Components of the content of biological education. School biological education system
Science and academic subject... The place of biology in the curricula of secondary educational institutions. State standard of biological education, its structure and functions. Features of school biological education at the present stage: humanization and priority of the developmental function, variability, multi-level, differentiation of teaching, greening of content, regionalization.
Components of the content of biological education: a system of knowledge about the world, methods of activity, experience of creative activity, experience of an emotional-value attitude to the world.
The structure of the school subject "Biology". Types of structuring of educational content: linear, concentric, spiral.
Formation and development of biological concepts in the school course of biologyConcept as the main didactic unit of knowledge. Educational sections of the course of biology as a system of concepts. Classification of biological concepts. Stages of formation and development of concepts. Inductive and deductive ways of forming concepts. Methodology for the formation and development of concepts in the process of teaching biology. Methodology for the development of general biological concepts; cell, organism, population, species, biogeocenosis, biosphere, evolutionary development of the world, individual development of organisms, metabolism and energy conversion, etc.
Activity in the content of a biological imageration Methods of activity (skills and abilities) as a component of the content of biological education. Intellectual (mental), general educational and special skills and abilities. The composition of the skills and abilities presented in school biology programs, the requirements for the level of training of students. Stages and methods of forming skills and abilities in the process of teaching biology. Teaching students the techniques of mental activity on the material of the academic subject of biology.
Didactic principles of teaching as a reflection of the laws of the teaching process and the theoretical basis for constructing the content and designing the process of teaching biology.General pedagogical (didactic) principles of teaching: the unity of teaching, education and development of students; scientific character and accessibility; systematic and consistent; consistency and fundamentality; visibility; strength and activity of training; unity of theory and practice; integration and differentiation; variability; humanization. Interrelation of didactic principles.
Interdisciplinary and intradisciplinary connections of the school course of biology... The value of intersubject and intrasubject connections in teaching biology. Classification of intersubject connections according to the content of the studied (composition of knowledge); the chronology of the study, the breadth and volume of the linked material; by the way students master connections, establish connections in the work of teachers and the constancy of their implementation. Methodology for the implementation of intersubject and intrasubject connections in the process of teaching biology.
Differentiation of teaching biology... The problem of differentiation of teaching in pedagogical theory and practice of teaching biology. External and internal differentiation of training. Methodological techniques of a differentiated approach to students in biology lessons.
Federal basic curriculum for basic general education in biology. Curricula for secondary education in biology: basic and profile education. The content of biological education. Features of the content of specialized training. Elective courses. Innovative approaches to teaching biology in the context of an integrated and globally oriented education. Biological and environmental literacy concepts. Documents defining the content of biological education. The specifics of the goals and objectives of biological education.
FROM obsession and features of school biologygii: system and sequence of educational material, scientific nature and availability of educational material, general overview of the content of school biology.
Requirements for the personality of a modern biology teacher... Professional and pedagogical activity of a biology teacher. Qualification characteristics of a biology teacher.
Section 2. Methods of teaching biology
General characteristics of school biological education
Introduction
Trends in the development of the natural science education of schoolchildren. The concepts of "academic subject" and "educational area". The objectives of the natural science education of schoolchildren in the light of the Concept of modernization of general secondary education (until 2010).
The place of the subject "Biology" in the system of school science education. The system of educational goals of the school course in biology. Normative documents governing biological education at school. State educational standard for general secondary education in biology. Educational, nurturing and developing functions of teaching biology.
The principles of selection of the content of biological education. The content of biological education as a system of scientific knowledge, abilities and skills, value relationships to the natural environment. Interrelation of cognitive, activity and value components of content. Didactic requirements for the content of the school subject of biology.
Variable curricula of the school course in biology. Criteria for choosing a program for implementation in the educational process.
The system of biological knowledge: theories, laws, patterns, concepts, scientific facts. The system of skills (subject and general educational; intellectual and practical) included in the content of school biological education. The system of value orientations in the content of biological education.
The main provisions of the theory of the development of concepts. Psychophysiological and methodological foundations for the formation of biological concepts. Stages and conditions for the formation of concepts. Implementation of intersubject and intrasubject connections as one of the main conditions for the effective development of concepts. Levels of assimilation of concepts.
The theory of the development of skills in school science education. Stages and conditions for the formation of skills.
The system of education of students in the process of natural science education. Formation of a scientific worldview in teaching biology. Moral education. Environmental education. Labor and economic education of schoolchildren.
Biology teaching methods
The concepts of "scientific method" and "teaching method". The unity of the constituent teaching methods: the source of knowledge, the teaching activity of the teacher and the cognitive activity of the students. The variety of methods of teaching subjects of the natural science cycle and their classification according to different criteria.
The system of teaching methods in biology and methodological techniques. Criteria for choosing teaching methods. Combination and development of teaching methods in the classroom. Developing and educational functions of teaching methods.
Types of verbal methods. Features of their application in biology lessons. Requirements for the word and culture of speech of the teacher. Types of visual methods. The role of visibility in teaching, education and development of students. Features of the use of visualization in biology lessons. School biological experiment, its types and requirements for it. Practical methods. Features of their use in chemistry lessons. Laboratory and practical work in a biology lesson. Application of teaching methods in different forms of education; at different stages of a biology lesson.
Biology teaching aids
Classification of teaching aids. The principles of choosing the means of teaching the subjects of the natural science cycle. Complex use of visual aids. School biological room, its equipment and purpose.
Student notebook on the subject. Functions of a notebook. Requirements for keeping a notebook. Biology textbook as a teaching system. Organization of the work of students with a textbook and workbook in the classroom and in homework. Characteristics of the current variable biology textbooks. Textbook selection criteria.
Control of knowledge and skills of students in biology
Forms, types and types of knowledge and skills control. Methods for controlling knowledge and skills. Functions of control of knowledge and skills of students. Current and final control. Organization of control of knowledge and skills in the classroom. Systemic, integrated and individual approaches to the control of knowledge and skills. Control of experimental skills in biology class.
Forms of organizing educational work in biology
The system of forms of education and their functions: lesson, excursion, extracurricular activities, extracurricular activities, independent and homework
Lesson is the main form of subject teaching. System of lessons in the topic. Requirements for the lesson. Types and types of lessons. Lesson structure. The peculiarity of the structure of the lesson with problem learning. The peculiarity of generalizing lessons, lessons-lectures. Types of lessons: lessons-seminars, lessons-conferences, lessons - role-playing games, lessons-discussions and disputes. Interview lessons, test lesson. TV and movie lesson. Features of lessons using computer technology.
Enhancing the activity of students in the lesson. Individual and group forms of organizing student activities in the classroom. Collective creativity lessons.
Preparing the teacher for the lesson. The principles of choosing the type of lesson. Detailed lesson plan. Requirements for the outline of the lesson, thematic lesson planning.
Excursions as an important additional form of organizing teaching and educational work in biology. Signs of excursion as a form of study. Methodology for organizing and conducting excursions.
Extracurricular activities. Types of extracurricular work: group, mass, individual. Mugs. Electives. Thematic evenings, subject Olympiads, mass creative affairs. Extracurricular activities as a form of organizing students to perform compulsory practical work related to the curriculum.
Homework. Studying the relevant sections of the textbook, performing work of a practical nature, conducting observations and experiments. The value of homework in teaching and educating students.
Methodology for teaching individual sectionsschool biology course
Teaching methodology of the section "Plants, bacteria, fungi and lichens "
Place of study of the section "Plants, bacteria, fungi and lichens" in the school biology course. The main content lines of the section and their logical sequence in variable programs and textbooks. System of general biological and special concepts of the section. Methodological features of the formation and development of biological concepts in the section "Plants, bacteria, fungi and lichens".
Prospective, thematic and lesson planning of educational material. Features of the structure and methods of conducting various types of lessons for the study of the section, depending on their content: lessons with morphological content; lessons with anatomical content; lessons with physiological content; lessons with systematic content; lessons with ecological content, their distinctive methodological features.
Teaching methodology of the "Animals" section
Place of the section "Animals" in the school course biology. Logical-structural analysis of existing variable programs and textbooks for this section.
Development of general biological (systematic, evolutionary, ecological) and the formation of special concepts in this section of biology. Educational, developmental and practical tasks of studying the animal world. Visual teaching aids for the section "Animals". Observation is the leading method for studying animals.
Methodology for studying the section "Man and his health"
Educational and educational value of studying the section "Man and his health". Analysis of textbook programs by section.
Characteristics of the system of basic concepts studied in the section "Man and his health". The leading role of sanitary and hygienic concepts in each topic of the studied section. Methodology for the formation of practical skills among students in the provision of first aid. Formation of the correct attitude of schoolchildren to maintaining their health.
