Проблемне навчання в процесі проходження педагогічної практики майбутніми вчителями початкової школи

Abstract

У статті представлено досвід організації проблемного навчання з використанням дидактичних ігор у процесі проходження педагогічної практики майбутніми учителями початкової школи. Аналізується сутність та роль проблемних методів навчання у формуванні професійно-творчого потенціалу майбутнього вчителя початкових класів та розглядаються особливості застосування проблемних дидактичних ігор, ситуацій для розвитку пізнавальної активності молодших школярів. Доведено, що проблемне навчання забезпечує якісне засвоєння основ наук, розвиток пізнавальної самостійності та творчих здібностей учнів, сприяє активізації навчальної та науково-дослідної роботи студентів. The article deals with the issue of problem-based teaching which involves creating and revealing “problematic situations” by school students, its determination and searching for ways of its solution independently or together with a teacher and classmates.In order to prepare the Ushynsky University students (majoring in Primary education) for professional activities, they were suggested to use the elements of problem-based teaching during their teaching practice at the lessons with primary school students. The experiment made it possible to make some conclusions. Learning activities of primary school students should be combined with elements of games. The most appropriate and popular methods of creating “problem situations” for primary school children are the following: make them face the contradictory facts and phenomena which should be theoretically explained; encouraging them to consider the events and facts which logically contradict their life experience; encouraging them to compare the contradictory facts and discuss them; making conclusions, etc. Children especially appreciated the situations when they had a lack of knowledge, so they felt the need for learning something new to answer a question or to solve a problem. Though it is obvious that using just problem-based teaching methods is not enough for children to acquire new knowledge and master new abilities and skills. This method just stimulates the search for a solution of a “problem”, which can be achieved only with the help of profound knowledge. Besides, the peculiarity of this method is that this knowledge is acquired by students independently. The problem-based teaching should be combined with other teaching methods and techniques so it could make the educational process efficient. The use of didactic games as a tool of problem-based teaching has resulted in the increase of junior school students’ interest in the educational process; in the development of the ability to use the obtained knowledge in different situations, skills of independent educational activities, etc.