Introduction
Chapter I. The history of the formation and development of the problem of profile differentiation in pedagogy, psychology and methods of teaching biology.10
1.1. Historical aspects of formation specialized training in Russian school 10
1.2. The problem of specialized education in the practice of biological education in Russia 26
1.3. Features of the organization of specialized training in the practice of foreign education 42
1.4. Psychological and pedagogical foundations of profile education 56
Chapter 1 Conclusions 72
Chapter II. Theoretical and methodological foundations profile education of biology in secondary school 75
2.1. Principles of specialized education in biology 75
2.2. Model of the methodology of profile teaching of biology in grades 10, 11 of the natural science profile 97
Conclusions on Chapter II 113
Chapter III. Experimental study of the methodology of profile teaching of biology in grades 10 and 11 of a general education school with a natural science profile 116
3.1. The state of the problem of the implementation of profile education in biology in the practice of modern school biological education 116
3.2. Methods of teaching biology in grades 10, 11 of the natural science profile in the conditions of a pedagogical experiment 126
3.3. results pilot study methods of profile teaching of biology in the senior classes of the natural science profile 141
Conclusions on Chapter III 158
Conclusion 160
References 163
Applications 185
Introduction to work
The relevance of research. The main idea of upgrading the upper stage general education consists in strengthening its individualization, increasing functionality and efficiency. According to the "Concept for the Modernization of Russian Education for the Period up to 2010", at the senior level of the general education school, specialized education is provided and the task is to create a "system of specialized training (professional education) in the senior classes of the general education school, focused on the individualization of education and the socialization of students, including taking into account the real needs of the labor market ", as well as "work out and introduce a flexible system of training profiles in high school, including through the cooperation of the senior school with institutions of primary, secondary and higher vocational education» . Transition Russian system education for specialized education requires a change in the goals and objectives of secondary biological education, which must be aimed at meeting the cognitive interests and needs of students, at the development of the student's personality, the formation of his motivational sphere, intellectual and creativity.
The achievement of new educational goals can be fully facilitated by profile education, which is a means of differentiation and individualization of education and allows you to create conditions for the education of high school students in accordance with their professional interests and intentions in relation to continuing education.
Didacts, methodologists, psychologists considered the problems of individualization and differentiation, the definition of goals that promote differentiation, as well as the formation of the content of specialized education, the choice of criteria for selecting students for specialized classes, the choice of profiles, etc. (G.D. Glazer, I.D. Zverev, L.Ya. Zorina, G.S. Kalino-
4 wa, B.D. Komissarov, V.V. Kraevsky, I.Ya. Lerner, V.N. Maksimova, A.V. Marina , A.N. Myagkova, I.M. Osmolovskaya, E.S. Rabunsky, L.N. Rozhina, I.E. Unt, N.M. Shakhmaev and others).
However, the process of specialized education in a general education school is still organized to some extent intuitively, without proper theoretical and methodological justification. In the past, profiling and deepening led to a learning overload of students, a one-sided development of students' abilities, and a decrease in cognitive interest in non-core subjects.
To date, a contradiction has arisen between the need to change the structure and content of biological education in changing socio-economic, scientific, technical and environmental conditions, on the one hand, and the insufficient theoretical and methodological development of specialized biology education in high school, on the other.
Problem our research is to find effective ways improving the quality of specialized biology education in high school.
The aim of the study is to develop effective methodology specialized education in biology at the senior level of a comprehensive school.
The object of the study is specialized biology education at the senior level high school.
Thing research - a methodology for specialized teaching of biology to high school students in the classes of a natural science profile.
Research hypothesis consists in the assumption that profile teaching of biology to students in science classes will be effective if:
the goals of profile education in biology are determined, aimed at strengthening its individualization and profile;
the principles of profile education are revealed;
in accordance with the goals and principles, the structure and content of specialized biology education are determined;
the forms, methods and means that contribute to the individualization and profile of education are determined.
Research objectives:
Find out the historical aspects of the formation of specialized education in a comprehensive school.
To identify the main essential characteristics of specialized biology education in modern domestic and foreign general education schools.
To construct a model of the methodology for profile teaching of biology.
Formulate and substantiate the goals of specialized biology education.
To formulate the principles of formation of the content of a profile course in biology and the principles of organizing the process of profile teaching of biology in classes of a natural science profile.
Determine the structure and select the content of the specialized biology course.
To select the optimal forms, methods and means of profile teaching of biology.
