XIV Международная студенческая научная конференция Студенческий научный форум - 2022

The aim of every teacher`s job is not only to make their pupils learn theoretical material by heart, but also help them learn how to think logically and put knowledge into practice. To achieve the aforementioned goal, a student should be actively involved in the process of learning, whereas a teacher does not give lectures all the time, but creates situations where everybody has an opportunity to be active and suggest their own ideas. In this case we can say about students` cognitive development and the increase of interest in history. Both of those things are considered to be extremely important in terms of modern federal state educational standards. That is why we can speak about the relevance of this article.

To summarize everything that has been mentioned before, the goal of this article is to learn the main aspects of problem-based learning and their implementation in lessons. The object is the process of problem-based learning while the subject is problem-based learning in history lessons. The set goal has led us to the following tasks: 1. To study the history of problem-based learning 2. To name the main aspect of problem-based learning 3 to create a part of a lesson based on this technology.

As for historiography of our topic, the number of scientists making researches in this area is quite big. We would like to mention only some of them. Socrates and Plato were the first to discover the technique of using questions and dialogues to clear the problem and find a solution to it. Also Jean Jacques Rousseau is worth mentioning as he has brought a considerable number of new ideas on the subject of problem-based learning. For instance, he was against the autocratic upbringing and claimed that an individual is able to study only freely. Konstantin Dmitrievich Ushinskiy is also considered to be one of the greatest scientist whose work has truly influenced the conception of problem-based learning, he stated that the development of the personality is the most crucial aim of pedagogy.

As for terminology, we must define all the necessary terms. According to Lerner, problem-based learning is such learning where the students are fully involved in searching solutions to all kinds of problems based on school material. John Dewey distinguished the following main goals of problem-based learning:

The development of students` cognitive skills

The formulation of dialectical thinking

The upbringing of an all-around intellectually developed person

The specific goals were distinguished by J. Dewey as well.

The application of the system of different logic methods or other techniques to develop creativity

The application of learned knowledge in completely new situations

The formulation of the motives of studying, social, moral, and ethic needs.

Problem-based learning is built on the theory of cognitive thinking by Rubinshtein. According to his theory, the involvement of a person into cognitive process is defined by a problem controversial situation.

We have created some questions based on an above-mentioned technique. The lesson is devoted to Stalin, the task is to evaluate his contribution to the development of USSR and Stalin`s role in the victory of WWII. Such questions to discuss with students aged 16-18 are suggested:

Was the mass collectivization of agriculture really necessary? Was the famine that broke out in 1932-1933 the result of Stalin`s policy?

Stalin`s repressions. Would it be possible to avoid them? What`s your attitude to this tragic event in the history of USSR? How many people were really sentences innocently? How did the repressions affect the WWII?

Stalin`s dictatorship and its reflection in Soviet culture. How was he depicted in novels, films, songs? Give examples.

Archbishop Luka approved Stalin`s politics being a patriot. In your opinion, why did he say such things? It`s widely known that Stalin and the church were in complex, mildly speaking, relationship. Analyze the interaction between the authority and the church in 1920-1950 s.

Conclusion

To conclude, we must say that problem-based learning is absolutely relevant way that should be implemented while studying and teaching humanities. The offered method helps realize the main functions of education. The technology is based on the following principle: learn researching, research learning. Only using this principle we can upbring a creative well-round individual, which is the main goal of pedagogical workers.

References:

Vidyakova Z. V. The main ideas of democratic pedagogy by John Dewey / Z. V. Vidyakova. – Lipetsk: The question of contemporary science and practice, №3, 2012. 85-95p.

Kudryavtsev Т. V. The problem-based learning: the origin, the essence and perspectives / Т. V. Kudryavtsev. – М.: Znanie, 1991. – 80 p.

Makhmutov М. I. The problem-based learning: the main theoretical questions / М. I. Makhmutov. – М.: Pedagogika, 1975. – 368 с.