The page is intended for biology teachers.

Methods of teaching lectures, seminars and tests in the senior level of education using multimedia technologies

Speech at the August meeting, section of teachers of biology and chemistry, 2008.

Teaching can be an interesting, exciting thing for children, if it is illuminated by the bright light of thought, feelings, creativity, beauty, play.
V.A. Sukhomlinsky.

The competence-based approach to the formation of the content of education involves strengthening the activity orientation of education, which means determining the learning outcomes not so much in an object-knowledge, but in an activity form (to solve certain problems, state something, analyze certain relationships and patterns, independently find information for this, to compare certain objects, etc.).

If traditional forms, methods and techniques can be used in the classes of the humanities, physics and mathematics when teaching the basic level of biology, then the methodology for teaching general biology in the natural science profile should be saturated with techniques that contribute to the development of independence, creativity, and information literacy among schoolchildren. Promising are communicative methods, research methods, various types of independent work and others. The qualitative assimilation of general biological knowledge, the development of biological competencies in line with the natural science profile is successfully carried out if students are included in project activities of various types: research, creative, informational, practice-oriented. Profile education is designed to become more practice-oriented, especially in biology, a subject that has always been distinguished by its practical orientation.

Profile training is increasingly approaching the system of higher education. This can be seen both in forms and in technologies. It is advisable to teach biology in specialized classes according to the lecture-seminar system. Technologies are also used: project activities, information, computer, critical thinking, group, game, etc. Methods such as independent study various sources of information, including the use of computer technology; overview and orientation lectures; laboratory research workshops; seminars, discussions, creative meetings; conducting creative competitions, public defense projects, etc.

One of the fundamental points in a specialized school is independent work students. The volume, types, content of this work are becoming more diverse and wider, ensuring the achievement of these goals. In the upper grades of secondary school, there is a transition to a new level of studying biology, based mainly on the organization of active independent cognitive activity of students, taking into account the interests and motives of introducing students to the study of biology. Based on the main targets of the educational standard, the process of teaching biology is being restructured in such a way that in the classroom thinking dominates memory, independent activity under the guidance of a teacher over the teacher's monologue.

A modern approach to learning can be considered its practical activity orientation, focused not so much on the assimilation of knowledge, but on the ability to use it in practice. New forms of assessment are “built on” not on the information reproduced by the student, but on an independent product created by him, ideally having applied value.

Creative and other works of students are the product of their activities to work with information. An electronic collection is formed annually creative works students, where the most best work. The selection according to predetermined criteria is carried out by a group of students - "analysts", the placement, structuring and design of the collection - "computer scientists". Of course, this maintains interest in the subject, forms self-education skills, and also makes it possible to move away from reproductive teaching methods to productive ones in the literal sense of the word. An electronic encyclopedia, an electronic library of drawings is gradually being formed.

In order to write a high-quality essay, conduct research, and implement a project, it is necessary that students have a good idea of ​​what kind of work they have to do. For this, a seminar-abstract, a seminar-research, a seminar-project are held. In this case, the plan of the seminar is drawn up in one of the previous lessons as a plan, for example, an abstract. A special role is given to students who have mastered these types of work in the NOU. They play the role of idea generators, consultants and coordinators. Questions are distributed in advance, tasks are set for the students - to prepare their part of the work and logical connectives. At the lesson itself (or two paired ones), the logic of work is built, the main questions of the topic are repeated, and knowledge on this topic is expanded. Homework- preparation of the defense of the work, in the next lesson - a competition of defenses.

Of course, the use of information and computer technologies in the lecture-seminar-test system is expedient. After all, according to modern research, 1/4 of the heard material, 1/3 of the seen, 1/2 of the heard and seen at the same time, 3/4 of the material remains in the memory of a person, if, in addition, the student is involved in active actions in the learning process.

In the process of learning at school with the help of information and computer technologies, the child learns to work with text, create graphic objects, and use spreadsheets. He learns new ways of collecting information and learns to use them, expanding his horizons. When using information and computer technologies in the classroom, the motivation for learning increases and the cognitive interest of students is stimulated, the effectiveness of independent work increases. The computer, together with information technology, opens up fundamentally new opportunities in the field of education, in learning activities and student creativity.

During the explanation of new material, the teacher is not "cancelled", he coordinates, directs, manages and organizes the educational process, educates. And a computer can “tell” the material instead. The usual black board with a piece of chalk is replaced by a huge electronic screen. On this screen, with the help of video, sound and text, a virtual “journey through time and space”, presence in a scientific laboratory and other situations. The wealth of content support makes the lesson not only much more digestible, but also immeasurably more fun.

The technology of preparing a teacher for computer classes includes 3 stages.
1. Mastering elementary user skills.
2. Studying the software capabilities of multimedia products, educational computer programs.
3. Mastering the technology of creating educational products.

Organization educational process(preparation for the lesson) has a certain algorithm.
♦ Consider the structure of the lesson.
♦ Select the most effective ICT tools.
♦ Consider the feasibility of their use in comparison with traditional means.
♦ Draw up a timeline of the lesson (minute-by-minute plan).

A variety of types of work can be performed using a computer:
♦ Working with texts
♦ Working with a static image
♦ Working with video information
♦ Getting information from the Internet
♦ Working with multimedia products
♦ Creation of multimedia products
♦ Presentation of information

So, the computer is a tool, not a subject of learning activity, it is an assistant to the teacher, and not his replacement. A computer for a student is a means for creative search, self-expression and self-realization.

Computers make it possible to achieve better quality high level visualization of the proposed material, greatly expand the possibility of including a variety of exercises in the learning process, and continuous feedback, supported by carefully thought-out incentives for learning, enlivens the learning process, helps to increase its dynamism, which, ultimately, leads to the achievement of perhaps the main goal of the procedural side itself learning - shaping positive attitude to the material being studied, interest in it, and, as a result, improving the quality of education.

I believe that without knowledge of a computer, without the ability to apply information and computer, information and communication technologies, a biology teacher, like any other subject teacher, cannot be called a fully modern teacher.

Let us recall the words of A.A. Ukhtomsky: “New interpretations of one’s own and other people’s experience, the fruits of thinking are always a project and foresight of the upcoming reality.” And whether we want it or not, information and communication technologies are our reality today, and we must learn how to apply them in our lessons, because the future of our students depends on it.

Profile training in biology

From a speech at a regional master class, 2008

Questions concerning specialized training biology, began to appear in methodical literature from the very beginning of the experiment. The journals "Biology at School", "People's Education", the newspaper "Biology", the sites of IPKiPPRO OGPU, RCRO, OSU, the newspaper "First of September", the festival " Public lesson" etc. - this is an incomplete list of sources of information about specialized training. However, almost all of this information is devoted to profile education in biology in general, without taking into account the diversity of profiling models and the specifics of schools.
With the introduction of specialized education in grades 10-11 of a general education school, based on the goals of specialized biological education, the following areas of teacher work can be distinguished:
- organization of specialized training;
- content of basic, profile, elective courses;
- technologies, forms and methods of work;
- assessment of knowledge and achievements of students;
- extracurricular subject activities and specialized practices;
- Pedagogical support for students.
Profile training, carried out on individual routes, includes several components. The set of subjects offered to the student by the school for choice includes additional two-hour and one-hour specialized courses, short-term elective courses (17h, 9h). Each student chooses from the proposed subjects the subjects he needs for further professional self-determination to study at the profile level (in the amount of 4-5 hours). These can be sets of specialized courses: 2 two-hour and 1 one-hour courses; 1 two-hour and 3 one-hour courses. Each student chooses at least two elective courses for mandatory attendance: one (17h.) In each semester. The list of subjects for choice and elective courses is determined by diagnosing the interests of students, their professional inclinations, and the social needs of parents.
The student has the right to make a set of courses both in one profile direction and in different ones. Along with specialized courses, universal (basic) courses are conducted, in which students study within the framework of traditional programs and classroom groups.
This model assumes: 1) individual enrollment (profile route) for 10th graders and 11th graders training courses three levels - basic, specialized, elective; 2) formation of individual curricula and schedules of students; 3) integration of class-lesson and subject-group forms of organization of the educational process; 4) specialized courses, consisting of hours of basic courses (taught in class groups) and additional specialized hours (taught in subject groups), requiring clear coordination of the schedule, calendar-thematic, lesson plans of the basic and profile level; 5) the presence of mandatory (additional specialized and elective courses, professional trial or practice, certain types of activities and work of students) and optional components (activities in NOU, participation in an intellectual and practical marathon, olympiads, competitions); 6) more complex preparation of the teacher for classes, involving the differentiation of the content, forms and methods of work at the lessons of the basic and profile levels; 7) psychological and pedagogical support for the movement of students along individual profile routes.
However, for all the complexity of this model, according to the results of diagnosing the opinions of students, parents, society, teachers, it is more flexible and mobile in relation to the interests of high school students. An analysis of individual profile routes for students in grades 10-11 shows that often - 70% of students choose two subjects and at least one elective course in one direction, 20% - three subjects and elective courses in different directions, 10% - the entire set corresponds to one profile direction.