Experimentally test the effectiveness of the developed methodology for specialized teaching of biology.
To solve the tasks set, the following research methods:
theoretical: analysis, synthesis, comparison and generalization; modeling;
experimental: direct and indirect pedagogical observation, written survey of teachers and students, conversation, pedagogical experiment;
Statistical Methods mathematical analysis experiment data.
Methodological and theoretical basis of the study serve methodology
and theory of knowledge; activity theory; theories of personality development (L.I. Antsiferova, L.I. Bozhovich, A.N. Leontiev, S.L. Rubinshtein); methodology
dark approach (I.V. Blauberg, B.V. Vsesvyatsky, V.N. Sadovsky, G.P. Shchedrovitsky, E.G. Yudin), integrative approach (A.P. Belyaeva, M.N. Berulava , V.P. Solomin, G.P. Shchedrovitsky); personality-oriented, activity-based (I.S. Batrakova, A.N. Leontiev, I.Ya. Lerner, S.L. Rubinstein, A.P. Tryapitsyna, I.S. Yakimanskaya, etc.), problematic (A.M. Matyushkin, M.I. Makhmutov, etc.), differentiated (I.E. Unt, I.M. Osmolovskaya, etc.) approaches; ideas of humanization, ecologization of natural-science biological education (N.M. Aleksandrova, I.Yu. Aleksashina, S.V. Alekseev, N.D. Andreeva, N.M. Verzilin, A.N. Zakhlebny, I.D. Zverev, V. M. Korsunskaya, N. E. Kuznetsova, I. N. Ponomareva, N. A. Rykov, V. P. Solomin, I. T. Suravegina, V. D. Sukhorukoe, D. P. Finarov and others. ).
The main stages of the study:
At the first stage(2002-2003) an analysis of the philosophical, psychological, pedagogical and methodological literature on the research problem was carried out, the concept of "profile training" in the context of biological education was clarified and concretized, the state of the problem under study in the history, theory and practice of school biological education was identified, directions of research into the problem of specialized education in biology, a methodology for the ascertaining stage of the experiment was developed, a ascertaining experiment was carried out and its results were summarized.
At the second stage(2003-2005) the principles of forming the content of a profile course in biology and the principles of organizing the process of profile training in biology were determined, a theoretical model of the methodology for profile teaching of biology for classes in the natural sciences was built, a methodology for profile teaching of general biology was developed: the content of the profile course was selected, forms were determined, methods and means that contribute to the profiling and individualization of biology teaching. The formative stage of the experiment was organized.
At the third stage(2005-2006) the experiment was completed, the analysis and interpretation of the research results were carried out; finalization of the text of the dissertation.
Experimental research base: general education schools No. 369, 374, 375 of St. Petersburg.
Scientific novelty of the research consists in clarifying, concretizing and defining the concepts of "profile training in biology", "elective course in biology", classification of elective courses (special and non-special purpose); creation of a theoretical model of the methodology of profile teaching of biology; development of an effective methodology for teaching general biology in science classes, which includes student-centered learning objectives; content that promotes the development and professional orientation of the student's personality; forms, methods and means that contribute to the individualization and profiling of education.
Theoretical significance of the study consists in substantiating the principles of formation of the content of a profile course in biology (humanization, integration, cultural conformity, scientific and historical, profile differentiation, the fundamental nature of scientific biological knowledge, the unity and interdependence of professional orientation and polytechnics); the principles of organizing the process of profile education in biology (individualization, intensification, problem-based learning, interactive learning, the unity of the collective and individual activities of students, independence, satisfaction of cognitive needs and motives of students). Specific principles of specialized education are proposed: the unity of educational and research cognitive activity, creative activity of students. A model of the methodology for profile teaching of biology has been constructed.
Practical significance research consists in developing an effective methodology for teaching biology to students in science classes, in identifying effective forms of organizing specialized education
8 (types of lessons: problematic lectures, lectures with elements of heuristic conversation, seminars (disputes, "round tables"), workshops, combined lessons, educational games), home creative work with the inclusion of elements of research work, extracurricular work (independent work on the study of scientific literature, scientific thematic evenings, scientific conferences, a scientific student society in biology), excursions into nature, museums. The forms of organizing the control of knowledge and skills (tests, defense of abstracts, presentations of the results of practical work, biological experiments and experiments, a portfolio of individual student achievements) and methods that affect the increase in the student's independent activity are determined: informational, research.
