Contradictory outcomes of using problem situations for teaching purposes are analyzed (it is known that using them may bring both positive and undesirable effects). The dynamics of interplay of two pairs of opposing functions of the problem situation (stimulation - restrain, control - desorganization) is described in some detail; place and role of the functions in the thinking process corresponding to different levels of development of cognitive factors in a person are outlined, as well as principal relations between the functions as such and between some of their characteristics.