Journal archive

Abstract: Problem-based learning has been known since ancient times. The origins of the problembased learning were first mentioned in the works of Dewey. In the modern society, the education priorities have changed. It is general subject and personal development that becomes primarily important, not just subject knowledge, habits and skills. An English teacher at this stage of development of education should not only teach students a foreign language, but should aim at the all-round development of the individual characteristics of students, their intellectual and creative potential. The article deals with the notion of the problem-solving education as well as its tendencies and directions in the modern education process. Special attention is paid to the introduction of the Federal state educational standard and the formation of the three groups of results indicated in the Standard. The author dwells on metadisciplinary outcomes of teaching English. The article considers the possible metadisciplinary outcomes depending on the type and stage of the problem-based learning lesson. The main way to use problem-based learning is the introduction of new grammar and cultural material. Problem learning is also widely used for teaching writing and speaking. Each of these lessons is devoted to the formation of metadisciplinary skills of pupils.