PROBLEM-BASED LEARNING AS A MEANS OF REALIZING THE DIDACTIC AND DIALECTIC UNITY

Abstract

The article is devoted to one of the topical theoretical and methodological problems of pedagogical sci- ence – comprehension of the unity of didactics and dialectics. As a means of implementing such unity, problem-based learning and its psychological and pedagogical potential are considered. Dialectics has long proven that any serious problem, any question has always been presented to people in the form of a tense contradiction in the system of knowledge, in the system of historically formed concepts and concepts. For true human thinking, the discovery of a contradiction is a signal of the emergence of a problem, a signal to enable thinking. The effectiveness of different systems of education is achieved due to many characteristics inherent in problem-based learning. Although the authors of these systems do not operate with the concepts of “problem”, “problem-based learning”, they actively use the elements of problem learning, which is why students are developing. Since the essence of problem education is sufficiently elucidated in psychological and pedagogical literature, the article deals with only those aspects of problem learning, its features, which require philosophical comprehension. In addition, the general technology of partial-search method (method of heuristic conversation) as one of the methods of problem learning is offered.