Profile training in biology lessons. Methods of specialized teaching of biology in senior classes of secondary schools Anastasia Leonidovna Levchenko. Interactive learning: new approaches

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Development of cognitive activity in biology lessons among high school students of a specialized school.

Eremkina E.V. - biology teacher at Municipal Educational Institution Secondary School No. 3 in Volsk, Saratov Region. March 26, 2013

Our school has been teaching biology in specialized groups for four years.

The introduction of specialized biology education provided the student with the opportunity to form an individual educational trajectory and provide in-depth training in selected disciplines, which makes it possible to relieve them of their workload in non-core subjects. The transition to specialized education, in my opinion, in addition to in-depth study of a particular subject, should also contribute to the development of students’ skills in independent acquisition of knowledge, and is also intended to ensure a high degree of readiness not so much for passing the Unified State Exam, but for continuing their education in higher educational institutions. This means that during specialized training the necessary basis for understanding university courses and scientific literature should be created. And this seems unlikely to me without the use of special forms and methods of classroom and extracurricular work in specialized groups aimed at developing cognitive activity.

A student will not show cognitive activity if he does not receive satisfaction from the results obtained, does not see or does not know ways to apply knowledge in practice.

As a rule, a teacher uses various forms of lessons, but in each specific case he should strive to choose a method or method that would maximally stimulate the development of students’ cognitive activity.

The most effective technologies are those that implement the idea of individualizing learning and provide scope for creative self-expression and self-realization.

In my work, I use the technology of problem-based learning as the main one, since the transformative activity of the student can be effectively implemented only in the process of independent work on completing a task of a problematic nature.

The problem-based approach to teaching is considered as a means of managing students’ thinking, and its goal is to enhance the cognitive activity of schoolchildren and develop interest in knowledge.

Problem-based learning technology allows you to avoid mechanical memorization of the material being studied. In the process of solving an educational problem, the student overcomes difficulties, which contributes to the development of his thinking, the awakening of cognitive interest, and the development of will.

The development of cognitive activity in students is carried out through the use of modular learning technology.

Modular training in general, and in the context of vocational training in particular, has a number of advantages. It allows students to work at their own pace. In addition, modular training also provides “soft” forms of control in the process of mastering the content of educational material.

The most complete disclosure of biological theories and patterns of scientific facts is facilitated by the use of a lecture-seminar teaching system. The educational function of this technology is realized if the lecture is logical, evidence-based, emotionally charged, and contains scientific interpretations and an assessment of the results of scientific research. Since a pure lecture is tedious, it is best to use lecture-conversations. By saturating the conversation with new factual material, offering students leading questions, I try to encourage them to form their own conclusions. The lecture-conversation seems to me to be effective also because this form of organizing lesson activities allows for closer contact between the teacher and students. As an example, we can cite dozens of topics in school lectures. I will name just a few of them: “History of the development of the science of genetics”, “Development of ideas about the evolution of living organisms”, “Mutational variability”, “Ecological environmental factors”.

Seminars are another form of work in lessons in specialized groups that develop cognitive activity. As a rule, I organize them by topics that schoolchildren can understand on their own with the help of literature. For example: “Non-cellular forms of life”, “Reproduction of biological systems”, “Origin of life on Earth”, “Theory of anthroposociogenesis”, “Chemical organization of living matter”, etc. As experience shows, seminar lessons make it possible to intensify the cognitive activity of students, since they provide for independent work on educational and additional literature, which encourages them to a deeper understanding of knowledge on the topic being studied.

In addition to review seminars, I also conduct control and generalization seminars: “Human genetics”, “Main features of the evolution of the animal and plant world”, “Global problems of humanity”, “Embryonic development of animals” and research seminars “Study of the main stages of the life cycle of gymnosperms and angiosperms ", "Studying methods of vegetative propagation of indoor plants", "Studying the patterns of inheritance of traits when crossing different plants."

In some lessons I also use a method such as independent study of basic and additional literature. This, in my opinion, serves as an important source of knowledge for students in specialized classes. The biology classroom contains a fairly large number of books that can be used in preparation for various types of classes.

The next direction in the development of cognitive activity is writing and defending abstracts, which contribute to a significant expansion and deepening of schoolchildren’s knowledge and the development of independence.

