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Abstract: Problem-based learning allows developing students' free thinking, a scientific type of knowledge, and encourages students to master the techniques of discovering new knowledge. Such training allows us to achieve personal, meta-subject and objective results, create an environment for the development of active learning and cognitive activities of students, form a readiness for selfdevelopment and continuous education. Therefore, the relevance of the presented topic is determined by the need to develop problem situations and assignments for studying Russian in grades 5-6. The purpose of this work is to analyze the effectiveness of the technology of problem-based learning, as well as the development of problematic tasks. The subject of the work is problem training as a factor in the intellectual development of schoolchildren in Russian classes in grades 5-6. The methodological base of the study was the fundamental works in the field of history and the theory of problem training of such scientists as N. A. Menchinskaya, P. Ya. Galperin, N. F. Talyzina, A. M. Matyushkin, M. I. Makhmutov, I. Ya. Lerner, V. T. Kudryavtsev. The work involved the application of the following methods: observation, measurement, experimental and analytical. The conclusion is made about the effectiveness of technology for problemsolving education in the lessons of the Russian language, the methods of work have been adjusted. The main areas of applied results in the study of the effectiveness of the problem-learning method are the identification of the most effective methods and techniques for implementing problem-learning technology, approbation of the effectiveness of the method within a certain topic of the Russian language lesson in secondary school.