task, a training task, visualization, speech, and their combination.
A problematic situation, causing a tension in the thoughts of students, creates a certain emotional mood in them, contributes to the emergence of "intellectual joy" from the process of cognition, from discoveries made independently. Emotions of joy, surprise or bewilderment serve as a sign of a properly organized problem situation. But it is known that emotional uplift is an important factor in effective assimilation.
Consequently, the most effective ways to arouse cognitive interest in educational material are to influence the emotions and feelings of students, as well as to show practical, vital significance. learning problem.
Educational problem. A learning problem can be defined as a task, the method of implementation or the result of which is unknown to the student in advance, but he has the initial knowledge and skills in order to search for this result or method of implementation 5 .
A task, the way of which the student knows how to perform it independently, is not an educational problem. On the other hand, if the student does not know how to perform a task and does not have the means to find a solution, then it will also not be a learning problem.
Let's take an example of a learning problem. Imagine that the teacher gives the first graders the task to find the action in the example 5, 2, 4 = 6. For the children, this is an educational problem, and, after thinking, they will point to the signs of multiplication and subtraction instead of commas between numbers. But if the teacher gives the same students in the next lesson an example of 4, 2, 6 = 8, then it will not be an educational problem, because the children have already become familiar with the principle of solving such tasks.
Next example. Suppose the teacher asked the first graders to find the common number in the numbers 63, 56, 84 (the common divisor is 7). This task will not be a learning problem for students due to its complete inaccessibility.
So, the signs of a learning problem are: 1) the presence of the unknown, the finding of which leads to the formation of new knowledge; 2) the presence of a certain stock of knowledge for students to search in the direction of finding the unknown. This requires a preliminary repetition of those previously acquired knowledge that is directly related to the material to be mastered by solving an educational problem. Otherwise, the problem will not be understood and accepted by schoolchildren, or its solution will not lead to active creative cognitive activity of students.
In the process of solving an educational problem, the following main stages of mental activity of children can be distinguished:
1) the emergence of a problem situation; 2) students' awareness of the essence of the difficulties that have arisen, the formulation of the problem; 3) finding a way to solve it by guessing or making assumptions (hypotheses); 4) proof of the hypothesis.
The process of proving a hypothesis is carried out as a result of deriving consequences from it and their practical verification by facts or by comparison with other concepts and laws. At the same time, students should be able to analyze educational material, highlight the main and secondary in it, compare and contrast, synthesize and generalize, draw conclusions. The teacher directs this work, telling the children the necessary facts, leading them from wrong guesses to correct assumptions, substantiating the hypothesis and its confirmation of facts.
Let us give an example of the creation by the teacher and the solution by the students of an educational problem by putting forward hypotheses and its further evidence. Students in Grade 1 will be given an example:
2 + 6 = ? Knowing the methods of addition and subtraction, the children solve it without difficulty: 2 + 6 = 8. After making sure that the students successfully apply the previously learned methods of solving, the teacher gives another example: * + 6 = 9, and then asks what is unknown here and how it find. Students do not know how to solve such examples. In response to the teacher's question, they answer that it is necessary to find the first term, but it is not known how to do this. A problem situation has arisen.
Teacher. Let's look for the unknown term.
Students. Gotta guess it. Add 6 to 9.
We see students making unreasonable assumptions.
Student. It is necessary not to add, but to subtract the second term from 9.
In this case, a correct assumption (hypothesis) has been put forward. The student decides: 9 - 6 = 3.
For a better understanding of the essence Problems useful to show difference between her and learning task. The educational task in most cases requires the student only to apply the existing theoretical knowledge in practical actions. In the course of its solution, the student masters certain skills and abilities, but does not go beyond the existing knowledge, does not learn unknown concepts, does not discover new patterns, does not draw conclusions, does not come to the formulation of laws, does not show research activity, as in solving an educational problem.
Using problem-based learning as a means of development cognitive activity students primary school.
Antonova S.A. primary school teacher of MAOU-secondary school No. 19, p. Pirogovsky.
- « The main tasks of modern schools - revealing abilities each student, education decent and patriotic person, person, ready for life in high tech competitive world... D. A. Medvedev
Past teachers:
- Ya. A. Komensky J. J. Rousseau I. G. Pestalotsii F. A. Diesterweg K. D. Ushinsky
- Ya. A. Comenius
- J. J. Rousseau
- I. G. Pestalotsii
- F. A. Disterweg
- K. D. Ushinsky
Problem Learning Ideas
J. Dewey: Students' ability to solve problems is based on their natural intelligence. The "thought of the individual" moves towards a state where everything in the problem is clear, passing through certain stages...
