METHODS OF APPLICATION OF PROBLEM TEACHING TECHNOLOGY IN TEACHING HISTORY IN HIGHER EDUCATIONAL ESTABLISHMENTS

Among the didactic technologies aimed at the intensification of the lesson, the special place occupies the faulty learning. Without a doubt, the modern teacher in his/her practical activity widely applies all the arsenal produced pedagogical by didactic technologies, because the problem of learning should not be taken as a universal view of learning. However, none of the technologies are not so favourable to the disclosure and implementation of the intellectual potential of students like it. Activation of the curricular activities of the students by bringing them to the search activity and self solving educational problems contributes to the development of creative abilities, formation of psychological installation to overcome cognitive difficulties, the emergence of a sense of personal responsibility for the quality of acquired knowledge. The article reveals the features of application of technology problem of training as a means of energizing and intensification of cognitive activity of students while studying history in a high school; the purpose has been characterized, the content and didactic principles of application of technology problem of education have been considered as well as the methodology for setting the problematic issues, the wording of the problem tasks and objectives, creating problematic situations too. Analysis of scientific papers of this problem allows examining of the problem of learning as an integrated differentiated development technology of education aimed at the dynamic uptake of students' knowledge, forming techniques research of cognitive activities, involvement in scientific research and creativity. The article reasonably states that the learning system problem requires the learner to availability of a certain level of theoretical and practical training. Ready for a learning problem in this sense is determined primarily by the ability to see a proposed teacher problem, formulate it, to find solutions and solve using effective methods. This study leads to the conclusion that the main condition of "problematic" content learning history at school is to engage in the process of cognition of several contradictory views on the problem of learning, creating problematic situations that encourage pupils not only to use the acquired knowledge, but also their own (under the direction of the teacher) to acquire new ones. Unlike the traditional fore-learning depends not only on the knowledge of historical facts and events, but also on the disclosure of causation. Therefore, the correct formulation of the educational problems is one of the main tasks, which depends on the success and effectiveness of the educational process.