Potential of problem based learning technology in high school practice

Many people believe that the Third Industrial Revolution, also called informational, has already occurred. And now the Forth Digital Revolution begins. As a result, the content of professional activity for most specialists has changed. In its turn professional standards and educational standards have changed too. In this article we give a shot critical analysis of classical educational model, and we enunciate the main educational problems of professional training model. The main trends of higher education development are also shown. The author describes Problem Based Learning (PBL) features as well as basic characteristics of its conceptual model and managerial models. In the article we demonstrate the analysis of changes in lecturers' professional activity and students' educational activity, when PBL technology is introduced. We also describe the changes in assessment system of students' knowledge. The experience of PBL implementation in the educational process is studied on the example of Tomsk State University, Russia. The author describes restrictions that inhibit the implementation process and main positive effects of technology implementation. Also, future specialists' competences, which are formed actively, when PBL technology is put into practice, are described. We revealed the following limitations during the introduction of PBL technologies into TSU educational process: • High level of class attendance. The lessons are made by progressive principle: a student's activity in-class work is based on deep understanding of the previous lessons content. • Sufficient competence of self-education and literature analysis. Intermediate level of English and the ability not only to understand a common context of a scientific article, but also to make deep analysis in shot time are required. It is necessary for independent work with problem - orientated cases. • High development of students' communicative competence, which is necessary for active participation in team work both in homework and in-class work. • The difficulty of development and description of a knowledge assessment system. PBL technology allows us: 1. Developing students' self-education competence that forms an active position and preparedness for constant changes, clarifies and deepens the existing knowledge. 2. Gaining the experience in applying theoretical knowledge to solve practical problems in professional activity. 3. Developing effective team work competence. 4. Effective team work competence, in turn, allows developing self-control and self-organization of students' activities. And as a result, students form a subjective attitude to educational process.

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