Abstracts completed by students of specialized grades X-XI are, as a rule, more serious in nature and require the high school student to have the skill of a research culture. A list of abstract topics is presented in the textbook after each chapter. The guys choose the topic themselves. The requirement is two papers per semester for each student. Abstracts are defended during the last 3 lessons of the semester.

Undoubtedly, laboratory and practical classes and independent research, the topics of which are suggested in the textbook, develop students’ cognitive activity.

Laboratory and practical classes are an important form of lesson work and a mandatory part of the programs. Such classes are conducted in class with the maximum possible independence of high school students.

Independent research is carried out outside of school hours. The study was conducted on the following topics: “The Ministry of Health warns about the dangers of passive smoking”, “Would you buy Whiskas pussy?”, “History and biology of a protected plant species in our region”, “Alcohol with your character”, “Biological diversity nearby with my home (school)”, “What is the state of the problem of preserving biological diversity in Russia”, etc.

Knowledge control is one of the important means of the effectiveness of the educational process. I carry out test work upon completion of studying each program section. They allow you to identify the degree of mastery of the material, identify gaps in students and adjust their knowledge in the future. The difficulty level of the tests must correspond to the specialized training. I use various types of test tasks and an automated test control system.

A continuation of educational activities is extracurricular work, which is aimed at systematic education, the development of creative abilities and cognitive activity in schoolchildren. Students of specialized groups are active participants in scientific and practical conferences and Olympiads at various levels. Extracurricular and classroom work act in specialized groups as equal sides of a single educational process. In my deep conviction, only in this case can the goals of specialized training be achieved.

For several years I have been doing research work with schoolchildren, and specialized groups are no exception. Research activities contribute to the development of cognitive activity and allow each student to experience and test their capabilities.

Olympiads occupy a special place among all forms and methods of extracurricular activities in specialized education. The main goal of the Olympiads is to increase students’ interest in studying specialized disciplines and identifying talented children. Successful performance at the Olympiad requires preparation separate from class activities, because the proposed tasks go far beyond the scope of even specialized training. Of course, the work of preparing for the Olympiad cannot be reduced only to the work of a teacher. It involves a lot of independent work by students with a variety of additional literature, and if the child shows cognitive activity, then he achieves certain results.

One of the main tasks of creating specialized groups is to retain the emerging interest in science, consolidate it, develop cognitive activity, and help students choose professions.

The development of cognitive activity through the forms and methods that I use allows me to achieve certain successes in the educational achievements of students.

Study results in 2012: academic performance - 100%, quality of knowledge - 88%, 2 students of the specialized group became prize-winners of the Olympiad in biology and ecology at the municipal level.

Every year, since 2005, students of the specialized group are active participants in the All-Russian competition “First Steps into Science”, projects “Intellectual and Creative Potential of Russia”, distance olympiads "Growth Factor".

One of the tasks of specialized education is to assist high school students in choosing professions. I believe that this task is being successfully implemented in our school:

Professional definition for the period 2009 - 2012
Saratov State Medical University	5 people
Saratov State University named after. N.G. Chernyshevsky	4 people
Saratov State Agrarian University named after. N.I. Vavilova	11 people
State educational institution of secondary vocational education "Volsk Medical School"	5 people
FGOU SPO "Volsky Agricultural College"	1 person

Problems of specialized training and approaches to their solution

Currently, the features of specialized training are largely related to the specifics of the problems of its implementation and possible ways to solve them, which are proposed in theory and practice.

What is specialized training? The main regulatory document “The Concept of Profile Education” states that specialized education organized in senior grades of general education schools involves taking into account the interests and abilities of students and contributes to their professional self-determination.

To what extent is this form of teaching familiar to teachers? Types of profile differentiation are profile classes and classes focused on a specific university. In addition, classes with in-depth study of individual subjects are close to them. What all these forms of education have in common is the orientation of high school students towards developing the ability to independently search for knowledge and assimilate it, to study certain methods of activity characteristic of specialized subjects or subjects studied in depth.

During a period of significant social changes in our country in the 90s. XX century Classes with in-depth study of individual subjects became widespread. Sometimes all that was needed to create them was the desire of the subject teacher, the school administration and the interest of the students. Biological, chemical and other classes were created in which in-depth study of only one academic subject was practiced.

