UDC 378.16

DOI: http://doi.org/10.15350/2409-7616.2023.1.26

Khismatulina N.V.¹ (St. Petersburg, Russian Federation) – khisnatalya@yandex.ru, Pugacheva S.A.¹ (St. Petersburg, Russian Federation) – pugacheva.7575@mail.ru, Malkova T.V.¹ (St. Petersburg, Russian Federation) – tatyanamalkova@gmail.com

¹Saint Petersburg University of the Ministry of the Interior of Russia

Abstract. The article deals with the task-based approach as a methodological basis in developing professionally oriented learning materials for students of higher education institutions. The authors point out the difference between the interpretation of the task-based approach given by the foreign pedagogical community, which considers it exclusively within the framework of foreign language teaching with a focus on its applied application in the ongoing activities (the language “in action”), and its definition with deep theoretical reasoning offered by domestic researchers. The article emphasizes mixing of the concepts “task-based approach” and “problem approach”, leading to their confusion; it presents their characteristics, identifies differences and similarities, shows variants of their application in development exercises in educational didactics. Particular attention is paid to the formation of the task-based approach under the influence of different psychological theories – the mechanistic theory of determinism, Gestalt-theory, theory of reflection, theory of activity. These theories define differently the nature of the task itself, the mechanism of its solution and the role of personal characteristics of the solver. That is considered significant in developing the concept of professionally oriented didactics within the task-based approach. It is about the movement from routine tasks performed mechanically according to a given algorithm to practice certain skills to non-routine tasks requiring an individual creative approach from a solver in their solution. It is noted that the identified features of the tasks can determine the content component of the exercises developed within the task-based approach.

Keywords: task-based approach, problem approach, professionalization of education, methodology, educational and methodological support, learning-teaching materials, textbook, competent specialist.

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For citation: Khismatulina N.V., Pugacheva S.A., Malkova T.V. Specifics of the task-based approach as a methodological basis in developing educational materials for higher education institutions. CITISE, 2023, no. 1, pp. 321-329. DOI: http://doi.org/10.15350/2409-7616.2023.1.26