With such a model of specialized education, the model of biological education of schoolchildren is also changing. Of course, all the conditions for specialized education in biology, laid down in the requirements for specialized education developed by the Ministry of Defense of the Russian Federation, are fully observed in this model: the subject at the profile level is taught in the amount of 3 hours a week; the level of requirements for the preparation of graduates corresponds to the profile, students study according to the recommended textbooks.
This model has its own distinctive features. The teacher is faced with new tasks:
1. Develop individual multi-component profile routes.
2. Create a methodological model of individual profile routes in biology.
3. Create conditions for the correct choice of an individual profile route.
4. Form mobile individual educational routes.
5. To coordinate the activities of students in basic, specialized, elective courses of a biological orientation, practice, NOU in grades 10-11.
6. Use modern technologies for teaching and accompanying students on individual profile routes.
7. Design new system evaluating the knowledge and achievements of schoolchildren, tracking their movement along individual profile routes.

Profile training in biology on individual routes in order to increase the motivation for choice should be preceded by pre-profile training (Table 2), conducted by a biology teacher and students of profile groups.
It includes several areas of work:
1. diagnostics of interests, abilities and inclinations of students in grades 8-9, monitoring the formation of professional interests;
2. information work;
3. career guidance - career guidance lessons and career guidance minutes;
4. profile orientation;
5. work on the formation of individual educational routes.

Even in the 9th grade, students, under the guidance of teachers and class teachers, begin to build their educational route. The educational biological route is chosen by the most motivated students in this field of knowledge. Tracking the movement of 9-graders along the routes, we can assume his choice of a major direction in the senior classes. The itinerary of the 9th grader includes visiting a course of choice, participation in full-time and correspondence olympiads, competitions in biology, events of the stage of natural sciences of the intellectual and practical marathon, participation in the work of the department of natural sciences at the Evrika National Educational Institution. Students keep creative books, some master portfolio technology.

Individual educational route in this case the concept is broader than the profile route. It includes all possible components of the biological education of a high school student at school: basic, specialized and elective courses, professional tests and practices, distance learning, activities in NOU, subject Olympiads, competitions, festivals, intellectual and practical subject marathon, self-training, student's portfolio.

In September, the tenth grader is given a special route sheet. For two years, all the achievements of the student are noted in the route sheet. It becomes one of the components of the student's portfolio. After the end of the tenth grade, an individual educational rating in biology is calculated, and an overall rating in the group is built. In the eleventh grade, the filling continues route sheet with the obligatory calculation of the educational rating for the year and the final rating for two years.

One of the areas of work in this model of biological education is the design by the teacher of the calendar-thematic and lesson plans. There are several features of this model of specialized education that a biology teacher must take into account when planning: 1) 1 hour of the basic course is accompanied by 2 additional hours, expanding the course to the profile; 2) the basic course is "immersed" in the profile course; 3) the lessons of the basic course may be in the schedule days earlier than the additional ones, or they may be after these additional specialized lessons. All this requires a more careful design of both the calendar and thematic plans, and each topic, each lesson. It is advisable to draw up a unified calendar-thematic planning of two levels of education - basic and specialized.
The teacher, designing calendar-thematic planning, compiling lesson plans, is based on the requirements of the biological education standard of two levels of education. In the first lessons of the basic and profile courses, it is necessary to familiarize students with these requirements. In the profile course, you need to identify differences in requirements. For this work, it is best to involve the high school students themselves, who can analyze the standards of two levels using the “Comparison” information frame. It is also advisable for the teacher at the beginning of each topic to place in the corner of the student the requirements for this topic, creating conditions for increasing the motivation of students, setting them the necessary level of requirements. As the main textbook, based on the recommendation of the Ministry of Education of the Orenburg region, and at the basic and profile levels, I use the textbook by V.B. Zakharov, S.G. Mamontov, N.I. Sonin “General biology. 10-11 grades. In this model, the use of one textbook in different courses is the best option. However, the teacher must clearly know with what content and how the student should work in the classroom and at home. Therefore, in my work, I use methodological recommendations for using this textbook when studying biology at a basic and specialized level.

Technology for the organization of specialized education using IEP for schoolchildren in chemistry and biology lessons

Federal Law "On Education in Russian Federation» (2012) defines profile education as a form of organization of the educational process, based on the differentiation of the individualization of the content of the main general educational program middle general education taking into account the educational needs of the interests of students.

Based on content selection formations during its differentiation, it is possible to distinguish profile and level differentiation.

Level differentiation is defined as "an organization of education in which schoolchildren, studying according to one program, have the right and opportunity to learn it at various planned levels, but not below the mandatory requirements." With level differentiation, it is essential that all students study according to one program.

Profile differentiation is based on the voluntary choice of a profile by schoolchildren, based on their cognitive interests, abilities, achieved learning outcomes and professional intentions. At the same time, the subject approach to differentiation, which provides for the possibility of various combinations of educational subjects, is recognized as the main method of profile differentiation of the content of education. curriculum secondary school: basic general education, profile general education and elective.

The student chooses the profile subjects independently.

Since our school does not have the opportunity to open specialized classes we organize specialized education for high school students not within the framework of the whole class, but in a differentiated approach, within the framework of small group, as well as building individual educational routes.

The individual curriculum is built on the basis of the basic curriculum. The basic curriculum of the upper level reflects the mandatory minimum content of education for all profiles of education.

The choice of the path depends on the characteristics of a particular student, and the educational program itself, denoting an individual route for the student's advancement in education, orients the teacher to the search for the most favorable conditions that contribute to the student's achievement educational outcomes, for the development and implementation of the necessary types of pedagogical assistance to the student.

The use of an individual curriculum in profile education allows you to meet the various educational needs of students, their families, employers, institutions vocational education and educational institutions of various kinds.

The curriculum does not set a rigid set of subjects for each of the possible directions and profiles of education. Each student has the right to independently indicate the set of subjects of interest to him (basic, profile, elective), both from among the mandatory ones and those offered by the school within the allowable teaching load. This approach allows each student to form an individual curriculum, practically his own strictly individualized educational program and an individual educational route.

Individual curriculum (hereinafter - IEP) - a set of subjects (courses) selected for mastering by students from the curriculum of a general education school, compiled on the basis of the basic curriculum of general secondary education organizations.

The individual curriculum performs the following functions:

Ensures the implementation of the student's choice of profile;

Records the set of academic subjects (basic, specialized, elective) chosen for mastering by students, and the hours for their mastering;

Determines the specific educational result that the student must achieve by the end of school;

Promotes student self-determination.

An individual educational program (hereinafter - IEP) is a document that gives an idea of ​​the content of the activities of an educational institution aimed at realizing its stated goals.

The educational program is designed by a team (group) of teachers and is further adjusted in joint activities with students in accordance with the following requirements:

Compliance with the social order;

Providing students with the opportunity to achieve the level of education that is necessary for the implementation of the social order;

Compliance with the educational standard;

Ensuring the development of students.

The individual educational program performs the following functions: - normative: fixes the student's workload, fixes the order of the curriculum implementation and the choice of the educational route; - informational: informs about the population educational activities student for two years;

Motivational: determines the goals, values ​​and results of the educational activity of the student;

Organizational: determines the types of educational activities of the student, forms of interaction and diagnostics;

Self-determination function: allows you to realize the need for self-determination based on the implementation of educational choice.