Recommendations on the use of scientific results. The methodology of profile teaching of biology can be applied in the mass practice of the work of biology teachers and other subject teachers of the natural science cycle in a general education school and in the system of secondary vocational education, in the preparation of biology teachers in pedagogical universities, in the system of advanced training of teaching staff.
Reliability and validity of the research results provided with the integrity of the work, taking into account modern trends in the development of education and based on the methodology of the systemic, integrative; personally-oriented, activity-based approaches; the adequacy of the methods used to the goals and objectives of the study, the quality and quantitative analysis factual material, the introduction of modern pedagogical and methodological ideas in the educational process, the data of statistical processing of the results obtained.
Testing and implementation of research results were carried out in the educational process in biology in the schools of St. Petersburg. The main provisions and results of the study were discussed at meetings of the Department of Methods of Teaching Biology and Ecology of the Russian State Pedagogical University them. A.I. Herzen and round tables for teachers
The main provisions for defense:
Principles of profile teaching of biology.
A model of the methodology of profile teaching of biology in science classes, including target, procedural, content, and resultant components, based on the ideas of humanization, individualization of education and the ideas of profile education.
Methodology for teaching biology in science classes, including individually oriented goals; content with increased theoretical aspects and an increase in its activity and creative components; forms, methods and means that contribute to the individualization and profile of education.
Positive results of the study obtained during the implementation of the developed methodology, consisting in improving the quality of assimilation of biological knowledge and knowledge about professions in the field of biology; in the mastery of methodological, intellectual, practical skills by students and the development of interest in the study of biology and biological specialties.
Historical aspects of the formation of specialized education in the Russian school
The coverage of the historical aspect of the emergence of specialized education in the Russian school should begin with a description of the contradiction that has developed between classical and real education, and is directly related to the topic of this study.
Classical education - legacy ancient culture representing the unity of science, art and craft. At the same time, the content of training reflected elements of the disciplinary structure of knowledge.
In the 18th century, in contrast to the classical, a real education arose, which was enriched with ideas for the practical reorganization of life.
The first attempts to combine classical education and real education were made in early XIX century and turned out to be unsuccessful: the gap between the theoretical and practical, humanitarian and natural sciences was obvious.
In the second half of the 19th century, a solution was found - to combine the general education minimum, in particular in natural science, with differentiation in the classical and real areas.
In the 20th century, the conflict between classical and real education developed into a conflict between academic and utilitarian education. Academicism has spread widely in educational institutions preparing their pupils for entering the university, and was characterized by the predominance of theoretical knowledge over practical, generalization and conventionality, separation from requests Everyday life. At the same time, school courses of an academic nature were minimal copies of the corresponding subjects at universities.
We agree with the opinion of B.D. Komisarov, who believed that utilitarianism focused on those students who could not or had no intention of continuing their education at the university. They were offered a set of information of an applied, practical nature. The utilitarians believed that it was inappropriate for those who were not oriented to continue their education at the university to study life cycles protozoa, algae, mosses and ferns, memorize an extensive set of terms on the taxonomy of plants and animals. These students need first of all knowledge actual problems personal and public life(nutrition, disease, behavior, racial studies, etc.).
Starting from the end of the 17th - beginning of the 18th century, the conflict between academism and realism (utilitarianism) began to manifest itself more and more clearly in the Russian school. The first attempts at profiling education were carried out under Tsar Alexei Mikhailovich by Silion Poloukh at the Spassky School, which had the goal of preparing literate people for civil affairs and for state administration.
More clearly, the trend of profiling education begins to manifest itself in the era of Peter's reforms. In the first quarter of the 18th century, Peter's reforms took center stage in the history of Russia. If in the 17th century the school was not connected with solving problems of a practical nature, then in the 18th century education became a matter of the state and with a “bias to applied deviations”, because the state wanted to have knowledgeable shipbuilders, good officers and sailors, engineers.
V.V. Grigoriev, who studied the history of the Russian school, noted that from the beginning of the 18th century, Peter I began reforms in the field of education, paying special attention to the creation of secular schools to train the specialists necessary for the country. In 1701, by decree of the tsar in Moscow, in the chambers of the Sukharev Tower, a school of mathematical and navigational sciences was opened, where they begin to teach “voluntarily wanting more but with compulsion recruited” young people “mathematical and navigational, i.e. nautical, cunning arts ". It combined special education with general education. The school took arithmetic, flat and spherical trigonometry, navigation, marine astronomy, and taught brief information from the field of geography, predominantly mathematical: “youth was taught sciences exclusively related to navigation, such as: arithmetic, geometry, trigonometry with their practical applications to geography and navigation, navigation, with part of astronomy, as well as rapier science ( fencing)".
