Problem-cognitive task - instrumental resource of pedagogical design in increasing the quality of university education

Abstract

The article reveals the phenomenon of a problem-cognitive task as an instrumental resource of pedagogical design and a mechanism for improving the quality of training future teachers for professional activities; a program of experiential learning based on the principles of a problem-based approach, pedagogical conditions that ensure its effectiveness, and experimental verification of the productivity of the methodology and technology for using a problem-cognitive task in the educational process of higher education. The basis of the obsession with experiential learning was the "Workshop for solving problem-cognitive tasks", which provides for the development and consolidation of future teachers' skills: to analyze the conditions and requirements of the task; draw up a plan for its solution; to structure the model of the task-problem situation; apply general logical and general subject methods, heuristic methods for solving problem-cognitive tasks; analyze and evaluate the results.