Subsequently, in the practice of schools, classes with a focus on the chosen profession, specialized in a university, have become widespread, and have proven themselves well as a form of admission to it. Interest in them was explained by the possibility of preparing for entrance exams to an institute (university) within the school walls and the organization of combined final and entrance exams.

During the same period, such a form of education began to develop as specialized classes, in which students are focused not on an educational institution, but on a specific academic discipline. In a class of one profile, schoolchildren who wish to obtain various professions in the same field of knowledge can study in the future. For example, in a natural science (biological) class, students are guided by the professions of medicine, biologist, ecologist, and psychologist.

What profiles are provided for by existing regulatory documents? In the practice of schools, the following specialized classes have become widespread: mathematics (physico-mathematical), natural science, humanities, etc. The Federal component of the state standard of general education lists the following profiles: physico-mathematical, physico-chemical, chemical-biological, biological -geographical, socio-economic, social-humanitarian, philological, information technology, agro-technological, artistic and aesthetic, defense sports, industrial-technological, universal (general education). The academic subject biology is studied at the profile level in classes of chemical-biological, biological-geographical and agrotechnological profiles.

How does the school choose a profile? The “Profile Training Concept” provides the following opportunities. The school can only retain general education (universal) classes, i.e. remain non-core, choose one profile depending on material and technical conditions, teaching staff, student preferences, or become a single-profile.

In fact, it is extremely difficult for schools to support more than two profiles, so most schools are faced with the alternative of creating one or two profile classes.

The main problems are related to the definition of the training profile itself. It is no secret that often the desires of students are so heterogeneous that recruiting even one class is difficult. In this case, you can use such forms of training as classes of flexible composition, individual educational trajectories of students, and a network organization.

Flexible classes involve teaching at least two groups of students in different areas. In such classes, all students attend general education subjects, and when studying specialized disciplines, the class is divided into groups. Individual educational trajectories make it possible to take into account the interests of different groups of schoolchildren, and the schedule of school hours for the week is compiled individually for each. Network organization currently implemented through Internet education.

How is the choice of profile determined by students? The factors determining the choice of profile are extremely varied. They can be either positive (parents, teachers, friends recommend, like the subject) or negative (don’t recommend, don’t like). Pre-profile training, the experimental implementation of which has already begun, helps to facilitate targeted choice.

The teacher needs to take into account not only the preferences of students, but also their individual characteristics. Psychological and pedagogical research has made it possible to identify individual typological characteristics characteristic of students of a certain profile. These features include the interests and inclinations that students have towards certain areas of knowledge, special abilities that allow them to successfully master their major subjects.

Research by V.A. Krutetsky, N.S. Purysheva, I.M. Smirnova showed that students in mathematics classes are more characterized by abstract-logical thinking, interest in systematization, identifying patterns, while “humanities” students have developed visual-figurative thinking, and emotions are more clearly manifested.

Students of natural science classes are characterized by the perception of an object as a whole, flexibility of mental activity, logical and sensory perception of an object. This can be revealed, for example, during laboratory work, if it is possible to select objects and tasks for practical research (workshops, laboratory work, experiments, observations).

For students of humanities classes, the outwardly attractive and interesting appearance of the object of study is important. Thus, in the laboratory work “Construction of a variation series and a variation curve,” it is advisable to offer students indoor plants as an object of research. Then the choice of tasks changes. In addition to the necessary measurements of leaf area and the construction of a variation curve, a conclusion is expected about the significance of modification variability.

In mathematics classes, students, perceiving the essence of the process, easily abstract from the object of research. In the laboratory work under consideration, “Construction of a variation series and a variation curve,” herbarium specimens of plants are used as the object of research. You can include the following tasks: measurements, independent choice by students of the necessary mathematical methods, construction of a variation series and its graphical display, as well as identifying patterns associated with modification variability.

In science classes, an object of study may be of interest not only as an illustration of a specific phenomenon or pattern, but also in itself. Therefore, it is rational to give students the opportunity to prepare it themselves. The described laboratory work involves independently compiling a herbarium or selecting seeds (beans, peas, etc.).

