Problem-based learning. Classification of training technologies

According to the Russian language dictionary S.I. Ozhegova PROBLEM is a complex issue, a task that requires resolution and research.

Problem-based learning, or at least its basic idea, has been known for a long time. The origins of such learning can be found in the distant past. Thus, we can refer to the statement of Quintilian (c. 35-95) in his philosophical and pedagogical work “Instruction in Oratory”: “A child must fight to achieve success in learning, but one should do so that he is very I wanted to achieve it."
Today, in connection with the new tasks of the school, in pedagogy and psychology there has been increased attention to the theoretical foundations of problem-based learning and its practical application in school. This significant interest is due to the fact that problem-based learning creates conditions for formation of positive motivation for learning and deep assimilation of knowledge.
What is needed for this? A good answer to the question posed are the words of S.L. Rubinstein: “In order for a student to truly get involved in work, it is necessary that the tasks that are set for him during educational activities, were not only understandable , but also internally accepted , i.e. so that they buy importance for the student and thus found a response in his experiences.”
The fact is that among the many needs inherent in man, there is a very important “ need for emotional saturation " A person needs to experience emotions; if such saturation with emotions does not occur, then emotional hunger sets in. It is experienced in the form of boredom and melancholy. One of the existing means and ways of emotional saturation of a person is interest . Interest - the need for certain emotional experiences is important motive activities. It is not without reason that many teachers agree with the words of L.S. Vygotsky that “the art of teaching is the art of stimulating and satisfying interests.”
One of the teaching methods (it is interpreted both as a teaching principle, and as a new type of educational process, and as a new didactic system), aimed primarily at "arousing interest" is a problem-based learning method. Training consists of creating a problem situation, recognizing and resolving these situations in the course of joint activities students and teachers, with optimal independence students and under the general guidance of the teacher. The problem-solving principle brings together the learning process with the processes of research and creativity.
A few words about the problematic organization of the educational process. It can be different, depending on the role that the teacher takes on, depending on the nature of the problem raised. But it is necessary to highlight three main aspects in organizing a problem lesson.

FIRST ASPECT
Firstly, meaningful the basis of the problem lesson is problematic issue (questions). The main sign of a problematic issue is “stimulating interest”!
A problematic question can cover concepts within one subject area. For example:
Example(history): Russian historian V.O. Klyuchevsky wrote about Ivan IV: “Tsar Ivan was a wonderful writer, perhaps even a lively political thinker, but he was not a statesman... The terrible tsar planned more than he did, had a stronger effect on imagination and nerves of his contemporaries than of his contemporary public order"Do you agree with this characterization of Ivan IV? Justify your answer.
Example(economics): If privatization in Russia went according to Chinese version, then what results in the Russian economy could be expected today?

The problematic issue may be interdisciplinary in nature. Such a question stimulates the process of multidimensional understanding of phenomena and is a good basis for organizing interdisciplinary learning . You can give an example of a problematic question that will enable students to see the problem from different points of view and understand that solving the problem requires knowledge from different scientific fields. For example, in a literature lesson, a teacher may offer a problematic task: How could Masha Mironova’s life have turned out if the Empress had not forgiven Pyotr Grinev? The students' task is to propose their own solution and justify it . In order for the option to be truly justified, students will need knowledge of both history (for example, what was the social status of women in Russia in those years, etc.) and psychology (for example, what qualities determine the volitional potential of an individual, etc. .), and most importantly, impeccable knowledge of the text of the work.
The implementation of pedagogical goals through interdisciplinary connections contributes to the formation complete picture knowledge about the world.
Example(literature, history): Is the novel by L.N. Tolstoy's War and Peace as a historical novel?
Example(economic geography, history): How might India's natural population growth change if its level of economic development rapidly increases? How can this factor affect neighboring states? Explain your reasoning.

A problematic situation may be story task , which is based on a “storyline”. Many teachers have worked within the framework of this approach, organizing games in their classes: travel lesson, press conference lesson, auction lesson, trial lesson, etc. As part of such lessons, it is necessary, as a rule, to overcome an obstacle (or obstacles) - to solve difficult problematic problems.
For example: Guys, today we will all take a trip together to the sunny and friendly country of Zdravia. The inhabitants of this country received a message on incomprehensible language from the mighty Emperor. The ambassador who brought this paper said that if the residents did not figure out what was written in the message, then his powerful master would turn everyone into slavery. We will have to puzzle over the mysteries and secrets that await us at every step of our journey. But if we succeed, we will find the key to unraveling the message of the great Emperor and help the inhabitants of Zdravia. So the journey begins...
The storyline may be focused on life situations (including those of a humorous nature)
Example(mathematics): (from a problem book by Grigory Osten) In the city of Zvansk, at school No. 23, Vasya studies in the third grade. In every class there is a special student, or even several. So our Vasya had an excellent appetite. Hungry Vasya eats 3 buns in 9 minutes! A well-fed Vasya spends 15 minutes on the same number of buns. How many minutes faster does a hungry Vasya manage with one bun?
Example(mathematics, computer science): The King of Flatland decided to cut down some of the trees growing in front of his palace to make the palace halls brighter. The trees in front of the king's palace are planted in a row, everything grows there n trees, and the distances between neighboring trees are the same.
After felling, there should remain in front of the palace m trees, and the distances between neighboring ones should also be the same. Help the king find out how many ways there are to cut down trees?