After the establishment of the navigation school, a number of technical schools arose. So, in 1712, an engineering school was established in Moscow. In the same year, an artillery school was opened.
title2 Principles of profile education in biology
In the course of determining the theoretical foundations of profile education in biology in the natural science profile, the essence of the concepts of “profile education”, “profile education in biology” was clarified.
The transition to profile education pursues the provision of an in-depth study of individual subjects of the program of complete general education; creation of conditions for a significant differentiation of the content of education for high school students with wide and flexible opportunities for building individual educational programs by schoolchildren.
The basic curriculum for the senior level of a general education school provides for the possibility of a variety of combinations subjects, which provides a flexible system of specialized training. This system should include the following types training courses: basic general education, specialized and elective.
Basic general education courses are mandatory for all students in all educational profiles. The following set of compulsory general education subjects is offered: mathematics, history, Russian and foreign languages, physical education, as well as integrated courses of social science (for natural-mathematical, technological and other possible profiles) and natural science (for humanitarian, socio-economic and other possible profiles).
Profile general education subjects - higher level subjects that determine the direction of each specific profile of education. For example, physics, chemistry, biology are core subjects in the natural science profile. Profile subjects are compulsory for students who choose this profile of study. The content of these two types of subjects is the federal component of the state standard of general education. Achievement by graduates of the level of requirements of the state educational standard in basic general education and profile subjects is determined by the results of the unified state exam.
Elective courses - elective courses that are mandatory for students to attend, which are part of the profile of education at the senior level of the school. According to Appendix No. 1 to the letter of the Ministry of Education of the Russian Federation of July 9, 2003 No. 13-51-144 / 13, elective courses contribute to the satisfaction of cognitive interests in various fields of human activity.
Elective courses are implemented through the school component of the curriculum and perform certain functions:
1. The function of the "add-on" of the profile course. At the same time, the profile course becomes fully in-depth (and the school or class in which it is studied turns into a traditional school with in-depth study of individual subjects).
2. The function of enriching the content of one of the basic courses, the study of which is carried out at a minimum general educational level. This allows you to support the study of related subjects on profile level and receive additional training to pass the unified state exam in the chosen subject at the profile level.
The number of elective courses offered as part of the profile must be in excess of the number of courses the student is required to take. For elective courses, a single State exam not carried out.
At the disposal of the Committee for Education of St. Petersburg "On the formation curricula educational institutions of St. Petersburg” presents the main approaches to the selection of elective courses for the organization of pre-profile training and profile education. With regard to X-XI classes, five types of elective courses are distinguished: those that complement the content of the profile course; realizing interdisciplinary connections through the study of related subjects; developing the content of one of the basic courses; oriented to the acquisition by schoolchildren educational outcomes for successful promotion in the labor market; aimed at satisfying the cognitive interests of students that go beyond the curriculum.
Elective courses should supplement the content of the profile course (for example, expand or deepen the profile course in biology), develop the content of one of the basic courses, satisfy the cognitive interests of schoolchildren, equip them with the knowledge necessary for professional orientation in applied fields of science (in particular, in applied fields of biology) . At the same time, elective courses should not be narrowly specialized or have a popularizing character. Otherwise, they will not correspond in their content to the target settings for the formation of students' social and intellectual skills of a universal nature. However, in addition to elective courses, some sources also mention learning practices, projects, research activities, special workshops, elective modules, special courses or in-depth study courses. Some authors, such as D.S. Ermakov, T.I. Rybkina, in addition to elective courses that are mandatory for studying elective subjects, the curriculum of profile education also includes educational practices, projects, and research activities.
The State of the Problem of Implementation of Profile Education in Biology in the Practice of Modern School Biology Education
An experimental test was carried out to determine the effectiveness of the developed methodology. We adhere to the opinion of V.I. Zagvyazinsky, according to which “the need to use an experiment arises when the research tasks require the creation of a situation that either cannot arise in the normal course of events, or would have to be expected indefinitely” . Before launching a formative experiment, it is necessary to study the question of how complete the idea of teachers of general education schools is about profile teaching of biology. For this purpose, the ascertaining stage of the experiment is carried out.
