PREPARATION OF THE FUTURE CHEMISTRY TEACHER FOR SOLVING SITUATION-METHODICAL PROBLEMS

Abstract

The article reveals the problems of training a future chemistry teacher on the basis of solving
situational and methodological problems. The interest in the implementation of the problem-based
approach in professional pedagogical education is determined, which is based on the need to update the
means of training, among which professional tasks occupy a special place. The experience of practicing
teachers regarding the use of a problem-based approach to solving methodological problems is
summarized. The essence of the task as the main structural unit of any activity is revealed. The
requirements for building a system of tasks are singled out: not one separate task should be constructed,
but a system of them; when designing a system of tasks, it is necessary to strive for it to ensure the
achievement of both the immediate educational goal and the remote one; educational tasks should ensure
the mastery of the system of means necessary and sufficient for the successful implementation of
educational activities; educational tasks should be designed so that the appropriate means of activity, the
acquisition of which is expected in the process of solving tasks, are a direct product of learning.
It has been established that methodical tasks (educational pedagogical, educational methodical,
educational-professional, situational) are effective for the implementation of the problem-based approach.
It was revealed that the tasks for training future chemistry teachers simulate typical problem situations
associated with the most common difficulties in student learning. Methods of creating methodical
problems are given. The difference between methodical problems and others is proven. It has been
established that methodical tasks can act as a means of communication between theory and methodical
practice, since they simulate (model) typical situations that arise in the teacher's activity and are solved on
the basis of professional knowledge.
A generalized classification of methodical problems according to several features is presented. The stages
of solving methodical problems are disclosed. The concept of "situational-methodical problem has been
made concrete, and its difference from other types of educational problems has been revealed, since in its
condition a real situation of the teacher's activity in teaching chemistry to schoolchildren can be
simulated, which requires for its solution certain methodical actions based on chemical and psychological
pedagogical knowledge.