Methodology for studying the section "Biology. General patterns"
Characteristics of the system of basic concepts studied in the course "General Biology". Methodology for the formation and development of general biological concepts in schoolchildren. Gnoseological concepts: history, methods of studying biological objects, scientific approaches, development of scientific knowledge. Historical conditioning of scientific ideas and concepts in biology. Polytechnic concepts. Concept formation methodology: variety, breed, artificial selection, biotechnology. The place of these concepts in the studied course, their educational, educational and developmental significance. Environmental concepts. Their leading role in the study of all sections of biology as a school subject.
Procedure for
entrance exam
The prerequisite for preparing for the entrance examination at the magistracy is the preliminary acquaintance of the examinee with the content of the topics and questions submitted for the exam, as well as familiarization with the requirements for the exam.
The structure of the exam ticket includes three questions: two - on different sections of biological science, one - on technology and methods of teaching biology. It takes 20 minutes to prepare for the answer. The examinee is given time to cover each of the questions on the ticket. Additional questions are asked by members of the subject examination committee as part of the entrance exam program. The completeness and quality of the response is assessed by the committee member. Then, as a result of an open vote, a score is given by a simple majority.
The results of the entrance exam are determined by the marks "excellent", "good", "satisfactory" and "unsatisfactory".
Criteria for evaluation
level of preparation of the examinee
The answer of the examinee at the entrance examination is heard by the relevant subject examination committee. The results of the answer are evaluated on a five-point system.
Mark "FINE"on the entrance exam, if the examinee has shown a high level of proficiency in the teaching material and conceptual apparatus, an analytical approach to various theoretical areas of biology, the ability to apply theoretical knowledge in practice; the material is presented in a certain logical sequence, in literary language, using modern scientific terms; the answer is independent.
Mark "WELL"is posed if: the answer is complete and correct; put forward theoretical provisions are confirmed by examples; the answer presents various approaches to the problem under consideration, but their justification is not reasoned, brief conclusions are made; the material is presented in a certain logical sequence, with two or three minor mistakes made, corrected at the request of the examiner.
Mark "SATISFACTORILY"is put if the examinee discovered knowledge of the basic material in an amount sufficient for further study, while allowing errors, gaps in some areas, but with the help of the examiner he was able to correct them.
Mark "UNSATISFACTORY"is posed in the event that the examinee showed a weak command of the material, made gross errors in the presentation of theoretical questions.
Indicative list of questions
for the entrance exam
and interview
Bioelectric phenomena in a state of rest and active activity of a living entity.
General patterns of growth and development of the child's body.
Nervous regulation and coordination of functions.
The value of the conditional connection in the adaptation of the organism and the adaptive evolution of the animal world.
Reflex - as the basis for the formation of integral behavior of animals and humans.
Features of human higher nervous activity.
Homeostasis, its types, meaning and mechanisms.
Development of speech in children. Sensitive period of speech development. Risk factors.
Memory, its types and mechanisms.
Inhibition of conditioned reflexes as one of the mechanisms of training and education.
Immunological reactivity of the organism. Specific and non-specific immunity.
The role of nervous and humoral factors in the mechanisms of adaptation and stress. Ensuring the reliability and integrity of the intercellular organism. Basic principles of the functional organization of a multicellular organism.
Blood, lymph and tissue fluid as components of the internal environment of the body.
Properties of excitable membranes, laws of conduction of excitation along the nerve, action potential.
The structure and function of the circulatory organs.
Morphological and functional characteristics of the excretory organs.
Morphofunctional organization of digestion.
Respiration physiology and regulation.
Physiology of the reproductive system of the human body.
Structural organization, chemical composition and reproduction of viruses. Theories of the origin of viruses.
Cell. The main structural components of cells, their organization and functions.
Comparative morphological and functional characteristics of prokaryotes and eukaryotes.
Mitosis as an indirect division of eukaryotic cells. The main stages of mitosis and its biological role.
Meiosis. General characteristics and significance of the process. Prophase I of meiosis. Conjugation and crossing over processes and their biological role.
Mendel's laws. The law of uniformity of the first generation hybrids. Splitting law. Independent inheritance law. Gamete purity rule.
Sex-linked inheritance. Chromosomal sex determination mechanism.
Variability. Its reasons and classification. Modification and mutational variability. The rate of reaction of the genotype. Classification of mutations and their characteristics.
General patterns of action of environmental factors.
Forms of relationships between organisms. Their ecological and evolutionary significance.
Ecosystem concept. Supply chains. Production and reproduction in nature. Fluxes of matter and energy in ecosystems. Ecological pyramids.
The concept of the biosphere. The cosmic role of the biosphere. The boundaries of the biosphere. Self-regulation and stability of ecosystems.
Photosynthesis and its biological role. Chloroplast structure and function. Characteristics of the main stages of photosynthesis.
Comparative characteristics of the structure of plant and animal cells.
The movement of plants and their characteristics.
The structure and function of mitochondria.
Nucleic acids and their functions in cells. Features of the structure of DNA.
Features of the structural organization and function of various types of RNA.
Proteins. Protein amino acid composition. The levels of organization of protein molecules. Protein functions.
Genetic code. The main properties of the genetic code.
Matrix processes in the cell. DNA replication. Transcription. Broadcast.
The general educational significance of botany and its place in the system of biological sciences.
The cell as the main structural and functional element of the plant body.
Principles of classification of plant tissues, simple and complex tissues.
The main directions of morphological evolution of plants.
Characterization of plant reproduction methods.
Higher spore plants, features of reproduction cycles.
Flowering plants as the highest stage in the evolution of terrestrial plants.
Lower plants: morphology, taxonomy, ecology, practical significance.
The flora as an integral part of the Earth's biosphere.
Ecological groups are life forms of plants.
Characteristics of the animal kingdom, distinctive features. Place of animals in natural communities.
Adaptation of animals to aquatic habitats, to a terrestrial way of life, to flight.
The diversity of the animal world as a result of evolution. Fundamentals of animal taxonomy.
Features of biology and ecology of the main types of invertebrates, their practical significance.
General characteristics of morphology, ecology biology of the Chordov type.
Features of the organization of fish as primary aquatic vertebrates.
Vertebrate landfall: major changes in the structure of organ systems.
Features of biology and ecology of terrestrial vertebrates: amphibians, reptiles, birds and mammals.
Hypotheses of the origin of multicellular animals. The main stages of the phylogenetic development of multicellular invertebrates.
Phylogenetic relationships of the main classes of vertebrates: bony fish, amphibians, reptiles, birds, mammals.
Zoology as a system of animal sciences. The main milestones in the development of zoological science.
General characteristics of the educational area "Biology". The system of teaching and educational goals of the school subject "Biology". The place of biology in the basic curriculum.
State educational standard of school biological education, its structure. Characteristics of the main content lines of the educational area "Biology".
The curriculum of the school discipline "Biology" as a reflection of the content and structure of biological education. Characteristics of modern school biology programs, their variability.
School textbook as a means of ensuring the educational process. The structure of the textbook "Biology". Types of students' work with the textbook.
The theory of the development of concepts and its meaning. Implementation of the principle of the development of concepts in the school course "Biology". Basic concepts of the course, intra-subject connections between concepts.
Biology teacher work planning. Types of planning. Value. Basic requirements for the lesson plan.
Biology teaching methods: classification, comparative characteristics, selection criteria.
Modern biology lesson, its structure. Typology of biology lessons. Comparative characteristics of traditional and developmental lessons.
Implementation of a differentiated approach in teaching biology: forms and methods of differentiation, alternative programs and textbooks.
Diagnostics of the effectiveness of the biology teaching process. The system of measuring the quality of knowledge in biology. Students' knowledge control functions.
Independent educational activity of schoolchildren in the study of biology. Classification, meaning, methods of organizing independent work.
The ecological aspect of the school biology course. System and development of ecological concepts in the school subject "Biology". The role of biology in the formation of the ecological culture of schoolchildren.
Section of the course of biology "Plants": goals, content, structure of the section. Comparative characteristics of school textbooks and programs of different authors' groups.
Section of the course of biology "Animals": goals, content, structure of the section. Comparative characteristics of school textbooks and programs of different authors' groups.
Section of the course of biology "Man and his health": goals, content, structure of the section. Comparative characteristics of school textbooks and programs of different authors' groups.
Section of the course of biology "General biology": goals, objectives, structure, content of the section.
Phenological observations in teaching biology: content, organization, role in the formation of a scientific picture of the world.
Material base for training biologists: biology office, its organization, equipment, importance in teaching biology.
Preschool educational and experimental site, its purpose in teaching biology, organization of educational and practical activities of schoolchildren at the school site.
Laboratory work in biology: goals, content, methodology, value in the formation of general educational and special skills and abilities of students.