At the ascertaining stage of the experiment in 2002, sixty biology teachers were interviewed on the problems of profile teaching of biology at school. various schools city of St. Petersburg. The purpose of the survey was to find out the teachers' understanding of the essence of the process of specialized education in comparison with in-depth study of biology. During the survey, teachers were asked to answer several questions:
What is the essence of profile education in biology? The results obtained showed that 6% of respondents believe that profile education is “a more detailed, in-depth study of biology with an emphasis on one or more sections (cytology, genetics, invertebrate zoology, etc.); consideration of issues related to certain areas of science, having a practical direction in certain types of activity.
At the same time, 10% of respondents are convinced that profile education is “a deeper study of the subject with an increased practical (research) orientation, which will make it possible to “feel” the future specialty, to obtain elementary professional skills.”
Profile education as a copy of in-depth study of biology is represented by 20% of teachers.
Most of the respondents, 42%, think that profile education is “preparation for entering a university, for choosing a future profession, helping to make sure that the choice is right.”
Few (only 3% of respondents) believe that specialized education is “the study of a complex of subjects aimed at mastering a certain educational field". Could not give an answer - to this question - 19% of respondents.
So, according to St. Petersburg teachers, profile education is identified with an in-depth study of one or a set of subjects, during which issues related to a certain field of science and of practical importance are considered, making it possible to get acquainted with a future specialty and prepare for entering a university (Fig. 2). ).
The second question was aimed at concretizing teachers' understanding of the differences between specialized and advanced biology education: are there any differences between advanced and specialized education? If so, which ones?
The majority (80%) noted differences in the following features of profile and in-depth study.
An in-depth study of subjects involves a more detailed study of all sections of biology and preparation for entering a university; conducting classes at universities. It also involves a detailed consideration of a wide range of issues under consideration, the study of an expanded topic curriculum, the formation of students' in-depth knowledge.
Profile education, according to teachers, consists in a detailed study of biology or several natural science disciplines that prepare students for choosing a profession. It should provide an introduction to professions related to biology and include an in-depth study of individual courses - botany, zoology, anatomy and human physiology, depending on the interests of students in the future profession. The priority in choosing content is determined by the profile (some topics are studied in depth, while others are introductory).
Based on the results of the answers to this question, it can be concluded that teachers do not have a clear idea about in-depth and specialized education. They believe that an in-depth study of a subject is “a more serious study of science, a more detailed study of all biological disciplines without singling out any specific direction, carried out on the basis of universities.
Profile education is "a broader concept than in-depth study, which is aimed at a more detailed study of sections of biology that guide students in choosing a profession, acquaintance with professions that require knowledge of biology."
Article " Features of teaching biology in specialized classes »In the XX century. the dynamic development of biological knowledge made it possible to discover the molecular foundations of living things and directly approach the solution the greatest problem science - revealing the essence of life. Biology itself has changed radically, as has its place, its role in the system of sciences, and the relationship between biological science and practice. Biology is gradually becoming the leader of natural science. 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. Socio-political transformations in the country in last years, created the conditions for a multilateral process of broad changes in the field of education. Biology is a key subject of today's school; it is important as a subject that contributes to the formation and enrichment of the human spiritual world. The solution of the problems of modernizing the modern general education school is facilitated by the differentiation of education, which implies the deepening of knowledge in a certain field of knowledge, which is of the greatest interest to schoolchildren, with which they associate their further professional specialization.
Basic government document dedicated to the development of education in Russia - the Concept of Education Modernization approved by the Government of the Russian Federation (Decree of the Government of December 29, 2001 No. 1756-r) - speaks of the need to develop and implement a individualization of education and socialization of students, including taking into account the real needs of the labor market”.
To build the initial structure of profile education in the senior classes, three components are proposed in the content of the education of high school students:
Basic (invariant, general education) component: courses studied at the general education, basic level; in terms of their content and system of requirements for graduates, they meet basic (general educational) standards;
Profile component: a number of elective courses at an advanced level (this set determines the profile of training);
Elective component (optional component): a number of elective courses; in terms of their content, these courses should go beyond the core and basic standards. The school can use an elective component for specialization within the profile: for example, specializations can line up: Medicine, Industrial Technology, Agricultural Technology, Psychology, Guide-Translator, Military, Design, etc.
The course of biology is an important link in the system of natural science education. The complex general educational tasks of profiling at the senior level cannot be successfully solved if students are not prepared for the study of a systematic course of biology from the first years of studying biology at school, if they are not oriented towards making observations in nature, getting to know the diversity of plant and animal species, and cognition of your body.