Thus, an individual educational program is a program of educational activities of a student, compiled on the basis of his interests and educational request and fixing educational goals and results for two years (grades 10-11). The design of an individual educational program is carried out on the basis of the interaction of the student and teachers and involves close cooperation and co-creation.

An individual educational route is changing and depends on the dynamics of emerging educational tasks. The educational route allows, differently than the curriculum, to construct a temporal sequence, forms and types of organization of interaction between teachers and students.

An individual educational route is a temporary procedure for the implementation of an individual educational program, taking into account the specific conditions of the educational process in an educational institution.

In the process of forming individual curricula, three main stages can be distinguished:

Stage I - preliminary preparation of the basis of the curriculum (March - April); (conduct a survey, study demand)

Stage II - the final adjustment of the curriculum based on the profiles declared by students and the acquisition of groups (July - August);

Stage III - drawing up individual plans for students and completing profile level groups on their basis (August).

In organizational and technical terms, the third stage is the most difficult stage. Here, each student of the 10 (11) profile class must independently draw up his own personal curriculum.

In order for the individual curriculum to be drawn up correctly and really correspond to the profile chosen by the student, it is necessary to attach step-by-step instructions for filling out the curriculum, as well as approximate samples of possible profiles, to each form of the curriculum, that is, each student is given a set of supporting documents. In addition, students require individual counseling. Each of the individual curricula is signed by the student, his parents, class teacher, approved by the school administration, and only then comes into force. If in the process of studying there are questions about changing individual plan(as happened last year, the teacher changed her profile - chemistry to social science), then at the request of the parents this issue is considered at the pedagogical council, and in exceptional cases changes can be made up to a change in profile.

Our school offers an educational service to study the subject at the profile level in chemistry and biology. When studying these subjects, students master the methods of cognitive, information-communicative and reflective activities. Students acquire knowledge and skills in these subjects for use in practical activities and Everyday life. This will help them adapt to a world where the amount of information is growing in geometric progression, where social and professional success directly depend on positive attitude to innovation.

Profile training in chemistry and biology takes place in grades 10-11 and assumes a level of study of subjects sufficient to continue education in these specialties at universities (in our school it is mainly medical, etc., where these subjects are needed upon admission)

In order to choose chemistry and biology for study at the profile level, it is necessary to have knowledge of the programs of basic general education (grades 8-9 in chemistry, and grades 5-9 in biology), this is the basis on which profile education in chemistry and biology is built, as well as the student must have mathematical knowledge and skills in solving calculation problems and tasks for compliance.

The student should be able to independently find information in various information sources and present it. In the profile study of chemistry and biology, students should be motivated to study and research work and create research projects.

In order for the student's knowledge to meet the requirements of the State Standard, I use modern educational technologies in teaching: information and communication, competence-oriented, cooperation, level differentiation, problem-based learning, consolidation of didactic units.

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. The new content of education is distinguished by variability, determined by alternative curricula and textbooks, and the presence of different levels of education, which makes it possible to develop the individual abilities of the student, to form a creatively active personality.

Today, biology is of particular importance. In essence, the biological knowledge, skills and abilities that the school is designed to give are the foundation of the culture of the individual. But now we are faced with a light-minded attitude towards biological education, the upbringing of ecological culture, and the assertion of hygienic knowledge.

Without a broad knowledge of biological laws, it is impossible today not only to successfully develop Agriculture, health care, nature conservation, but also our entire society. It is necessary to return to the course its deep scientific nature, to “modernize” it, and to give a greater practical orientation to teaching.

The main goal and objectives of biological education in the current radically changed conditions is the development of biological thinking in students, the skills of independent development and critical analysis of new information, the ability to build scientific hypotheses and plan to search for evidence to verify it. Agree: biological knowledge and abilities develop primarily through direct work with wildlife, analytical analysis of observations - whether it be experiments in the office or on educational and experimental participation or acquaintance with agricultural production, medical institutions, environmental consequences, etc.

Grade 10 students mark biology and chemistry as important subjects in the school list of disciplines and will choose a profile if knowledge is laid down.

However, not all schoolchildren are able to learn these sciences to the same extent, therefore, when creating my system of lessons and developing them, I am based on the technology “Level differentiation of education based on mandatory results”

Teaching biology in our school follows the program (author _ D.I.Traytak) Programs of basic and specialized general education courses have their own characteristics.

The number of hours devoted to the study of educational topics is not strictly regulated and may vary at the discretion of teachers, depending on the profile and specialization of high school students.

The work program in biology is designed for _ 68 _ teaching hours in grades 10-11, i.e. 1 hour per week and profile 136 teaching hours 2 hours per week.

I teach the basic course for an hour separately, i.e. 10 and 11, and the profile is 2 hours a week together. Profile programs are different.

Principles for selecting the main and additional content in work program are connected with the continuity of the goals of education at various levels and levels of education, the logic within the subject relations, as well as with the age characteristics of the development of students.

The selection of content at the profile level is also based on a centric approach, according to which students must master the knowledge and skills that constitute a sufficient basis for continuing education at a university, providing a culture of behavior in nature, conducting and designing biological research significant for the future biologist.

For the formation of modern natural science pictures of the world in the study of biology in the column "Elements of content" of the work program, the following information units (knowledge components) are highlighted: terms, facts, processes and objects, regularities, laws.

The learning outcomes are given in the column "Requirements for the level of training of graduates" and fully comply with the standard.

The requirements at the profile level are aimed at the implementation of activity-oriented, practice-oriented and personality-oriented approaches: mastering the content that is significant for continuing education in the field of biological science; development by students of intellectual and practical activities; mastery of biological research methods. To implement these approaches, the requirements for the Level of training included in the work program are formulated in an activity form. The priorities for the subject "Biology" at the level of secondary (complete) general education at the profile level are: comparison of objects, analysis, evaluation, problem solving, independent search information.

"Biology" (basic level) - the requirements for the subject results of mastering the basic biology course should reflect: 1) the formation of ideas about the role and place of biology in the modern scientific picture of the world; understanding the role of biology in shaping the outlook and functional literacy of a person to solve practical problems; 2) possession of fundamental concepts and ideas about living nature, its level organization and evolution; confident use of biological terminology and symbols; 3) mastery of the basic methods of scientific knowledge used in biological studies of living objects and ecosystems: description, measurement, observation; identification and assessment of anthropogenic changes in nature; 4) the formation of skills to explain the results of biological experiments, to solve elementary biological problems; 5) the formation of one's own position in relation to biological information obtained from various sources, to global environmental problems and ways to solve them.

"Biology" (advanced level) - the requirements for the subject results of mastering the advanced biology course should include the requirements for the results of mastering the basic course and additionally reflect: 1) the formation of a system of knowledge about general biological patterns, laws, theories; 2) the formation of skills to investigate and analyze biological objects and systems, to explain the patterns of biological processes and phenomena; predict the consequences of significant biological research; 3) possession of the ability to put forward hypotheses based on knowledge about fundamental biological patterns and laws, about the origin and essence of life, global changes in the biosphere; test the hypotheses put forward by experimental means, formulating the purpose of the study; 4) possession of methods of independent setting of biological experiments, description, analysis and assessment of the reliability of the result; 5) the formation of conviction in the need to comply with ethical standards and environmental requirements when conducting biological research.

PEDAGOGICAL UNIVERSITY "SEPTEMBER FIRST"

Krivykh S.V.

Continuation. See No. 17, 18, 19, 20, 21/2007

Implementation of pre-profile training and profile training by a biology teacher

Educational material
Newspaper number	Title of the lecture
	Lecture 1. Methodological approaches, strategy, goals and objectives of specialized education
	Lecture 2. Goals, objectives and content of pre-profile training
	Lecture 3. Requirements for elective course programs Test No. 1
	Lecture 4
	Lecture 5 Information Support specialized training in biology Test No. 2
	Lecture 6 Methodology of profile teaching of biology
	Lecture 7. Social and practical orientation of the educational process in a specialized school
	Lecture 8 And towing work.

Lecture 6

The subject and objectives of the methodology of specialized training

The teacher of the profile class is an advanced teacher. He knows his subject well, owns the methodology of teaching his subject. He owns specialized training methodology.