J. Bruner: at the heart of problem-based learning are the ideas of structuring educational material.
Didacts M. A. Danilov and V. P. Esipov formulate learning activation rules that reflect the principles
organization of problem-based learning.
The essence of the concept of "problem situation"
Problematic situation in education- This is a planned, specially conceived means aimed at awakening students' interest in the topic under discussion.
Problem situations are based on the active cognitive activity of students, consisting in the search and solution difficult questions requiring updating knowledge, analysis, the ability to see patterns behind individual facts, etc.
The purpose of creating a problem situation
Understanding and resolving these situations joint activities students and teachers, with the optimal independence of students and under the general guiding guidance of the teacher, as well as in mastering students in the process of such activities with knowledge and general principles problem solving.
As a problem situation in the lesson can be :
- problematic tasks with missing, redundant, contradictory data, with obviously made mistakes;
- search for truth (method, method, decision rules);
- different points of view on the same issue;
- contradictions of practical activity.
"Classic"
"Abbreviated"
"Motivating"
1. Encouraging dialogue from a problematic situation.
2. Dialogue leading up to the problem.
3. A dialogue that leads away from the problem.
1. Problem situation "with surprise".
2. Problem situation "with difficulty".
1 . Reporting the topic of the lesson using the “bright spot” technique.
2. Demonstration of incomprehensible phenomena.
3. Reporting the topic of the lesson using the “actualization” technique.
“ Classic "techniques for creating a problem situation ”
Type of problem situation
type of contradiction
With surprise
Techniques for creating a problem situation
Between two (or more) positions
1. Simultaneously present contradictory facts, theories or points of view.
2 .Push different opinions of students with a question or practical task.
Between the worldly representation of students and scientific fact
With difficulty
3. To expose the worldly view of students with a question or a practical task “with a trap”.
4. Present scientific fact communication, experiment or visualization.
Between the need to complete the task of the teacher
5. Give a practical task that is not feasible at all.
6. Give a practical task, not similar to the previous ones.
7. Give an impossible practical task similar to the previous one.
8. Prove that the task was not completed by the students.
"Abbreviated" methods of setting a problem situation
1. Encouragement dialogue- this is an "excavator" that digs up a problem, question, difficulty, i.e. helps to formulate the learning task. Is used for:
Inducements to create contradiction;
Inducements to formulate a learning problem.
2. Leading dialogue- this is a logically built chain of tasks and questions - a "locomotive" moving towards new knowledge, a mode of action; a system of questions and tasks feasible for the student, which step by step lead the student to create the topic of the lesson. This technique does not require the creation of a problem situation, it is well built “from repetition”.
"Motivating" techniques for posing a problem situation
1. "Bright spot"- message of intriguing material ( historical facts, legends, etc.): fairy tales, legends, fragments from fiction, cases from the history of science, culture and Everyday life, jokes and other intriguing material.
2. Demonstration of incomprehensible phenomena(experiment, demonstration).
3. "Updating"- discovery of the meaning, significance of the problem for students: discovery of the meaning, significance of the proposed topic of the lesson for the students themselves.
Basic conditions for using a problem situation
From the students side:
- new topic (“discovery” of new knowledge);
- the ability of students to use previously acquired knowledge and transfer it to a new situation;
- the ability to determine the area of "ignorance" in a new task.
From the teacher's point of view:
- ability to plan, create in the classroom problem situations and manage this process;
- formulate the problem situation that has arisen by pointing out to the students the reasons for not fulfilling the set practical training task or the inability to explain to them certain demonstrated facts.
Example of "surprise" reception
Essence of reception : simultaneous presentation of two contradictory facts.
Math lesson, 2nd grade.
Purpose: to introduce brackets as a means of indicating the order of actions.
Students perform calculations in two ways, leading to the same expressions but different results.
1 way
Subtract 3 from the number 8. Add 4 to the resulting difference.
8-3+4=9.
2 way
Add 4 to the number 3. Subtract the amount received from the number 8.
8-3+4=1.
– What do you notice?
– The expressions on the left side of both equalities are the same, but their meanings are different.
– Why are there different answers?
– Compare expressions. How are they similar? What is the difference?
– Which action was performed first in 1 expression, which second?
(Children establish that different answers were obtained due to the order of actions.)
– How would you define the purpose of our lesson?
Example of "surprise" reception
Essence of reception : to detect the students' everyday idea of a question or a practical task "with a trap" ("for a mistake"
There are 10 oranges in a vase. Dunno ate 3 oranges, Gunka ate 4 oranges. How many oranges did they eat together?
What number in the problem was not needed to solve it? Why?
- Ask the question so that this number is required.