SECOND ASPECT
So, the problem is formulated. What is the further path of activity in the problem lesson? You can “search at random” and, going through possible phenomena, find out whether they influence - and if so, how much. However, this path is unproductive. As a rule, the most probable answer to the question posed, from the point of view of available information and theory, is presumably determined and the correctness of the assumption is checked. This tentative answer to the question is hypothesis. The main requirement for a hypothesis is its validity, evidence, and verifiability. It is likely that researchers may have several hypotheses; then they all need to be justified.
Thus, the problematic question involves hypothesizing to resolve it or several hypotheses, as well as the process justification, evidence.
A special problem is the organization of pedagogical support problem lesson via the Internet . It is quite obvious that Internet resources can help in the process of proving a hypothesis, because provide almost all necessary information. With the correct organization of the search request (as well as with good technical support), you can almost immediately obtain the necessary facts and data.

THIRD ASPECT
Thirdly, as organizational the principle of a problem lesson is most often the principle joint activities , which is based on a group teaching method with elements of discussion, discussion, and games. Among the main factors that encourage students to be active are: cognitive interest; productive, creative nature of activity; competitiveness; game character.
Cognitive interest is a leading factor in enhancing learning. The student will not have an internal interest in a situation that is the result of coercion and does not reflect reality.
Creative nature of activity is a powerful stimulus for learning. The implementation of the principles of the problem-based research nature of the activity makes it possible to awaken creative interest in students, and this, in turn, encourages them to actively independently and in groups search for new knowledge and solutions.
Competitiveness – a powerful motivating factor in the activation of cognitive activity. The leading motive of competition is the motive of achieving success.
Game character educational and cognitive activity includes both the factor of cognitive interest and the factor of competition, however, along with this, it itself acts as an effective motivational mechanism for the mental activity of students, a factor in their self-development.
Almost every teacher worked within this direction, one way or another.
Let's take a closer look at the typical organization of a lesson - a press conference. Some students in the class take on the role of expert specialists on the issue under discussion. They first receive a task for a deeper acquaintance with the problem being studied. The remaining students are divided into microgroups; they will represent various journalistic, public, government, etc. organizations. During the lesson, students ask questions that, from their point of view, might be of interest to the organizations they represent, and experts answer them (each in their area of responsibility). Thus, the whole class becomes familiar with new material, while the process of studying the topic itself is interesting and exciting.
Dewey John (1859-1952) - American pragmatist philosopher, psychologist and educator. He suggested constructing all training as an independent solution to problems.
In Russia, the greatest contribution to the development of the theory of problem-based learning was made by A.M. Matyushkin, M.I. Makhmutov, A.V. Brushlinsky, T.V. Kudryavtsev, I.Ya. Lerner and others.
Problem-based learning technology became widespread in the 20-30s. in Soviet and foreign schools. Problem-based learning is based on theoretical positions D. Dewey, who founded an experimental school in Chicago in 1894, in which syllabus was replaced by gaming and labor activity. Classes in reading, counting, and writing were carried out only in connection with the needs - instincts that arose spontaneously in children as they developed - physiological maturation. For learning, Dewey identified four most important instinctual needs: social, constructive, artistic expression, and research.
To satisfy these instincts, a preschool child was provided with words (books, stories), works of art (pictures), and technical devices (toys) as sources of knowledge; the children were involved in the game. At an older age, the child was offered riddles, tasks, problems to solve, and they were involved in practical activities - work.
Subsequently, psychological and pedagogical research in the field of creativity, creative thinking and problem-based learning made it possible to develop general technology problem-based learning.

The following related terms and concepts are found in the pedagogical literature:
problem approach (T.I. Shamova), problem principle (V.T. Kudryavtsev, A.M. Matyushkin), requiring mandatory organization of a problem situation;
problem-based methods (V. Okon) as ways and means of solving pedagogical problems;
problem-based learning as a type of teaching (M.I. Makhmutov, M.N. Skatkin), if we consider it as a relatively independent didactic system.

Today, problem-based learning (problem-based learning technology) is understood as such an organization of the educational process, which involves the creation in the minds of students under the guidance of a teacher of problem situations and the organization of active independent activity of students to resolve them, as a result of which the creative mastery of knowledge, skills, abilities (ZUN) occurs ) and the development of mental abilities (methods of mental action - SUD).