So, we come to the most significant problem - the content of specialized education. The curriculum for a specialized school includes several groups of subjects: basic, specialized, and elective. Biology at a basic level is studied as part of a natural science course or as a separate academic subject with a load of 1 hour per week in the 10th and 11th grades. In specialized classes, 3 hours per week are allocated to this discipline for two years of study. Elective courses taken at students' discretion can contribute to both in-depth study of a core subject and the maintenance of basic general education disciplines. The largest number of questions are related to the basic level, because a significant reworking of the content of education is expected.

Practice shows that in classes of different profiles it is necessary to take into account the sequence of studying the main sections of general biology, interdisciplinary connections with specialized disciplines, the selection of methods of action with educational material and forms of organizing the educational process.

In classes of different profiles, the logical structure of the course should be different. Thus, students in mathematics classes have developed abstract thinking: they easily perceive material in the form of logical diagrams, problems, and models. Sciences such as cytology, genetics, and selection allow you to rely on existing knowledge, skills and abilities. In addition, the use of a strict deductive method of presentation and the use of mathematical modeling methods increase the authority of science in the eyes of students.

In humanities classes, we begin the study of general biology with the topic “Fundamentals of evolutionary teaching.” This is due to the narrative presentation of educational material, reliance on developed abilities and skills, and frequently used methods of activity. All of the above allows you to gradually prepare students for more complex educational material.

In natural science classes, the sequence of topics corresponds to the levels of organization of living matter (from molecules and organelles to biocenosis and biosphere). In other words, the study of biology begins with elements of bioorganic chemistry and the basics of cytology.

Let's give another example. When studying the topic “Fundamentals of Genetics”, it is necessary to actively use logical structures and diagrams for classes of all profiles. Explaining new material in the form of problems facilitates the process of assimilation in mathematics and natural science classes, and this form of presentation of material is possible for all material on the topic (H. Mendel and T. Morgan's laws, interaction of genes, inheritance of sex-linked traits, etc.) .

Students in mathematics classes often abstract from the text of problems, focusing on its numerical or letter expression, so it is necessary to teach them to analyze the meaning of each problem. This stimulates the assimilation of the general principles of the construction of any science and allows us to draw analogies between sciences from different fields of knowledge. In addition, this profile should establish interdisciplinary connections with mathematics.

In humanitarian classes, interdisciplinary connections with a number of humanitarian subjects are of particular importance. In the topic “Fundamentals of Genetics” we relied on knowledge of a foreign language. This includes deciphering the meaning of terms and an approach to solving problems by analogy with the perception of text in a foreign language. Among other areas of knowledge that are essential for teaching natural science disciplines, we highlight historical and, in particular, historical and scientific knowledge. This helps to increase students’ interest in the subject by turning to unknown facts from the eras being studied; a situation is created for the successful self-realization of the individual due to the opportunity to attract deep knowledge from another field of science.

The ways of learning new material and the forms of organizing the educational process are very diverse. Many of them must be used in all classes, and some are most effective in certain classes. For example, in humanities classes, we can recommend drawing up plans, theses, abstracts, reports, and working with scientific and reference literature.

Thus, we can conclude that the educational material needs to be adapted to the capabilities of students in classes of different profiles.

Ph.D. ped. sciences,
Art. scientific co-workers ITIP RAO.

On the issue of creating software and methodological materials in the natural sciences for schools in the Moscow region

Profile training at the senior level of general education is one of the directions of the concept of modernization of education, approved by order of the Government of the Russian Federation dated December 29, 2001.

The goals of specialized training are:

– ensuring in-depth study of individual subjects of the complete general education program;
– creating conditions for differentiating the content of education for high school students with ample opportunities to create individual programs;
– maximum individualization of education, which should become functional and effective.

It is expected that by the 10th grade, students must choose the direction, the profile that will become the basis of their profession. For this purpose, pre-profile training is planned in the senior classes of basic school. It consists of elective courses (their content expands knowledge on the subject), the work of teachers and psychologists that promote self-determination of the student at the basic level, and the work of the school administration to provide information about the profession market (open days, conversations with area residents, school graduates who have achieved certain results in any field of work).

The model of a general education institution with specialized training at the senior level provides for the possibility of various combinations of various subjects, which should provide a flexible system of specialized training. It includes three interacting components:

– basic general education subjects, which are mandatory for all students in all majors;
– specialized general education subjects – advanced level subjects (at least two), which determine the focus of each specific educational profile;
– elective courses – mandatory elective courses that are part of the profile of study at the senior level of school.

