The aim of the article is to identify the grounds for the integration of problem-based and learner-centered approaches in professional education on the basis of the comparative analysis of their main organizing principles, which were presented in works by M.I. Makhmutov and I.A.Zimnyaya. The article deals with such issues as the definition of the notion «integration of approaches» in professional education; analysis of main principles of problem-based and learner-centered approaches; identification of the grounds for integration of these approaches into professional education by correlation of their basic principles. Problem-based approach is aimed at the development of creative thinking, creative interpersonal relations and creative personality in the process of joint creative work to put and solve problems in the social and professional fields on different levels of problematicity. Learner-centered approach is aimed at the development of a personality in an active process while solving a hierarchy of educational problems. The integration of problem-based and learner-centered approaches is defined in the article as a process, which results in the combination of these approaches on the basis of correlation of their foundational principles. In this regard, an «approach» is viewed as an educational strategy for the development of the personality of a student as a future specialist on the basis of the above mentioned approaches. According to the authors the following principles are basic, i.e. motivation, goal-setting, consciousness, problemacity, binarity, that is subject-subject relations between a teacher and a student. It should be noted that both in problem-based and learner-centered approaches, problemacity is considered as a common notion along with such notions as a problem situation, a problem task, a problem, problematisation.
podhod, problemnyy podhod, lichnostno-deyatel'nostnyy podhod, integraciya podhodov, osnovaniya integracii podhodov v professional'nom obrazovanii
1. Zimnyaya I. A. 1999. Pedagogicheskaya psihologiya. 2-e izd. Moskva: Logos.
2. Zimnyaya I. A. 1994. Problemnost' v obuchenii nerodnomu yazyku// Problemnost' v obuchenii inostrannym yazykam v vuze: Mezhvuzovskiy sb. nauchnyh trudov. Perm': Izd-vo Permskogo GTU, 10-17.
3. Zimnyaya I. A. 1989. Psihologiya obucheniya nerodnomu yazyku (na materiale russkogo yazyka kak inostrannogo). Moskva: Russkiy yazyk.
4. Kovalevskaya E. V. 2000. Problemnoe obuchenie: podhod, metod, tip, sistema (na materiale obucheniya inostrannym yazykam). Moskva: MNPI.
5. Kovalevskaya E. V. 2013. Programma organizacii issledovatel'skoy deyatel'nosti studentov, orientirovannaya na kurs obucheniya inostrannomu yazyku studentov neyazykovyh vuzov i fakul'tetov na osnove modeli problemno-proektno-issledovatel'skogo tipa obucheniya: Eksperimental'naya uchebnaya avtorskaya programma dlya slushateley kursov povysheniya kvalifikacii. Moskva: Sputnik +.
6. Kovalevskaya E. V., Komissarova T. S. 2017. Postroenie modeli formirovaniya tvorcheskoy lichnosti na osnove problemnogo podhoda // Istoricheskaya i social'no-obrazovatel'naya mysl' T. 9. № 5-2, 201-208.
7. Mahmutov M. I. 1975. Problemnoe obuchenie: osnovnye voprosy teorii. Moskva: Pedagogika.
8. Kovalevskaya E. V., Kolesnik L. I., Osipova N. N. 2016. Problematizaciya v obuchenii inostrannym yazykam (na materiale obucheniya chteniyu i audirovaniyu) // Internet-zhurnal «Mir nauki» T. 4. № 1 // http://mir-nauki.com/PDF/34PDMN116.pdf (2018. 16 maya).
9. Rubinshteyn S. L. 1958. O myshlenii i putyah ego issledovaniya. Moskva: AN SSSR.
10. Filosofskiy enciklopedicheskiy slovar'. 1999 / Gubskiy E.F., Korableva G.V., Lutchenko V.A. (red.-sost.). Moskva: INFRA-M.