Target orientations

Acquisition (mastery) of knowledge by students.
Increasing the strength of knowledge.
Mastering methods of independent activity (SUD).
Formation of search and research skills.
Development of cognitive and creative abilities.

Conceptual provisions(according to D. Dewey)

In ontogenesis, a child repeats the path of humanity in knowledge.
The assimilation of knowledge is a spontaneous, uncontrolled process.
A child learns material not just by listening or perceiving with his senses, but as a result of satisfying his need for knowledge, being an active subject of his learning.
The conditions for successful training are:
problematization educational material(knowledge is the children of wonder and curiosity);
child’s activity (knowledge must be absorbed with appetite);
connection between learning and the child’s life, play, and work.

Content Features

Problem-based learning is based on the creation of a special type of motivation - problem-based, and therefore requires adequate construction of the didactic content of the material, which should be presented as a chain of problem situations.

Problem situations can be different in the nature of the unknown, the interestingness of the content, the level of problematicity, the type of information mismatch, and other methodological features (see Fig. 1).

Rice. 1. Classification of problem situations

Based on the content of the problems being solved, three types of problem-based learning are distinguished::
1. solving scientific problems (scientific creativity) - theoretical research, i.e. search and discovery by the student of a new rule, law, evidence;
This type of problem-based learning is based on the formulation and solution of theoretical educational problems;
2. solution practical problems(practical creativity) - search for a practical solution, i.e. a method of applying known knowledge in a new situation, design, invention;
This type of problem-based learning is based on the formulation and solution of practical educational problems;
3. creation of artistic solutions (artistic creativity) - artistic reflection of reality based on creative imagination, including drawing, playing, playing music, etc.

Features of the technique
Problem-based methods are methods based on the creation of problem situations, active cognitive activity of students, consisting in searching and solving complex issues that require updating knowledge, analysis, and the ability to see behind individual facts and phenomena their essence and the patterns that govern them.

There are two types of problem situations: pedagogical and psychological.
The first represents the special organization of the educational process, the second concerns the activities of students.

A pedagogical problem situation is created with the help of activating actions, the teacher asking questions that emphasize contradictions, novelty, importance, beauty and other distinctive qualities of the object of knowledge.

The creation of a psychological problem situation is a purely individual phenomenon: it is a “question state”, a search activity of consciousness, psychological discomfort. Neither a cognitive task that is too difficult nor too easy creates a problematic situation for students.

Problem situations can be created at all stages of the learning process: during explanation, reinforcement, control.

Rice. 2. Technological diagram of the problem-based learning cycle

Stage I- setting up a pedagogical problem situation, directing students to perceive its manifestation, organizing the child’s question, the need to respond to external stimuli.
Stage II - translation of a pedagogically organized problem situation into a psychological one: the state of the question is the beginning of an active search for an answer to it, awareness of the essence of the contradiction, formulation of the unknown. At this stage, the teacher provides measured assistance, asks leading questions, etc.
Stage III- searching for a solution to the problem, a way out of the impasse of contradiction. Together with the teacher or independently, students put forward and test various hypotheses, attract Additional information. The teacher provides necessary help(in the zone of proximal development).
Stage IV- “Aha-reaction”, the emergence of an idea for a solution, the transition to a solution, its development, the formation of new knowledge (ZUN, SUD) in the minds of students.
Stage V- implementation of the found solution in the form of a material or spiritual product.
Stage VI- tracking (control) of long-term learning results.

Methodological techniques for creating problem situations:
the teacher brings the students to a contradiction and invites them to find a way to resolve it themselves;
confronts contradictions in practical activities;
presents different points of view on the same issue;
invites the class to consider the phenomenon from various positions (for example, commander, lawyer, financier, teacher);
encourages students to make comparisons, generalizations, conclusions from the situation, compare facts (stimulating dialogue);
poses specific questions (for generalization, justification, specification, logic of reasoning);
identifies problematic theoretical and practical tasks (for example, research);
formulates problematic tasks (for example, with insufficient or redundant initial data, with uncertainty in the formulation of the question, contradictory data, obviously made mistakes, limited time for solving to overcome “psychological inertia,” etc.).

To successfully implement problem-based learning technology, you need:
construction optimal system problem situations and means of their creation (spoken and written word, multimedia);
selection and use of the most relevant, essential tasks (problems);
taking into account the characteristics of problem situations in various types academic work;
Finally, in problem-based learning, the personal approach and skill of the teacher are of exceptional importance, capable of causing active cognitive activity in the child.