2. The monkey picked 9 bananas. She ate 3 bananas.
(Children notice that there is nothing to solve, since there is no question in the task. I suggest that you raise the question yourself and decide.
3. There are 10 apples and 6 pears on the table. How many oranges are on the table?
Example of "with difficulty" reception
Essence of reception : the contradiction between the necessity and impossibility to fulfill the requirements of the teacher.
Math lesson, 2nd grade.
Purpose: to introduce a new arithmetic operation- multiplication.
Students are asked to complete a series of tasks, the solution of which is to calculate the sums of identical terms.
“A glass contains 2 cups of water, and a jar contains 4 cups. How many cups of water are in the jar?
2+2+2+2=8 (h)
“Nine buttons are sewn onto one shirt. How many buttons do you need to sew on 890 shirts?
– Guys, can you write an expression for this problem?
– Why, what is the problem?
– It's getting too long.
– So what do we need to open today?
– We need to come up with a new short way of writing.
An example of a motivating technique "bright spot"
Mathematics lesson, grade 1.
Subject: Number line.
– In one big - very big city there lived a small engine. At home, everyone loved him, and the Engine lived well. He had only one trouble - he did not know how to count, he could not add and subtract numbers. And that's when the old Clever Engine advised him to go on a trip and rename the stations that the Engine would pass.
– You will build, - said the Clever Engine, - a magical segment called " numerical segment» (learning problem). He will become your faithful friend and assistant and will teach you how to solve even the most difficult examples.
Demonstration of incomprehensible phenomena.
- THE WORLD
- - Do you think these animals meet each other? (Children's opinions are heard).
- - What is needed for them to meet? (To live nearby, in one place).
- So what do you need to know to answer this question? (Know where they live).
- - Where can we get this information? (In the textbook).
- Further, the children themselves find the answer to this question from the textbook page ...
- - So who was right, raise your hand honestly?
An example of a motivating technique "actualization"
Math lesson.
Topic: Rule for checking the solution of an equation.
- In 5 seconds (short, limited time) find the correct solution of the equation:
2 + x = 6 2 + x = 6 2 + x = 6
x \u003d 6 + 2 x \u003d 6 - 2 x \u003d 6 - 2
x = 8 x=4 x=3
Why can't we answer right away?
- Name the topic of the lesson.
At the “Discovery of new knowledge” stage, students solve a learning problem based on a dialogue that encourages hypotheses. Children make the following hypotheses:
- check the correctness by identifying the parts, the whole;
- calculation check;
guess - substitute a number for X.
Algorithm for preparing a problem lesson
1. The topic of the lesson, new knowledge (and its type)
2 Statement of the problem:
- * Encouraging dialogue from a problematic situation *Problem-leading dialogue *Post a topic with a reception to accept it
3.Search for a solution
- If there is a problem:
- - If there is a problem:
dialogue
- * Encouraging to put forward and test a hypothesis dialogue * Dialog leading up from the problem
- * Encouraging to put forward and test a hypothesis dialogue * Dialog leading up from the problem
- If there is no problem:
- - If there is no problem:
- *Leading without a problem dialogue
- *Leading without a problem dialogue
4. Productive tasks for the reproduction of knowledge
Method of projects (a type of problem-based learning).
The project method is a method aimed at developing the skills of cooperation and business communication in a team, providing for a combination of individual independent work With group lessons, discussion of controversial issues, availability of research activities, the creation by students of the final result of their own creative activity.
Our projects
Playground
A park
Autumn in our forest
A window into the summer
CONCLUSIONS:
1. The use of problem-based learning creates conditions for the purposeful formation of educational and cognitive motives.
2. The connection between the formation of cognitive activity and problem-based learning is aimed at mastering common methods for solving problematic problems.
3. The tension of the student's intellectual forces is born in a collision with difficulty and is characterized by the presence of a problematic situation, high cognitive interest of students in the topic.
4. Problem-based learning requires significant changes not only in the organization educational process but also in the presentation of educational material.
"A child is not a jug, to be filled and the lamp to be lit b »
Problem-based learning is a method of learning, the essence of which is the creation of problem situations by the teacher and their resolution in the process of active, search, joint activities of the teacher and students with maximum independence of students and under the guidance of a teacher who directs the activities of students. Assimilation of educational material occurs in the course of active search activity of children.
To create a problem situation, such a practical or theoretical task should be set, during which the student must discover new knowledge or actions to be mastered.
Conditions for creating a problem situation:
1. The task is based on the knowledge and skills that the child owns.
2. The unknown that needs to be discovered constitutes a general regularity to be assimilated, a general mode of action, or some general conditions for the performance of an action.
