USE OF PROBLEM SITUATIONS THAT REQUIRE TECHNICAL THINKING IN ECONOMIC TRAINING TASKS

This article discusses the issue of developing technical thinking skills in the process of economic education through tasks that are close to real life and encourage students to analyze practical problems. In particular, it considers how such elements of technical thinking as deeper mastery of economic knowledge, independent thinking, technological and systematic approach to the problem, algorithmic thinking, and graphical analysis can be effectively introduced into the educational process. The article analyzes the content, forms, methodological approaches of economic tasks based on problem situations that serve to develop technical thinking , and their role in the formation of students' knowledge, skills , and competencies. The possibilities of using information and communication technologies (ICT) , graphic tools, modeling , and numerical analysis in analyzing economic problems are revealed. Also, the article scientifically proves the effectiveness of tasks that develop technical thinking based on experiments and practical lesson examples. In conclusion, suggestions and recommendations are given on the effectiveness of using innovative pedagogical methods in teaching economic subjects through such approaches .