American Journal Of Social Sciences And Humanity Research
39
https://theusajournals.com/index.php/ajsshr
VOLUME
Vol.05 Issue02 2025
PAGE NO.
39-41
10.37547/ajsshr/Volume05Issue02-08
Problematic teaching style in the development of
argumentation and logical thinking in students
Urdashev Azamat Baxtiyarovich
Teacher of the Department of Social Sciences of the Uzbekistan State University of World Languages, Uzbekistan
Received:
09 December 2024;
Accepted:
11 January 2025;
Published:
13 February 2025
Abstract:
In the process of modern education, it is important to develop students ' abilities for independent
thinking, logical thinking and argumentation. In achieving these goals, the problematic teaching style is recognized
as an effective tool. This article analyzes the theoretical foundations of the problematic teaching method, its role
in the formation of argumentation and logical thinking in students, as well as its practical application.
Keywords:
Argumentation, problem teaching method, logical thinking, discussion, observation method,
integration.
Introduction:
Today, there is a growing demand for
innovative pedagogical technologies in the educational
system around the world. In particular, new forms of
teaching, such as the problematic teaching method, are
seen as an effective tool for students to master their
knowledge more deeply and form logical thinking skills
in them. However, teachers have various problems
with the full use of this method. This in turn can
negatively affect the effectiveness of Education.
Therefore, scientific research, analyses and practical
experiments on the introduction of problematic
teaching methodology in the educational process are
necessary.
Problematic teaching style is effective in developing
argumentation and logical thinking in students.
Problem situations activate the thinking process of
students, encouraging them to seek and analyze
evidence to solve the problem. This in turn forms the
ability to argue. Also, in the process of analyzing and
solving problem situations, students develop logical
thinking skills.
The problematic teaching style emerged in pedagogy in
the middle of the 20th century, aimed at activating the
cognitive activity of students. The basic principles of
this style include:
●
Creating a problem situation this teacher will
expose students to a problem situation during the
course of the lesson, which will motivate them to think
independently.
●
And problem formation, students analyze a
problem situation, determine its essence and
formulate the problem.
●
When looking for ways to solve a problem,
students put forward various assumptions to solve the
problem and analyze them.
●
They
examine,
summarize
and
draw
conclusions about the results obtained in the process
of checking and summarizing the results.
●
These stages serve to develop students '
independent thinking and logical thinking.
Argumentation is the process of reasoning and
defending one's own opinion, in which arguments and
logical conclusions are made. Logical thinking, on the
other hand, is the ability to analyze phenomena and
processes, identify and generalize their causal
connections. The development of these abilities in the
educational process plays an important role in the
formation of the scientific worldview of students.
Argumentation is the ability of an individual to base and
defend their thoughts, while logical thinking implies
adherence to logical laws in the process of thinking.
These abilities play an important role in developing
American Journal Of Social Sciences And Humanity Research
40
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
student critical thinking. The problematic teaching style
helps students to gain deeper theoretical knowledge.
Through PBL, knowledge is strengthened by practice in
the process of solving real-life problems. When
applying the problem teaching method in the course of
the lesson, the teacher presents the students with
problem situations and encourages them to
independently find solutions. In the process, students
develop the skills to analyze the problem, consider
different points of view, and draw reasoned
conclusions.
Advantages and disadvantages of the problem teaching
method: this technique develops students' abilities for
independent thinking, creative approach and problem
solving. However, its implementation requires time and
resources, and also requires a high level of training
from the teacher.
To improve the effectiveness of problem teaching,
teachers need to create problem situations, taking into
account the interests and needs of students. It is also
important to apply different techniques and techniques
to develop students' independent thinking and creative
abilities. The peculiarities of problem teaching are the
focus on the development of independent thinking and
creative abilities of students, the provision of
interactivity and active participation in the learning
process, as well as the creation of problem situations
taking into account the interests and needs of students.