3. Completion of a problematic task should cause a need for acquired knowledge (desire to learn).
4. The educational task offered to the student must correspond to his intellectual capabilities.
5. The problematic task should precede the explanation of the educational material to be mastered.
6. The teacher should formulate the problem situation that has arisen by pointing out to the student the reasons for the impossibility of explaining any fact or completing the task.
Consider the types of problem situations most often encountered in science lessons.
1. The discrepancy between the existing knowledge systems of students and new requirements (between old knowledge and new facts, between knowledge of lower and more high level, between worldly and scientific knowledge).
For example, in the lesson "Diversity of Animals", schoolchildren form the concepts of "fish", "birds" and "animals". Children must decide which group the whale, bat can be attributed to.
2. The contradiction between theoretical knowledge and the practical impracticability of the solution, as well as between the practical results observed by children and the impossibility of their theoretical substantiation.
For example, in the lesson “Signs of Autumn in Inanimate Nature”, it is concluded that it gets colder in autumn because the sun is lower in the sky than in summer. The teacher asks, "How can you prove that the sun is lower in autumn than in summer?" This question causes a problematic situation, since younger students are not familiar with the method of determining the height of the sun.
3. Ignorance of the way to solve the problem.
For example, in the lesson “Plan of the area”, younger students are invited to draw a plan of the island (a layout is presented). A number of problematic tasks arise: How to transform a three-dimensional object into a two-dimensional image? How to depict hills (mountains) on a plan? How to choose the size of images on the plan?
4. The need to choose from several systems of available knowledge of one system.
For example, in the lesson "Earth and the Sun", younger students are shown schematic images of the helio- and geocentric systems of the world and are given the task - to choose the picture that corresponds to reality.
Creating a problem situation as a means of forming universal learning activities
From modern teacher the formation of a whole complex of subject and meta-subject skills in students is required. In such conditions, the teacher faces several questions at once. Which educational technologies allow the teacher to effectively form junior schoolchildren UUD complex? When in the classroom do children think more, speak more often and, consequently, their thinking and speech are more actively formed? When children do creative activity(which means they develop Creative skills), actively defend their own position, take risks, show initiative? One of these technologies is problem learning technology.
Problem-based learning is such an organization training sessions, which involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which there is a creative mastery of knowledge, skills and abilities and the development of mental abilities.
It is problem-based learning that contributes to solving the problem of forming universal learning actions (especially regulative and cognitive ones).
The technology of problem-based learning is universal: after all, knowledge can be discovered on any subject and in any class. Discovery of knowledge - creative process, which includes four main stages: problem statement, search for a solution to the problem, description of the solution and its implementation.
How to prepare a problematic lesson - lesson"discovery" of new knowledge with children.
At each stage of the lesson of the discovery of new knowledge, UUD are performed and favorable conditions are created for the implementation of the requirements of the Federal State Educational Standard for the formation of meta-subject results of education.
For the development of the motivational sphere and the formation mental operations, a better level of assimilation of the material in learning activities paid much attention to the creation of problem situations at the stage of introducing knowledge, as one of the methods of cognitive motivation. Since it has an impact on literally all students in the class, including the weak ones.
On this stage preparation of students for the discovery of new knowledge is organized, and UUD are formed:
cognitive: analysis, synthesis, comparison, generalization, analogy, classification, extraction of necessary information from the text, conscious and arbitrary construction speech utterance, subsuming under the concept, independent selection and formulation of the cognitive goal.
Regulatory: performing a trial educational action, fixing an individual difficulty in a trial action, volitional self-regulation in a situation of difficulty.
Communicative: expressing one's thoughts with sufficient completeness and accuracy, arguing one's opinion and position in communication, taking into account different opinions, using criteria to justify one's judgment.
Personal: the child's ability to self-development, the formation of motivation for learning and cognition.
To understand the contradiction and formulate the topic of the lesson, I use encouraging dialogue as a method of setting an educational problem. It consists of separate stimulating questions and suggestions that help to understand the contradictions and formulate the topic of the lesson.
T.K. the statement of the educational problem ends with the formulation of the topic of the lesson, then, if possible, I use the method of phased formulation of the topic of the lesson:
This technique is interesting for children
You can see the place of the lesson in the system of lessons on this topic.
In order for children not to receive knowledge in a ready-made form, but to discover it themselves in the process of independent research activities, I use active forms of learning in the classroom: work in groups, in pairs, educational dialogue.
The structure of the problem lesson as follows:
The purpose of the lesson: knowledge.
Lesson stage: introduction.
posing an educational problem - formulating a question or topic of a lesson;
the search for a solution is the discovery of subjectively new knowledge.
Lesson stage: reproduction.
Creative links in the activities of students:
decision expression - expression of new knowledge in an accessible form;
product implementation - presenting the product to the teacher and the class.