The methodology of profile education is a branch of pedagogical science that studies the patterns of profile education in subjects. In the system of pedagogical sciences, the methodology of specialized education is most closely associated with general theory of learning - didactics. Since didactics studies the general laws of education, it is legitimate, in our opinion, to consider the methodology of specialized education as private didactics.

The composition of many subjects includes the basics of various sections of the relevant science (for example, the biology course includes botany, zoology, anatomy, human physiology and hygiene, general biology, etc.). Therefore, a distinction is made between the general methodology of the subject and private methods. The subject of the methodology is the process of teaching the basics of a particular science or art. This means that the subject of the methodology of profile education is the process of profile education.

There is an erroneous opinion that teaching methodology is an applied part of the relevant science. It is enough, allegedly, to know the relevant science well in order to be able to teach it. From this point of view, for example, the methodology of biology is a kind of practical discipline, derived from the science of biology and containing recipe recommendations on the order and methods of presenting this science. This approach to methodology is mixing the subject and tasks methodology and relevant scientific discipline.

For example, subject of biology- objects and processes of nature. The methodology of biology does not study these objects, does not reveal facts and patterns in the life of plants and animals. The subject of her research is the process of education and upbringing on the material of a particular discipline. Thus, the subject and tasks of the methodology do not coincide with the subject and tasks of the corresponding science.

Tasks profile training methods can be determined based on the target and functional aspects of profile training. Like didactics, the methodology of specialized training seeks answers to the questions:

What to teach? – Determination of the content of specialized training, development of educational standards, curricula and methodological support to the educational process.

Why train? - The goals of specialized education related to the motivational and value orientations of the subjects of educational activity.

How to teach? – Selection of didactic principles, methods and forms of education contributing to the effectiveness of pedagogical activity.

The content of education in a specialized school

The transition to market relations requires a change in approaches to the development of the content of education, the main function of which is to prepare young people for life. Today, the younger generation is entering a life in which “the severe consequences of immoderate urbanization, the loss of social and psychological stability of society, the continuous exhausting race of fashion and overproduction, the frantic, frantic pace of life and its changes, the increase in the number of nervous and mental diseases, the separation of an increasing number of people from nature and normal, traditional human life, the destruction of the family and simple human joys, the decline of the moral and ethical foundations of society and the weakening of the sense of purpose and meaningfulness of life "( Sakharov A.D. Peace, progress, human rights: Articles and speeches. - L .: Soviet writer, 1990. - S. 51-52).

Based on sociological research and analysis of psychological and pedagogical literature, we will try to outline the range of problems that a graduate faces when entering adulthood.

Adaptation to a new socio-cultural environment.

The right choice of a future profession, based on personal data.

Building a long-term plan of life-creation.

Making optimal decisions aimed at achieving a life result.

A holistic vision of the world, the ability to isolate problems and find ways to solve them.

Interpersonal relationships at various levels.

Self-regulation of the emotional-volitional sphere.

Readiness for further training and self-education for mastering the profession.

Disclosure of one's personal potential in society.

Therefore, it is no coincidence that today many scientists show interest in such categories and problems as choice, responsibility, risk, overcoming and experiencing critical situations, self-realization, the life world, readiness for professional activity, etc. The process and result of a person's search and choice of his own position, goals and means of self-realization in specific circumstances of life are the main mechanism for a person to gain inner freedom and responsibility for his decisions and actions.

Reducing obstacles and problem solving found on life path youth, contributes to the preparation for various types activities of students in a secondary school. The means of preparing students for life, including professional, is the content of education.

Most authors note that the essence of the content of education is that it acts as a social goal, the social order of society to the education system as a whole. However, V.V. Kraevsky notes that a pedagogical interpretation of this category is necessary, which consists in determining the dependence of the volume and structure of the designed content of education on the patterns of learning and the real specifics of the means by which the teacher makes the content of education the property of the student. Currently, there are three most common concepts of the content of education, presented by V.V. Kraevsky ( Kraevsky V.V. The content of education: forward to the past. - M .: Pedagogical Society of Russia, 2001. - S. 8–10).

Information approach interprets the content of education as pedagogically adapted foundations of the sciences studied at school. This concept is aimed at introducing schoolchildren to science and production, but not to a full-fledged independent life in society. Ignoring the development of personality traits, a person acts as a "productive force" among the means of production.

Receptive-reflective approach represents the content of education as a set of knowledge, skills and abilities, the result of the assimilation of which the student must apply in the world around him. It is assumed that on this basis, without an analysis of the entire composition of human culture, the development of the creative principle of the individual, a person will be able to adequately live and act within the existing social structure.

Constructive-activity approach by the content of education he understands the pedagogically adapted social experience of mankind, isomorphic, i.e. identical in structure (not in volume) to human culture in all its structural completeness. The manifestations of this concept are diverse and include: rejection of authoritarian manipulation of students, orientation towards all-round development, release of the creative energy of each person and development of emotional-value relations. The ideological function of the concept consists in the assimilation and acceptance by schoolchildren of a system of universal values. In this case school education, firstly, prepares and adapts the student to real life, secondly, it allows you to actively act and transform the world around you.

AND I. Lerner and M.N. Skatkin complement the content of education from the perspective of culture as “pedagogically adapted knowledge system, skills and abilities, experience creative activity and the experience of an emotional-volitional attitude, the assimilation of which is designed to ensure the formation of a comprehensively developed personality, prepared for the reproduction (preservation) and development of material and spiritual culture "( Lerner I.Ya., Skatkin M.N. Tasks and content of general and polytechnic education // Didactics of secondary school / Ed. M.N. Skatkin. - M .: Education, 1982. - P. 103). In this context, the content of education represents the learning objectives. It is a factor conditioning learning as a system and acts in four roles: goals, teaching aids, objects of assimilation, learning outcomes.

In addition, researchers consider the content of education in terms of composition, functions and structure. The composition of the content of education is a pedagogical interpretation of the social goals of education set by society, and private pedagogical goals appear at each level as elements of the content composition. specific at each selected level and educational content functions, which, in turn, determine its structure.

The content, methods, techniques, technologies of the modern educational process should be aimed at revealing and using the subjective experience of each student and subject to the formation of personally significant ways of cognition through the organization of a holistic educational activity. The assimilation of educational knowledge, thus, turns from a goal into a means of self-development of the student, taking into account his life values ​​and real individual capabilities.

Currently, the most reasonable in pedagogy is considered the structure of the content of education proposed by I.Ya. Lerner, which includes:

a) a system of knowledge, the assimilation of which ensures the formation in the minds of students of an adequate dialectical picture of the world, develops a systematic methodological approach to cognitive and practical activities;

b) a system of general intellectual and practical skills that underlie many specific activities;

c) the main features of creative activity, ensuring readiness to search for solutions to new problems, to the creative transformation of reality;

d) a system of norms and relations of people to the world and to each other, i.e. system of ideological and behavioral qualities of a person ( Lerner I.Ya. The learning process and its patterns. - M., 1980. - 86 p.).

Thus, under content of education we will understand a system of knowledge, skills, traits of a creative personality, worldview and behavioral qualities of a person, which is formed based on the social order of society.

Organization and management of the pedagogical process

To pedagogical process in the specialized school “earned”, “set in motion”, such a component as management is needed. Pedagogical management there is a process of transferring pedagogical situations, processes from one state to another, corresponding to the goal. Pedagogical management is the impact exerted to achieve the goals.

The management process consists of the following components: goal setting > information support (diagnosing the characteristics of students) > formulating tasks depending on the goal and characteristics of students > designing, planning activities to achieve the goal (planning content, methods, means, forms) > project implementation > control follow the progress > adjustment > debriefing.

The goals of specialized biology education have two aspects: subject and personal. When learning is considered from the subject (objective) side, one speaks of the subject aspect of the learning objectives. The subject aspect is the mastery of the basics of scientific knowledge by students, general preparation for practical activities and the formation of scientific convictions.

Education, considered from the personal (subjective) side, includes goals that are inextricably linked with the implementation of subject goals. The personal aspect is the development of the ability to think (mastery of such mental operations, as classification, synthesis, comparison, etc.), the development of creative and cognitive abilities, as well as such psychological qualities, as perception, imagination, memory, attention, motor sphere, the formation of needs, motives of behavior and value systems.

