Relevance of the work due to the need to resolve the contradiction between the new requirements for future professionals associated with the presence of experts formed by the ability to see, to identify and find solutions to problems that arise in their professional activity and the lack of readiness of teachers to implement the learning process of these requirements. The purpose of the article is to substantiate the thesis that the problem-based learning in a modern high school is objectively demanded as a basic foundation training. The methodological basis of the study was a systematic, competence and problem approaches. We used methods of study, analysis and synthesis of innovative experience of high school, the requirements of employers to the graduates, the latest scientific and educational literature in the field of didactics of vocational schools. The main results are that: The basic requirements for a modern model of learning in higher education; It justified the conclusion that in today's higher education Problem-based learning should be seen as a basic type of training that allows you to integrate educational opportunities and other learning technologies; revealed three major trends in the development of problem-based learning: the formation of an active problem-interactive learning technology, which is based on the interaction of at least three core technologies - the problem, and an interactive computer-based training; extension of the core of didactic teaching aids the creation of problematic situations in order to create all sorts of competencies; active development of integrative forms of realization of problem-based learning (problem-situational, problem-activity, problem-modular, task-design, problem-targeted, problem-playing, etc.). Materials may be useful to those skilled in the field of didactics of general and higher education, post-graduate students, university professors and secondary education system.

• Aitov, V. F. (2006). Problem-project approach to the formation of foreign language professional competence of students: PhD Thesis. St. Petersburg: Russian State Pedagogical University. Herzen, 362p.
• Bondarevskaya, E. V. & Kulnevich, S. V. (2004). Paradigm approach to the development of the content of the key pedagogical skills. Pedagogy, 10, 23 - 31.
• Boziev, R. S. & Dontsov A. I. (2016). Domestic pedagogy and education: between past and future. Pedagogika,1, 3-11.
• Brown, J., Collins, A. & Duguid, P. (1989). Situated cognition and the cultur of learning. Educational Researcher, 18, 32-41.
• Choshanov, M. A. (1996). Flexible technology problem-modular education. Moscow: Education, 160p.
• Demchenkova, N. A. (2000). Problem-search tasks as means of formation of research abilities of the future teacher in the course of mathematics teaching methodology in Technicalities: PhD Thesis. Togliatti: Togliatti Polytechnic Institute, 372p.
• Gulyaev, V. N. (2003). Development of the theory and practice of problem-activity training at the higher military school: PhD Thesis. Moscow: Military University of the Russian Defense Ministry. 302p.
• Ibragimov, G. I. & Ibragimova, E. M. (2013). The essence and the guiding principles of the concentrated training. Innovations in Education, 5, 14-26.
• Ibragimov, G. I. & Ibragimova, E. M. (2014). Didactic conditions of perfection of lectures under the informatization of education. Professional education in Russia and abroad, 3, 73-77.
• Ilyin, G. L. (2007). Projective education as a way of thinking about child development. Technology School, 4, 56 - 60.
• Ivanov, I. P. (2002). Development of creative thinking of students in problem-activity training: PhD Thesis. Stavropol: Stavropol State Pedagogical University. 24p.
• Johnson, D. & Johnson R. (1980). Promoting constructive student-student relationships through cooperative learning. Minneapolis, MN: National Support System Project. 253p.
• Karpov, S. A. (2009). Three training models. Pedagogy,8, 14-26.
• Kovalevskaya, E. V. (2000). The genesis and the current state of problem-based learning: PhD Thesis. Moscow: Research center of problems of quality of preparation of experts in the sector of education humanization. 36p.
• Larionov, V. V. (2008). Problem-oriented system of teaching physics students at technical universities: PhD Thesis. Tomsk: Tomsk Polytechnic University. 361p.
• Mahutova, G. M. (2013). Problem situations in teaching students’ foreign language communication: PhD Thesis. Moscow: Nizhnevartovsk State Humanitarian University.  24p.
• Makhmutov, M. I.  (1975). Problem learning. Moscow: Education. 368p.
• Mukhametzyanova, G. V., Shirshov, V. P. & Ibragimov, G. I. (1999). The concept of vocational education development in the Republic of Tatarstan. Kazan: ASIC RAO. 32p.
• Nesterenko, A. A. (2006). Didactic models of realization of problem-based learning: PhD Thesis. Moscow: Academy of Advanced Training and Retraining of Educator. 173p.
• Novikov, A. M. (2010). Grounds pedagogy. Moscow: Egves, 208p.
• Pivkin, S. D. (2000). The problem - situational training as a way of simulation training in a technical college manager: PhD Thesis. Kazan: Kazan State Technological University. 265p.
• Polat, E. S. (2006). Project-based learning: history and theory of the problem. School technology, 6, 43-47.
• Rozhkov, K. L. (2014). Interactive lecture in teaching marketing. Herald high school, 11, 59-62.
• Safiullin, I. A. (2001). The concept of problem-based learning, M. I. Makhmutova as a didactic system: PhD Thesis. Kazan: Kazan State Pedagogical University. 188p.
• Sharan, S. (1990). Cooperative learning: Theory and research.  New York: Praeger. 263p.
• Slepuhin, N. S. (2015). Development of informative activity of cadets of military high schools on the basis of problem-active approach to learning: PhD Thesis. Moscow: Military University of the Russian Defense Ministry, 189p.
• Surin, Y. (2003). Methodical system of problem-developing training of chemistry in high school: PhD Thesis. Moscow: Moscow State Regional University. 387p.
• Tolkacheva, K. K. (2015). Expert Workshop as a form of realization of the goals of problem-based learning experts in the field of engineering and technology: PhD Thesis. Kazan, Kazan State Technological University. 197p.
• Tubaltseva, V. A. (2004). Formation of motivation of educational activity of cadets in vvuzov problem training: PhD Thesis. Kazan: Kazan State Pedagogical University. 228p.

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.