As part of pre-profile training, it is necessary from the very first biology lessons in grade 5 to introduce into the lesson structure not only test material, laboratory work, tasks for comparison, generalization, work with educational text and drawings, but also tasks of an applied nature. At the lessons I use multimedia teaching aids, I include a lot of visual drawings, animations, videos in presentations, I use computer forms of control. In my work from the 5th to the 11th grade I am helped by the teaching staff of the line of I.N. Ponomareva.
You can actually profile students from lesson to lesson. It is important to use in teachingsystem - activity approach, thanks to which students develop skills: to describe, recognize, define, classify, explain, compare, analyze biological objects and phenomena. For example, when studying cells in grade 6, we teach children to recognize plant cells, their diversity and structure. In the 7th grade we consolidate knowledge about the cell and learn to compare the animal and plant cells, in the upper grades we analyze the relationship between the structure and functions of cell organelles and consider the cell as an integral system. During the years of study, schoolchildren form the main competencies: informational, educational and cognitive, general cultural, communicative, systemic thinking is formed, an understanding of the fundamental theories and laws of biology.
The goal of specialized biology education in high school is to prepare a biologically and environmentally literate, free person who understands the meaning of life as the highest value, builds his relationship with nature based on respect for life, man, the environment - earthly and cosmic; possesses evolutionary and ecological styles of thinking, ecological culture; the ability to navigate in the biological and border areas of the picture of the world; has knowledge of methods, theories, styles of thinking, areas practical application biological laws necessary for fruitful activity in any area of material or spiritual culture, in particular, for posing and solving problems of protecting species and ecosystems, maintaining a healthy lifestyle and successful cooperation with specialists - biologists, ecologists, doctors, engineers, etc.
Within the framework of the topic “Man as an inhabitant of the biosphere” in the 9th grade at the reflection lesson: “Assessment of the quality drinking water”At the stage of localization of individual difficulties, the question arose: “What are the sanitary and hygienic standards for the quality of drinking water”, during the construction of the project, the problem caused difficulties, when summarizing which the guys asked: “Is it possible to determine the quality of drinking water in the water tap of our school?”. So the subject project turned into a super-subject integrated research project “The water we drink”, it is important that students independently discover and formulate educational problem, set a goal learning activities, chose the topic of the project, put forward versions of the solution to the problem, independently found means to achieve the goal, made a plan for solving the problem in the group (completed the project), defended the project and presented the results to the public.
The core biological education should be based on a special course in biology, built on the basis of the principles of systematic nurturing and developmental education, continuity, wide differentiation with the minimum required educational standards. The content of the course should reflect the system of concepts of biology, its place in culture, and the structure should correspond to the patterns of development of the cognitive abilities of schoolchildren. Depending on the direction chosen by schoolchildren, they can receive a biological education of different levels - basic or advanced.
When switching to specialized education, the teacher is faced with the need to choose an educational and methodological kit (TMK), which, to one degree or another, would help solve the problems of the content, methods and technologies of education. The transition should be logical, so from the 5th grade I have been working along the line of I.N. Ponomareva, her teaching aids help me in all classes.In textbooks for grades 10-11 "General Biology" ed. I.N. Ponomareva reflects the current level of scientific biological knowledge. It also corresponds to a fundamentally new construction of textbooks, taking into account the peculiarities of specialized education. The presentation of the foundations of various biological sciences is embodied in a certain structuring of the textbook material: the main core of knowledge and two additional components - general education and profile. This division of educational material provides the necessary level of knowledge that corresponds to the choice that students have made regarding their future education or occupation. Thus, for the general education profile, the textbook provides modules for the humanitarian and general education profiles. In the table of contents, they are highlighted in different colors, which makes it easy to navigate. Each educational module can be used separately or, at the discretion of the teacher, complementing others. During the transition to the 2nd generation standards, textbooks for grades 10-11 of the basic and profile levels are offered.
The study of biology at the profile level in high school is aimed at achieving the following goals:
Mastering the system of biological knowledge: basic biological theories, ideas and principles underlying the modern scientific picture of the world; about the structure, diversity and characteristics of biosystems (cell, organism, population, species, biogeocenosis, biosphere); about outstanding biological discoveries and modern research in biological science;
Acquaintance with the methods of cognition of nature: research methods of biological sciences (cytology, genetics, selection, biotechnology, ecology); methods of independent biological research (observation, measurement, experiment, modeling) and competent registration of the results obtained; the relationship between the development of methods and theoretical generalizations in biological science.