An experiment in biology lessons, its meaning, classification, characteristics, methodology and demonstration.
Biological excursions as a form of organizing educational work in biology: the content and organization of excursions, planning, methodology.
Extracurricular work and its place in the system of teaching biology: goals, content, organizational forms.
The system of didactic tools in teaching biology. General characteristics, classification, conditions for effective use in biology lessons.
Modernization of education at the present stage. Profile education in high school, characteristics. Estimated stages of implementation.
Main literature
Adolf T.A., Butyev V.T., Mikheev A.V., Orlov V.I. A guide to laboratory exercises in vertebrate zoology. - M .: Education, 1979.
Human Anatomy (in 2 volumes) / ed. M.R.Sapina. - M .: Medicine, 1986.
Andreev V.I. Pedagogy of creative development. - Kazan, 1998
Antipchuk Yu.T. Histology with the basics of embryology: A textbook for students of pedagogical institutes in biological specialties. - M .: Education, 1983.
Bulanova-Toporkova M.V., Dukhavneva A.V., Kukushin V.S., Suchkov G.V. Pedagogical technologies. - Rostov-on-Don, Publishing house: March, 2004.
Vasiliev A.E., Voronin N.S., Yelenevsky A.G. and others. Botany. Plant anatomy and morphology. - M .: Education, 1978.
Vaschenko M.I. and others. Fundamentals of agriculture. - M .: Education, 1987.
Vaschenko M.I. and other Workshop on the basics of agriculture. - M .: Education, 1991.
Voronin N.S. A guide to laboratory exercises in plant anatomy and taxonomy. - M .: Education, 1981.
B.V. Vsesvyatsky A systematic approach to biological education in secondary school. - M. Enlightenment, 1985.
Georgievsky A.G. Darwinism. Textbook for students of biological and chemical specialties of pedagogical institutes. - M .: Education, 1985.
Histology / ed. V.G. Eliseeva, Yu.I. Afanasyev, N.A. Yurina - M .: Medicine, 1983.
Gordeeva T.N., Kruberg Yu.K., Pisyaukova V.V. Practical course in plant taxonomy. - M .: Education, 1986.
State educational standard in biology. 2004.
Gulchevskaya V.G., Lakocenina T.P. Pedagogical foundations of student-centered learning. - Rostov-on-Don. 2000.
Gulchevskaya V.G., Gulchevskaya N.E. Modern pedagogical technologies. - Rostov-on-Don, 1999.
Dogel V.A. Zoology of invertebrates. - M .: Education, 1979.
Dushina V.G. , Ponurova G.A., Methods of teaching geography. - Moscow, 1996.
Unified State Exam. Control measuring materials. "Biology". - M .: Education, 2002.
Zvereva N.M. Practical didactics for a teacher - M. 2001.
Kartashev N.N., Sokolov V.E., Shilov I.A. Workshop on Vertebrate Zoology. - M .: Higher school, 1981.
Komarnitskiy N.A., Kudryashov L.V., Uranov A.A. Botany. Plant taxonomy. - M .: Education, 1975.
Konarzhevsky Yu.A. Lesson analysis. Supplement to the magazine Head teacher. - M., 2000.
V.S. Kukushin Didactics. - M .: Publishing Center "Mart", 2003.
Kulnevich SV., Lakocenina E.P. Analysis of a modern lesson. - TC "Teacher", 2002.
Kucherenko N.E., Babinyuk Yu.D. and other Biochemistry. - Kiev: High School, 1988.
Leninger A. Biochemistry. - M .: Mir, 1985.
Lerner G.I. General biology. Lesson tests and assignments. - M. Aquarium, 1998.
Lizinsky V.M. About methodical work at school. - M., 2002.
Marina A.V., Solomin V.P., Stankevich V.V. School biological education: problems and solutions. - St. Petersburg, 2000.
Mash R.D. Collection of experiments and assignments. - M. 1997.
Myagkova A.N., Komissarov B.D. General biology teaching method. - M .: Education, 1985.
Natalie V.F. Zoology of invertebrates. - M .: Education, 1973.
Naumov N.P., Kartashev N.N. Zoology of vertebrates (in 2 parts). - M .: Higher school, 1979.
Naumov SP. Zoology of vertebrates. - M .: Education, 1973.
Novikov A.I., Svyatenko E.S. A guide to laboratory studies in histology with the basics of embryology: a textbook for students of pedagogical institutes in biological specialties. - M .: Education, 1984.
A.O. Nozdracheva General course of human and animal physiology (in 2 volumes). - M .: Higher school, 1991.
Normal physiology / edited by A.V. Korobkov - M .: Higher school, 1980.
Assessment of the quality of training of graduates of basic school. - Bustard, 2004.
Paporkov M.A. and others. Educational and experimental work at the school site. - M .: Education, 1975.
Polat E.S. New pedagogical and information technologies in the education system. - M. ASAOEMA, 2001.
Ponomareva I.N., Solomin V.P., Sidelnikova G.D. General methodology for teaching biology. - M. ASAOEMA, 2003.
Biology programs for basic and upper secondary schools. - Bustard, 2004.
Scarecrow N.A., Traitak D.P., Cabinet of Biology.- M .: Humanitarian ed. center VLADOS, 2000.
Reznikova V.Z., Myagkova A.N. Test control of students' knowledge. - M. Enlightenment. 1997.
Raves P., Evert R., Eichhorn S. Modern botany. / Per. from English V.N. Gladkova et al. / Edited by Acad. Takhtajana A.A. - M .: Mir, 1990.
Rozenshtein A.M., Pugal N.A. Using teaching aids in biology lessons. - M., Education. 1989
Sapin M.R., Bilich G.A. Human Anatomy: Textbook for students of biological specialties of universities - M .: Higher School, 1989.
Selevko G.K. Modern educational technologies. - M. Public Education, 1998.
Sivoglazov V.I., Sukhova T.S., Kozlova T.A. Biology. General patterns. Book for the teacher. - M., 2000.
Sukhova T.S. Control and verification work in biology. - M. Bustard, 1997.
Human physiology (in 2 volumes) / ed. V.M. Pokrovsky, G.F. Korotko - M .: Medicine, 1998.
Human physiology / ed. G.I. Kositsky. - M .: Medicine, 1985.
Fillipovich Yu.B. Fundamentals of Biochemistry. - M: Higher School, 1985.
Frolova E.N., Shcherbina T.V., Mikhina T.N. Workshop on Invertebrate Zoology. - M. Education, 1985.
Khutorskoy A.V. Modern didactics. - Peter, 2001.
Chentsov Yu.S. General cytology. - M .: Publishing house of Moscow State University, 1984.
Yablokov A.V., Yusufov A.M. Evolutionary doctrine. - M .: Education, 1981.
additional literature
Entrance Exam (2)
ProgramIn a situation of risk "Explanatory note Program introductoryexam compiled in accordance with the requirements of the federal ... groups at risk. Program introductoryexam compiled in accordance with the requirements and ...
Alberte B. et al. Molecular biology of the cell (in 5 volumes) - M .: Mir, 1986.
Atlas of Cell Biology (translated from French) - M .: Mir, 1978.
Bei-Bienko G.Ya. General entomology. - M .: Higher school, 1980.
Biological encyclopedic dictionary. - M., 1995.
Varne R., Keilow P., Olive P., Golding D. Invertebrates: A New Generalized Approach. - M .: Mir, 1992.
Green N., Stout U., D. Taylor D. Biology (in 3 volumes) - M .: Mir, 1990.
Darwin Ch. The Origin of Species by Natural Selection. - M .: Education, 1987.
Life of animals. 1-7 T. - M .: Education, 1984-1988.
Ivanov A.V., Polyansky Yu.N., Strelkov A.A. A large workshop on invertebrate zoology. - M .: Publishing house. Moscow State University, 1990.
Lower Plants Course. / ed. M.V. Gorlenko. - M .: Higher school, 1981.
Levushkin S.I., Shilov I.A. General Zoology - M .: Higher School, 1994.
Murray N. Human Biochemistry (in 2 volumes) - M .: Mir, 1998.
Human morphology (textbook) / ed. B.A. Nikityuk, V.P. Chtetsova. - M .: Publishing house of Moscow State University, 1990.
Workshop on plant anatomy. / ed. YES. Trankovsky. - M .: Higher school, 1979.
introductory Program
IN AND. Mareev _______________________ ________________________ program introductoryexam to the magistracy in the direction of 050100 ... school. Procedure for introductoryexam Condition of preparation for introductory the magistrate examination is ...
Currently, the selection and construction of the content of education is based on the expected image of a graduate, which contains many personal qualities corresponding to certain types of educational activities.
