Experimental Work

Advanced Educational

Cooperative educational Projecting methods of teaching Individualised learning process Information Technology Family education Problematic education Education in prospect

The ultimate goal of the present technology is acquiring effective learning skills and habits, particularly those promoting self-directed creative mode of learning.

The basis of this technology is students’ self-directed activity comprising cognition, learning and research.

Within the present technology students are faced with a problem to be resolved by means of its analysis followed by various hypotheses and suggestions as well as their testing and verification.

The kernel of such is a problematic situation forcing an individual to search for a new, often unusual way of its resolving thus developing creative way of thinking.

The stages of this process are:

  a problem-directed situation – stating the problem to be solved – searching for the best ways of its resolving – final resolving of the stated problem

Types of the problem-directed situations:

Type I: Students cannot resolve a given task being unable to explain a new fact, situation, etc.

Type II: In order to resolve a problem students apply skills and knowledge acquired before.

Type III: Students are faced with a contradiction of a theoretical possibility of the problem resolving and its impracticability.

Type IV: Being able to resolve a problem itself students appear to be unable to provide any theoretical background of its resolving.

Theoretical basis of the problem-directed education:

1. Encouraging students to provide theoretical background of a given fact or phenomenon. This method stimulates students’ research skills and abilities.

2. Active usage and application of the situations arising in the learning process

3. Setting the tasks developing students abilities to explain facts and phenomena

4. Impelling students to analyze facts and life phenomena considering a contradiction between life experience and theoretical knowledge

5. Suggesting hypotheses with their subsequent testing, verification and drawing conclusions.

6. Encouraging students to comparison  and confrontation of the facts, phenomena and rules

7. Encouraging students to summarizing new facts in comparison with those to have known before

8. Acquainting students with the facts that do not have any clear and visible explanation

9. Encouraging students to apply their knowledge of various fields of science to resolve a problem given.

10. Tasks reformulating and varying.

Learning Goal-Setting

Didactic Methods of Problem-Directed Education Implementation

1. Monologue.

2. Dialogue.

3. Consideration.

4. Heuristic tasks.

5. Research work.

6. Programmed tasks.

7. Simulation.

8. Project making.

9. System of binary methods.