As a result, in the late 1980s and early 1990s, in didactics, four main types of learning goals have been outlined (M.V. Klarin):

1. Determining the goal through the content of the material being studied (study the topic, theorem, paragraph, chapter, etc.). Such a goal setting, although it orients the teacher to a specific result, does not make it possible to think through the individual stages of the learning process in the lesson, its design.

2. Determination of goals through the activities of the teacher: to acquaint, show, tell, etc. Such goals do not provide for the achievement of specific results: what should be achieved in the learning process, what will be the level of knowledge, general development, etc.

3. Determination of goals through the internal processes of student development (intellectual, emotional, personal, etc.): generate interest, develop cognitive activity, form skills, etc. Goals of this type are too generalized, and their implementation is almost impossible to control.

4. Determination of goals through the organization of educational activities of students in the lesson: solve the problem, complete the exercise, work independently with the text. Such goals, although they focus on the organization of active cognitive activity of students, however, can not always give the expected result.

In order to manage cognitive activity, the teacher must be able to determine the primary goals, i.e. logic, sequence (hierarchy) of specific goals for each stage of education, taking into account the prospects for further academic work. It is necessary to explain to students the guidelines in educational work, to discuss its specific goals, so that students clearly and clearly understand their meaning.

Goal-setting as an important element of profile education

Goal-setting in pedagogy is a conscious process of identifying and setting goals and objectives of pedagogical activity. Kinds pedagogical goals are varied. Pedagogical goals can be of different scale, they make up a step system. It is possible to distinguish normative state goals education, public goals, initiative goals of teachers and students themselves.

Regulatory government goals- these are the most general goals defined in government documents, in state education standards. Parallel exist public purposes- the goals of various segments of society, reflecting their needs, interests and requests for vocational training. For example, specific goals include the goals of the employer. These requests are taken into account by teachers, creating various types of specializations, different teaching concepts. This is the highest level in the hierarchy of goals.

The next step is goals of individual educational systems and stages of education. For example, the goals of education in a secondary general education school or at individual levels of education: primary, basic school, complete secondary school (senior level of general education). At the senior level of school, education is built on the basis of profile differentiation. Here are the goals of profile training, which we have already considered.

Initiative Goals- these are immediate goals developed by the practicing teachers themselves and their students, taking into account the type of educational institution, the chosen profile of education and the subject, taking into account the level of development of students, and the preparedness of teachers. Finally, the goals of a particular topic, lesson or extracurricular activity.

The goals of education and training are not the same. Educational goals are a broader concept than learning goals. For example, the purpose of education is to prepare younger generation to active public life. The purpose of training is more specific: the assimilation of general educational knowledge by students, the formation of methods of activity, a scientific worldview.

Organizational Goals are set by the teacher in the area of ​​his managerial function. For example, the goal is to use self-management in the organization of educational activities of students, to expand the functions of students in providing mutual assistance during the lesson.

Methodological goals associated with the transformation of teaching technology and extracurricular activities of students, for example: change teaching methods, introduce new forms of organization of the educational process.

Goal development is a logical and constructive process, its essence is to:

compare, summarize certain information;

make a choice of the most significant information;

based on it, formulate a goal, i.e. determine the object of the goal, the subject of the goal and the necessary specific actions;

make a decision to achieve the goal, implement the goal.

The problem of setting goals in didactics is called "taxonomy", which means a hierarchical system of goals. given word derived from Greek words taxis(arrangement in order) and nomos(law). This concept is borrowed from biology, where one of critical issues is the classification of flora and fauna (classes, species, subspecies, etc.).

Knowledge of the taxonomy of learning objectives is necessary for the teacher to successfully manage the cognitive activity of students. The teacher should be able to determine the primary goals, i.e. logic, sequence (hierarchy) of specific goals for each stage of education, taking into account the prospects for further educational work. It is necessary to explain to students the guidelines in educational work, to discuss its specific goals, so that students clearly and clearly understand their meaning ( Golub B.A. Fundamentals of general didactics: Proc. allowance for students. ped. universities. - M.: Humanitarian publishing center "VLADOS", 1999. - P.12).

At the level of identifying groups of pedagogical goals, the situation is quite unambiguous, and our authors and foreign authors are quite close in their approaches. Despite the terminological difference, the content areas identified by different researchers are close to each other. The first includes knowledge, various levels of its assimilation. To the second - skills with their own hierarchy of subgoals. And to the third - attitudes, interests, inclinations, orientations.

Forms and methods of teaching in a specialized school

Practitioners often mix up the concepts of "form" and "method", so let's start by clarifying them.

Form of study - this is an organized interaction between the teacher (teacher) and the student (student). The main thing here is the nature of the interaction between the teacher and students (or between students) in the course of obtaining knowledge and developing skills and abilities.

Forms of education: full-time, part-time, evening, independent work of students (under the supervision of a teacher and without), lesson, lecture, seminar, practical lesson in the audience (workshop), excursion, Internship, elective, consultation, test, exam, individual, frontal, individual-group. They can be aimed at both theoretical training of students, for example, a lesson, lecture, seminar, excursion, conference, round table, consultation, various types of independent work of students, and practical training: practical and laboratory classes, various types of design (projects, abstracts, reports, term papers, diploma), all types of practice, as well as independent work of students.

Method (from gr. methodos- research) is a way of studying natural phenomena, an approach to the studied phenomena, a systematic path of scientific knowledge and establishing the truth; in general, a technique, method or mode of action (see Dictionary of Foreign Words); a way to achieve a goal, a certain way ordered activity (see Philosophical Dictionary); a set of techniques or operations of practical or theoretical mastering of reality, subordinate to the solution of a specific problem.

1. Methods of teaching any subject are epistemologically connected with scientific methods that the item represents.

2. Each method can be viewed both from the outside, noting only the form, type of joint activity, and from the inside, characterizing the features of student cognitive activity.

3. The choice of teaching method is determined depending on the cognitive and practical purpose, the content of the material and the nature of the actions, as well as the age capabilities of the students.

4. Methods in the learning process interact with each other, change, including various methodological techniques.

Teaching methods in a specialized school should, along with knowledge, contribute to the assimilation of methods of activity. All students should have opportunities to develop their intellectual abilities initial research and project activities, mastering more complex content than provided for in the educational standard

Profile training should involve a significant increase in the use of such methods as independent study of basic, additional educational literature, other sources of information, review and installation lectures, laboratory and laboratory-practical classes, seminars, interviews, discussions, creative meetings, etc. Information support is needed from using educational videos, electronic texts, Internet resources; it is very important to hold creative competitions, public defenses of projects; conducting heuristic control works; the use of rating assessments of the success of profile education; excursions to enterprises, specialized exhibitions, internships at paid and training jobs. A special place among the methods of specialized education should be occupied by design as the main type of cognitive activity.

Profile training involves the development of a different nature of subject-subject relations and activities:

- highlighting the student as a subject, recognizing him as the main value of the entire educational process; the development of his abilities as individual opportunities, the recognition that the development of the individual abilities of the student is the main goal of education;

- a change in the type of relationship between teachers and students, the transition from authoritarian control, subordination and coercion to cooperation, mutual regulation, mutual assistance, because in collective activity, everyone participates in solving the problem under discussion and finds their own ways problem solving, adequate to their inclinations, interests, individual pace of development;

- development of teaching technologies, taking into account the laws of self-development and ensuring the realization of the main goal of education by identifying and structuring the student's subjective experience by harmonizing it with socially developed and socially significant experience;

- the focus of the teacher on the learning opportunities of students; building a lesson aimed at creating conditions for self-expression, self-realization, independence of each student, selectivity to subject content; on the disclosure and maximum use of the child's subjective experience, revealing the student's attitude to knowledge, learning; to encourage students to use a variety of ways to complete tasks without fear of making a mistake; on the use of active forms of communication (dialogue, discussion, argumentation, discussion, debate);

– implementation, with the help of individual learning trajectories, of going beyond the framework of one academic subject and even the existing one today educational field and solving vital problems for the child at the integral level.