The structure of the personality, the structure of the studied area of \u200b\u200breality (biology), the structure of activity are the main parameters that determine the basis of the content of biological education.
All qualities, personality traits, interests and desires, personality abilities are manifested in deeds, in various activities. Personality is formed in activity. Depending on what a person does (that is, what is the content of his activity), how he does (that is, the ways of his activity), on the organization and conditions of this activity, certain inclinations, abilities and character traits, consciousness are formed, knowledge is consolidated. Therefore, activity has become an important component of the content of the education of schoolchildren.
The activity-based approach in teaching schoolchildren was developed relatively long ago - in the 60s. XX century, domestic psychologists A.N. Leontiev, E.N. Kogan, N.A. Menchinskaya, D.N. Bogoyavlensky, P. Ya. Galperin, A.A. Lyublinskaya, A.I. Raev, V.V. Davydov. As a result of their research, the theoretical foundations of learning were developed, influencing the development of intellectual activity, volitional, emotional and motivational spheres of the individual. The essence of these developments lies in the fact that students need to be taught certain techniques of mental learning activity.
Any human activity requires the use of certain skills and abilities.
Skills are the ability to successfully perform actions based on acquired knowledge, solving problems in accordance with specified conditions (for example, comparing monocotyledonous and dicotyledonous plants, identifying the reasons for the variability of organisms, preparing a micropreparation).
Each skill goes through a number of stages in its formation:
1) the stage of the initial skill: awareness of the purpose of the action and the search for ways to carry it out on the basis of already existing knowledge and skills; activities are performed by trial and error;
2) the stage of insufficiently skillful activity: knowledge of the methods of performing an action and the use of previously acquired skills that are not specific to this activity;
3) the stage of individual general skills: a number of individual highly developed skills required in various types of activities (for example, the ability to plan their activities, organizational skills);
4) the stage of highly developed skills: creative use of knowledge and skills in this activity; awareness of not only the goal, but also the motives of choice, ways to achieve it;
5) mastery stage: confident creative use of various abilities, skills, knowledge.
Repeated many times, actions with the object become automated. In connection with repeated exercise, the action is performed as a memorized movement, without special control from the brain. Such actions, automated by repeated repetitions, are called skills. At the same time, a skill cannot be understood as a completely automatic action, because at the right moment consciousness can intervene in the action and direct it. Skill - the ability to productively, fully and at the appropriate time to perform work in new conditions. A skill is formed on the basis of skills and knowledge.
Each skill in the process of its formation to the state of the skill goes through a number of stages:
1) the stage of the beginning of the comprehension of the skill: a clear understanding of the goal, but a vague understanding of the ways to achieve it, gross mistakes when performing an action;
2) the stage of conscious, but inept performance: a clear understanding of how to perform an action, but inaccurate, unstable performance of it; a lot of unnecessary movements; lack of transfer of this skill. Skill transfer - the assimilation of a new skill and skill as a result of its interaction with those already formed;
3) the stage of automating the skill through exercise: more and more high-quality performance of the action with occasionally weakening voluntary attention and the appearance of the possibility of its distribution; elimination of unnecessary movements; the appearance of the transfer of skills;
4) stage of highly automated skill - skill: accurate, economical, sustainable performance of an action, which has become a means of performing another, more complex action; confidently applied in a new situation.
In the methodology of teaching biology, according to the nature of the activity in the educational process, skills and abilities are distinguished:
a) intellectual, or mental: analysis, synthesis, generalization, abstraction;
b) practical, or labor: growing plants, caring for animals;
c) special, or subject: working with a microscope, identifying the characteristics of plants, animals, germinating seeds;
d) general educational: working with a book, drawing up a plan, self-control.
All skills and abilities are formed only in practical activity, they are developed by repetitions and are destroyed when repetitions stop. Any activity is carried out by a system of special skills and abilities. Students' skills and abilities provide the ability to perform a variety of activities based on the knowledge they have acquired. The skills and abilities developed by students become the basis for the formation of new skills and abilities, the application of the acquired knowledge in any new situations and conditions.
There are many types of human activity, but among them the main ones can be distinguished - those that contribute to his formation as a person in ontogenesis: communication, play, learning and work. Communication is the exchange of information between people. The highest form of human communication is speech using words as an expression of concepts. Communication activates the process of education and assimilation of knowledge. Play and communication are preparation for work. Play increases children's attention and stimulates the desire to work. Teaching is a type of human activity that contributes to the development of a person as a person on the basis of his assimilation of the theoretical and practical experience of mankind.
Each new generation receives accumulated knowledge from the previous generations - it must assimilate it. This is both the goal and the motive of educational activity. The assimilated social experience merges with the personal experience of the child. This understanding of educational activity characterizes it as cognitive. The formation and development of cognitive activity is one of the main tasks of general education.
Educational: to form a civil position in modern society based on knowledge of the laws of biology; cultivate love for the future profession.
Discussed issues
1 Goals and objectives of the methodology of teaching biology in modern biological education.
2 Basic laws and principles underlying the teaching methods of biology.
3 Types of teaching biology.
4 Technology and learning theory.
Practical tasks for classroom independent work
1 Analyze the system of principles underlying the methods of teaching biology and note among them specific methodological and biological ones. Why did they get this status?
2 Recall which biology teaching principle was best implemented by your schoolteacher. Why do you think so?
3 Selection of the content of national biological education in a comprehensive school
3.1 Basics of the content of school biological education
The selection of educational material is one of the most important tasks of biology teaching methods, which is solved with the active participation of practicing teachers and scientists.
The difficulty in selecting content arises from the rapid growth of scientific information. Biological science has ceased to be a unitary field of knowledge about living nature. It is a complex of different areas that already have the status of independent sciences of living nature.
The named complex includes such sciences as botany, zoology, genetics, ecology, physiology, the doctrine of evolution, cytology, taxonomy, biogeocenology, anatomy, morphology, anthropology, ethology, microbiology, biogeography, hygiene, medicine, plant growing, animal husbandry, biotechnology, bioethics, bioaesthetics and many others.
Biological concepts are very diverse and are constantly being improved. This is primarily due to the development of biological science.
The achievements of biological science have led to a new approach to it. Biology began to be considered as a necessary area of \u200b\u200bknowledge in the system of culture, in the development of the spiritual life of modern society, in the formation of the ecological culture of the individual and the construction of a scientific picture of the world.
Biology is actively involved in meeting the needs of practice based on the needs of agriculture, medicine, as well as the need for biological knowledge to improve human health, create a system of rational nature management, reproduce biological resources, which contributes to the progress of sciences that study certain properties of living nature at all structural levels her organization.
Thus, biology affects many aspects of society. The amount of knowledge and experience accumulated by biological science is great and constantly expanding. But for the content of school education, only that material is selected that students must know and be able to apply in practice in their lives. All discoveries made in the field of biological science cannot be covered in a school biology course.
The main principle of the selection of content for study at school iscompliance of all elements of the content with the general goals of modern education.
3.2 The goals and objectives of modern biological education
The goals of education meanthe results that society seeks to obtain with the help of the existing education system at the present time and in the near future.
Goals are socially determined guidelines for the implementation of education. They are expressed in programs through a system of knowledge, skills and attitudes that a school graduate must possess.
The goals result in tasks, the consistent solution of which leads to the mastery of knowledge, skills, forms value attitudes towards the world around us.
During the school reform in the 60s.XX c., basically, the content of education was revised in order to eliminate the lag in the level of knowledge of schoolchildren from the level of development of the science of biology. In the 80s.XX in. the reform of the general education school was aimed at ensuring the formation of a comprehensively developed personality. The role of labor training, polytechnic education, ideological and political, moral, aesthetic, physical education was noted, the need for greening education was emphasized. At the same time, an instruction was given to eliminate overloads in the content of academic subjects. The school entered the eleventh year of study.
School reforms in the 90s. took place in conditions of profound systemic changes in the life of society. The school was presented with requirements that took into account the new educational paradigm: removing education from the sphere of socio-economic, production and political services, understanding education as a function of culture, when the student's personality becomes the meaning and goal of school education, introducing it into the world of human cultural experience through the content of various educational items. In the light of the new educational paradigm in the mid-90s.XX in. the implementation of the following learning objectives has begun:
1) mastering knowledge about living nature, general methods of its study, educational skills;
2) the formation of a scientific picture of the world on the basis of this knowledge;
3) hygienic education and the formation of a healthy lifestyle that contributes to the preservation of the physical and moral health of a person;
4) the formation of ecological literacy of people who know biological laws, the relationship between living organisms, their evolution, the reasons for species diversity;
5) the establishment of harmonious relations with nature, society, oneself, reflection of the humanistic significance of nature;
6) preservation of the positive experience of the process of teaching biology, accumulated in the domestic school.
