Science and academic subject. Place of biology in secondary curricula educational institutions. State standard biological education, its structure and functions. Features of school biological education at the present stage: humanization and priority of the developing function, variability, different levels, differentiation of education, ecologization of content, regionalization.

Components of the content of biological education: a system of knowledge about the world, methods of activity, experience creative activity, the experience of emotional and valuable attitude to the world.

Structure school subject"Biology". Types of structuring the content of education: linear, concentric, spiral.

Formation and development of biological concepts in the school biology course The concept as the main didactic unit of knowledge. Educational sections of the biology course as a system of concepts. Classification of biological concepts. Stages of formation and development of concepts. Inductive and deductive ways of forming concepts. Methods of 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 world, individual development of organisms, metabolism and energy conversion, etc.

Activities in the maintenance of a biological image methods of activity (skills and habits) as a component of the content of biological education. Intellectual (mental), general educational and special skills. The composition of the skills and abilities presented in school programs in biology, requirements for the level of training of students. Stages and methodology for the formation of skills and abilities in the process of teaching biology. Teaching students the techniques of mental activity on the material subject biology.

Didactic principles of teaching as a reflection of the laws of the learning process and theoretical background designing the content and designing the process of teaching biology. General pedagogical (didactic) principles of education: unity of education, upbringing and development of students; scientific and accessible; systematic and consistent; systematic and fundamental; visibility; strength and activity training; unity of theory and practice; integration and differentiation; variability; humanization. The relationship of didactic principles.

Intersubject and intrasubject communications of the school biology course. The value of interdisciplinary and intradisciplinary connections in teaching biology. Classification of interdisciplinary connections according to the content of the studied (composition of knowledge); the chronology of the study, the breadth and volume of the linked material; according to the way students learn connections, establish connections in the work of teachers and the constancy of their implementation. Methodology for the implementation of interdisciplinary and intradisciplinary connections in the process of teaching biology.

Biology teaching differentiation. The problem of differentiation of teaching in pedagogical theory and practice of teaching biology. External and internal differentiation of training. Methodical methods 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 specialized education. The content of biological education. Features of the content of specialized training. Elective courses. Innovative approaches to teaching biology in an integrated and globally oriented education. The concepts of biological and environmental literacy. Documents defining the content of biological education. Specifics of goals and objectives of biological education.

WITHcontent and features of school biology gies: system and sequence educational material, scientific nature and accessibility of educational material, a 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.

Definition of the content of education. The historical nature of the content of education. Determinants of the content of education: the purpose of education; organization of students' activities; purposefully organized interaction of schoolchildren with the world; transfer of social experience accumulated by previous generations; the formation of a basic culture of personality.

Science and academic subject. System and sequence of educational material. general review the content of the subject of biology at school. Biological knowledge, their classification.

Documents defining the content of biological education. Requirements for the content of education, determined by the Law of the Russian Federation "On Education". Specificity of the goals and objectives of biological education. State educational standard, its federal, national-regional, school components. Regulations reflecting the content of education: educational plans, learning programs textbooks and teaching aids.

Concepts as a unit of the content of school biological education. The theory of the development of biological concepts in the process of school education. Classification of biological concepts. The main provisions of the theory of development of biological concepts. Conditions for the formation and development of biological concepts at the level of formal logic. Forms of thought - concepts, judgments, conclusions. Relationship of concepts with skills. Formation and development of a system of skills and abilities of students in teaching biology. Methodology for the development of the conceptual apparatus of the biology course.

Education of students in the process of teaching biology. Characteristics of different approaches to determining the content of education. Humanistic approach in education. Education as a child's entry into culture (culturological approach to education). Activity is the basis of the educational process (activity approach in education). Education as an organization of objective activity and spiritual activity to comprehend life. Education as a process of interiorization of universal values; value relations to the world as the content of the educational process (value approach in education). Formation of the worldview of schoolchildren in a holistic pedagogical process (an integrated approach to education).

Methods of stimulation and motivation of activity: pedagogical assessment, rewards, punishment, creation of situations of success/failure, competition, game.

The relationship of the elements of education in teaching biology. Implementation of moral, aesthetic, ethical education. Sanitary-hygienic and sexual education. Ecological education in the process of teaching biology. Education of work culture. Directions for the implementation of the principle of polytechnics in school biology. Polytechnic education and preparation of students for work.

Formation of the scientific outlook of students in teaching biology. Within and interdisciplinary connections, ways and means of their implementation in teaching biology.

Features of the content of specialized training. Models for constructing profile education. elective courses. Innovative approaches to teaching biology in an integrated and globally oriented education.

Biology teaching aids.

The concept of teaching aids. Various approaches to the classification of didactic means: a source of information and a tool for mastering educational material; for teachers and students; tangible and intangible (ideal); visual, auditory, audiovisual; at the lesson level, at the subject level, at the level educational process.

Visual aids. Classification of visual aids: natural, visual, technical, electronic, their characteristics.

The role of visibility in the education, upbringing and development of students. The influence of natural learning aids on learning biological knowledge. Integrated use of teaching aids.