Levels of problem-based learning reflect not only different levels of students’ assimilation of new knowledge and methods of mental activity, but also different levels of thinking.
Level of usual non-independent activity- this is the students’ perception of the teacher’s explanations, the assimilation of a pattern of mental action in a problem situation, the performance of independent work, exercises of a reproducing nature.
Semi-independent activity level characterized by the application of acquired knowledge in a new situation and the participation of students in a joint search with the teacher for a way to solve a given educational problem.
Level of independent activity provides for the implementation of independent work of the reproductive-search type, when the student independently works according to the text of the textbook, applies the acquired knowledge in a new situation, constructs a solution to a problem of an average level of complexity, proves hypotheses through logical analysis - the help of the teacher is minimal.
Level of creative activity characterizes the performance of independent work that requires creative imagination, logical analysis, the discovery of a new solution, and independent proof. At this level, independent conclusions and generalizations, inventions are made; artistic creativity also belongs to this level.

The logical structure of a problem lesson is not linear in nature (one-, two-, three-linear), but more complex - a spiral-shaped, “curvilinear” appearance. The logic of the educational process is as follows: if at the beginning of the lesson, suppose, a problem is posed, and the subsequent course of the lesson is aimed at resolving it, then the teacher and students will periodically have to return to the beginning of the lesson, to how it was posed.
Any training course has its own course problems. And each teacher is looking for his own ways to resolve them. Let's define the problems of the geography course.

1. The changed quality of life requires from the graduate not so much the ability to follow instructions as to solve the problems of life independently. We require a person who:

begins to perceive himself differently;
accepts herself and her feelings more fully;
becomes more self-confident and autonomous;
sets realistic goals and behaves more maturely;
becomes more like the person you would like to be;
begins to accept and understand other people.

Hence, the main task of the teacher is obvious - to accept the student as he is: to have a positive attitude towards him, to understand his feelings that accompany the perception of new material. And on this basis, create an atmosphere that helps the emergence of teaching that is meaningful for the student.
2. Decreased interest in the subject. The abundance of information in which a schoolchild now finds himself does not at all instill in him a need to expand and deepen his knowledge: if he needs to, he will hear it on TV, his peers will say it, the teacher will tell him. The student often takes on the role of a passive listener. Modern system education provides the teacher with the opportunity to choose among a variety of innovative techniques“one’s own”, to take a fresh look at familiar things, at one’s own experience, at the opportunity to bring the student an information culture of effective knowledge. Carl Rogers, an American psychologist, identified two types of learning: informational, providing simple knowledge of facts and significant teaching, which provides the knowledge students need for self-change and self-development. With all the diversity methodological approaches The idea of developmental education comes to the fore, because The educational process should contribute in every possible way to the development of the intellect and abilities of students, and simply transmitted knowledge does not serve as a means of developing personality, this is the usual orientation of the lesson towards the preparation of the performer, which no longer corresponds to the new social order of society.
Geography as an academic subject provides great opportunities for solving educational problems through the use of methods:

observations (including summer),
practical work,
viewing videos, tables, figures,
student messages,
abstracts,
participation in research work,
use of knowledge acquired in the lessons of chemistry, physics, mathematics, biology, literature.

Greater efficiency in solving educational problems using the listed methods can be achieved using problem-based learning.

Problem-based learning in geography lessons.

What is meant by problem-based learning?
1. Method of problemization.
Problem-based assignments, as a rule, are of a personal developmental nature and naturally arise from the experience and needs of the students themselves. By putting the student in a problem situation that is interesting for the whole class, the teacher has the opportunity to “disinhibit” the mechanism of his thinking. Involving students during a problem-based lesson in formulating a problem and putting forward hypotheses for its solution deepens interest in the independent process of cognition and discovery of the truth:
fact -> hypothesis -> theory -> knowledge (truth).
The teacher’s task is to direct the study of educational material by avoiding a direct, unambiguous answer to students’ questions, and from replacing their cognitive experience with his own.

2.Independent generation of hypotheses to solve the problem.
At the stage of putting forward hypotheses, it is necessary that students learn to propose their own solutions, initially analyze them, select the most adequate ones, and learn to see ways to prove them. Activation of the thinking mechanism at this stage occurs when using the technique of thinking aloud, when using activating questions.
Creating a situation in which the student seems to go one or two steps ahead of the teacher. The teacher, having prepared a conclusion using the logic of his proof, gives the rights to “discover” it to the class.

3. Method of understanding ready-made knowledge from a printed source.
Students are offered texts from newspapers, magazines, books, dictionaries, etc. on a specific topic and questions to them. Based on these materials, work is organized in groups, pairs or individually, and then a collective discussion of the issues takes place.

4. Problem discussion methods.
These methods involve a combination of the teacher’s oral presentation of the material and the posing of problematic questions that reveal the students’ personal attitude to the question posed, their life experience, and knowledge acquired outside of school.

Forms of training sessions where you can use the problem-based method:
1. Based on discussion activities:
– seminars (individual work);
– structured discussions (group work);
– problem-based and practical discussions (team work)

2. Based on research activities:
– practical classes (team work)
– research lessons (individual work)

3. Traditional lessons with new aspects :

lesson-lecture;
lesson-seminar;
problem solving lesson;
lesson-conference;
lesson-excursion;
lesson-consultation;
test lesson, etc.