The updated content of biological education is distinguished by great creative freedom of teachers, variability, and free choice of subjects for study. Regional and differentiated education systems, special models of educational institutions (private, copyright) were created. In addition to biology, the school has new disciplines "Ecology", "Natural Science", "Valeology".
In 1993, a temporary state educational standard for general secondary education was created. An educational standard is understood as a system of basic parameters taken as a state norm of education, reflecting a social ideal and taking into account the possibilities of a real person and the education system to achieve this ideal. In other words, the state educational standard is a series of normative documents that must guarantee a certain level of education, provide a single federal cultural and educational space, while providing an opportunity for independent programmatic and methodological activities of any educational institution. IN the structure of school education, the temporary standard identified the following levels of education:
1) primary education (grades 1–4);
2) basic education (grades 5-9);
3) complete secondary education (grades 10-11).
The above levels and the requirements for them are set out in the decree of the Government of the Russian Federation of 01.01.2001, No. 000. Soon, other important documents were created that determine the role and place of academic disciplines in secondary schools, the main goals of education. These include: Federal component of the educational standard of primary general, basic general, secondary general education (1996); Basic Curriculum (1998); Time requirements for the compulsory minimum of the content of basic general education, developed in accordance with the decree on the federal components of state educational standards (1998); Mandatory minimum content of secondary (complete) general education (1999). In all these documents, it is especially noted that in school education at the present stage, the student is placed at the center of the educational process. The emphasis should be on the development of the student, the formation of his motivational sphere, an independent style of thinking. This social order defines the requirement for school biological education: to increase biological literacy among the younger generation.
Biological literacy is necessary, first of all, because biological science is the leader in natural science and occupies key positions in medicine, hygiene, health care, valeology, human ecology, environmental protection, and providing the population with food and medicines. Hence, new tasks of biological education are put forward:
1) mastering a system of knowledge about the structural, functional and genetic foundations of life, reproduction and development of organisms in the main kingdoms, about ecosystems, biodiversity, evolution, which is necessary for realizing the value of all life on Earth;
2) the formation of a scientific picture of the world on the basis of knowledge about living nature;
3) the establishment of harmonious relations with nature, oneself, the formation of norms and rules of environmental ethics, a responsible attitude to wildlife as the basis of environmental education;
4) the formation of genetic literacy as the basis of a healthy lifestyle, preservation of mental, physical, moral health of a person;
5) development of the personality of students, the desire to apply biological knowledge in practice, to participate in practical activities in the field of medicine, agriculture, biotechnology, rational use of natural resources and nature protection;
6) study of the content of the discipline in accordance with the activity approach and orientation towards the knowledge of reality.
The goals and objectives of training are a socially determined phenomenon, accompanied by the renewal of the training content. Learning goals show why it is necessary to teach children this particular subject, determine what functions this subject performs in general education; serve as a model of the expected result in the education of schoolchildren. The main goals of biological education at the present stage point to the important role of biology in the development of students, in educating them as comprehensively developed and creative personalities, in their understanding of their responsibility for preserving life on Earth, in preparing for the choice of a future profession, taking into account personal interests, inclinations and abilities. ...
3.3 Learning Objectives for Biology Students in Twelve-Year School
Biology, along with physics, chemistry, ecology, is included in the field of "Natural Science", since the acquired knowledge about natural processes and phenomena, various levels of organization of matter, the variety of interactions of natural objects and systems form in the minds of students a single scientific picture of the world. The unity of the scientific picture of the world in the minds of students is achieved by extensive intra-subject and inter-subject integration.
In the "Concept of Biological Education in a Twelve-Year School", the main goal of education is a new paradigm that considers education as an integral part of culture. Accordingly, the goals and objectives of biological education in a twelve-year school are designated:
1) mastering the components of scientific knowledge and the methodology of scientific knowledge, which form the basis of a holistic worldview and scientific worldview;
2) consciousness of life as the highest value, the ability to build their relationships with nature and society on the basis of a humane attitude towards all living things;
3) mastering knowledge of methods, concepts, scientific theories, concepts, models;
4) versatile development of the personality of students and their cognitive sphere;
5) f formation of scientific outlook, healthy lifestyle, hygienic norms and rules, ecological and genetic literacy;
6) preparation of young people for work in the field of medicine, agriculture, biotechnology, environmental management and nature protection. From the foregoing, it follows that the main meaning of school biological education in a twelve-year school is the student's personality, its development by means of biology.
3.4 Content and structure of the school subject "Biology"
The content of education is understood asa system of knowledge that reveals the picture of the world, as well as the experience of implementing methods of activity known for a person (including the experience of creative activity), which ensures the development of human abilities; experience of value attitudes towards the world. The content of each academic discipline, school curriculum is specifically disclosed in educational programs, textbooks and teaching aids.
And (1983) define the content of a school subject as the most valuable educational material for a school subject, selected from scientific information on biology, in accordance with the understanding of the structure established in the methodology.
The content of biological education for secondary school is inextricably linked with the development of biological science, reflects the current level of its development, presents in the academic subject "Biology" the foundations of the sciences of living nature. The selection of the content of biological knowledge (theories, concepts, laws, scientific facts) is based on the principles of scientific character and accessibility of education.
From the scientific material for a school subject, educational material is selected that is of the greatest educational and educational value. At the same time, the school subject "Biology" is not a miniature biological science. It combines methodically selected elements of various branches of biological science and related fields of knowledge, systematized and didactically processed into an integral system of educational content, taking into account the age of students.
The main attention in the content of biological education is paid to generally recognized facts, theories and laws of living nature, which have a scientific interpretation. At the same time, the content of biology in secondary school is not identical with the content of scientific disciplines in higher education. In secondary school, they study the basics of science in a scientifically reliable, but elementary form and with varying degrees of complexity at different stages of education. For example, the issues of photosynthesis in the 6th grade are covered scientifically, but without the questions of chemistry at the light and dark stages, and in the senior grades, students get an idea of \u200b\u200bsome chemical reactions, about the functional significance of light, water, oxygen, hydrogen and other components of photosynthesis. However, the picture of the ongoing chemical reactions of carbohydrate synthesis is still not complete.
The content of school biology includes concepts, terms, patterns, laws of living matter, areas of their application that every cultured person should know. A modern person should not only know his own organism, but also be well oriented in his environment, have a fairly broad idea of \u200b\u200bthe variety of living natural objects, of their role in human life. The school subject "Biology" contains materials for mastering various methods of biological research (observation, description, identification of objects). In addition, the content of school biology includes different ways of learning activity (compare, prove, explain, generalize, establish cause-and-effect relationships). The system of general educational and subject skills and abilities that must be acquired by a graduate of a secondary school in the process of studying biology is based on knowledge of the methods of biological research and mastery of the methods of educational activity.
3.5 The structure of the subject "Biology" in a modern secondary school
The academic subject isthe system of the foundations of science, which is characterized by the integrity, unity and internal interconnection of all types of educational content at school. The academic subject has a certain logical structure, reflected in biology programs. In them, the content of biological education is divided into topics, sections and years of study.
In the Russian school, biological material has traditionally been studied sequentially on objects of living nature: plants, animals, the human body, a generalizing course in general biology that reveals the laws of nature at different levels of its organization.
The study of biology precedes the course of natural history (or natural science) in grade 5, which relies on the knowledge gained by students in primary school (grades 1–4) about objects and natural phenomena, about their body.
In the 6th grade, a systematic study of biology begins. Students will learn about the kingdoms of plants, bacteria, fungi. This prepares them to study the animal world as a kingdom of the living, like plant organisms, creatures, but more complex in comparison with plants and fungi. In the 7th grade, animals are studied. Studying animals prepares schoolchildren for mastering the "Human" course in grade 8. As part of this course, students acquire knowledge of anatomy, physiology, psychology, hygiene, human ecology, anthropology. The study of biology in a general education school ends with the course "General Biology" (grades 9-11). This course outlines the general laws and properties of life, its emergence, development. For this, knowledge about plants, animals, humans, bacteria and fungi is involved.
The described sequence in the content of school biological education makes it possible to return to the discussion of the most complex and important issues of a general biological plan at each new stage of education, gradually deepening, expanding and generalizing the range of necessary scientific knowledge and methods of activity.
Most methodologists-biologists and practicing biology teachers consider it pedagogically expedient to have such a structure of general biological education, when from the study of plants one goes to the study of animals, humans, and then general biological processes and phenomena. The gradually increasing complexity of the educational material allows you to study the subject under conditions of smooth development of the system of biological concepts.
Approximately the same sequence of courses in the subject "Natural Science" was laid down at one time (1786) in the textbook "Inscription of Natural History" (inanimate nature, plants, animals and man), and followed it. Virtually all biology training programs followed this sequence, except for programs (1902) and GUS (1923–1930).