Visual teaching aids, their classification and types.

Technical training aids (TCO). Psychological and pedagogical conditions for the use of technical teaching aids. Sanitary and hygienic requirements for modern technical teaching aids. Characteristics of technical teaching aids: transparencies, banners, epi-objects, video films, television programs, radio and sound recording. Methodology for the use of audiovisual teaching aids and computers in biology lessons. Formation of students' skills to work with them.

Textbook as a learning tool. Methodological functions of the textbook. Textbook methodology. The methodology for using reference, popular science and fiction in the process of teaching biology.

Means of new information technologies(SNIT). Specific features of the electronic textbook, its functions and structure. The possibility of using an electronic textbook in the educational process. Classification of computer training programs. School media library. An integrated approach to the use of teaching aids in the educational process.

The place of teaching aids in the methodological system of education An integrated approach to the use of teaching aids in the educational process.

Methods and methodological techniques in teaching biology.

The essence of the concept of method.Methods of understanding nature in science and the educational process.

Classification and characteristics of teaching methods. Methodological requirements for use in the learning process. verbal methods learning: storytelling, explanation conversation. Visual methods: demonstration of experiments, natural objects, visual teaching aids. Practical teaching methods: object recognition and identification, experiment, observation. Requirements for practical work. Stages of organization of practical work

Characteristics of teaching methods by nature cognitive activity students (explanatory and illustrative reproductive, partially exploratory, research) and their application. Integrated application of teaching methods. Psychological aspects teaching methods.

Methodological techniques. Their classification. Characteristics of logical, organizational, techniques biology teaching.

Forms of organization of teaching biology

The concept of "form of education". The system of forms of teaching biology, their place and role in the methodological system. Classification of forms of education

Lesson as the main form of organization of learning. Types of lessons according to didactic purposes, the form of conducting and the location of the lesson in the topic. Modern requirements for biology class. Types, types of lessons, their structure

Characteristics of the lessons. Lessons of various structure with the complex use of different methods, techniques and teaching aids, types of students' activities depending on the goals, content, level of students' learning, their age and individual characteristics. Methodology of lessons with morphological, anatomical, physiological, systematic, hygienic, ecological content. A feature of generalizing lessons. Lessons-interviews, lesson-test. TV and film lesson. Features of lessons with the use of computer technology. Analysis of the lesson and evaluation of its effectiveness.

Forms of organization of students' activities in teaching biology: frontal, group, individual. The system of generalization and systematization of students' knowledge in biology lessons. Methodology of generalizing lessons. Activation of students in the classroom. Individual and group forms of organizing the activities of students in the classroom. Lessons of collective creativity.

Classification of forms of education. The system of forms of teaching biology and their relationship

Lesson - the main form of organization of educational work. The culture of the modern lesson, its characteristic postulates. Requirements to modern lesson. Types, types of lessons, their structure. Introductory and generalizing lessons: the methodology for their implementation.

Laboratory and practical work in teaching biology: meaning, features of their organization and implementation. Conducting lessons at the training and experimental site.

Excursion as a form of teaching biology. Place and importance of excursions in the educational process. Classification of excursions Stages of preparing a teacher for an excursion. Preparing for student field trips. Subject, content of excursions and place of their holding. Guided tours in nature. Excursions to museums, botanical and zoological gardens.

Lecture and seminar form of teaching biology. Characteristics of the specifics of the lecture-seminar form of teaching high school students. Classification, structure of school lectures and seminars; organization of educational and cognitive activity of students on them. requirements for their implementation. Preparing the teacher for lectures and seminars.

Independent work of students. Independent works, their essence, meaning and classification. Varieties of independent cognitive activity. Organization techniques independent work schoolchildren. Independent work of students in the structure of different teaching methods.

Student homework. homework problem in modern system education. Functions, classification and types of homework. Requirements for the organization and volume of homework for students in biology. Recommendations for schoolchildren on homework. Conditions for the organization of home independent work.

Extracurricular work and its place in the system of teaching biology: features, methods of organization and conduct in the classroom, in a corner of wildlife, in nature, at the school educational and experimental site. Methodology for setting up field experiments.

Extracurricular work in biology. The value of extracurricular work and its difference from extracurricular. Forms and types of extracurricular work in biology. Characteristics of the main forms, types of extracurricular work in biology. Circles of young naturalists, their subjects. Organization and methodology school olympiads, mass biological events, theme evenings, KVN, hours of entertaining biology, etc. Extracurricular reading in biology.

Non-traditional forms of conducting lessons, their classification and characteristics (lessons-conferences, lessons-role-playing games, lessons-discussions and disputes, etc. Interactive forms of teaching biology.

Related, additional and auxiliary forms of education: individual and group consultations; alignment groups, tutoring, etc.

Integrated use of various forms of organization pedagogical process. Their diversity and close interaction to achieve educational goals. The provisions of developmental learning implemented in the classroom.