In this regard, one of the most pressing tasks at the moment is the task of selecting content and determining methods of teaching and education in specialized classes. The solution to this problem is possible by creating experimental training sites for various training profiles.

To organize natural science experimental sites in schools near Moscow within the framework of the regional target program “Development of Education in the Moscow Region for 2001–2005.” It is planned to create educational and methodological support developed taking into account the specifics of the Moscow region.

To do this you need:

– develop a basic curriculum for the school course “Biology” in the natural sciences;
– to specify the basic program of the school course “Biology” in the natural sciences in connection with various areas (agrotechnological, biological-chemical, etc.);
– to develop programs of elective courses for pre-profile and specialized training of schoolchildren in the natural sciences, taking into account the specifics of the Moscow region;
– carry out experimental preparation and testing of the developed programs;
– prepare methodological recommendations and materials for creating educational and methodological sets for the school course “Biology” in the natural sciences, taking into account the specifics of the Moscow region.

The creation of experimental training sites for various educational profiles will allow us to obtain the data necessary for selecting content and choosing teaching and educational methods in specialized classes. Analysis of this material will allow secondary schools in the Moscow region to move in 2006 to effective work in the conditions of specialized education.

The idea of specialized training can be implemented in various ways. Currently, taking into account the current situation, this idea can be most effectively implemented by introducing elective courses into the educational process. In this case, students study a basic course in the profile and select several elective courses from the school component of the curriculum (in total, at least 70 teaching hours over 2 years of study).

A teacher of a specialized school at the moment inevitably faces the problem of choosing a list of elective courses that can be offered to students of different profiles.

Employees of the Department of Methods of Teaching Biology, Geography and Ecology of the Moscow State Regional Pedagogical University within the framework of the target program “Development of Education in the Moscow Region for 2001–2005.” under the guidance of the head of the department, Doctor of Pedagogical Sciences, Professor V.V. Pasechnik developed software and methodological materials in the natural sciences for secondary educational institutions in the Moscow region, which includes a biology program for the natural sciences and elective course programs.

Elective courses adopted by teachers of a number of experimental schools are divided into two groups with different functions. Some of them support the study of basic core subjects (biology, chemistry, physics) at the profile level specified by the standard. This is the elective course “Patterns of Biological Processes,” the author of which is Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy of Education, Professor D.I. Trytak. This elective course introduces high school students to the laws of biological processes using the example of thermodynamics (i.e., it is built on the basis of interdisciplinary connections between chemistry, physics and biology).

Other elective courses serve for intra-profile specialization of training and for building individual educational trajectories for students. These include, for example, the courses “Biological foundations of crop production”, “Application of biological processes and systems in production”, “Microorganisms in nature and human activity”, etc.

Thus, the staff of the department, together with teachers, is actively working to create an educational and methodological set of materials for the implementation of a specialized education program for schools in the Moscow region. The created and published educational and methodological materials are successfully tested in schools in the Moscow region.

T.M. EFIMOVA,
Ph.D. ped. sciences,
Assoc. department methods of teaching biology, geography and ecology MGOPU

About the use of textbooks for specialized classes

One of the significant goals in the education modernization strategy is the readiness and ability of young people to bear personal responsibility for both their own well-being and the well-being of society. In this regard, such educational guidelines as independence, self-organization, sociability, and tolerance come to the fore. To a certain extent, this is solved through the school’s transition to a specialized education.

– the subject being studied must be necessary for subsequent education and in demand in further social or professional activities;
– changing teaching methods;
– teaching technologies at senior levels should be aimed at developing practical skills of analysis and self-study;
– selection of educational programs;
– in high school it is necessary to switch to different forms of independent activity: summarizing, designing, research, experimenting;
– transition from variability for the teacher to variability for the student.

All this will allow for the development of the graduate’s personality, social and creative activity.

How can you achieve your goals? First of all, this is the variability of education, the strengthening of personal orientation, i.e., in the end, this is specialization at the senior level of school.

When switching to specialized training, the teacher is faced with the need to choose an educational and methodological set (TMS), which, to one degree or another, would help solve the problems of content, methods and technologies of teaching.