At present, in the overwhelming majority of national general education schools, all curricula in the basic school programs are studied for only one academic year (68 hours each): plants, bacteria, fungi and lichens (grade 6); animals (grade 7); people (grade 8); in the 9th grade, completing the basic school, general biological laws and phenomena are studied - courses "Fundamentals of General Biology" and "Introduction to General Biology and Evolution" (a team of authors under the leadership and a team of authors under the guidance).
There are other variants of the structure of the content of biological education. In any case, we see that the structure of the subject "Biology", which characterizes the arrangement of the system of courses by years of study, which has remained in Russia for over 200 years, is currently changing. The changes concern the selection of educational content, the sequence and logic of its disclosure.
Pedagogy distinguishes different types of structuring the content of education, which are also practiced in biology: linear, concentric, spiral and modular structure of the academic subject.
About linear constructionthe subject matter is when all educational materials are arranged sequentially and continuously, as links of a holistic single educational content; however, each part (topic, course) is studied only once.
When concentric arrangementsubject, there is a repeated return to the passed material, but each time at a new, higher level of presentation.
Spiral (spiral) constructionthe subject is characterized by the fact that the educational material is located as a whole sequentially and continuously, but not linearly, but in a spiral. At the same time, they repeatedly return at a higher level (level) to the content related to important worldview issues, expanding and enriching it with new knowledge and experience of human activity.
With modular constructionof the academic subject, the integral content of the academic subject is divided into separate modules. For example, it can be content-descriptive, operational-activity, ideological, profiling, control and verification, ecological-humanistic, cultural and other modules.
In accordance with this description, the basic school programs (grades 6-9), created by teams of authors under the guidance of, and, have a spiral structure, and the program and - linear.
3.6 Compulsory minimum content of biological education
Introduced in the 1990s. a variety of curricula and biology textbooks, the creation of schools of different directions increased the possibilities of an individual approach to teaching. At the same time, it was required to preserve a certain unity of the content and structure of the subject "Biology" in the national general education school.
To solve this problemon the basis of the Law on Education, the following documents were developed: Basic curriculum; Mandatory minimum content of secondary (complete) general education (including biological); Requirements for the obligatory minimum of the content of basic general education, which expressed the essence of the State Educational Standard (SES).
On the basis of the Uniform Requirements for Biological Education of Schoolchildren, opportunities have emerged for creating variable and regional programs and textbooks on biology, differing in the sequence of presentation of the content, in the form of presentation of educational material, but necessarily corresponding to the educational minimum of the content of biological education.
Currently, the required educational content of biological education is determined by the compulsory minimum of general biological education. It is he who gives a list of the main content units of education that must be mastered at school.
The named document can be viewed as the basis of the content, which is completed to the required volume using the activity characteristics indicated in the requirements for the level of training of school graduates. For a general education school, 4 minimums of varying degrees of depth in biology content have been created.
The first level is intended for basic basic school (grades 6-9).
The second level is intended for complete secondary school (grades 10-11).
For eleven-year secondary school, a compulsory minimum of the content of general biological education has been developed at two levels - A and B.
Level A has a minimum biological content of education and is focused on humanitarian classes (for educational institutions in which biology does not belong to the main subjects).
Level B exceeds level A in volume and complexity, but is not designed for in-depth study of the subject; intended for general secondary educational institutions.
For specialized schools, schools with in-depth study of biology, a special level has been developed that exceeds level B in terms of the system of knowledge and the nature of educational activity.
3.7 The main components of the content of school biological education
The pedagogically adapted foundations of biological science, studied at school, contain the main scientific facts, ideas, concepts, theories about the laws of existence of living nature and are the foundation of the school subject "Biology". Knowledge is transferred to students in a generalized and condensed form - in concepts. They are used in everyday life, in sports, to maintain health, to protect the environment. Every cultured person should be fluent in the necessary minimum of biological concepts, since they are widely used in everyday life and in various professional spheres. Biology skills are ways of doing things — intellectual and practical. They ensure that biological knowledge is put into action. The modern educational process is aimed at the comprehensive development of the personality of students.
In this case, training and development are of great importance - as two inextricably linked sides of the educational process. Mastering the basics of biology is impossible without intellectual and practical skills, without the development of memory and thinking.
Biological science has great educational power and in every possible way contributes to the formation of the scientific outlook of students in the study of various biological objects, processes and phenomena. The content of the subject "Biology" contributes to the assimilation of the system of universal values \u200b\u200bby students, their understanding of the value of all living things and their place in the life of society, and also forms a humane attitude towards all living things. The content of biology reflects ecological, cultural, valeological approaches.
On the basis of biological knowledge, abilities and skills with appropriate education, there are opportunities for the development of creative abilities in the field of naturalistic, ecological, physiological, microbiological, and regional studies. All components of the content of biological education perform their functions in teaching, development and upbringing of students, being closely interrelated: knowledge ensures the formation of skills and abilities, on the basis of knowledge and skills, creative abilities develop, which, in turn, contribute to the acquisition of deeper knowledge and the formation of value orientations. The fullness of various components of the content of general biological education depends on the goals of the latter.
Questions for self-control
1 What is the main goal of modern biological education in general education schools?
2 What is the mandatory minimum content of education and why is it created?
3 What determines the structure and content of biological education in basic school and upper secondary?
4 Describe the main components of the content of the general biological education of students.
5 Analyze the nature of the change in the goals of biological education in the national general education school in the period from the 80s. XX century. until now. What are the changes in goal setting related to?
Topics for performing abstracts
1 Comparative analysis of various options for curriculum in biology for the 8th grade of a comprehensive school.
2 Practical and intellectual skills as an essential component of the content of general biological education.
Tasks for performing extracurricular independent work
1 Compare the compulsory minima for basic and high school. What are their differences?
Topic: The structure and content of modern biological education
Purpose, objectives and specificity of modern biological education.
The structure and content of biological education.
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Mirkin B.M., L.G. Naumova et al. Flora of Bashkortostan. Ufa. 2004.
Mirkin B.M., Naumova L.G. Biological diversity and principles of its conservation. Ufa. 2004.
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Shteinberg V.E. A self-instruction manual on the technology of designing educational systems and processes (methodological rec.) Ufa: BIPKRO, 1996. 60 p.
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Shteinberg V.E. Technological foundations of the teaching profession: Study guide. - Ufa: BSPU-Uro RAO. - 80 p.
The subject "Biology" is included in the general education area "natural sciences" and is studied in grades 4-11. Educational institutions in Russia operate according to curricula based on the basic curriculum of educational institutions in Russia. To put into practice the basic principles of general secondary education: development, humanization, democratization, differentiation, regionalization, it is necessary to change the content and methods of education, replace or update existing curricula and teaching aids.
The goal of biological education is to train a biologically and ecologically literate person who must understand the meaning of life as the highest value, be able to build his relationship with nature on the basis of respect for life, man and the environment, master ecological culture, navigate biological and border areas of knowledge , know biological terms, concepts, theories, possess the skills of their practical application in various fields. At present, collections of programs, textbooks, methodological literature have been published, based on the principles of systematicity, continuity, and levels of differentiation.
The difference between the new biological education is: 1. variability, 2. multilevel, 3. differentiation, 4. free choice.
The main changes in the field of biological education are as follows:
- change of target orientation, a clearer designation of the priority of its developmental function;
- continuity of education at three stages of education - primary, basic, secondary;
- study of all sections of biology;
- the use of alternative curricula and aids while maintaining the general requirements for the level of education;
- greening the content of all sections of biology;
- differentiation of teaching in the middle level and especially in the senior grades on the basis of new teaching aids developed for the relevant profile;
- introduction into the practical activity of the school of a compulsory minimum of the content of biological education.
2. The structure and content of biological education.
A) Propedeutics of biological education.
In grades 1-5, students receive training sufficient to study biology as an independent subject. Students develop the following ideas about the world around, about living and inanimate nature, about life processes, their reproduction, growth, about physical and chemical phenomena, organic and inorganic substances, about a person ... students learn to distinguish between domestic animals and cultivated plants, about wild animals and wild plants. Children are instilled in ethical norms of attitude towards living systems.
B) Basic level of biological education.
Graduates of the 9th grade should know: biology as a science, research methods, the results of cognition, ethical standards of attitude towards living beings and humans, forms of life organization, levels of its study, etc.
C) The final stage of biological education.
Graduates of grade 11 should: master fundamental biological and borderline theories, know the basic ideas, empirical generalizations, models and concepts of cytology, developmental biology, evaluate scientific and practical recommendations from the standpoint of environmental ethics, rules of rational environmental management, synthesize physicochemical, natural history and evolutionary pictures of the manifestation of the world.
