Keyword: «problem-based learning»

Sometimes it seems to me that success in life for any person lies in solving problematic situations that arise in his life path in all its diversity, as a rule, unexpectedly. Life situations are mirrored in education. If a person is able to solve problems that arise in unfamiliar, non-standard situations for him, then he will certainly become capable of development not only as a highly qualified specialist in his field, but also as a person with his own unique worldview, worldview, worldview… I like to solve academic problems in subjects, I consider their solution to be the most effective and universal didactic tool in teaching. The universality of problem solving lies not only in the diversity of the content of specific tasks, methods and techniques for solving them, but also in the ability of the problem solving process to turn into teaching methods and technologies. The didactic universalism of problem solving still lies in its implementation.

Modern educational technologies require the introduction of innovative approaches that promote active learning of students. Problem-based learning, as one of these methods, is becoming especially relevant in the context of rapid changes in society and science.

The article examines the effectiveness of problem-based learning as a means of developing cooperation and teamwork skills among future teachers. Based on a survey of students at the pedagogical institute, an analysis of the influence of this method on the development of professional competencies was carried out. The study showed that the majority of students have a positive experience of using problem-based learning and are aware of its importance for the development of team skills. The results of the survey demonstrate the high effectiveness of the method in the formation of communicative competencies, the ability to work in a group and the development of critical thinking.

The relevance of the study is determined by the intellectual and cognitive focus of the personal and professional development of qualified specialists on the socio-economic development of the country, increasing the innovative potential and competitiveness of the Russian economy at the global level. Teaching foreign languages to students who are future specialists in the field of finance, entrepreneurship and business management is aimed at developing a set of competences that ensure the improvement of information skills, the manifestation of problematic and critical thinking, rational knowledge, the effectiveness of interaction and communication, the generation of new ideas and non-standard solutions. The aim of the study is to substantiate the specifics of teaching future economists taking into account the cognitive orientation of foreign language education at university. The methodological basis of the study was the interactive, communicative and comparative approaches in the implementation of the principle of foreign language education intellectualization, cognitive, professional and innovative-creative orientation of foreign language education at university. The manifestation and development of cognitive and metacognitive characteristics of students occurs through the use of technologies and methods of problem-based learning (game modeling of situations, structuring of concepts by means of mind-mapping, case study, project-based activities, discussions, debates, etc.). Monitoring the quality of the organization and effectiveness of teaching a foreign language to the 1st and 2nd year students majoring in Economics and Financial Management at PetrSU, taking into account the cognitive orientation of foreign language education at university, was carried out using the qualitative methods (the analysis of the results of in-class and independent educational and cognitive activities, completing creative tasks, research work; the included observation; peer assessment; reflexive assessment of learner’s own attainments). The theoretical significance of the study lies in substantiating the need for cognitive development of future economists in the process of learning a foreign language at university. The practical significance of this research lies in the development of a set of pedagogical conditions for organizing the cognitive activity of economics students. These conditions aim to ensure the manifestation of attention, interest in problem-solving tasks, mental activity, and thinking activity, as well as independence, rationality, and strategic thinking based on logic and clear reasoning. Additionally, this research aims to present the problem in its entirety and provide a perspective for its successful solution.