4. Non-standard lessons:

lesson-auction;
rock press conference;
lesson - dissertation defense;
lesson-trial;
lesson-dedication;

The goal of the problem-based type of learning is not only the assimilation of scientific knowledge, a system of knowledge, but also the very process of obtaining these results, the formation of the student’s cognitive activity and the development of his creative abilities.
In problem-based learning, the teacher’s activity consists in the fact that he, when necessary, has explained the content of the most complex concepts, systematically creates problem situations, informs students of factors and organizes (problem situations) their educational and cognitive activity, so that, based on the analysis of facts, students independently draw conclusions and generalizations, form certain concepts and laws with the help of the teacher.
So study geological structure. The relief and mineral resources of Russia can be aimed at solving the problem: “To establish what reasons determined the diversity and location features of large relief forms on the territory of Russia,” and lessons devoted to the study of the mountain belt of Southern Siberia can be combined with the problem “Is it possible for all these mountain systems, diverse in orography and age, to be considered as one natural-territorial complex?”
As a result, students develop skills of mental operations and actions, skills of transferring knowledge, develop attention, will, and creative imagination.

AS A CONCLUSION
Today we are witnessing a process of transition from the “school of explanation” to the “school of development.” The most important characteristic new school is problem-based learning. It is quite obvious that ZUNs cannot be the only pedagogical goal: the school must fully develop the cognitive and creative capabilities of students and effectively, and not in words, educate a maturing personality. This means that everything should be different: the psychological atmosphere of the classes, the educational content, and the teaching methodology. And in the methodology, first of all, the part responsible for introducing new material should be changed: students should discover knowledge, and not receive it in finished form. Problem-based learning is the future of our education!

To use presentation previews, create an account for yourself ( account) Google and log in: https://accounts.google.com

Slide captions:

TECHNOLOGY OF PROBLEM-BASED LEARNING Zulfiya Myagzumovna Ayzyatullova, mathematics teacher at the Tatarsko-Tavlinskaya secondary school

The purpose of pedagogical activity: to develop in students the ability to apply acquired knowledge in practical activities (they are more effectively recorded in the student’s memory if they are obtained in the process of solving problem situations); - development of abilities that allow you to find a way out of any situation (the ability to reflect, goal setting, planning, modeling and active communication). Knowledge is only knowledge when it is obtained through the effort of one’s own thought, and not through memory. L.N. Tolstoy

Stages of problem-based learning Stage I - creating a problematic pedagogical situation, orienting students to perceive its manifestation. Stage II - transferring a pedagogically organized problem situation into a psychological one: the state of the question is the beginning of an active search for an answer to it. At this stage, I provide measured assistance, ask leading questions, etc. Stage III - searching for a solution to the problem, searching for a way out of the impasse of contradiction.

Stage IV - the emergence of an idea for a solution, the transition to a solution, its development, the formation of new knowledge in the minds of students. Stage V - implementation of the found solution in the form of a material or spiritual product. Stage VI - tracking (control) of long-term learning results.

Classification of teaching methods Methods Problem-based learning Traditional learning Statement of a problem Dialogue leading away from a problem situation Dialogue leading to a topic Message of a topic with a motivating technique Message of a topic for finding a solution Dialogue encouraging to put forward and test hypotheses Dialogue leading away from a problem Dialogue leading without a problem Message knowledge

Traditional lesson 1. Checking students' homework by the teacher. 2. Announcement of the topic by the teacher. 3. Explanation of the topic by the teacher. 4. Consolidation of knowledge by students. Problem-based learning 1. Creation of a problem situation by the teacher and formulation of the problem by the students. 2. Students updating their knowledge. 3. Finding a solution to the problem by students. 4. Expression of the decision. 5. Application of knowledge by students.

The main idea of the technology: The student is not an object of learning, passively receiving educational information, but an active subject who independently possesses knowledge and solves cognitive problems.

Methods for posing an educational problem Dialogue that stimulates a problem situation. Dialogue leading to the topic. Message topic with a motivating technique.

Dialogue stimulating from a problem situation Pedagogical actions: 1) creation of a problem situation; 2) encouragement to realize the contradiction of the problem situation; 3) encouragement to formulate an educational problem; 4) acceptance of the formulations of the educational problem proposed by students.

Dialogue leading to the topic A system of questions and tasks that are feasible for the student, which step by step lead the class to formulate the topic of the lesson. Different types of questions: -reproductive (remember, follow a model); -mental (for analysis, comparison, generalization).

Pros and cons of problem-based learning Provocative dialogue Teacher questions that encourage children to express different versions of how to solve a problem + Develops creative thinking. + As close as possible to life situations. - Students can get sidetracked from the topic. - It is impossible to calculate the time in class. Leading dialogue A chain of questions that consistently lead to the correct answer planned by the teacher + Develops logical thinking. + Calculated by time. + Leads to the desired result in a short way. - To a lesser extent develops creativity and initiative.

