DIDACTIC POTENTIAL OF PROBLEM-BASED TASKS IN TRAINING FUTURE RUSSIAN LANGUAGE TEACHERS
Keywords:
problem-based tasks, didactic potential, teacher training, Russian language, problem-based learning, professional competence, critical thinking, methodological competence, performance-based assessment, transferable skills, pedagogical experiment, competency-based approach.Abstract
The article examines the didactic potential of problem-based tasks in developing the
professional competence of future Russian language teachers. The relevance of the study is
determined by the need to find effective didactic tools that contribute to the development of critical
thinking, analytical skills, and methodological flexibility of students in pedagogical programs. A
theoretical analysis of approaches to defining problem-based tasks, their typology, and functions
in the educational process is presented. The methodological foundations of the study are based on
the activity-based, competency-based, and systemic approaches. The results of domestic and
international research in the field of problem-based learning are analyzed. The methodology of
the pedagogical experiment, including performance-based assessment and analytical evaluation
rubrics, is described. The results of the experiment confirming the positive impact of problem-
based tasks on the level of students' methodological competence are presented. The prospects for
integrating problem-based tasks into Russian language teacher training programs are discussed.
References
1. Alreshidi, N.A.K. The Effectiveness of Training Teachers in Problem-Based Learning Implementation on Students' Outcomes: A Mixed-Method Study / N.A.K. Alreshidi // Humanities and Social Sciences Communications. – 2024. – Vol. 11. – Article 1050.
2. Barrows, H.S. A Taxonomy of Problem-Based Learning Methods / H.S. Barrows // Medical Education. – 1986. – Vol. 20, No. 6. – P. 481–486.
3. Barrows, H.S. Problem-Based Learning: An Approach to Medical Education / H.S. Barrows, R.M. Tamblyn. – New York : Springer, 1980. – 224 p.
4. Caswell, C.A. Recursive Reflective Reports: Embedded Assessment in PBL Courses for Second Language Teacher Education / C.A. Caswell // Interdisciplinary Journal of Problem-Based Learning. – 2019. – Vol. 13, No. 2. – P. 1–14.
5. Dochy, F. Effects of Problem-Based Learning: A Meta-Analysis / F. Dochy, M. Segers, P. Van den Bossche, D. Gijbels // Learning and Instruction. – 2003. – Vol. 13, No. 5. – P. 533–568.
6. McPhee, A. Problem-Based Learning in Initial Teacher Education: Taking the Agenda Forward / A. McPhee // Journal of Educational Enquiry. – 2002. – Vol. 3, No. 1. – P. 60–78.
7. Yew, E.H.J. Problem-Based Learning: An Overview of Its Process and Impact on Learning / E.H.J. Yew, K. Goh // Health Professions Education. – 2016. – Vol. 2, No. 2. – P. 75–86.
8. Зимняя, И.А. Ключевые компетенции – новая парадигма результата образования / И.А. Зимняя // Высшее образование сегодня. – 2003. – № 5. – С. 34–42.
9. Кудрявцев, В.Т. Проблемное обучение: истоки, сущность, перспективы / В.Т.
Кудрявцев. – М. : Знание, 1991. – 80 с.
10. Лернер, И.Я. Дидактические основы методов обучения / И.Я. Лернер. – М. : Педагогика, 1981. – 186 с.
11. Махмутов, М.И. Проблемное обучение: основные вопросы теории / М.И. Махмутов. – М. : Педагогика, 1975. – 368 с.
12. Матюшкин, А.М. Проблемные ситуации в мышлении и обучении / А.М. Матюшкин. – М. : Педагогика, 1972. – 168 с.
13. Пассов, Е.И. Основы коммуникативной методики обучения иноязычному общению / Е.И. Пассов. – М. : Русский язык, 1989. – 276 с.
14. Шамова, Т.И. Активизация учения школьников / Т.И. Шамова. – М. : Педагогика, 1982. – 209 с.