Scientific organization teacher's work in preparation for lessons: analysis of programs and methodological literature, defining the tasks of the lesson (educational, educational, developing), identifying a system of concepts, choosing the appropriate methods and means necessary to solve the tasks, etc. Thematic planning of the lesson system. Principles for choosing the type of lesson. Lesson plan and outline. Lesson outline requirements.

Requirements for the personality of a modern biology teacher. Professional and pedagogical activity of a biology teacher. Qualification characteristics of a biology teacher.

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The content of education in each academic subject should be based on specially selected and developed skills that are priority for each topic, course. Among them, for example, the ability to find facts, ask questions, realize and choose the right ways to solve problems. The activity content of education as an obligatory component of the general and subject content of education is included in the programs.

In modern methods of biology, the idea of ​​actively influencing the student through the active inclusion of him in the educational process has received recognition and development.

A systematic approach to the learning process implies the inclusion of students in a multifaceted educational activity, characterized by a system of methods of cognition, types learning activities which are organized by the purposeful activity of the teacher, as well as the level of students' susceptibility to new knowledge and skills

All qualities, personality traits, interests and desires, abilities are manifested in deeds, in various types of personal activities. In human activity, his goals, aspirations and personality traits. Depending on what a person does, how he does it, on the organization and conditions of this activity, certain inclinations, abilities and traits of character, consciousness are formed, and knowledge is consolidated. That is why the activity has become important integral part content of schoolchildren's education.

Activity is expressed in a variety of human actions. To achieve the desired result, a person controls physical actions in a certain way, using various mental operations, selects the most appropriate methods, organizes them in the right sequence, performs them at the right pace and with the strength and direction that meets the goal. Any human activity requires the use of certain methods of action, that is, skills and abilities. There are different opinions about the place of skills and abilities in activity. Some researchers believe that skills precede skills, others that skills arise before skills.

Skills - this is the ability to successfully perform actions based on acquired knowledge, solve tasks in accordance with specified conditions. The skill includes understanding the relationship between the purpose of this activity, the conditions and methods of its implementation. Each skill goes through a number of stages in its formation, each of them has its own psychological structure (Table 1).

Table 1. Formation of skills

	Psychological structure
I - initial skill	Awareness of the purpose of the action and the search for ways to perform it, based on previously acquired (usually everyday) knowledge and skills; activities are done through trial and error
II - insufficiently skillful activity	Knowledge about how to perform an action and the use of previously acquired skills that are not specific to this activity
III - individual general skills	A number of individual highly developed skills required in various activities
IV - highly developed skill	Creative use of knowledge and skills in this activity; awareness of not only the goal, but also the motives for choosing, ways to achieve it
V - skill	Confident creative use of various skills and knowledge

Skills in learning are usually simple actions with an object. Thanks to the repeated repetition of the same actions in the same conditions, skills are performed faster and faster, more and more perfectly and require less and less mental work, they become automated. Such actions. Those automated by repeated repetition are called skills. However, a skill cannot be understood as a completely automatic action, since at the right moment consciousness can intervene in the action and direct it.

Skill - this is the ability of a person to perform work productively, with due completeness and at the appropriate time in new conditions. The skill is formed on the basis of skills and knowledge, it also includes an understanding of the relationship between the purpose of this activity, the conditions and methods of its implementation. Therefore, the psychological structure of a skill includes not only skills, but also knowledge and creative thinking. Skills best determine the readiness of the student, become the characteristics of his personality. Skills are developed by repetition and destroyed when repetition stops. The reasons for the fading of skills and abilities are usually associated with long breaks in the application, but this may also be due to the forced acceleration of the pace of work, fatigue and stress.

Developing skills and abilities always interact with existing ones. The assimilation of a new skill or skill as a result of its interaction with previously formed ones is called the transfer of skills (skills).

Table 2.Skill building

	Features of performing an action
I - the beginning of understanding the skill	A clear understanding of the goal, but a vague understanding of how to achieve it. Gross errors when performing an action
II - conscious, but still inept execution	A clear understanding of how to perform an action, but inaccurate, unstable execution of it, despite the intense concentration of voluntary attention; a lot of unnecessary movements; no positive transfer of this skill
III - automation of skill through exercises	More and more qualitative performance of an action with sometimes weakening voluntary attention and the emergence of the possibility of its distribution; elimination of unnecessary movements; occurrence of positive skill transfer
IV - highly automated skill - skill	Precise, economical, sustainable performance of an action that has become a means of performing another, more complex action. Applies confidently to a new situation

Each skill in the process of its formation to the state of a skill goes through a series of stages:

ü the beginning of understanding the skill;

ü conscious, but inept execution;

ü the transition of skill through exercise into a skill;

ü application of a skill as a highly automated action.

In table. 2 shows the features of the phased implementation of motor actions.

Depending on the types of actions, the following skills and abilities are distinguished: intellectual (thinking and memory), sensory (actions on perception) and motor. By the nature of the activity in the educational process, skills and abilities are distinguished: intellectual or mental (analysis, synthesis, generalization, abstraction), practical or labor (growing plants, caring for animals), special or subject (working with a microscope, germinating seeds, identifying the characteristics of plants and animals), general educational (working with a book, drawing up a plan, self-control).

