Application of assimilated knowledge of term papers for sale in a new situation and skills to solve academic problems; - formation and accumulation of experience of creative activity (mastering the methods of scientific research, solving practical problems and artistic representation of reality); - formation of learning motives, social, moral and cognitive needs.

Each of these functions is carried out in a variety of practical and theoretical activities of schoolchildren and depends on taking into account the characteristic features of problem-based learning, which are also its distinctive features. The first and most important feature - it is a specific intellectual activity of the student to independently learn new concepts by solving training problems.

The second feature is that problem-based learning - the most effective means of forming a worldview, as in the process of problem-based learning develops features of critical, creative, dialectical thinking. The third feature stems from the natural relationship between theoretical and practical problems and is determined by the didactic principle of linking learning with life.

Connection with practice and the use of life experience of students in problem-based learning act not as a simple illustration of theoretical conclusions, rules (although it is not excluded), but mainly as a source of new knowledge and as a sphere of application of learned ways of solving problems in practical activities. The fourth feature of problem-based learning is a systematic application of the teacher the most effective combination of different types and types of independent work of students.

This feature is that the teacher organizes the performance of independent works, requiring both actualization of previously acquired and assimilation of new knowledge and ways of activity. The fifth feature is determined by the didactic principle of the individual approach. Individual perception of the problem causes differences in its formulation, proposing a variety of hypotheses and finding one or another way to prove them. The sixth feature consists in the dynamism of problem-based learning (moving relationship of its elements).

Dynamism of problem-based learning is that one situation passes into another naturally on the basis of the law of interrelation and interdependence of all things and phenomena of the world. As pointed out by researchers, there is no dynamism in traditional teaching, instead of problematics there prevails "categorical".