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Abstract: The article deals with changes in the function of the lecture, which has been for a long time the attribute of university life and the main form of organization of teaching. It highlights the centuries long tradition of discussion of the role of the lecture in the process of education at a university. The article also provides reasons for the expansion of the scope of functions and for the specification of their content. It shows the influence of a problem solving lecture upon the quality of education by means of choosing an individual educational trajectory, realized in various kinds of master’s dissertations.