IN A PROBLEM LESSON, A GENUINE UNDERSTANDING OF THE MATERIAL IS ACHIEVED BY STUDENTS, FOR IT IS IMPOSSIBLE TO NOT UNDERSTAND WHAT YOU HAVE PERSONALLY THOUGHT OF

METHODS FOR FORMULATING A EDUCATIONAL PROBLEM Techniques for creating a problem situation Encouragement to recognize a contradiction Inducement to formulate a problem 1. Simultaneously present students with contradictory facts, theories, opinions. -What surprised you? What interesting things did you notice? What facts are there? Select the appropriate one: - What question arises? -What will be the topic of the lesson? 2. Challenge students’ opinions with a question or practical task on new material - Was there only one question? How many opinions? Or was there just one task? How was it accomplished? -Why did this happen? What don't we know? 3. Give practical task, not similar to the previous ones. -Were you able to complete the task? What's the problem? How is this task different from the previous ones?

Problem-based teaching methods are universal, i.e. are implemented in any subject content and at any educational level.

The technology of problem-based learning allows: - to intensify the cognitive activity of students in the classroom, which allows them to cope with a large volume of educational material; - to form a strong learning motivation, and learning with passion is a vivid example of health conservation; - use the acquired skills in organizing independent work to obtain new knowledge from different sources information; - increase students’ self-esteem, because when solving a problem, any opinions are listened to and taken into account

Recommendations for creating problem situations in the lesson: 1. Lead to a contradiction with what is already known and invite you to find a way to resolve it yourself. 2. Encourage making comparisons, generalizations, conclusions. 3. Create situations of inclusion using tasks related to their life experiences. 4. Use problems with known mistakes. 5. Offer practical research assignments. 6. Find various ways solutions to the same problem. 7. Present different points of view on the same issue. 8.Learn to compose tasks based on statistical data from your locality.

Results of work

THANK YOU FOR YOUR ATTENTION!

Relying on training technologies is inappropriate: they should be used as auxiliary ones. Since specific trainings are always subject-oriented and designed for individual development tasks, the selection of examples in in this case is needed, especially since there is enough literature on organizing trainings. Within the framework of the manual, it is advisable to consider the methodological and theoretical aspects of developmental training.

Turning to developmental training as one of the psychological technologies for the development of socio-professional competencies, meta-professional qualities and competencies, it is necessary to especially emphasize its originality. The prevalence of training technologies in modern education, primarily in personnel management and business education in the field of communications, has led to some negative consequences.

Firstly, the boundaries of different types of training are blurred without the corresponding methodological and theoretical foundations on which they are built. In this case, the training result desired by the client may be replaced by something else.

Secondly, they often forget that the development of training and its delivery are two different things, on the one hand, and on the other, both procedures require psychological preparation and highly qualified trainers. Meanwhile, in the market for such services there are often non-professionals and amateurs who, to the untrained eye of the client (who has high motivation, but not psychological literacy), merge with real professionals.

Having updated this problem as a very specific one, let us turn to what training is and how it should be used in the vocational educational process for the development of social and professional qualifications. First of all, let us note what we mean by developmental training. This type of training is aimed at developing certain social and professional qualities and personality traits and nothing more. Let us emphasize that its goal is not the development of the entire personality and rethinking life positions to solve intrapersonal problems, as in trainings within the framework of psychotherapy, and not the development of certain behavioral skills or the assimilation of behavioral technologies for effective activity, as, for example, in very common sales trainings. With its help, certain personal qualities and properties that are necessary and important in a specific professional activity are improved, followed by personality and activity.

The basis of any training is group work, which makes it a very convenient technology for influencing a person in the field.

socially organized group influences. It is quite obvious that the training work should be carried out by a psychologist, however, in the presence of methodologically and theoretically well-developed programs (with the help of a specialist), both a teacher and a master can conduct training with certain personal efforts industrial training. This requires at least two components: psychological literacy and the ability to constantly reflect.

Thus, developmental trainings, due to their specificity, can be used in the process of professional training to develop selected social and professional qualifications, in other words, metaprofessional qualities.

In conclusion of this chapter, we note that the developmental technologies discussed are widespread in advanced training courses; they are used to a lesser extent in vocational schools. This is explained not only by the commitment of teachers to traditional instrumental and technological forms and methods of teaching. The use of developing technologies requires appropriate conditions:

– possibilities for organizing small study groups;

– special organization of the educational-spatial environment (combined teaching tables, complex equipment, computer equipment, etc.);

– the presence of socially and professionally significant situations, tasks and problems, supplemented by information and reference data.