The effectiveness of the educational process depends (and this is not the only dependence) on the form of interaction between the subjects of the educational process. In traditional education, the teacher reports information, the student reproduces it, and the assessment is largely determined by the completeness and accuracy of reproduction; At the same time, it is overlooked that the assimilation of the material is connected with its comprehension. It is interesting to note that A. Einstein wrote about modern learning: “In fact, it is almost a miracle that modern teaching methods have not yet completely stifled holy curiosity ...” ( Einstein A. Physics and reality. - M., 1965. - S. 5). The problem is to find convenient organizational forms, to maintain and develop the openness of the education process at different levels of the system, and not just at the teacher-student level.

The psychological mechanisms of both the scientific discovery of the scientist and the cognitive, educational "discovery" of the student strikingly coincide in their essence, in the structure of the sequence of thinking. The word is not the most effective means of persuasion. Deprived of a specific activity basis, standing, as it were, outside the personal practical experience of a person, the persuading word does not yet guarantee the formation of convictions themselves. An active reinforcement of the word is necessary, and in a broader concept, its vital reinforcement.

The lesson was and remains the main element of the educational process, but in the system of specialized education its function and form of organization change significantly. In this case, the lesson is not subject to the communication and testing of the student's knowledge (although such lessons are needed), but to identify the experience of schoolchildren in relation to the content presented by the teacher, which is not always personally significant for the student. Often a teacher and a student perceive the same content in different ways, having different value orientations and life experience. It is necessary to coordinate them, a kind of "cultivation" of the subjective experience of schoolchildren. This is the task that the teacher should solve with the help of the whole class.

Under these conditions, the direction of the lesson is changing. Students do not just listen to the teacher or each other, but constantly cooperate in the mode of dialogue, discussion or debate, express their thoughts, discuss what classmates offer, select with the help of the teacher the content that is fixed by scientific knowledge. In the course of such an organization of the lesson, there are no right and wrong answers, there are different positions, views, points of view, special opinions, highlighting which, the teacher can then work them out from the standpoint of his subject, didactic goals. He should not force, but convince students to accept the content that he offers from the standpoint of scientific knowledge.

Students do not just assimilate ready-made knowledge, but realize how they are obtained, why they are based on this or that content, to what extent it corresponds not only to scientific knowledge, but also to personally significant meanings, values ​​(individual consciousness). There is a kind of exchange of knowledge, a collective selection of its content. At the same time, the student is the “creator” of this knowledge, a participant in its birth. The teacher, together with the students, carries out equal work on the search and selection of the scientific content of knowledge that is to be mastered. Under these conditions, assimilated knowledge is not "depersonalized" (alienated), but becomes personally significant.

Along with this, a number of other important skills and abilities develop:

- communication skills of schoolchildren who are invited to interact according to the scheme of complex communication: listen carefully, first ask questions for understanding, only then for criticism;

– ability to mental communication in any subject and interdisciplinary areas;

- the ability to refer to one's own experience (and not just an external source of knowledge) and search for material in it for constructing an answer to the question posed, as well as constructing from this material some hypothesis that allows filling the "gap" in knowledge;

- the ability to take various reflexive positions, to see and understand the views and opinions of another (the student overcomes the egocentric attitude of seeing the world) and to co-organize individual approaches into common action (cooperation);

- the ability to understand phenomena and events, and not to act according to some once and for all established norm;

- managing the process of growing certain abilities in oneself;

– activity approach in learning-learning situations: self-staging learning task and self-organization in the learning situation, organizing their understanding with the help of questions for clarification and working with their misunderstanding (the student considers something unknown using the categories, language tools and speech apparatus available in his arsenal, thereby understanding the unknown, i.e. turning it on into the system of one's subjective experience).

The transition to specialized education has exacerbated the problems of teachers' readiness to search for adequate methods and technologies of education. Research results have shown that most teachers experience difficulties in two areas:

1. When restructuring the position of the individual in relations with students - from authoritarian management to joint activities and cooperation.

2. In the transition from a predominant orientation to reproductive training sessions - to productive and creative educational activities.

Even with a high level of professional skill, the most difficult task was to change the personal attitude, the formation of a co-creative environment in the process of educational activities. New Approach to the organization of the educational process requires the teacher to always present the consciousness of the student in his mind. The teacher must be able, firstly, to organize the understanding of students in communication with him, which is achieved through:

- avoiding the ambiguity of statements;

- illustrating thoughts with examples;

- retention of the subject of discussion or fixing the moment of its change to another subject;

Secondly, to be able to explore the actual misunderstanding of the students. This means putting forward, practical testing and correcting one's hypothesis about what real meanings "settled" in the mind of the student, what remained hidden and what turned out to be distorted.

Thirdly, to be able to investigate the reasons for students' misunderstanding. Working with students' understanding is always working in a specific and unique situation for which one cannot be prepared in advance. And, nevertheless, when preparing for the lesson, the teacher can already foresee how this or that student will understand what is happening in the learning situation. This work is connected with organizational and pedagogical staging, and its presence in the teacher's arsenal indicates a high level of pedagogical professionalism. The highest level of mastery will be set by the fact that the teacher not only can organize the learning situation himself, conduct a study of misunderstanding or diagnostics, but also forms these abilities in students.

We will offer the teacher some means of organizing training sessions in profile education:

the use of non-traditional educational technologies, various forms and methods of organizing educational activities, allowing to reveal the subjective experience of students;

creating an atmosphere of interest for each student in the work of the class;

stimulating students to express themselves, dialogue, discussion, use various ways of completing tasks without fear of making a mistake;

the use of didactic material during the lesson, which allows the student to choose the most significant type and form of educational activity for him;

assessment of the student's activity not only by the final result, but also by the process of achieving it;

encouraging the student to find his own way of working (solutions); reflect on the methods of work of classmates, choose and master the most rational ones;

creation of pedagogical situations of communication in the classroom, allowing each student to show initiative, independence, selectivity in ways of working; creating an environment for the natural self-expression of schoolchildren.

Some educators hope that in the coming years, scientists will develop a universal teaching method that corresponds to modern scientific knowledge and ensuring the complete assimilation of knowledge. However, the openness and multidimensionality of the education process imply a constant creative search teachers. Exist various forms, methods, teaching technologies, the successful application of which depends on the teacher and students, their individual characteristics and interests. They can choose the most optimal of them only by themselves thanks to self-improvement, self-expression, self-realization of the intellect, feelings and, in general, the personality of each participant in the educational process - this is the setting of the specialized school.

Group learning models

Until recently, this was the least developed form of organizing cognitive activity in didactics. Group (collective) forms of education, or organized dialogue, appeared in our national school as early as 1918. They are associated with the experience of the teacher A.G. Rivina.

Krasnoyarsk scientist V.K. Dyachenko developed the theoretical and technological foundations of this form of education, “in which the team trains each of its members, and at the same time, each member of the team takes an active part in the training of all its other members. If all members of the team teach everyone, then such educational work is collective. But what does it mean: ALL team members participate in training? This means that each member of the group (collective) acts as a teacher. Therefore, the essence of collective learning can be formulated as follows: EVERYONE teaches everyone, and everyone teaches everyone ... In collective learning, if it is really collective, what one knows, everyone should know. And on the other hand, everything that the collective knows should become the property of everyone. Dyachenko V.K. Dialogues about learning: Monograph. - Krasnoyarsk: Publishing House of Krasnoyarsk University, 1995. - 216 p.).

Collaborative learning can be attributed to the group form of organizing the cognitive activity of students. Collaborative learning ( cooperative learning), teaching in small groups has been used in pedagogy for a long time. The idea of ​​learning in groups dates back to the 1920s. XX century. But the development of technology for collaborative learning in small groups began only in the 1970s. In this regard, I would like to recommend a book by an American author: Hassard J. Natural science lessons / Per. from English. - M .: Center "Ecology and Education", 1993. - 121 p.

Active learning methods - an effective way to form a persistent cognitive interest, intellectual activity, creative independence. The task of the new content of education in the profile school is to implement the idea of ​​pluralism of thinking, the right to social choice, the variance of thinking, its anti-dogmatism, tolerance for other people's opinions, interest in the diversity of cultures, and concern for the global problems of mankind. And one of the decisive conditions for achieving the goal is the development of reflective skills of students. One of the ways to achieve this goal is the introduction of creative search methods of active learning into the educational and developmental process.

The method of active learning is understood as a set of organically linked and interacting ways of organizing educational work, ensuring the achievement of the highest level of educational and cognitive activity in learning compared to existing traditional methods.

