It has been experimentally proved that 1) teaching methods of higher levels of problematicity (heuristic, research-oriented, etc.) provide more favourable conditions for promotion of intellectual development than such methods as explanatory-instructional, reproductive, etc.; 2) unlike the ordinary school in vocational-training schools (VTS) it is more fruitful to use such teaching methods as lessons-lectures, lessons-talks, excursions to all kinds of production works; 3) in VTS where students significantly differ in the scope of acquired intellectual skills and in the capacity for self-regulation group methods of instructional work are especially effective.