Problem-solving tasks in studying agrarian question of history of Kazakhstan
Белоус, С. Г.
Вуколов, В. Н.
Грязнухин, А. Г.
Грязнухина, Т. В.
Мокшина, Н. Г.
Кафедра истории России
Journal Name:Man in India
Journal Quartile in Scopus:Q3
Journal Quartile in Web of Science:Q4
Bibliographic Citation:Белоус, С. Г. Problem-solving tasks in studying agrarian question of history of Kazakhstan [Текст] / С. Г. Белоус, В. Н. Вуколов, А. Г. Грязнухин, Т. В. Грязнухина, Н. Г. Мокшина // Man in India. — 2017. — Т. 97 (№ 3). — С. 89-105
The relevance of the article is to show the problem method of training and a possibility of its application by means of introduction in process of training at lessons of history of Kazakhstan of problem and informative tasks is considered. The purpose, types and stages of work of this technology are defined. Concrete examples of tasks for pupils of 8 classes as the problem of agrarian crisis in the territory of Kazakhstan during his stay as a part of the Russian Empire is subject to consideration (the end of XIX – the beginning of the 20th centuries) are given that corresponds to program material of this age category. The importance of application of the methods aimed at independent search of knowledge and more expanded comprehension of knowledge of pupils reveals. The statå stage of experiment where the initial level of knowledge of pupils reveals is shown in article and the importance of application of problem tasks at further stages of work is proved, questions for questioning at identification of initial knowledge of a subject, and also direct steps in work on drawing up and application of similar tasks are offered. Article Submissions are of practical value for children. having entered life, the child will be more protected from stresses. Problem training forms harmoniously developed creative person capable to think logically, find solutions in various problem situations, capable to systematize and accumulate knowledge, capable to high introspection, self-development itself also corrections. Continuous setting of problem situations leads to the loss of fear by a child to face problems, a child seeks ways to resolve them, and the creative personality, always capable to search is formed.