As one of the main mental realities in the study of creative thinking processes, a problem situation was discovered, which, as psychologists note, is the initial moment of thinking, the source of creative thinking. Cognitive need arises in a person when he cannot achieve the goal with the help of known methods of action, knowledge. That is why in modern research the problem situation is considered as the central link of problem-based learning.

As one of the main components of a problem situation, psychologists single out the unknown, revealed in a problem situation (i.e., a new assimilated attitude, method or condition of action). The very fact of encountering a difficulty, the impossibility of completing the proposed task with the help of existing knowledge and methods of action, creates a need for new knowledge. This need is the main condition for the emergence of a problem situation and one of its main components.

Psychologists have established that the core of a problem situation should be some kind of mismatch, a contradiction that is significant for a person.

As another component of the problem situation, the student's intellectual capabilities are singled out in the analysis of the conditions of the assigned task and the assimilation (discovery) of new knowledge. Neither too difficult nor too easy a task contributes to a problem situation. The degree of difficulty of the task should be such that with the help of available knowledge and methods of action, students could not complete it, but this knowledge would be sufficient for independent analysis (understanding) of the content and conditions for completing the task.

So, the problem situation characterizes a certain mental state of the student that occurs in the process of completing the task, which helps him to realize the contradiction between the need to complete the task and the inability to do it with the help of existing knowledge; awareness of the contradiction awakens in the student the need to discover (assimilate) new knowledge about the subject, method or conditions for performing an action(Makhmutov M.I. Organization of problem-based learning. - M .: Pedagogy, 1997).

A problem situation can be created by encouraging students to compare, collate contradictory facts, phenomena, data. Let us give an example from the book by M.I. Makhmutov.

An anatomy lesson in the ninth grade, devoted to elucidating the structure and function of red blood cells, the teacher begins by reporting conflicting facts. The basis of the life of the body is metabolism.

All cells in the body need nutrients and oxygen. Oxygen enters through the respiratory organs into the blood, and then to each cell. The body's need for oxygen is not always the same. For example, when a person is sitting, he consumes 10–12 liters of oxygen in 1 hour, and during hard work (weight lifting, running, etc.) - 60 or even 100 liters. It is known that 100 cm 3 of oxygen (0.1 l) can dissolve in 5 liters of water. There are 5 liters of blood in our body. Blood plasma contains 90% water. Therefore, approximately 100 cm 3 of oxygen can dissolve in such a volume of blood.

So, there is a clear contradiction: the minimum oxygen consumption is 100 times greater than the amount contained in the blood. It arose among students due to the incompleteness, limitedness of their knowledge (they only know that oxygen dissolves in water). Naturally, the question arises: how is the body provided with such a large amount of oxygen? The problem that has arisen is solved in the lesson by examining a human blood smear under a microscope, comparing (according to the diagram) the surface area of ​​erythrocytes in a mountain goat, a person and a frog, the ratio of the surface area of ​​an erythrocyte and its volume, elucidating the ability of hemoglobin to easily combine with oxygen and give it away (demonstration of the transformation in a test tube of venous blood into arterial blood when shaking in air). So in the course of solving the problem, students acquire new knowledge and the contradiction that has arisen is removed.

Problematic situations also arise when conflicting opinions of great people, scientists, and writers collide. For example, in a biology lesson in the 9th grade, when studying the topic “The Origin of Life on Earth,” you can introduce students to the different points of view of scientists on this issue.

Interactive learning: new approaches

Many major methodological innovations today are associated with the use of interactive teaching methods. I would like to clarify the concept itself: interactive means the ability to interact or be in a conversation mode, a dialogue with something (for example, a computer) or someone (a person). Therefore, interactive learning is, first of all, interactive learning, during which the interaction between the teacher and the student is carried out ( Suvorova N.– http://som.fio.ru/getblob.asp?id=10001664).

What are the main characteristics of "interactive"? It should be recognized that interactive learning is a special form of organizing cognitive activity. She has in mind very specific and predictable goals. One of these goals is to create comfortable learning conditions, such that the student feels his success, his intellectual viability, which makes the learning process itself productive.

The essence of interactive learning is that the learning process is organized in such a way that almost all students are involved in the learning process, have the opportunity to understand and reflect on what they know and think. Joint activity of students in the process of cognition, development educational material means that everyone makes his own special, individual contribution, there is an exchange of knowledge, ideas, methods of activity. Moreover, this happens in an atmosphere of benevolence and mutual support, which allows not only to receive new knowledge, but also develops self-knowledge. cognitive activity, translates it into higher forms of cooperation and collaboration.

Interactive activity in the classroom involves the organization and development of dialogue communication, which leads to mutual understanding, interaction, to the joint solution of common, but significant tasks for each participant. Interactive excludes the dominance of both one speaker and one opinion over another. During interactive learning, students learn to think critically, decide difficult problems based on an analysis of circumstances and relevant information, weigh alternative opinions, make informed decisions, participate in discussions, communicate with other people. To do this, individual, pair and group work is organized in the lessons, research projects, role-playing games are used, work is underway with documents and various sources of information, creative works are used.

In conclusion, we note that interactive learning allows you to solve several problems at the same time. The main thing is that it develops communication skills, helps to establish emotional contacts between students, provides an educational task, because it teaches you to work in a team, listen to the opinion of your comrades. The use of interactive during the lesson, as practice shows, relieves the nervous load of schoolchildren, makes it possible to change the forms of their activity, switch attention to the key issues of the topic of the lesson.

Literature

1. Arkhipova V.V. Collective organizational form of the educational process. - St. Petersburg: Inters, 1995. - 135 p.

2.Belchikov Ya.M., Birshtein M.M. Business games. - Riga: Avots, 1989. - 304 p.

3. Bogin V.G. Modern didactics: theory to practice / Ed. AND I. Lerner, I.K. Zhuravlev. - M.: ITO MIO, 1994. - 288 p.

4.Golub B.A. Fundamentals of general didactics: Proc. allowance for students. ped. universities. - M.: Humanitarian publishing center "VLADOS", 1999. - 96 p.

5. Didactics of secondary school / Ed. M.N. Skatkin. – M.: Enlightenment, 1982.

6. Ilyasov I.I., Galatenko N.A. Designing a course of study in an academic discipline. – M.: Logos, 1994. – 208 p.

7. Zagvyazinsky V.I. Learning Theory: Modern Interpretation: Proc. allowance for students. higher ped. textbook establishments. - M.: Publishing Center "Academy", 2001. - 192 p.

8. Kraevsky V.V. The content of education: forward to the past. - M .: Pedagogical Society of Russia, 2001. - 36 p.

9. Lerner I.Ya. The learning process and its patterns. - M., 1980. - 86 p.

10.Makhmutov M.I. Organization of problem-based learning. - M .: Pedagogy, 1997.

11. Pidkasisty P.I., Khaidarov Zh.S. Game technology in learning and development: Proc. allowance – M.: MPU, RPA, 1996. – 268 p.

12. Sitarov V.A. Didactics: Textbook / Ed. V.A. Slastenin. – M.: Academy, 2002. – 368 p.

13. Hassard J. Natural science lessons / Per. from English. - M .: Center "Ecology and Education", 1993. - 121 p.

Questions, topics for discussion and assignments

1. How does the methodology of teaching biology in a specialized school differ from the usual methodology?

2. Name the features of teaching methods in a specialized school.

3. Give a description of group teaching methods.

4. What active biology teaching methods do you practice?

5. Give examples problem situations in biology classes.

6. What do you understand by interactive learning?

7. Compose a lesson fragment using interactive learning.

To be continued

• Golubeva Elena Alexandrovna, student
• Vologda State University

• COMPETENCE-BASED APPROACH
• PROFILE TRAINING
• PROFILE LEVEL
• A BASIC LEVEL OF
• PROFILIZATION
• COMPETENCES
• PROJECT METHOD
• ACTIVITY APPROACH
• COGNITIVE ACTIVITY
• RESEARCH ACTIVITIES

Profile education in the upper grades of the secondary general education school is one of the areas of modernization of the education system. This article attempts to consider the features of the effective organization of profile education in biology.

