Introduction. The article shows the problem in solving problems by students, substantiates the relevance of creating a methodology for solving problems, teaching schoolchildren to use the methodology. An overview of the main ideas of modern researchers on this problem is presented. The purpose of the article is to reveal and substantiate the author's methodology for solving problems and show ways to teach this methodology to schoolchildren.

Materials and Methods. The texts of problems in chemistry, physics, and mathematics were studied. The problems that described some change were considered, since such problems are the majority. Those whose solution comes down to substituting numerical values into a ready-made formula were excluded due to the simplicity and obviousness of their solution. The goal was to find a commonality in all the problems. If such is found, it is possible to create a universal algorithm showing a fundamental approach to solving any problem that considers a certain dynamics, regardless of the subject and age group of students. Similarities were found. The uniformity of the studied texts consisted in the fact that a certain system was considered — a set of objects interconnected and forming a unity. Any object fits this definition, except for elementary particles: electron and quark. Consequently, the surrounding world consists of different types of systems and the content of any problem can be considered as a description of a certain system. Next, we considered the “life” of the system in the surrounding world, its stages. To achieve the set objectives, the following methods were used: theoretical (study of methodological literature on the issue, study of educational literature, analysis, abstraction). Empirical methods (observation, comparison, timing of task completion). Diagnostic methods (testing, conversation, questionnaire, statistical data processing).

Results. A universal method for solving problems has been developed and ways of developing students' skills in analyzing the conditions of a task have been shown. Discussion. The effectiveness of this work is the expansion of students' capabilities in solving problems of increased difficulty and the development of analytical thinking.

Discussion. To find out what system is considered in the task, we made a structural analysis of the text, which includes all the points from the “life” of the system and is in fact an algorithm for parsing the text — and checked two of its aspects: the very possibility of its application and universality. Positive results were obtained everywhere. The use of the concept of "system" in relation to the condition of the task made it possible to formulate the principle of dividing large tasks into smaller and simpler subtasks. Introduce the concept of “formula cluster” - a set of formulas necessary for solving a given problem.

Conclusion. The introduction of this method will contribute to the development of logical thinking in schoolchildren, independent and deeper acquisition of knowledge.

It is determined that any tasks are presented as a description of the system and its changes;

A method for structural analysis of the text of the task is developed;

The content of the indicative analysis is formulated;

The technology for compiling formula clusters - general and specific - is shown;

The stages of the problem solving process are described;

The principle of dividing large tasks into simpler ones is determined;

The ways of teaching students this method are shown.

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