Thus, skills and abilities are the ability of students to perform a variety of activities based on the knowledge they have acquired, and the skills and abilities developed by students contribute to the formation of new skills and abilities, the application of acquired knowledge in new situations.

There are a huge number of human activities, but the main types include communication, play, learning and work. For each age period there is its own, most characteristic type of activity: in before school age- a game, in the primary school - teaching, in the middle school - active mastery of various forms of communication. At senior school age, a form of educational activity becomes that is characterized by independent moral judgments and assessments of students. This does not mean. That at each age, students are engaged only in leading activities. It is important to constantly develop all the richness of activities, ensuring the comprehensive development of the personality of schoolchildren. However, knowledge of the leading activities allows the teacher to use and shape them more actively in the educational process.

Lerner G.I.

Continuation. See No. 33/2004

Well " pedagogical theory- the modern teacher

COURSE PLAN

newspaper number	Educational material
	Lecture No. 1. Didactics as a universal tool for pedagogical creativity
	Lecture number 2. The content of biological education in modern conditions and its composition
	Lecture No. 3. Teaching methods, their specificity. Test No. 1(Deadline - November 15, 2004)
	Lecture No. 4. Problem-based learning in biology lessons
	Lecture No. 5. Project activity. Test No. 2 ( deadline - until December 15, 2004)
	Lecture No. 6. Structure and types of lessons
	Lecture No. 7. Intellectual and moral development in biology lessons
	Lecture No. 8. Methodological aspects of science in biology lessons
The final work is the development of a lesson in accordance with the 4-component theory of learning objectives and educational content. Final work, accompanied by references from educational institution(acts of implementation), must be sent v Pedagogical University no later than February 28, 2005

Lecture No. 2. The content of biological education in modern conditions and its composition

Biology Education Standards; learning skills and their types; subject "Biology" as a means of developing a child's personality.

The problem of the content of education in primary and secondary schools, in particular, the course of biology and the propaedeutic course "Natural Science", is as relevant today as it was 20 and 30 years ago. The question "What to teach?" is constantly discussed in academic, ministerial, and teacher circles. The volume and content of the educational material is constantly in conflict with the need to unload the student and attempts to select the so-called "vital material".

Attempts to resolve these contradictions are reflected in the standards of education, although they are not always successful. The Law "On Education" is the only document that should guide the authors of programs, textbooks and, ultimately, the teacher. That is why the education system attaches great importance to state educational standards. What do they define?

The State Educational Standard in Biology defines:

– goals of biological education;
- a mandatory minimum content of the main educational programs for the main school;
- a mandatory minimum content of the basic educational programs for the complete (secondary) school;
– requirements for the level of training of graduates of the basic and full schools.

Of course, the educational standard is not without various kinds of shortcomings, it does not clearly define the amount of program invariant material that the student must learn, the basic programs are not provided with textbooks and teaching aids. However, this document is fundamental for all participants educational process.

Let's get acquainted with the goals of biological education, proclaimed by the educational standard. They are.

1. Mastering the system of biological knowledge.
2. Familiarization with the methods of cognition of wildlife.
3. Mastering the skills to apply biological knowledge in practical activities.
4. Development of cognitive interests, intellectual and creative abilities.
5. Education of a positive value attitude towards wildlife.
6. Use of acquired knowledge and skills in everyday life.

Each of the listed items contains sub-items. We will consider some subparagraphs in order to understand to what extent the educational standard reflects all the components of the content of education, which we talked about in the first lecture.

In what terms and purposes is the first component of the content of education, knowledge about the world, reflected? Of course, this is the first goal, i.e. mastering the system of biological knowledge. It is detailed in the following terms:

- to study the general biological patterns that form the basis of the scientific picture of the world, the signs of the living, the level organization and evolution: the cellular structure of organisms, etc.;
– to master biological knowledge about the structure, life processes and the role of living organisms in the biosphere.

The reader can independently familiarize himself with the standards of education, but our task is to answer the question of the inclusion in them of all components of the content of education, and hence culture.

So knowledge is included. If you have carefully read the integrated circuit given in the first lecture, you have got an idea of ​​the functions of knowledge in the formation of the student's personality and their place in the educational process. Are all the necessary types of knowledge included in the standard of education? Let's get a look.

Knowledge "about the world and biological patterns" is included. Knowledge about the "systematic organization of the living and its connection with the non-living" is also included. Also included are "anatomical-morphological, systematic knowledge" about biological objects.

The second goal calls to get acquainted with the methods of cognition of wildlife. This means that the standard includes methodological knowledge which are absolutely necessary for the intellectual development of the student. This is, first of all, knowledge from the history of science, knowledge about the methods and logic of research, about the contradictions encountered on the path of the researcher and ways to resolve these contradictions. This knowledge helps children become explorers. And even though, while studying at school, they may not discover anything objectively new, but subjectively new discoveries will have a beneficial effect on them. So, the component "Knowledge about the world" is included in the standard of education quite fully.

The next goal, stated in the education standard, is related to the application of knowledge in practical activities. This is the same reproductive level that, as a rule, reaches a mass school.

