Problem-Based Learning Approaches as a Form of the Chinese Lesson Arrangement

Abstract

In modern education, the problem-based learning approaches is one of the most effective ways of educating and the most effective method of self-educational activity of school students. Problem learning is one type of developmental learning, in which students simultaneously activate creative and cognitive activity, accompanied by mental activity, therefore the best learning of a new training material, by use of problem situations is reached, which in turn stimulates students’ search activity and it develops their self-education activities. Students’ ability to isolate a problem from the general informational context is not an end in itself in the educational process. The problem proposed by the learners for solving with the use of materials from the school curriculum and from outside the school course must have a certain cognitive content. New textbooks on the Chinese language are developed taking into account the technology of problem-based learning and include a set of learning problems consistently solved by students. The problem-based learning approaches is different from traditional subject studies. It puts the student in a position where he is forced to actively and intensively think, mobilizing his intellectual potential to solve the problem and form a theoretical conclusion. The theoretical conclusion obtained in the independent search is learning by the student as his own labor. Thus, problem-based learning in Chinese lessons complements the traditional illustrative and explanatory education. At the same time, it contributes to the destruction of old stereotypes of passive learning, makes students think, look for answers to difficult life questions together with the teacher.