To awaken in children the desire to study biology in specialized classes at the middle level, I use subject game modeling.In the course of studying the topic “Natural Community”, children are given cards with the names of plants, herbivorous and carnivorous animals, bacteria, fungi, and the task is given: holding hands, make a food chain. Thus, students remember that "food chains" begin with plants - this is 1 link. The second link in the chain is herbivorous animals. The third link is insectivorous or predatory animals and the chain ends with organisms that destroy organic matter. Students analyze what will happen to the chain if a single link is excluded from it.
The method of independent biological research is the creation of an information model of the school yard. Which for the fifth year now has been embodied in reality on our school site thanks to the social project “School is my second home”. Our project is the result of joint activities of children and adults, proof of the ability of children to offer ideas and solutions to important social and environmental issues, albeit not global ones.
Opossession of skills to independently find, analyze and use biological information; substantiate and comply with measures for the prevention of diseases and HIV infection, the rules of behavior in nature and ensuring the safety of one's own life in natural and man-made emergencies; characterize modern scientific discoveries in the field of biology, use biological terminology and symbols; establish a link between the development of biology and socio-economic and environmental issues humanity; assess the consequences of their activities in relation to their own health and the environment (project "Gifts of small rivers of the Uspensky district").
Education of conviction in the cognizability of wildlife, the complexity and inherent value of life as the basis of universal human moral values and rational environmental management (the study of organisms listed in the Red Book).
Acquisition of competence in maintaining one's own health (compliance with disease prevention measures, ensuring life safety in natural and man-made emergencies), in environmental management(compliance with the rules of behavior in nature, maintaining balance in ecosystems, protecting species, ecosystems, biosphere) and based on the use of biological knowledge and skills in everyday life.
As part of the pre-profile training of students, it is important to conduct elective courses in the 9th grade. Courses "Reserves Russian Federation» "Hematology" "The World of Plants" provides a transition to specialized education in grades 10-11 within the natural science profile of the school.
To strengthen the ecological orientation of education, along with the invariant part - the course of general biology - the content of education at the senior level may include elective courses on ecology and the biosphere. In the case of strengthening the biomedical orientation of education, along with the course of general biology, it is advisable to conduct courses “Health and Environment”, “Fundamentals of Cytology and Hygiene”. The agricultural orientation of the chemical and biological profile will be given by courses in plant physiology with the basics of crop production, animal physiology, genetics and breeding.
Extracurricular work in biology is the most mobile form of teaching and educating students, the content and methodology of which is determined by the teacher, depending on his experience and capabilities, and the interest of students. This work can be group or individual. At the same time, there is a noticeable change in the character of the students. value judgments, habits are developed to follow environmental standards in personal actions and behavior, there is a need to adhere to a healthy lifestyle.
The research activity of my students is based on social projects, they aim at a deep study of the problem, suggest the presence of the main stages characteristic of scientific research:designation of research objectives, hypotheses, formulation of conclusions. We are studying the ecological situation in our Little Motherland, the quality of Kuban goods.
The results of the design research activities the guys present to the public (primarily to the students of our school) in the form of oral journals. The Earth Asks for Help magazine consists of 3 pages: the first is Air, the second is Water, the third is Biosphere, and each is the result of research in nature.
In conclusion, I would like to note that the reasonable use of the capabilities of all components of the basic curriculum of the school creates the best, and most importantly, realistic opportunity to achieve the goals of modernizing the biological education of the younger generation of our Motherland.
1) The essence of vocational education.
2) The goals of prof. Tutorial
3) Organization prof. Tutorial
The main idea of updating the upper stage of the overall image. compound. in that image. should here become more individually functional and efficient.
According to conc. modernization of Russian images. For the period until the end of 2010 from 2001, an ode at the senior level is general education. providing schools. prof. training becoming. the task of creating a "system of special preparation of senior classes of a comprehensive school, orient. on the individual training, socialization of students, including taking into account the real needs of the labor market, as well as work out and introduce a flexible system of training profiles in high school
1.Type of item
2. The set of main features characterizing prof. housekeeping specialty
3. Scoop. specialist. activities, as well as the nature of production. or educational bias
4. Bias - orientation towards something, some specialization
5. Vocational training (according to the concept of vocational training in 2002) is a means of differentiation and individualization of training, which allows, due to changes in the structure, content and org. image, creating conditions for teaching high school students in accordance with their prof. interests and intentions in relation to continuing education.