Very important in the modern standard of education is the goal that calls for the development of cognitive interests, intellectual and creative abilities of students. It is the achievement of this goal that should be reflected in all programs, textbooks and teaching aids for the school. Thus, the standard of education provides for the inclusion in the content of education of its creative component. What is important is how it is implemented by the participants in the educational process.

The next component of the content of education - emotional and value - is also reflected in the standards by the point on the need to educate a positive, valuable, attitude towards wildlife, one's own health and the health of other people, a culture of behavior in nature. Unfortunately, so far the achievement of this goal falls only on the teacher.

It is possible and necessary to make up for this deficiency in programs, textbooks, anthologies, which can include artistic and journalistic materials that form an attitude towards nature. The development of attitudes towards nature is also facilitated by the "naturalization" of biological education. Biological circles, work at the stations of young naturalists, biological research on hikes, work in museums, on ecological trails, at school spring practice should become an integral part of school biological education.

So, let's repeat some of the main provisions of this part of the lecture.

1. The state education standard is the main document on the basis of which curricula, textbooks and teaching aids are developed, which are then recommended by the Department of Science and Education as the main means of education in basic and complete (secondary) schools.

2. In accordance with the Law "On Education", the teacher is obliged to ensure that each student masters the mandatory minimum content for one of the programs recommended by the Ministry and chosen by the school.

3. The professional task of the teacher is to compensate for a number of shortcomings of the programs and teaching aids through the selection and inclusion in the educational material of all components of the content of education, including creative and emotional value.

4. The teacher, to the best of his abilities and the possibilities of the school, should strive for the "naturalization" of biological education, using the most diverse forms of work with living objects.

Let us now turn to the problem of the formation of educational, subject and over-subject skills. This problem organically follows from what has been said about the goals of education and their implementation in educational materials and in the educational process. The teacher should organize the assimilation of knowledge, skills, and experience. This is both his professional duty and human duty. The declared goals are realized in the knowledge that the graduate can freely operate, as well as in the skills that he owns.

No less important is the value system in which a person builds own life. In other words, a person is what he knows, knows how, feels. However, knowing does not mean being able to. So it's about skills. It is necessary not only to know, but also to be able.

The biology teacher meets with children who have already accumulated a certain amount of life and learning experience, and therefore have such means of their own cognitive activity as knowledge, skills, and some experience in creative activity. Many of them have motives for learning. This experience and these means are necessary for the formation of a new experience of both reproductive and creative activity. Moreover, what we used to call cognitive independence is formed precisely in the process of development and implementation of the child's creative activity.

Let's illustrate this with a diagram.

Skill is the ability to perform one or another action (intellectual, practical, emotional) in accordance with the tasks and real circumstances.

In the pedagogical literature, there are various classifications of skills, but in general they are reduced to the following groups: cognitive, practical, organizational, psychological and characterological, self-control and evaluative (according to A. Usova and A. Bobrov).

Enumeration of all types of skills within the framework of this lecture is impossible, and it is not necessary. Let us dwell only on some of them in order to remind the reader what it is necessary to pay attention to in their professional activities.

Which of the teachers teaching lessons in grades 5-6 has not complained to colleagues and parents that many children cannot read the text of the textbook meaningfully and fluently? But don't we meet with high school students who do not understand the meaning of what they read? One of the important problems for the school lies in the fact that even at the initial stages of education, insufficient attention is paid to the formation of skills and abilities for independent work with educational literature.

In any methodological and scientific and pedagogical literature, one can find indications of the need to teach children to highlight the main thing in the text, note taking, summarizing, and drawing up a paragraph plan. But, firstly, they start doing this work too late, and secondly, if they do it, then not systematically.

How often do we teach children to put questions to the text of a paragraph, and not only those answers to which are in the text of the paragraph, but also those answers to which are derived from separate fragments of the paragraph, sections of the textbook, with the help of additional literature or their own reflections? Do we often involve children in dialogue, discussion based on the text they have read? This is all the more important when teaching natural sciences, where the educational material often seems unshakable and immutably correct.

Back in 1982, in a fundamental study by L.P. Doblaev "The semantic structure of the educational text" was shown the developing function of such a teaching method as students' self-setting of questions to the educational text. This technique not only ensures effective perception and understanding of the educational material, but also provides students with a universal educational tool that facilitates learning.

Let's try to show some elements of the work on the formation of individual learning skills. Since the initial event for the initial stage of the formation of these skills is reading educational literature, it is natural that the organization of learning begins with the formation of the ability to read the educational text fluently and meaningfully. There is no need to prove the idea that the formation of skills in working with a text greatly contributes to the development of both learning skills and the creative activity of students.

In the process of learning to read, skills are formed:

- read quickly and with the necessary semantic accents;
- understand the text;
- to structure the text (the most difficult skill to form, which is expressed in the ability to highlight the basic concepts of the topic, highlight the main ideas of the text, i.e. those that are subject to memorization and understanding in accordance with the learning task);
- determine the subject of study;
- define concepts;
- to establish connections between these concepts and previously studied ones;
- to use previously learned knowledge to understand the text;
- apply reference literature;
- install internal communications between the concepts and ideas of a paragraph, chapter.

