"PROBLEM FORMULATION IN TEXTBOOKS AND METHODOLOGICAL GUIDES FOR TEACHERS"

The article explores the role of problem-based learning in Azerbaijani language textbooks and methodological resources, focusing on its application in the teaching process of primary and secondary school levels. The study emphasizes the importance of creating learning situations that encourage students to think critically, engage in dialogue, and develop problem-solving skills. By examining the methods of problem formulation, the structure of active lessons, and the teacher’s role as a facilitator, the paper highlights how interactive and problem-oriented teaching enhances students’ intellectual activity, creativity, and communicative competence. Different types of learning situations such as choice, uncertainty, surprise, conflict, and mismatch are analyzed as essential tools for effective instruction. The article further discusses the mechanisms of active learning, including the creation of problem situations, the need for dialogue and cooperation, the student as a researcher, the teacher as a facilitator, and psychological support. The findings underline that textbooks and methodological guides designed for the Azerbaijani language provide not only theoretical materials but also diverse practical exercises, ensuring the integration of phonetics, lexicon, word formation, morphology, orthography, and syntax into communicative and creative tasks. Thus, problem-based approaches in Azerbaijani language teaching foster motivation, independent inquiry, teamwork, and a deeper understanding of language and culture.