The problem of achieving the goals of biological education is especially acute, because it is vitally important for each person to take part in solving environmental problems, take care of their health, and take into account economic problems in social and practical activities. The solution of these goals will make it possible to fulfill the social order of society - the training of highly developed people capable of active work in the bunkers. economy, participation in those areas where knowledge about biological systems is used.
Main content lines:
The entire system of biological knowledge and skills can be grouped into 3 interconnected content lines:
organism - biological system;
supraorganism systems,
diversity and evolution of the organic world.
Lecture number 2
2. Methods of interactive teaching biology at school
Interactive teaching methods
Annual entrance exams in higher educational institutions of Russia testify: despite the fundamental nature of the 5-6-year study of biology, and now ecology in schools, many basic concepts and ideas are not assimilated by students.
The available statistics make it possible to reveal the difference between the formal tasks of school education - "to give knowledge" and the real task of the cognitive process - to achieve understanding. One can easily find evidence that the educational systems of most countries, including Russia, do not go beyond the level of reproduction of knowledge. The school system has confidently mastered the transmission of information about the subject, the definition of control methods and has come to terms with its low efficiency in the classroom-lesson system. The installation on the mechanical reproduction of biological knowledge in school leads to the rapid forgetting of this information by students. Since this knowledge has not become relevant for them, the high school student is sincerely perplexed: "The splitting of signs in Mendel's experiments on peas is one thing, but the health of my future children is quite another." Understanding as the task of the public education system has not yet been posed, and therefore cannot be solved. This explains the decline in interest in biology, which is noted in many developed countries, the understanding of biological processes is weak, there is less and less nature around, there is more and more factual information and academic descriptions. It is expected that 50% of modern biological concepts will become obsolete in 20 years.
The current textbooks of biology and ecology do not answer the teenager's practical questions about the everyday, everyday, observable side of biological phenomena. Even such an important section as "Human Anatomy and Physiology" remains schematically abstract, one might say alienated from the student, his self-awareness and natural interest in himself and his body. The bottom line is paradoxical: many mature people do not recognize the biological fact that we humans belong to the animal kingdom. Another reason for the chronic decline in interest in the subject is the traditionally established system of values \u200b\u200band the primitive paradigm of school education, squeezed by the framework of the Knowledge-Abilities-Skills (ZUN) formula. In this situation, it is necessary to find motives and methods that will attract interest in this school subject, cause an awareness of involvement in the world of the living. Biology and worldview
The relevance of biological knowledge is fundamentally different from the overestimated self-esteem of its discipline adopted in every professional environment: biology is of basic importance and becomes a natural science basis, a meaning-forming element of a new worldview - ecological, just as the Sun took the central place in our planetary system. The important role of biology is proved today by the lively discussion of the transition from anthropocentrism to bio- or eccentrism, the proposal to combine "bios" and politics into biopolitics, to philosophically comprehend biology by creating biosophy. These attempts are fueled by a sense of general danger in connection with the changed habitat and mean the search for a new common coordinate system - the basis of the natural science worldview, which is necessary for developing a long-term strategy for human life on the planet.
The task of "teaching" the worldview in the system of school and university education has not yet been placed on a solid scientific basis: often there has been an introduction to faith in the biosphere, in the noosphere. A formal role was assigned to upbringing: deeply personal issues of attitude to living things, to other people, to the life of ancestors and future generations were not covered by the program. Thus, the internal basis for adherence to universal values \u200b\u200bwas not created.
This multi-level task, covering the development of a large amount of knowledge, acquisition of a worldview, education, cannot be solved at an abstract level, personal experience is required, a life test of one's own convictions, which made it necessary to search for adequate teaching methods.
Interactive learning methods
In the laboratory of ecology and nature protection of the Department of Higher Plants (Head of the Department Corresponding Member of the RAS V.N. Tikhomirov), the author of this article and the biologist and psychologist V.P. Panyushkin began research in the field of interactive methods of education - learning in the process communication of people.
The concept of interactivity was unknown among biology teachers, and the very need to combine knowledge about living things with the interests and capabilities of a particular student was not discussed. The search for "human measure" in biological education was held back by ideological traditions; administratively strict control over the content of school education; the disunity of academic disciplines and the organization of science itself. Interdisciplinary research was rare, since there are few biologists capable of collaborative research with the humanities, and the organization of such research is still difficult. This also explains the belated development of methods of intersubject education, which retains the nature of the mechanical connection of concepts, the rare reference to dynamic processes, which, in fact, explain the unity of the world.
It should be pointed out that interactive methods (i.e. based on the interaction of participants in the process of communication), and above all imitation games, were developed in the USSR at the end of the 30s. M.M. Birshtein and only at the end of the 50s. reopened in the USA. It is important to note that the discovery, rediscovery and use of these teaching methods was accompanied by the need to model the coordinated efforts of groups of people with not completely coinciding interests, to solve problems, to overcome meaningful and interpersonal conflicts. In other words, where people have to solve problems that concern them, interactive methods are invaluable in finding a common language and finding acceptable solutions. It is clear that applied ecology and environmental protection are in dire need of such methods both in the study of problems and in teaching decision-making, since, according to the figurative definition of A.A. Brudny, "nature conservation is a transformed attitude of people towards each other."
What are the characteristics of interactive (sometimes called active) teaching methods?
There are several of them. First of all, it is the recognition that communication is the most important vital need of a person, which fully extends to the learning process. The second is creating an opportunity for dialogue or polylogue of all participants in the learning process. The third feature is the gradual socio-psychological preparation of the study group for productive (structured) communication: participation in a dialogue requires the ability not only to listen, but also to hear, not only speak, but also be understood. The fourth is the ability to work in a group to find a common, agreed solution (a task that has not even been set in the system of school and higher education of the country) through repeated decision-making and receiving a response from the environment (natural, social) to these decisions. There are other features that are described in the classic works of domestic and foreign authors.
Imitation games turn out to be almost the only proven method of communication, learning, individual development and the development of common solutions in the process of group work. More than 0 years of experience of the author in the development and application of interactive teaching methods allows us to assert that with their help a unique effect is achieved - the comprehension of new meanings, understanding the connection between phenomena that previously seemed disparate, a holistic coverage of the problems of human existence.
Topic: Innovative technologies for teaching biology in a modern school
1. Interactive teaching methods as a system
As a result of the development of a system of interactive methods in our laboratory, a practical guide was published, and in 1983, the country's first internship was held for 22 teachers of the country's universities, teaching these methods and evaluating their effectiveness. In addition, the first simulation games for universities and schools "Ostrov" (a card game - reproduction of ecosystem dynamics) and "Coordination Commission"
making a decision on the sustainable development of the region). The method began to be widely used in the country, imitation educational games became widespread, based on the method of system dynamics by J. Forrester, created and distributed by his student prof. Dennis Meadows (USA) - "Fishing" and "Stratagem". In 1990 alone, more than 4,000 students and university staff took part in game sessions with these two games.
As a result of many years of work at the Faculty of Biology of Moscow State University, a multi-stage system of introducing and mastering these methods by students began to be practiced.
The task of the first stage is to experience, understand and discuss the features of sensory systems, the conditions under which the "deception of the senses" occurs, to begin to control your own perception of the environment and to recognize the boundaries of the biological capabilities of sensory perception of the environment.
At the second stage, the group masters communication skills, realizes the importance of cooperation.
The third stage allows you to comprehend on your own experience the difference between the processes of "listening and hearing", "speaking and being understood", control your participation in the discussion, respect the values \u200b\u200band rules of work adopted by the group, defend your position with evidence, substantiate your opinion, comprehend new common results in the work of the group. The fourth stage (role play) acquaints students with the rules of following social roles in achieving common goals in the study of the problem. The holistic view of the problem that emerges as a result of the role play serves as the basis for a general discussion and understanding of its versatility. There is an increment not so much of factual knowledge as of the skill of coordinated action in solving a problem.
The training system is completed by imitation games, in which, following roles based on a rigid scenario, the participants must “surpass themselves and the circumstances, acting within the rules” (definition by M.M. Kryukov), solve the problem in several (310) periods, making decisions and each time receiving a response from the external environment, including new circumstances and assessing the consequences of earlier decisions.
Participation in the discussion after the game is an essential element of the imitation game, which serves as a special social environment, where students discover new connections, find new meaning for themselves and compare it with those understood and meaningful by other participants. There is an ascent from knowledge to understanding and then to comprehending the deep meaning of phenomena.
These steps represent a system of students' awareness of their personal characteristics, real values, mastering the skills of social interaction, professional opportunities for working in a group and, most importantly, understanding the problem. The success of assimilation of biological laws and their social, social significance, i.e. humanization of biological knowledge at the individual and collective levels.