You need to start by asking questions first to individual fragments of the text, and then to the whole paragraph, for example: “What does the text (textbook) say?”, “What does the text say about this?”.

Let us give an example of a text from a textbook on general biology.

“The morphological criterion of a species is one of the most important. The morphological criterion of a species is understood as the totality of external features of an organism. With its help, it is easy to distinguish between species that are not close relatives. However, sometimes the species are outwardly almost indistinguishable, although in nature they are isolated and do not interbreed. These are twins. Therefore, the morphological criterion is not sufficient.”

On the initial stage teaching, the function of asking questions should belong mainly to the teacher, and only the simplest questions, the answers to which are in the text, are posed by the students. The conversation may proceed as follows.

1. What does the above text say? – On the morphological criteria of the species.

2. What does the text say about this criterion? - It is said that this criterion is determined by the totality of the external features of the organism, but is not sufficient to distinguish between closely related species.

3. What does the word "morphological" mean? Find the word "morphology" in the dictionary and match the dictionary meaning with the meaning of this word in the textbook. (The answer is the word "building".)

4. What is the "building"? - External and internal.

5. Is it only the external structure of an organism that can serve as a criterion for a species? - No, you need to remember about internal structure and characteristics of organisms.

6. What does the word "criterion" mean? Find synonyms for this word. (The answer is the words "measure", "measure", "measure".)

7. What does the text say about the relationship of species to each other? They may or may not be isolated from each other.

This fragment of the conversation shows how learning to work with text can take place at the initial stage. Moreover, the first two questions are subsequently posed by the students (self-posing the question) without fail when reading any text. This skill is brought to the state of a skill.

One of the forms of working with text is teaching students to analyze the content of the educational text with the help of questions and tasks of additional teaching aids. In this case, it is the manuals that become a stimulating source of questions that help memorize, understand and finally comprehend the text. The fact is that a number of questions can be posed to the same concept, allowing to shade different contexts of the content of this concept, and an attempt to answer questions, discuss possible answers, in turn, activates the mental activity of students and increases their level of independence in work. .

For the above excerpt from the manual, for example, the following test task can be given.

1. Morphological species criterion is not absolute because:

a) there are individual differences between individuals of the same species;
b) individuals of the same species are geographically isolated;
c) there are closely related species that do not interbreed;
d) twin species always occupy different territories.

Here is an assignment for only one paragraph of the textbook. It encourages the student to pay attention when reading the text to the essence of the concept of "morphological criterion", clarify the concept of "species" or simply apply knowledge about the species to the answer to the question, find out whether twin species always occupy different territories and what kind of isolation in nature is speech - geographical or reproductive.

As a result of reading the text of the textbook and correlating the question with it, the correct answer (c) should be obtained. But the point is not so much in the correctness of the answer, but in creating opportunities for understanding and analyzing the text. Even in this relatively simple case, analysis requires the student to apply creative skills that lead to new knowledge for him that isolation can be geographical and genetic (reproductive), that twin species can live in the same territory. The textbook does not indicate this. Rather, it masks the idea that individual differences between individuals of the same species do not cancel the morphological criterion. This is inferential knowledge that can be obtained from the text only with the help of questions posed to it.

The above example only partly shows that manuals supplementary to the textbook are not only auxiliary, but, more often, the main means of forming learning skills. Everything depends on the extent to which the system of questions and tasks provides for the inclusion of all components of the content of education and the methods of activity for its assimilation, and how the teacher organizes work with the book.

Techniques for learning to answer such and, in particular, much more complex questions are contained in the formulation of the questions themselves and involve:

- installation on highlighting essential facts, signs, either with the help of a teacher, or by the educational book itself (textbook, manual) - because since this is asked, then it should be known (you need to know the criteria of the type);
- organization of a collective discussion leading to the correct answer (a reasoned discussion can be organized);
- installation on the vision of problems in a familiar situation (the problem lies in correlating existing knowledge and the unknown in the condition of the question);
- setting to prove their thoughts (the student is stimulated to an internal monologue);
- setting to identify links that are not explicitly indicated (it is necessary to establish links between the definition of the type criterion and its allowable restrictions);
– setting to detect and turn on unknown facts into the knowledge system (having received the correct reasoned answer, the student includes new information in his knowledge system).

In the analysis of even the question cited above, these attitudes are clearly visible. In addition, in the process of properly structured training, the assimilation of the supra-subject content is also ensured - methods of activity for extracting information and reasoned application of existing knowledge and skills.

Thus, this example already shows the role of working with text or test tasks in organizing the situation to stimulate the cognitive activity of students and form the necessary skills.

No less important are methodological skills, also related to the category of cognitive skills. How to extract information, how to evaluate it, how to interpret facts? But their role is not limited to this. Methodological skills, first of all, are necessary for conducting research work - observations, hypotheses, planning and conducting experiments, interpreting the results. Methodological skills allow assessing the reliability of information, finding its place in the knowledge system. They allow us to identify the general principles underlying the construction of scientific theories, to explain the observed phenomena and to predict the consequences of theories.