There are 2 types of problem situations:
. Problem situation with surprise;
. Problem situation with difficulty.
Techniques for creating problem situations
type of contradiction |
Techniques for creating a problem situation |
I. Problem situations that arose with “surprise” |
|
Between two (or more) positions |
Reception 1. Simultaneously present contradictory facts, theories or points of view. Reception 2. Confront students' differing opinions with a question or practice task |
Between the worldly representation of students and scientific fact |
Reception 3. Step 1. To reveal the worldly view of students with the help of a question or a practical task "for a mistake". Step 2. Present a scientific fact through a message, experiment, or visualization |
II. Problem situations that arose "with difficulty |
|
Between the need and the impossibility to fulfill the task of the teacher |
Reception 4. Give a practical task that is not feasible at all. Reception 5. Give a practical task, not similar to the previous ones. Reception 6. Step 1. Give an impossible practical task similar to the previous ones. Step 2. Prove that the task was not completed by the students |
Each type involves certain methods of creating a problem situation.
Type of problem situation: with surprise.
Type of contradiction: between two (or more) positions.
1. Simultaneously present contradictory facts, theories or points of view.
2. Push different opinions of students with a question or practical task.
Type of contradiction: Between the worldly representation of students and scientific fact
3.Step 1. Reveal the worldly representation of students with a question or a practical task "for a mistake."
Step 2. Present a scientific fact with a message, experiment or visualization.
Problem type:
Between necessity and impossibility to fulfill the task of the teacher.
Methods for creating a problem situation:
1. Give a practical task that is not feasible at all.
2. Give a practical task that is not similar to the previous ones.
3. Step 1. Give an impossible practical task similar to the previous ones.
Step2. Prove that the task was not completed by the students.
Exists subject specificity in the use of the presented methods of posing the problem in the lesson. For Russian language most characteristic tricks 2, 3, 6, containing a practical task "for a mistake", and techniques 1 and 4 are used less frequently. For mathematics problematic situations with difficulty created by techniques 4, 5, 6 are typical, although technique 1 also occurs. At the lessons of literary reading, the positions of scientists (critics) and different opinions of students are often discussed using techniques 1 and 2. When studying the world around us, technique 3 is used.
Awareness of the contradiction and formulation of the problem was carried out with the help of a detailed motivating dialogue, which is a separate stimulating questions and proposals that are distinctive for each of the proposed methods.
Methods for setting a learning problem:
1. Motivating from a problem situation dialogue- These are separate questions and incentive sentences that push the student's thought.
At the same time, the student's thought makes a leap to the unknown, and unexpected answers from children are possible.
With the help of inciting dialogue, the creative abilities of students are developed. This method is preferred for strong learners.
2. The dialogue leading to the topic is a system of questions and tasks feasible for the student, leading him to the discovery of thought.
With a lead-in dialogue, unexpected answers from students are practically impossible, the teacher "step by step" leads the student's thought.
At the same time, it develops logical thinking students. This method is preferred for weak learners.
3. Message of the topic with a motivating technique:
. Reception "bright spot"(fairy tales, legends, fragments from fiction, cases from the history of science, riddles, etc.)
For example, a lesson on the topic “Alphabet” can be started with a riddle about the alphabet.
At the beginning of the lesson “Spelling. spelling rule» You can invite children to solve a crossword puzzle with dictionary words, whose keyword is the topic of the lesson.
. Reception "relevance"(detection of the meaning, significance of the proposed topic of the lesson for students)
For example, when studying the topic "Alphabet", the teacher asks one child to read the list of students from cool magazine. Then he asks the question: “Is the order of surnames random?” Children make sure their last names are written in alphabetical order. The teacher asks, "Where else would you need to know the alphabet?" By answering this question, students realize the importance of studying this topic.
These methods can be intertwined.
When using this method, there is no developmental effect, but the topic becomes interesting and meaningful for children.
Ways to solve the educational problem
1. Dialogue that encourages hypotheses.
The general motivation for any hypotheses is:
- What are the hypotheses?
General motivation for an argument/counterargument:
- Do you agree with this hypothesis?
Why?
General motivation for the review plan:
How can this hypothesis be tested?
A clue to the decisive hypothesis.
Hint for argument/counterargument.
Hint for test plan.
The message of the decisive hypothesis.
Argument/counterargument message.
Test plan message.
In the lesson, it is possible to consistently and simultaneously put forward hypotheses.
In sequential advancement, each hypothesis put forward is tested, and only then the next one is put forward. The process continues until a decisive hypothesis is proposed and tested.
With simultaneous nomination, a frontal or group test of each hypothesis separately or one general test of all hypotheses is possible.