In this regard, the requirements that a teacher should first of all make to the educational complex when choosing it are (according to I.Ya. Lerner):

– system of knowledge about nature;
– experience of an emotional and value-based attitude to the world;
– experience in carrying out creative activities;
– experience in implementing methods of activity.

All these requirements, or at least the main ones, must be met by the educational complex for the senior level of school.

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 structure of textbooks, taking into account the features of specialized training. The presentation of the fundamentals of various biological sciences is embodied in a certain structuring of textbook material: the main core of knowledge and two additional components - general education and specialized. 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 humanities 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 the others.

The course can distinguish several levels of algorithmization related to the new conceptual framework: from general to specific.

In the 10th grade, the following levels are studied: biosphere, biogeocenotic, population-species. In 11th grade: organismal, cellular, molecular. The principle of greening runs through the entire course.

One of the parameters for enhancing cognitive activity and its design is algorithmization, the logic of presentation. All topic material is presented in interconnected blocks: educational guidelines, paragraphs, seminar lesson, summing up. In addition, there are the following sections: “Test yourself”, “Think”, “Discuss the problem”, “Express your opinion”, “Exclude the unnecessary”, “Prove the truth or error of the statement”, “Define the term”, “Basic concepts”. All this allows you to clearly plan students’ activities within the topic.

I would like to draw attention to such a block as “Let’s summarize”, which is available in all textbooks edited by. I.N. Ponomareva. It helps students not only test their knowledge on a topic, but also, which is especially important in humanities classes, learn to express their opinions, prove the truth or fallacy of a statement, etc. This methodological part makes the textbooks unique.

A special place in the general biology course is occupied by seminars, which the authors of the program propose to conduct in humanities classes upon completion of the study of the material in each chapter. Their topics are varied, but closely related to the specifics of the class. As practice has shown, these seminars can be conducted in all classes, because they help the teacher solve the main problems identified earlier.

We have developed a specific algorithm for preparing seminars, which includes the following stages:

– creation of a creative group to prepare the seminar;
– selection of problems and questions for discussion;
– formation of microgroups to study the material;
– study of the problem;
– consulting with teachers;
– selection of material for presentation at the seminar;
– preparation of material on paper and electronic media;
– preparation of speeches and presentations.

As you can see, in the group, each student can find a task that is feasible for him. At the same time, different types of activities allow students to try themselves in different areas, acquire skills, and decide on the need to improve any skills.

The meeting of the activists helps to finalize the structure of the seminar and issues for discussion. A general presentation is prepared. It is important to note that each seminar should determine its personal significance for the child, so it is necessary that the result be some kind of action. For example, organize a riddle competition for kids (after the seminar “The Image of Nature in Folk Art”), write a letter to future generations warning about environmental dangers, etc.

Conducting the seminar itself takes one lesson, so you need to think through everything to the smallest detail in order to have time to do everything that is planned.

Summing up the results of the seminar is carried out with the aim of analyzing the work done, and, as practice shows, the guys evaluate themselves quite critically.

Thus, UMC, ed. Ponomareva I.N. for grades 10–11, is one of the ways to solve many problems facing a teacher of a specialized school. Using it skillfully will help high school students master many study skills that will be useful to them in life.

O.V. GORKOVYKH,
methodologist in biology
city methodological center,
Ryazan

On the issue of specialized education in high school

Specialized education is becoming an increasingly effective method of preparing high school students to achieve a specific goal - entering a higher educational institution. The existing significant gap between the requirements of higher education for applicants and the capabilities of secondary schools in implementing the educational standard has still not been fully eliminated. The specialized school seems to be the most holistic educational structure capable of solving this problem.

Currently, the problems of organizing specialized training are extremely relevant. First of all, the following difficulties should be noted:

– diagnostics of vocational guidance of schoolchildren;
– organization of a holistic educational process that corresponds to the parameters of the basic curriculum and solves specific problems of profiling;
– ensuring closer interaction between teaching staff of schools and teaching staff of universities;
– conducting regional monitoring of specialties;
– improving the quality of the educational process.