Try an integrated lesson

The pedagogically adapted foundations of biological science studied at school contain the main scientific facts, ideas, concepts, theories about the laws of the existence of wildlife and are the foundation of the school subject "Biology". Knowledge is transferred to students in a generalized and compressed form - in concepts. They are used in everyday life, in sports, to maintain health, to protect 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 fields. Skills and abilities in the field of biology are ways of activity - intellectual and practical. They provide the application of biological knowledge in 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 a great educational power and in every possible way contributes to the formation of the scientific worldview of students in the study of various biological objects, processes and phenomena. The content of the subject "Biology" contributes to the assimilation by students of the system of universal values, 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, skills and abilities, with appropriate education, opportunities arise for the development of creative abilities in the field of naturalistic, ecological, physiological, microbiological, and local history research. All components of the content of biological education perform their functions in teaching, developing and educating students, being closely interconnected: knowledge provides the formation of skills and abilities, based on knowledge and skills, creative abilities develop, which, in turn, contribute to the acquisition of deeper knowledge and the formation value orientations. The content 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 a secondary school?

2 What is the compulsory minimum content of education and why is it created?

3 What determines the structure and content of biological education in primary and secondary schools?

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 domestic secondary school in the period from the 80s. 20th century until now. What are the changes in goal setting?

education

Key concepts. The main components of the content of biological education are knowledge, methods of action, emotional-value relations and experience in creative activity.

results vocational training. 1. Name and characterize the main components of the content of biological education. 2. Use the characteristics of the components in training situations.

The content of biological education is characterized as the pedagogically processed foundations of science studied at school. They reflect the most important objects and phenomena of wildlife, which have a general educational meaning for students, but they must be specified. At the same time, it is important to rely on the concept of the content of education as a pedagogically adapted social experience in its entire structural completeness, set forth in the works of V.V. Kraevsky, I.Ya. Lerner, I.K. Zhuravlev, L.Ya. Zorina and V.S. Lednev. In addition to ready-made knowledge and experience in the implementation of methods of activity at the reproductive level, this concept also includes the experience of emotional-value relations and the experience of creative activity. In accordance with this, the content of biological material is best expressed as four interrelated components: knowledge; methods of activity or skills; experience of value relations; creative experience. This approach makes it possible to implement not only reproductive, but also creative activity, including its evaluative, search, research, heuristic and practical aspects.

Questions for updating the material. Why is there a current trend towards expressing the content of education in terms of four components?

The first component of the content - knowledge - is the result of the process of cognizing wildlife as an integral part of the surrounding reality, verified by socio-historical practice and certified by logic. Information and facts, concepts and judgments, laws and theories necessary for students to comprehend theoretical and applied issues of general educational significance act as specific exponents of biological knowledge. Given that nature and its objects are complex in composition, modes of operation and relationships with the environment, in school conditions it is necessary to reflect the cytological, histological, morphological, anatomical, physiological, ecological, systematic, hygienic aspects of knowledge.

For elementary school students, these are elementary ideas and knowledge about wildlife, plants and animals of its components, their role in nature and significance for society, about the structure of the human body, its most important organs and their functions, about the basics of personal hygiene, about health as a the absence of disease, ways to improve the quality of the environment, moral prohibitions on damaging nature and one's health, as well as environmental and health-saving measures.

For primary school students, this is knowledge about biology as a science, signs of living things, level organization of wildlife, cell theory, the structure and functioning of biological systems, the relationship between the structure and functions of organisms, the doctrine of the evolution of the organic world, the diversity and classification of organisms, and environmental regularities, biological features and social entity of a person, about the rules and measures for maintaining health, as well as about the ways of forming his relationship with the environment.

For secondary (full) school students, this is generalized knowledge about the features of life as a form of existence of matter, the role of physical and chemical processes in living systems of various hierarchical levels of organization, about the fundamental concepts of biology, about the essence of metabolic processes, ontogenesis, heredity and variability, about the main theories of biology - cellular, chromosome theory of heredity, evolutionary, anthropogenesis, on the relationship between social and biological in human evolution, on the main areas of application of biological knowledge in agricultural practice, in a number of industries in the protection of the environment and human health.

The second component of the content is skills as a certain stage of mastering a method of action based on some rule (knowledge) and corresponding to the correct use of this knowledge in the process of solving intellectual and practical problems.

Knowledge and skill, according to V.I. Orlov, are interconnected as abstract (ideal) and concrete (action). A person knows only what he can, and vice versa. Considering the three main functions of the educational process - description, explanation, transformation of activities in relation to the preparation of schoolchildren, we note that the category "know" mainly corresponds to the assimilation by students of the description or characteristics of the objects being studied, "be able" - ways of explaining, substantiating and transforming information, including evaluative , run creative tasks, as well as physical, labor, recreational activities.