Differentiation is aimed at ensuring that in the most. degree to provide the individual. training, to create optimal conditions for the identification and development of the abilities of each student.
The purpose of differentiation: to provide each student with the conditions for the development of inclinations and satisfaction. in the process of assimilation sod. general education
Aspects of differentiation:
1. Accounting individual features
2. grouping students based on these abilities
3. variability educational process in groups
Prof. system learning includes
1. basic general education subjects
2. profile (high level items)
3. elective courses (obligatory for attending courses of students' choice included in vocational training.
Elective courses - alternative courses designed to overcome prof. unidirectional learning and aimed at development. students of prof. orientation and development of special skills necessary for self-education and continuing education in prof. educational institutions
Groups of elective courses
1. elective courses for non-special purposes (contribute to the expansion of horizons, the development of abilities and cognitive interests of students can be associated not only with the chosen profile
2. elective spec. courses and elective special practicums aimed at intra-profile specialization of training
3. Elective specials courses - courses that deepen individual sections and topics of the curriculum and are designed to fill gaps in acquired knowledge
4. Elective specials workshops - designed to work out. the student's skills and abilities are required. for work in the field of elem. biological research
master the skills of general scientific and biological methods, the implementation of scientific methods
Models of organization prof. learning
1. Intra-school (associated with combining into one image. Teaching several.
Teaching students of a particular school comes with the involvement of educational resources in a different way. institutions:
a) associated with the association. several general education schools around the strongest acting resource center
b) is based on cooperation obligation. uch-i with uch-mi higher, middle and primary education
Tutorials:
1. the formation of students' knowledge about the basics of modern biology
2. provide understanding by students of the essence in the development and manifestation of life at different levels of the organization
3. familiarization of students with the history of development. biologist. research and biological methods
4. professional formation. value biologist. knowledge and skills to determine the role of man in nature based on understanding the laws of its development
Educational:
1. educating students in a scientific worldview
2. education responsible for nature, respect for personal and prof. labor
Educational
development of intellectual skills is necessary. to continue education and self-education
The principles of prof. learning:
f-I principles contents of prof. course: humanization, fundamental biol. knowledge
cultural conformity, unity and interdependence
scientific historian; prof. direction and polytechnics
prof. differentiation
principles of organizing the learning process
- individualization
- unity of educational and search cognitive activity
- interest
- trial training
- dialogue training
- unity of collective and individual activity
- creative activity
- independence
- Satisfactory needs and motives
The leading idea of the structure of prof. biology course - biology as a system of sciences:
a) the invariant part of the content component - the ideas of the integrity and unity of nature, the unity of nature and man
b) the variable part of the content component - methodological, natural science and biological knowledge, activities, values within the content. element of special and non-special purpose courses.
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 in the classes of the humanitarian, physical and mathematical areas when teaching basic level biology can use traditional forms, methods and techniques, then the methodology of teaching general biology in the natural science profile should be saturated with techniques that promote 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 provided that students are included in the project activities of the most different 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. Such methods as independent study various sources of information, including the use of computer technology; overview and orientation lectures; laboratory research workshops; seminars, discussions, creative meetings; holding creative competitions, public defense of projects, etc.
One of the fundamental points in specialized school is the independent work of 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 schoolchildren 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.
Modern approach 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 is gradually being formed, digital library drawings.
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 what is seen, 1/2 of what is 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, 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 efficiency increases. independent work. 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.
The organization of the 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).
Most different kinds work can be done 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 possibilities of including various exercises in the learning process, and continuous feedback, supported by carefully thought-out incentives for learning, enlivens the learning process, increases its dynamism, which, ultimately, leads to the achievement of almost 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, but 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 relating to specialized education in biology began to appear in the methodological literature from the very beginning of the experiment. Journals "Biology at school", " public education", the newspaper "Biology", the sites of the 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) an individual set (profile route) for 10-graders and 11-graders of training courses of three levels - basic, profile, 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 levels; 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 a 9th grader includes visiting a course of choice, participation in full-time and correspondence olympiads, competitions in biology, events of the stage natural sciences intellectual and practical marathon, participation in the work of the Department of Natural Sciences of the NOU "Eureka". 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 profile 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 per different courses- 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 guidelines on the use of this textbook in the study of biology at a basic and specialized level.