At their core, developing technologies are technologies master classes. PRINCIPLES OF STRUCTURE:

– an atmosphere of openness, co-creation, interaction;

– emotional elation, goodwill, psychological hospitality;

– social and pedagogical equality of all subjects of the professional educational process;

– emotionally positive perception of group members;

- creating a sense of confidence in own strength and potential opportunities.

An integrated approach to the development of specialist meta-education is reflected in technological map. Its generalized structure is presented in table. 25.

Depending on the standard of profession 1, a personality-oriented professional development map is designed. Is-1 Professional standards- minimum necessary requirements for the professional level of employees, taking into account ensuring the productivity and quality of work performed, indicating job responsibilities, qualifications and work experience.

input data - job descriptions, job descriptions, professional qualification characteristics of specialists.

TRAINING TECHNOLOGIES

Aksenova Nadezhda Sergeevna,

master of industrial training of a trade profile

According to the requirements of the Federal State Educational Standard, the professional standard for the profession “Salesman, controller-cashier”, every graduate of a technical school must have a holistic worldview that corresponds to the modern level of development of science and social practice.

Such education requires an innovative breakthrough in the use of educational technologies: combining training and education at a qualitatively new level. Achieving success in training and education at the same time is possible using training technologies.

Regular use of training technologies allows you to form communicative competence: productive approaches to mastering information, the ability to listen to another point of view, form your own point of view, justify it and agree with mistakes made.

Training educational technologies help to increase motivation, search activity of students and the involvement of participants in the process of joint problem solving. Such technologies make it possible to create a situation of success in learning, conditions for extraordinary thinking, the opportunity to see a problem situation in your own way and find a way out of it.

The concept of “training” in science and practice is interpreted in many ways.

Training is a method of active learning, the purpose of which is to develop knowledge, skills and abilities.

And according to V.A. Sarukhanov, training is an activity aimed at acquiring knowledge, skills, correction and formation of abilities and attitudes necessary for the successful performance of professional activities.

Comparative analysis proposed definitions of “training” allows us to consider it a multifunctional method, which is curriculum or a set of exercises for effective group work, the result of which will be the final product - a set of knowledge and skills for participation in any activity.

The main functions of the training include:

diagnostic (identifying areas that need development),

educational (transfer of new experience),

team-building (joint training makes you feel more united),

psychotherapeutic (the effect of group dynamics, the actions of the conductor and the training situation itself).

In addition to the function, training methods can also be distinguished:

verbal,

demonstration,

practical.

We can highlight specific common training methods and include them: lectures - used to convey large amounts of new information, discussions and brainstorming - a creative search for new ideas and solutions, game methods - allows you to simulate practical situations where you can apply what you have learned.

Depending on the sphere of influence, training technologies are divided into:

behavioral (reinforce the application of new knowledge),

personal (develop the experience of thinking and the sphere of values).

Based on the number of participants, trainings are:

group,

individual.

Training technology:

Collection and analysis of preliminary information,

Training preparation,

Conducting training,

Efficiency mark,

Post-training support,

Conclusion.

To develop general and professional competencies during industrial training, “Manage yourself” and “Sales genius” trainings are conducted.

An ancient Chinese proverb says: “A man who does not have a smile on his face should not open a shop.” It is this wisdom that formed the basis of the “Manage Yourself” training.

This training includes exercises to relieve emotional stress, control your voice, and control facial expressions.

The training will allow you to master the tools to influence your feelings and emotions, form constructive thinking, and learn to enjoy your overcomings, deeds and achievements.

Examples of exercises can be found in Appendix 1.

Properly trained salespeople, controllers and cashiers know how to work with any type of customers, they know how to make sales, even if the person came “just to look.” Such sellers always sell not one product, but several, help the buyer better understand the product, leave a good impression about the store and about themselves. And buyers return to such sellers again and again. That’s why we teach salespeople to work professionally, based on the “Sales Genius” training.

During the training process for students, the emphasis is on studying the store’s assortment; real examples are analyzed in the form of a game, which help them learn how to work with psychological types of customers and find mutual language with almost everyone who crossed the threshold of the store.

Students have the opportunity to feel like enterprise managers, sellers, controllers - cashiers. This training teaches students to succinctly express their vision of the situation, take personal responsibility for their actions, develop the ability to quickly analyze the situation, and develop the ability to be tolerant of other people’s opinions.

In general, the training is aimed at students acquiring not only theoretical knowledge, but also practical skills that can be developed during various exercises - trainings, such as:

Establishing contact with the buyer,

Determination of psychological types of buyers,

Logical and emotional presentation of products...

Additional training exercises can be found in Appendix 2 .

The developed training systems “Manage Yourself” and “Sales Genius” made it possible to combine students’ acquisition of theoretical knowledge on this topic, practical work skills, as well as the development of a communication culture and the formation of goal-setting skills. Conducting classes in the form of trainings can significantly increase the cognitive activity of students and improve learning outcomes. However, when using training technologies in industrial training lessons, it was possible to identify a number of difficulties:

Not all students are ready for open communication in class,

Some students have difficulty working in small groups,

All students have different levels of knowledge,

The training requires significant and thorough preparation by the master trainer, which significantly increases the preparation time for the lesson.