For elementary school students, this is the ability to establish the simplest relationships between the main components of living and inanimate nature, the organism of plants, animals, humans and environmental factors; explain the causation of diseases; follow the rules of personal hygiene, diet, exercise.

For primary school students - the ability to describe the structure and functioning of the main biological systems; to substantiate the relationship of organs, organ systems, the organism and the environment, the relationship of mammals and humans, the influence of various factors on human health and their offspring, the role of humans in reducing and increasing the number of biological species, in protecting natural communities and maintaining balance in the biosphere; recognize biological objects- organs, organisms, species, communities; observe seasonal changes in the life of plants and animals, the results of experiments; grow plants and care for animals, improve the living environment.

For secondary (full) school students, this is the ability to use knowledge of general biological patterns to explain from a materialistic point of view the questions of the origin and development of life on Earth, as well as various groups of plants and animals, including humans; give a reasoned assessment of new information on biological issues; work with a microscope and make simple preparations for microscopic examinations; solve genetic tasks, draw up pedigrees, build variation curves on plant and animal material; work with educational and popular science literature, draw up a plan, synopsis, abstract; master the language of the subject.

The third component of the content is the basis of emotional-value relations as an integrated experience of the relationship of a person with nature, society, and other people. It determines the specifics of his experiences, the peculiarities of perception of reality, the nature of behavioral reactions aimed at personal comprehension of various objects. Emotional-value relations are an alloy of knowledge, beliefs, individual reactions and experiences, as well as practical actions of students. It is in this respect that they can appreciate various phenomena and subjects of biological reality, including health values ​​and lifestyle. Personal relations in this case must be used in the context of assessing the state of wildlife objects and the factors that determine it, various actions of people entering into evaluative relationships with them.

For primary school students, these are elementary ideas about the essence of the concepts of "value", "assessment" and "value judgments"; the ability to use them in situations of understanding the aesthetic value of the natural and socio-natural environment for a person, the ethical and recreational value of wildlife for maintaining and strengthening health.

For primary school students, these are ideas about the uniqueness of wildlife objects of different levels of organization; the ability to use value judgments to express their universal - cognitive, technological, aesthetic, economic, recreational value. It is also important that they evaluate various ways of preserving nature, maintaining a healthy lifestyle in conditions of exposure to living beings, including the human body, of various environmental factors.

For secondary (full) school students, these are generalized ideas about the relationships between the concepts of value, evaluation and evaluation attitude; the ability to use them together in situations of comprehension of phenomena associated with the study of various biological objects; determination of ways of their rational use and conservation to maintain sustainability and stability of natural ecosystems.

The fourth component of the content is the experience of creative activity as an activity to use the totality of acquired knowledge, skills, emotional and value relations to transform the surrounding reality and obtain qualitatively new results. In relation to living nature, the meaning of the creative approach lies in the organization of their behavior by students so that it is associated with the study of wildlife objects in order to transform the environment. Truly new things are created on the planet only by the activity of autotrophic organisms through the use of energy coming from the outside from the Sun and the cosmos as a whole. V. I. Vernadsky, pointing to the functional role of man in the biosphere, associated it with the transition of people to autotrophic activity. At the same time, he will learn how to accumulate energy dissipated in the environment and transfer it to a working state necessary to obtain a wide range of household and industrial substances. Only then will an era of qualitatively new creative activity begin for people, the result of which will be the preservation and improvement of nature and its biosphere. Consequently, biology education opens up great opportunities for students to creatively change both the natural and socio-natural environment.

For elementary school students, this is the actualization of knowledge, skills and value relations for organizing their practical activities in growing indoor plants, carrying out mini-projects to ennoble the classroom and school, clarifying and describing the life features of plants and animals in their area, observing the work of people, improving the state of nature.

For primary school students, this is the actualization of knowledge, skills and value relations for the preparation of individual and group tasks for growing plants, designing environmentally sound landscapes of their area, disseminating the idea of ​​environmental protection, research work and practical care for unique areas of different ecosystems.

For secondary (full) school students, this is the actualization of knowledge, skills and value relations to demonstrate a responsible attitude to nature based on motives and beliefs, organize their own activities to study living objects and improve the living environment based on the use of the idea of ​​sustainable development of society and the conservation of biological diversity on the earth planet.

Thus, the content of education in a modern school is presented as a system, the structural elements of which are four main components - knowledge, skills, emotional-value relations and experience in creative activity. V.V. Kraevsky rightly states: “Content isomorphic to social experience consists of four main structural components: the experience of cognitive activity, fixed in the form of its results - knowledge; experience in the implementation of known methods of activity - in the form of the ability to act according to the model; experience of creative activity - in the form of the ability to make non-standard decisions in problem situations; experience in the implementation of emotional-value relations - in the form of personal experiences.

Kraevsky also emphasizes that only their interconnected assimilation can provide positive influence for the education, upbringing and development of students.

Questions and tasks for self-control. 1. Name the main components of the content of biological education. 2. Briefly describe all components of the content - knowledge, skills, emotional-value relations and experience of creative activity. 3. Based on the topic Natural Communities, identify and write down in your workbook the contents of the four components.