Abstract
An examination of the state of instruction in zoology under the new syllabus shows that, despite certain shortcomings, the lessons in this course are carried out on a rather high theoretical level and provide a fairly thorough scientific understanding of general biological and ecological concepts. To a considerable extent, this has been possible because of the use of various effective teaching techniques and devices that stimulate thought and arouse the pupils' interest in the subject. One of these techniques has been the problem-solving approach, which forces the child to think whenever a problem arises and to find out something new and interesting.