2. Leading dialogue - a system of questions and tasks feasible for the student, which step by step lead to the discovery of new knowledge.
3. Leading without a problem dialogue.
If the knowledge introduced in the lesson is a fact, then it is advisable to communicate it to the children in finished form after posing the problem.
For example, in a lesson on the topic “Verbs-Exceptions”, after the children realize the contradiction between the studied rule and a particular case, the teacher tells that there are several verbs in Russian that do not obey the rule for determining conjugation. These are exception verbs.
Performing productive tasks during the knowledge reproduction phase allows students to gain a deeper understanding new material to show creativity and imagination.
Productive tasks for the reproduction of knowledge:
1.Formulation
. Topics (conducted immediately after the introduction of knowledge, if the problem sounded like a question);
. Questions (carried out at the end of the lesson or at the beginning of the next).
2. Creating a reference signal:
. Symbol;
. Scheme;
. tables;
. Base words.
It is carried out in the classroom or at home, if the reference signal was not compiled by the teacher when introducing knowledge.
3. Creating an artistic image:
. Puzzles;
. Fairy tales;
. Poems.
It is offered to children as a creative homework performed at the request of the students.
Conclusion:
Socio-cultural requirements for the individual in modern world cause the need to develop the individuality, adaptability of the child, personal potential, the ability to independently solve and prevent life problems.
Problem-based learning technology has the following advantages:
. Creates opportunities for the development of attention, observation, activation of thinking, activation of cognitive activity;
. Develops independence, responsibility, criticality and self-criticism, initiative, non-standard thinking;
. Aimed at the formation of universal educational activities;
. It ensures the strength of the acquired knowledge, as they are obtained in independent activity.
Thus, the technology of problem-based learning optimally corresponds to modern purposes education and the requirements of society for the education of the younger generation.
Literature
1. Melnikova E.L. Problem lesson, or how to discover knowledge with students: A guide for the teacher. - M., 2002.-168s.
2.Ksenzova G.Yu. Perspective school technologies: Educational and methodological manual.- M.: Pedagogical community of Russia, 2000.-224p.
Annex 1
Examples of the use of problem posing techniques in the process of teaching various subjects
I. Problem situations that arose "with surprise"
Reception 1. The teacher presents contradictory facts to the class at the same time. scientific theories or mutually exclusive points of view.
1. Russian language, grade 3.
On the instructions of the teacher, schoolchildren read the words aloud: news, news, messenger, known, known. Thus, the teacher simultaneously presents two contradictory facts (in some words "t" is pronounced, in others it is not).
Teacher: What can you say about these words? What interesting things have you noticed? (Incitement to awareness of the contradiction.) What question arises? (An impulse to formulate a problem.) Why is the "t" not pronounced in some words? And the topic of today's lesson? ("Unpronounceable consonants at the root of a word.")
2. The world, Grade 3*.
Lena: Mushrooms cannot move, so they are plants.
Misha: Mushrooms are not green, which means they are animals.
Teacher: What surprises you in the dialogue of our heroes? (Incitement to awareness of the contradiction.) What question arises? (Incitement to formulate a problem.) What are mushrooms: plants or animals? So, the topic of the lesson is...? ("Mushrooms", "What are mushrooms.")
3. Mathematics, grade 2.
The teacher writes on the blackboard 2 + 5 x 3 = 17 and 2 + 5 x 3 = 21. Teacher: I see you are surprised (surprise reaction). Why?
* Through heroes - children or fairy tale characters- are actively used in the textbooks of the educational system "School 2100" and help the student to assimilate the educational material. - Note. ed.
Students: The examples are the same, but the answers are different! Teacher: So, what question shall we think about?
Students: Why do the same examples give different answers?
Reception 2. The teacher needs to push the different opinions of the students, and not present the guys with other people's points of view. For this, the class is offered a question or a practical task on new material. The resulting range of opinions usually surprises the students.
1. Russian language, grade 3.
Teacher: Form new words from the words "cargo" and "buffet" using the suffixes -chik- and -schik- (The class is divided into groups. After completing the work, each group writes down the answer to separate sheet and hangs it on the board.) Let's see how the groups completed the task. Read what words you got.
Students: Loader and loader, barman and barman.
Teacher: So what happens? I gave you one task. How did you do it? (Incitement to awareness of the contradiction.) Why did it happen? What do we not know? (The conditions for choosing one or another suffix.) What will be the topic of the lesson?
Students: Spelling of suffixes -chik- and -schik-.
