Modern Modifications of Problem-based and Programmed Learning

1. Modern Modifications of Problem-based and  Programmed Learning  The teaching method is defined as a way of managing educational and cognitive activity. The distinctive feature of teaching methods is a certain way of fixing and transmitting educational information. Problem and programmed methods, both of which are primarily addressed to the information basis of teaching. They are special methods of structuring, transmitting, receiving and processing information by teachers and students in their joint activities. Problem-based learning is a set of techniques reflecting three kinds of relationships: teacher-information, student-information, and teacher-student. Depending on the type of correlation of these three types of connections, all methods of problem learning are subdivided into three different-level large blocks. ● The first group is formed by general methods as ways of organizing problem learning as a whole. Modifications of general methods of problem learning are monological, dialogical, heuristic well-known basis for referring to them as programming and problem presentation. The second group of methods consists of the so-called binary methods, considered as methods of managing educational and cognitive activities. Varieties of the binary method in relation to the teacher are informative, instructive, explanatory-motivating teaching methods, and in relation to students - performing, reproductive, exploratory teaching methods. ● The third group is formed by specific teaching and learning techniques, which act as ways of implementing binary methods. The choice of this or that method of problem-based teaching is determined primarily by the specifics of the content of the academic subject and the method of its construction. Any restructuring in the structure of the academic subject entails changes in the methods of teaching and learning. and based on research. There is a practical, partially or completely

2. Various combinations of methods of restructuring educational information of teaching and learning in different types of problem learning are discussed in our Christian school NJ​. The effectiveness of problem-based learning largely depends on the skill of the teacher, but to a greater extent on the readiness for problem-based learning of the students themselves. The prerequisites for the success of problem-based learning are the formation of the teacher's techniques for reconstructing educational information and teaching techniques, on the one hand, and the formation of the basic educational skills of students, on the other. These teaching techniques are analysis, hypothesis, transfer of knowledge to a new situation, search for analogies, choice of methods of activity, interpretation and presentation of results. Mastering the above skills forms a general readiness for the introduction of problem learning. Our teachers have a similar willingness to conduct problem-based learning. And in order for this readiness to be formed, the teacher himself or the teacher must teach this method. The attitude towards problem learning and programmed learning is different and varies from one extreme to another. It is known that programmed educational tasks can be of three types: reproductive, reproductive-productive and productive, and therefore, they also perform a developmental function. comparison, proof, generalization,

3. To an even greater extent, the activity and creativity of students is manifested when self-programming is introduced into the learning process. Some believe that there are no boundaries and limits for their application. Others take a more moderate and, from our point of view, more correct position. They believe that all learning cannot be reduced to a problem or programmed type for a number of reasons. No single method can be considered Problem-solving and programmed learning involves a lot of time and significant information and organizational restructuring of the teacher's activities. Teaching with one single method leads to monotony, monotony in teaching with all the ensuing circumstances. All of these objections apply to any given method. We believe that the main function of a teacher is to transfer knowledge, and not at all to include students in search of mental activity. universal, suitable for all occasions.