PROBLEM-BASED LEARNING COMPONENTS IN RUSSIAN LANGUAGE CLASSES
Keywords:
Abstract
The focus of the article is on how non-philological students can benefit from problem-based learning components in their hands-on Russian language and speech culture classes. By posing difficult questions and having students solve problem-cognitive tasks, the author explains two types of student cognitive activity and two approaches to structuring a problem situation that stimulates student cognitive activity. The example of studying the most difficult syntax and punctuation topics is used to evaluate the content. The article is intended for Russian language instructors and can be used to enhance the efficacy of instruction in the field of "Russian language and culture of speech," to advance efforts to improve the literacy rate and speech culture of.
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