2. The world around, grade 2.
Teacher: Lena and mom the winter vacation they will go to St. Petersburg, and Misha and dad will go to Australia. Help them pack their things. (The class is divided into groups. After completing the work, each group introduces the list of collected things.) Let's see how the groups completed the task. (Different opinions cause a reaction of surprise.) I gave you one task. How did you do it? (Incitement to awareness of the contradiction.) Why did it happen? What do we not know? (Instigation to formulate a problem.) How is the weather in Australia now? (Problem as question.)
3. Mathematics, grade 3.
Teacher: Solve examples. Remember the algorithm. One student at the blackboard, the rest do the task in the notebook. (They solve examples, pronounce the algorithm. Examples: 367 - 143.534 - 216.328-174. This is followed by a practical task for new educational material.) Solve the following example, work on the sheets. (Frontly solve the example: 400 - 172.) Did you solve the example? (Incitement to awareness of the contradiction.)
Students: Yes, we decided.
Teacher: What were the answers? (They name different answers.) Did I offer you to solve the same example? (Answer: yes.) And what were the answers? Students: different. Teacher: Why?
Students: We have not solved such examples yet.
Teacher: How is this example different from the ones we just solved? Pupils: There are no units and tens in the reduced. Teacher: So, what examples will we learn to solve?
Students: Examples for subtracting three-digit numbers, where there are no units and tens in the minuend.
Teacher: Right. We fix the topic on the board.
Reception 3. It is done in two steps. First, the teacher reveals the students' representation with the help of a question or a practical task "for a mistake". Then he presents a scientific fact in the form of a message, experiment or visual information.
1. Russian language, grade 3.
Teacher: There are two columns of words on the board. 1st column: rare, soft, light; 2nd column: rarely, softly, easily. What can you say about them?
Students: These are related words. The first column contains adjectives and the second column contains adverbs. Teacher: Sort out the composition of the words in each column.
(Step 1. The student at the blackboard analyzes the words by composition, highlights the ending -o in the words of the second column.)
Let's check. The words in the second column are adverbs. Do you remember what an adverb is?
Students: Invariable part of speech.
Teacher: But then what adverbs can't have? (Step 2.)
Students: Endings.
Teacher: So, what did you first think about "o"? What happened next? (Incitement to awareness of the contradiction.) So what question arises? (Incitement to formulate a problem.) What is "about" in adverbs? (Problem as question.)
2. The world around, grade 2.
Teacher: Do you think there are many plants in the desert? Students: Very few, almost none. (Step 1.)
Teacher: Listen, I'm going to read you an excerpt from a popular science article.
(A fragment of the text about the flowering of desert plants in April is read out - step 2. Students are surprised.)
What did you first say? How are we accustomed to imagine the desert? How about really? What did you learn from the text? What is the problem? What do we need to figure out? How do plants adapt (survive) in the desert?
II. Problem situations that arose "with difficulty"
Reception 4. The teacher offers a task that is not feasible at all. It causes a lot of trouble for the students.
1. Mathematics, grade 2.
Students are offered a series of tasks, the solution of which boils down to calculating the same terms, for example: 2 + 2 + 2 + 2 = 8. Then the task is given: "9 buttons are sewn on one shirt. How many buttons should be sewn on 970 shirts?" - a practical task that is not feasible for second-graders in general.
2. Russian language, grade 3.
Teacher: We continue to work with nouns formed in a suffixal way. Read the words and form nouns from them using the suffix -nick-. (Doable task. Students form nouns: fire - fireman, boot - shoemaker, tea - kettle, sauce - gravy boat, spruce - spruce forest.)
Do the same for the other column of words. (Words: closet, floor, portrait. An impossible task. The teachers are having difficulty.) What is the difficulty?
Students: Nouns can be formed from these words with the suffix -nick-.
Teacher: What is the question?
Students: Why can't nouns be formed from some words with the suffix -nick-? (As a result of the identified patterns, after completing the tasks, students formulate the topic of the lesson "Nouns with the suffix -nick-".)
Reception 5.
The teacher gives a practical task that the students have not encountered so far, that is, a task that is not similar to the previous one.
1. Mathematics, grade 2.
Teacher: There are numbers on the board. What are these numbers? Write the single-digit numbers in a column and multiply them by 7. (Students can easily cope with the task, the way of which they already know.) Write the two-digit numbers in another column and also multiply them by 7. (Students have difficulty.) Were you able to complete my task? Why didn't this task work? How is it different from the previous one? (Incitement to awareness of the contradiction.) What will be the topic of our lesson?
Students: Multiplying a two-digit number by a one-digit number.