These days, one can learn about the world from the
Internet in addition to written and spoken media.
Students must choose this vast amount of knowledge
according to their needs. Critical thinking is the capacity
to choose and evaluate pertinent information.
Understanding the crucial function, critical thinking
becomes a necessary skill in both academic and
professional contexts. To succeed in classes at the
tertiary level of study, students must hone their critical
thinking abilities. Students who practice critical
thinking are better equipped to evaluate, critique, and
support ideas; reason both inductively and deductively;
and arrive at factual or critical conclusions based on
reliable deductions from clear declarations of
knowledge or opinion.
The problematic teaching style is also important in
philosophy, which serves to foster logical thinking and
critical thinking in students. This technique is widely
used in foreign experience, with great emphasis on the
formation of independent thinking of students. For
example, The Problem-Based Learning (PBL) method is
widely used in teaching philosophy in the U.S.
education system. In this method, students are given
problems that do not have a clear solution beforehand,
and they develop a solution by discussing these issues
independently or collectively. Philosophy classes at
universities such as Harvard and MIT are conducted
interactively, and students engage in debate over real-
life issues.
In the Finnish education system, however, philosophy
is often taught on the basis of a phenomenological
teaching approach. In this approach, problems are
analyzed based on real-life context. For example, in the
study of ethical decision-making or social justice issues,
students are presented with various situations where
they are taught to base their views. In this,
philosophical thinking is developed not only on the
basis of theoretical concepts, but also by solving
practical issues.
In the Japanese experience, however, the “Lesson
Study” method plays an important role. In this way,
teachers help students think deeply by observing,
analyzing, and improving classes. When a problematic
educational method is used in philosophy lessons,
students analyze various answers to a particular
philosophical question and assess their logical
robustness. For example, “is human freedom limited?”,
students study and discuss the approaches of various
philosophical currents.
In Uzbekistan, however, significant changes are being
made to introduce a problematic teaching method in
philosophy. In particular, problematic educational
methods are widely introduced in presidential schools
and specialized educational institutions. In philosophy
classes, various theoretical and practical issues are
given so that students can independently research and
develop critical thinking. Discussion clubs are organized
in schools, in which students are taught to analyze a
certain philosophical problem in the form of
controversy. For example, “can Reality be a relative
concept?” on topics such as, readers defend different
positions and try to substantiate their arguments.
Since the science of philosophy is often associated with
complex, abstract concepts and theories, visual
materials such as schemes, diagrams, timelines, maps
and infographics help to express these concepts in a
clear and understandable form. For example, the use of
logical flow diagrams or conceptual maps in teaching
topics such as Aristotle's syllogisms or Descartes '
concept of methodological skepticism allows students
to understand these ideas on a visual basis.
In the process of problematic teaching, when
philosophical arguments and discussions are held, it is
possible to clearly show the structure of arguments
using visual materials. For example, representing the
differences between John Locke's and Immanuel Kant's
theories of cognition using tables or diagrams allows
readers to consider and analyze the logical structure of
American Journal Of Social Sciences And Humanity Research
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
both theories.
In addition, the use of graphs in the study of historical
philosophical currents, in which the timelines of the
development of philosophy or the interaction of
philosophical schools are reflected, allows students to
systematically consider information. For example, the
connection between Western and Eastern philosophy,
or the visual materials described in the process of
development of Marxism and existentialism, help
students to better understand the subject.
CONCLUSION
In conclusion, the problematic teaching style is an
effective tool in the development of argumentation
and logical thinking in students. The use of this method
in the course of the lesson increases the ability of
students to think independently, directs them to solve
problems and forms their creative abilities. Therefore,
it is recommended that teachers widely use the
problematic teaching method in the educational
process. The problematic teaching method is especially
important in philosophy, which serves to develop
students ' logical thinking. The style is widely used in
countries such as the United States, Finland and Japan,
and Uzbekistan is also undergoing reforms in this
direction.
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