The point is that the value of biological knowledge, as a rule, can be perceived, understood and evaluated through a number of other disciplines and social institutions. This can be shown by the example of a simulation game developed on the problem of preserving the gene pool of the walnut-fruit forests of Arslanbob (Kyrgyzstan). The importance of preserving the gene pool in the textbook on ecology has been fully proven, but all the actual participants and the necessary practical efforts to ensure this important task remain behind the scenes.
In this game, the legitimate interests of conservationists and other sectors of social reality (forestry workers, environmental protection authorities, etc.) collide. Each of these groups has its own tasks. For example:
Forestry workers pursue the goal of preserving relict walnut forests in the state national park, strengthening the financial position of the forestry service, its material and technical security, which, in turn, makes it possible to more effectively combat poachers, fires, forest pests;
Employees of environmental protection authorities are fighting for the preservation of biodiversity, a unique landscape, for maintaining the stability of mountain ecosystems, for ensuring the protection of the territory;
Local residents are interested in preserving the traditional way of life, strengthening their economy, increasing the number of sheep, cows, horses, collecting honey, nuts, preparing firewood, etc .;
The district administration is interested in expanding economic ties, in improving trade, communication services, medical assistance, road and other services;
Travel companies are directing work to attract foreign capital in order to create infrastructure: campings, hotels, and improve transport services for tourists.
The participants in the game, divided into five groups (2-4 people each), begin to enter their job responsibilities, determine the resources and interests of their sector, study the map of the area and initial data. The diagram of cause-and-effect relationships shows that the quality of the environment is derived from numerous systemically related factors and itself, in turn, affects many socio-cultural parameters related to various sectors of the economy and economic systems (Fig. 2). During the game, the participants enter into negotiations, consult, carry out calculations and make decisions. After each cycle of decision-making with the help of the playing field and the computer, based on the system-dynamic model, the players receive a response - a forecast of the social and natural consequences of their decisions. The obtained data become the initial for a new cycle, which may be 5 10, 15 - depending on the simulated time periods (10, 25, 50 years). This is important due to the fact that many natural and social processes manifest themselves only over long periods of time. We have presented a brief description of the outer canvas of the simulation game. The main process takes place, hidden from the observer and consists in the development of the logical ecological and economic ties of the problem under consideration. Such a game makes it possible to explain the need for a systematic approach to the problems of environmental protection and the interaction of various sectors of the national economy for the implementation of environmental policy. A simulation game for several hours allows you to reproduce the problem in such completeness that the participants really come to agreed solutions, become convinced of their effectiveness and are encouraged to “transfer the experience gained into real life.
Let's give an example of another game that was invented by Yulia Chernysheva, a student of the Higher School of Environmental Sciences at the International University (1998) (see Appendix). In the game, with the help of the simplest means, the patterns discovered by Mendel are visually reproduced, and abstract representations with the participation of all students in the class receive experimental proof.
The results obtained in the experiment allow us to answer important questions: why are we different? How is biodiversity maintained? How do the laws of probability manifest themselves in genetics? Is there a fundamental difference between genetic processes in peas and in humans? - and others that are interesting to discuss after summing up the genetic pyramids.
Thus, biology and ecology become part of the science of society.
Lecture number 4
Topic: Problematic learning in biology lessons
1. Relevance and purpose of problem learning
2. Concept and essence of problem learning
3. Problem-based learning is an effective way of learning
Relevance and purpose of problem learning
Relevance.What kind of internal sources of activity should the child be connected to in order to induce him to study work? For ourselves, we have identified the following sources:
cognitive need; interest in the mode of action;
the need for self-expression and self-realization; the need for self-knowledge and self-education; the need for social recognition.
It is possible to use these internal psychological sources of educational motivation using the activity-based approach to learning, in which the assimilation of the content of education and the development of the student do not occur by transferring some information to him, but in the process of his own vigorous activity.
The purpose of problem-based learning is to study the specifics of problem-based learning in biology lessons.
To achieve this goal, it is necessary to study a number tasks: - to characterize the concept and essence of problem learning;
Analyze problem-based learning as an effective way of learning;
Consider an example of conducting an open lesson in problem learning in biology.
2. The concept and essence of problem learning
2.1. Theoretical Foundations of Problem-Based Learning
Creation of a problematic situation when studying educational material
The presence of a cognitive task is only one of the features of a problem situation. The fact is that it is not difficult for students to take them beyond the limits of their knowledge and pose cognitive questions to them, but their thinking may remain “not included”. In order to "turn on" the cognitive activity of students and direct it to solving the problem that has arisen, something must be known in it, some starting data must be given for reflection, for creative search. It is important that the problem situation contains some psychological element, which consists in the novelty and brightness of the facts, in the unusualness of the cognitive task, etc. in order to arouse students' interest and desire tocognitive search.
Depending on the content of the educational material, the psychological and age characteristics of students, various ways of creating a problem situation are distinguished. Consider them:
1. A way of analogies.
In this case, we rely on the students' everyday experience or we update the previously acquired knowledge to solve new problems
2. Inductive, analytical and synthetic method.
3. Finding the reasons for this or that studied phenomenon, on the basis of the experiments done, analysis of the studied material.
4. Putting forward a problematic issue.
This technique is used when, in order to solve a problem and master new knowledge, you need to creatively apply some previously studied principle or pattern.
5. Communication of a paradoxical fact, putting forward hypotheses, assumptions.
Fact one.In the last century, a measles epidemic broke out on one of the islands of the Atlantic Ocean, which was brought in by a person who became infected in Europe. Of the 7 thousand population, only 98 of the oldest people remained healthy, who had had measles 65 years ago.
6. Creation of a problem situation based on the scientist's statement.
The famous geographer and traveler A. Humboldt argued that "man is preceded by forests, and accompanied by deserts." Why does the scientist think so?
7. Communication of opposing points of view on the same fact.
8. As students develop, this method of problem-based learning can also be applied, when students are invited to find a cognitive problem in the material presented by the teacher, clearly formulate it and argue for its solution.
Problem-based learning is a special type of organization of educational work in the classroom, which allows to activate the cognitive activity of students and make them more meaningful and lasting mastery of knowledge.
However, the application of problem learning has its limits and limitations. Inapplicable problem learning in lessons where descriptive material is studied. Restrains its use and laboriousness of the process. Sometimes the communicative method can present the material much faster than the problematic way. Techniques for the development of cognitive interest at the stage of knowledge perceptionTechniques that contribute to the development of cognitive interest at the stage
perception of knowledge and activating the activities of students are:
1) Reception of novelty, involving the inclusion of interesting facts, information, etc. into the content of educational material. 2) Reception of semantization, which is based on the excitement of interest due to the disclosure of the semantic meaning of a word, name.
Techniques for the development of cognitive interest at the stage of comprehending the material under study
The main methods of developing cognitive interest, used at the stage of comprehending the material under study, are:
2) Research technique.
Based on the students' experiments, observations and analyzes of literary data, students are invited to independently solve a cognitive problem, formulate a conclusion:
3). Heuristic reception.
The teacher, relying on the students' knowledge in his question, helps them to find the correct answer with the help of leading questions.
4) Reception of scientific dispute.
Techniques for the development of cognitive interest at the stage of consolidating the studied material
At the stage of comprehending and consolidating the knowledge gained, the following techniques are used to activate cognitive interest in subject:
1) Using natural objects in assignments for students.
Before the lesson, students receive handouts, using which they perform the following tasks in the lesson:
2) Reception of simulation.
An example is the following task:
3) Drawing up diagrams, tables:
4) Using symbols to complete assignments
When completing educational tasks, students may be offered ideographic signs that characterize a particular object of study.
Using biological tasks in the development of cognitive interest in biology
Cognitive games as a means of developing cognitive interestto biology
1.2 Problem-based learning is an effective way of learning
The essence of problem learning is in the creative assimilation of knowledge, when a student goes through four links of scientific creativity in a lesson: posing a problem and finding a solution - at the stage of introducing knowledge, expressing a solution and creative application of open knowledge at the stage of reproduction.
The structure of a problem lesson
IT CAN BE PRESENTED BY A LOGICAL DIAGRAM:
1. Statement of the educational problem
(formulation of a problem-oriented task
to a situation prompting the search for the unknown)
2. Search for a solution
(awareness, solution of the problem
based on the construction of a hypothesis and its verification)
3. Expression of decision
(application of knowledge to solve specific
tasks and expression of "new" knowledge in scientific language)
4. Creative application of "open"
(after E.L. Melnikova)
Completely this scheme, based on the psychological and pedagogical laws of teaching, I try to follow in the lesson of studying new material. In combined lessons, practical lessons, generalizing, I use individual elements.
Lecture number 5