• Using cloud services in the work of a school teacher
• Development of educational activities in biology lessons by means of information technology
• Horizontal and vertical development of educational activities by means of information technology
• Problem-search activity of students in a biology lesson
• Cognitive independence as a way of personal self-realization in learning

The modernization of the education system in Russia has several directions, one of which is the organization of a system of specialized education in the senior classes of a secondary general education school. Today, the features of profiling at school are associated with all sorts of ways to implement it.

In the key regulatory document on this issue, "The concept of profile education", it is noted that profile education involves taking into account the self-determination and abilities of students.

One of the main concepts of the profile level is competence - this is the ability to solve professional and applied issues, thanks to competencies - knowledge, skills, experience.

In the secondary school with in-depth study of individual subjects No. 8 in Vologda, profile training starts from grade VIII, this became possible due to hours training component educational institution. In the curriculum of profile classes, disciplines are divided into subjects of basic and profile levels. When studying subjects that meet the basic standard of the subject, ideas are formed about vocational education and the professional field, an understanding of the connection between the discipline and the future profession. The profile level prepares for professional activity, and also allows you to gain practical experience in the activity.

Biology is one of the subjects of the natural science cycle, which allows you to enrich and shape inner world person.

The meaning of profile education in biology is to form a free person, biologically and ecologically literate, understanding the meaning of life as the highest value, able to build their relationship with nature based on respect for life, man, and the environment.

The structure and content of the biology course corresponds to the laws of development of the cognitive abilities of students, and also shows the system of concepts of biology, its place in culture. Students can choose the direction of biological education - basic or specialized. For basic level characterized by the use of explanatory and illustrative methods. In classes with a specialized level, students are involved in project activities: informational, creative, research, with a practical focus. This allows you to develop biological competencies and qualitatively assimilate biological knowledge.

Biology lessons occupy an important place in the natural science cycle of subjects. Part general educational tasks profiling of the senior level can be solved if, from the first lessons of biology, the system prepares students for making observations in nature, acquaints students with the diversity of flora and fauna, and teaches them to know their own body. It is necessary to introduce tasks of various types into the structure of the lesson: solution test items and calculation tasks, performance of laboratory and practical work, drawing up pivot tables, working with text and figures, as well as solving problems of an applied nature. The ability to describe, recognize, define, classify, explain, compare, analyze biological objects and phenomena is developed using a system-activity approach in teaching biology. As a result of training, schoolchildren form basic competencies: educational and cognitive, research, general cultural, communicative; develops systemic thinking, perception of fundamental theories and laws of biology.

feature methodical work teachers in specialized classes are: mastering the content of new educational and methodical complexes, methods of implementation of the competency-based approach. It should be noted that the use of modern pedagogical and information technologies develop cognitive activity and cognitive independence of students. At the same time, it is appropriate to use an integrated approach in the application of specialized training methods: differentiated learning, taking into account the individual characteristics of students, modular training, design method. Modern teaching technologies are used in specialized classes: learning on a communicative-cognitive and problem-search basis, the use of information and communication technologies and the research method of teaching.

In biology lessons, the learning process must be transformed in such a way that thinking prevails over memory, and students' independent work over the teacher's monologue. One of modern approaches to learning is an activity approach, which is focused on the assimilation of knowledge and the ability to use them in practice.

The appropriate use of the resources of all components of the basic curriculum of the school creates an optimal opportunity to achieve the goals of modernizing biological education.

As a result, on the basis of profile education, a certain technology was formed for organizing the educational process: 1) pre-profile training of students; 2) a set of career guidance services; 3) questioning students; 4) analysis of the results of the survey of students; 5) dialogue with parents of students; 6) compiling a list of special courses and approving them at the methodological council; 7) creation of a system of means of monitoring the quality of education of schoolchildren; 8) training pre-profile courses, in order to improve the quality of enrollment of students in specialized classes; 9) clarification of the school curriculum; 10) drawing up a plan for reporting and maintaining documentation in specialized education classes; 11) control over the quality of training; 12) assessment of the quality of students' knowledge in subjects of the basic and profile level; 13) involvement of students to participate in creative activities and research projects; 14) participation in the Olympiad movement of school, municipal and regional levels.

Such an organization of specialized education makes it possible for the teacher to thoroughly prepare the student for continuing education. School graduates go on to higher educational establishments regions and countries. Thus, according to the "Concept of profile education", high school students are given the right to independently choose the option of studying in high school for any specific profile. Efficiency, functionality and individuality of education at school is the main idea of ​​updating the senior level of general education. Education in a specialized school helps students to realize their individual inclinations towards education.

Bibliography

1. Golubev O.B. Educational network projects in teaching mathematics as a means of developing the cognitive activity of students in the humanities: author. dis. … cand. ped. Sciences / O.B. Golubev. - Yaroslavl State Pedagogical University them. K.D. Ushinsky. Yaroslavl, 2010. C.177
2. Golubev O.B., Nikiforov O.Yu., Pavlova T.A. Profile shift "Interneshka" // O.B. Golubev. - Public education. 2014. No. 2. S. 195-199.
3. Golubev O.B. Educational network projects in teaching mathematics as a means of developing the cognitive activity of students in the humanities: diss…. cand. ped. Sciences / O.B. Golubev. - Yaroslavl State Pedagogical University. K.D. Ushinsky. Vologda, 2010. C.23
4. Golubev O.B. Network projects in teaching informatics and mathematics / O.B. Golubev. - Vologda, 2011. C.123

- profile (11-12th grades of secondary (full) school).

In order to strengthen the educational and developmental potential of biological education, increase its contribution to the general cultural preparation of students, the following should be done:

- expand applied knowledge, including the basics of sanitation and hygiene, which form the basis for understanding the need to maintain a healthy lifestyle, combat bad habits, and the spread of AIDS;

- to increase the ecological orientation of the content of biological knowledge, ensuring the education of environmental literacy, awareness of the need to preserve the system "man-nature-society";

– to increase the share of knowledge of an ethical, aesthetic, humanitarian nature, which form the basis for the formation of a value orientation towards objects of wildlife, to a person as one of the objects of wildlife.

feature of the content of specialized training

Profile training is a means of professional self-determination. Therefore, the content of education should be focused on future professional education and future professional activity.

In accordance with the Concept of profile education, the content of education in profile classes should be formed from three types of subjects: basic general education (non-core), profile general education, elective. The implementation of specialized education is possible only under the condition of a relative reduction in educational material in non-core subjects, partly through integration (to avoid overload). Elective courses, together with specialized ones, should ensure, firstly, the continuity of the content of general and professional education, and secondly, a motivated choice of professional education and future professional activity.

In a number of subjects - basic courses - basic education is completed.

For a number of subjects - specialized courses - training is expanding and deepening.

In elective courses, training is specialized, expanded or supplemented - at the choice of students

Profile stage of studying biology, (11-12th grades of secondary (complete) school

In the secondary (complete) school, the principles of democratization and differentiation of education are realized to the greatest extent. Students get the right to choose one of the proposed profiles of education: humanitarian, general education, biological and chemical, physical and mathematical, etc.

The non-biological profile must contain an invariant core of general education in biology. In biology and chemistry, where the time for studying biology has been increased up to 3-4 hours a week, deepening can go in several directions: environmental, medical, agricultural, etc. The profile school is not compulsory for everyone and aims to prepare students for choosing a future profession and continuing education at the university.

The study of biology at the profile stage can be carried out within the framework of systematic courses that include an invariant core of content, but differ in volume and depth of presentation of the material, as well as applied orientation. In accordance with the specifics of educational tasks in the classes of a particular profile, the invariant core of the content is supplemented by its variable component.

A biology course in a senior (profile) school reveals the most important laws of life, the individual and historical development of organisms, introduces remarkable discoveries recent years in the study of biological systems of different levels of organization of living matter, develops in schoolchildren an understanding of the greatest value of life, forms the basis for understanding environmental issues and ways to solve them. It ensures the continuity of knowledge gained in the course of general biology in the 10th grade. [...]

The implementation of experimental methods used in teaching biology will be facilitated by the system laboratory work, excursions into nature, acquaintance with local ecosystems, main industries, practical work of students in the educational and experimental area, self-observation. Along with the traditional forms and methods of teaching, modeling of situations of scientific research, educational and business games should be used.