The use of the training technologies listed above in the learning process will make it possible to train specialists who will emerge with already formed professional competencies and from the very first days of their work on trading enterprises they will be able to perform their professional duties in full.

The use of training technologies in teaching significantly changes the role of the master, who turns mainly into a trainer who stimulates the work of the group when performing tasks. The master maintains an atmosphere of cooperation, plays the role of a more experienced specialist in the field, and acts as an analyst and commentator. At the same time, the master trainer remains dispassionate, does not condemn the opinions of the training participants and does not explicitly impose his opinion on them. The main goal of the master trainer is not to prevent students from expressing themselves, but only to guide them unobtrusively.

It is thanks to this that the training creates an atmosphere of tolerance, relaxedness and freedom. Participants feel psychologically safe. They all learn from their own experiences in the present moment. This specially created favorable environment helps every student to see and realize the pros and cons, achievements and defeats with ease and pleasure. The help and attention of others helps you quickly understand what personal qualities are needed and what professional skills need to be developed.

List of sources used:

Ann, L.F. Psychological trainings with teenagers//SPb.: Peter, 2013.-271 p.-(Effective training).

Vachkov, I.V. Fundamentals of group training technology // Textbook - M.: Os. 2014.-224 p.- (Practical psychology).

Guseva, N.A. Learn to communicate: communication trainings - 2nd edition - Rostov n.D.: Phoenix, 2015. - 415 p.

Ezhova, N.N. Learn to communicate!: communication trainings/N.N. Yezhova. – Ed. 2.-e.-Rostov n/d.: Phoenix, 2014. – 250 p. – (Psychological workshop).

Petrovskaya, L.A. Competence in communication: Socio-psychological training / L.A. Petrovskaya. - M.: Publishing house - Moscow State University, 2013. - 216 p.

Annex 1

Training “Manage yourself”.

To control your mood you need to learn to control your voice.

Exercises.

Voice control: Monitor the sound of your voice for 1 hour a day. Having learned to control your voice within an hour, you can do the exercise throughout the entire working day. At first it will be difficult, then easy, and finally it will even become interesting.

Pleasant, kind facial expression: Practice at home making different facial expressions. Record in what mood you like your appearance the most and reproduce it in life as often as possible. You won’t be able to smile for several hours in a row, but try to have a pleasant, kind expression on your face.

Relieving emotional stress: in this case, you need to take a deep breath, hold your breath for 10 - 15 seconds, and then sharply exhale or inhale, hold your breath, clench your hands into fists. Tighten the muscles of your arms, back, and abdomen; exhale sharply, relax all your muscles, make several shaking movements with your hands. Repeat several times.

Self-persuasion formulas: “I calm down. With every step, everything bad goes away. Confidence, calm, good mood returns.” “I want all people to change and I to change myself. Everyone is very nervous right now. Everyone needs to calm down. I'm completely calm. Negative emotions never lead to anything good. I have only positive thoughts now. I feel good and calm. How wonderful it is to live on this Earth and study in this place.”

Appendix 2

Training “Sales genius”.

Exercises.

Establishing contact with the buyer.

Words, first phrases, beginning of a conversation

Three situations with the buyer: “He’s walking - I’m just looking”; “Compares - I choose”; “Orders - I already know what I need.”

Psychological types of buyers.

Openness and closedness.

Logic and emotions.

4 types of buyers (Decisive, emotional, dependent, skeptic).

Techniques for promoting each type of buyer.

Identification and formation of the buyer's needs (needs).

Types of needs.

Stages of making a purchase decision.

Ways to identify buyer interests.

Active listening as a tool for understanding the client.

Sales based on customer interest.

Motives for making a purchase.

Types of motives for making a purchase (Savings, comfort, reliability, safety, prestige, status).

Selling skills training through every motive.

Logical and emotional presentation of the product.

The language of facts and the language of benefit for the buyer.

Technology "Characteristic - Benefit".

Techniques of logical argumentation.

Techniques of emotional persuasion.

Additional sales.

Techniques for increasing the check amount.

Sales chains of related products.

Preparing the ground for additional sales.

Expert sales and formation of regular customers.

Dealing with doubts and objections.

Reasons for objections and doubts of buyers.

Clarifying the reasons for buyer behavior.

Algorithm for dealing with doubts and objections.

Detachment from competitors.

Selling the value of a product, not its price.

Techniques for closing a sale.

Working with difficult clients.

Types of difficult clients and typical situations.

Motives and needs of “difficult buyers”.

Confident and uncertain behavior of the seller.

Algorithm for resolving a conflict with a buyer.

Emotional intelligence in the work of a salesperson.

Customers for life – building relationships.