INNOVATIVE WAYS OF ORGANIZING PROBLEM-SOLVING QUESTIONS AT THE ENGLISH LESSONS AT CONTEMPORARY UNIVERSITIES=ІННОВАЦІЙНІ СПОСОБИ ОРГАНІЗАЦІЇ ПРОБЛЕМНИХ ЗАПИТАНЬ НА УРОКАХ АНГЛІЙСЬКОЇ МОВИ В СУЧАСНИХ УНІВЕРСИТЕТАХ

Abstract

The effectiveness of using problem-solving questions and tasks for verifying students‘ knowledge depends on many factors. Scientists [1; 3] define four of them: 1. Degree of preparation of students for solving problem questions and tasks. 2. Degree of teacher‘s preparedness, his/her ability to create problematic situations that lead to solving problems of different levels of complexity. 3. Contents of the program material. In this case we have to take into account: a) whether this material may be partly included into general or derived from partial inclusions; b) if there is the necessary data for comparing, contrasting certain facts, phenomena. It is possible to establish links between existing and new knowledge; c) whether the content of the material allows to be rethought already well-known in a certain way. 4. The positive results of such verification are visible when it is time to use problem questions and tasks.