Reception 6. The most difficult, because it is performed (like reception 3) in two steps. First (step 1) the teacher gives a task similar to the previous one. Students, not noticing the catch, perform it, applying the knowledge they already have. Then (step 2) the teacher is required to reasonably prove that the task was not completed by the students after all. After that, the guys have a problem. Reception 6 is similar to reception 3. Each has two steps. Moreover, the first step makes the student make a mistake, and the second exposes this oversight. The difference is that in technique 3, an error is made because of the child's worldly representation, and in technique 6, because the student uses the already existing scientific knowledge in the wrong situation.
1. Russian language, grade 4.
Teacher: What topic did we cover in the last lesson? Pupils: Conjugation of verbs.
Teacher: Let's practice in determining the conjugation of verbs ... (Students easily perform a number of tasks using the well-known rule. Next - step 1.) Now determine the conjugation of the verbs "look" and "lay". (Look is the verb of the first conjugation, lay is the verb of the second conjugation. Next is step 2.) Let's check. I conjugated these verbs on the board. What do you notice?
Students: To look is a verb of the second conjugation, and to lay is the first.
Teacher: So what did you want to do? What rule was applied? Were you able to complete the task? (Incitement to awareness of the contradiction.) So, what are these verbs? What will be the topic of the lesson? (Incentive to formulate a problem.)
Students: Exception verbs.
2. Mathematics, grade 3.
Teacher: Compare angles. (There is an image of right, acute and obtuse angles on the board. Students can easily complete the task.) And how did you compare the angles now? (Answer: by eye. Next - step 1. There are two approximately equal angles on the board - a practical task similar to the previous one.) Now compare these angles.
Students: They are identical. (Perform the task by applying known way.)
Teacher: How were they compared? (Answer: by eye.) Can you confirm that this is the exact way? (Answer: no.) Then can we say that these angles are equal? (Answer: no. Next - step 2. Students realize that the task is not completed, there is a reaction of difficulty.) So, what did you want to do?
Students: Compare angles.
Teacher: What method was used? (Answer: visual.) Did you manage to complete the task? Pupils: We did, but we cannot say that this method is accurate. (Incitement to awareness of the contradiction.)
Teacher: What will be the topic of the lesson? (Incentive to formulate a problem.)
Students: Angle comparison.
Annex 2
Examples of the use of the "bright spot" technique by the teacher in the work
1. Literary reading, 3rd grade. Theme: "The play".
Teacher:(Reads a fragment of the text, the hero of which is the girl Nastya.) On Sunday, Nastya and her dad visited the children's theater, where they watched the play "Tili-bom" based on the fairy tale play "Cat's House" by Samuil Yakovlevich Marshak. The performance was musical, bright, colorful, and Nastya returned to good mood. On the way home, she told her dad that in class they decided to put on a fairy-tale performance for the New Year's holiday.
- Dad, can any fairy tale be staged? - asked Nastya.
- Yes, any, but for this it must be written as a play.
What does "like a play" mean?
Guys! Let's help Nastya figure out what a play is.
2. Russian language, 1st grade. Topic: "Consonants [l], [l"], [m], [m"]".
Teacher: Listen to the poems that I have prepared for you. Determine which sounds are pronounced more often?
The shaggy lion had a dream:
He flies down the mountain on skis.
Moon and snow - faster, faster.
This is a lion - the beauty of animals. Pupils: Sounds [l], [l "] are heard more often. Teacher: The ball flies striped.
Bear cubs play ball.
- Can I? - asked the mouse.
- What are you, you're still a baby! Pupils: Sounds [m], [m "] are heard more often. Teacher: So what is the topic of today's lesson?
Students: Consonant sounds [l], [l "], [m], [m "]. (The teacher writes the topic on the blackboard.)
3. The world around, grade 2. Theme: "Australia".
Teacher: We travel across the continents. Guess which continent we are talking about?
She is below us.
They obviously walk upside down
There's an inside-out year.
There the gardens bloom in October,
There is summer in January, not July,
There are rivers flowing without water
They disappear somewhere in the desert *...
What surprised you about the poem? What interesting things have you noticed?
Students: Here everything is the opposite: in January it is summer, the rivers are without water.
Teacher: What is the question? Pupils: What kind of continent is this, where everything is the other way around?
Teacher: This is Australia. So which continent (and country) will we study?
Students: Australia. (The teacher writes the topic on the blackboard.)
4. Mathematics, 1st grade. Topic: "Numerical segment".
Teacher: In one big, big city, there lived a little engine. At home, everyone loved him, and the Engine lived well. He had only one problem - he did not know how to count, did not know how to add and subtract numbers. And then the old Clever Engine advised him to go on a trip and number the stations that the Engine would pass. "You will build," said the Clever Engine, "a magic segment, which is called a "numerical segment" (the topic of the lesson). It will become your faithful friend and assistant and teach you how to solve even the most difficult examples."