There is already experience in approaching solving a number of problems. Various technologies and methods are used - this includes drawing up individual psychological and pedagogical maps of students throughout the entire period of study, creating flexible classes, participating in job fairs, and holding joint scientific and practical conferences and seminars for teachers and university professors. The positive results obtained indicate the effectiveness and prospects of creating specialized classes now, and in the near future we can expect a wide spread of specialized schools.

D.V. COBBA,
Ph.D. ist. sciences,
head of non-governmental educational institution
"School of Classical Education Luch"

The page is intended for biology teachers.

Methods of teaching lecture-seminar-credit classes in senior education using multimedia technologies

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

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

The competency-based approach to the formation of the content of education involves strengthening the activity orientation of education, which means defining learning outcomes not so much in an object-knowledge form, but in an activity-based form (solving certain problems, presenting this or that, analyzing certain relationships and patterns, independently finding information for this or that, to compare certain objects, etc.).

If in classes of the humanities, physics and mathematics, traditional forms, methods and techniques can be used when teaching the basic level of biology, then the methodology for teaching general biology in the natural sciences should be rich in techniques that contribute to the development of independence, creativity, and information literacy in schoolchildren. Promising are communicative methods, research methods, various types of independent work and others. High-quality assimilation of general biological knowledge and the development of biological competencies in line with the natural sciences are successfully carried out provided that students are included in project activities of various types: research, creative, informational, practice-oriented. Profile training is intended 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 university education system. This can be seen in both forms and technologies. It is advisable to teach biology in specialized classes using the lecture-seminar system. Technologies are also used: project activities, information, computer, critical thinking, group, gaming, etc. Methods such as independent study of various sources of information, including the use of computer technology, are becoming dominant; 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 a specialized school is the independent work of students. The volume, types, and content of this work become more diverse and broader, ensuring the achievement of these goals. In senior secondary school there is a transition to a new level of studying biology, based primarily on the organization of active independent cognitive activity of students, taking into account the interests and motives for introducing students to the study of biology. Based on the main target guidelines of the educational standard, the process of teaching biology is 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 acquisition of knowledge, but on the ability to use it in practice. New forms of assessment are “built up” not on 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 in working with information. Every year, an electronic collection of students’ creative works is compiled, where the best works are placed. The selection according to predetermined criteria is carried out by a group of students - “analysts”; the placement, structuring and design of the collection is carried out by “computer scientists”. Of course, this maintains interest in the subject, develops 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 and an electronic library of drawings are gradually being formed.

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

Of course, the use of information and computer technologies in the lecture-seminar-credit system is advisable. Indeed, according to modern research, 1/4 of the material heard, 1/3 of what was seen, 1/2 of what was heard and seen at the same time, 3/4 of the material remains in a person’s memory, if, among other things, the student is involved in active actions in the learning process.

While studying 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, his horizons expand. When using information and computer technologies in the classroom, learning motivation increases and students' cognitive interest is stimulated, and the efficiency of independent work increases. The computer, together with information technology, opens up fundamentally new opportunities in the field of education, in student learning activities and creativity.

While explaining new material, the teacher is not “cancelled”; he coordinates, directs, manages and organizes the educational process, and 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, a virtual “travel through time and space”, presence in a scientific laboratory and other situations “happens” with the help of video, sound and text. The wealth of content support makes the lesson not only much more digestible, but also immeasurably more fun.

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

The organization of the educational process (preparation for a lesson) has a certain algorithm.
♦ Think over the structure of the lesson.
♦ Select the most effective ICT tools.
♦ Consider the feasibility of their use in comparison with traditional means.
♦ Create a time plan for the lesson (minute-by-minute plan).

A wide variety of work can be done using a computer:
♦ Working with texts
♦ Working with static images
♦ Working with video information
♦ Obtaining 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 educational activity; it is an assistant to the teacher, and not his replacement. A computer for a student is a tool for creative search, self-expression and self-realization.

Computers make it possible to achieve a qualitatively higher level of clarity of the proposed material, significantly expand the possibilities of including a variety of exercises in the learning process, and continuous feedback, supported by carefully thought-out learning stimuli, enlivens the learning process, helps to increase its dynamism, which ultimately leads to the achievement of barely Isn’t it the main goal of the actual procedural side of learning – the formation of a positive attitude towards the material being studied, interest in it, and, as a result, improving the quality of education.

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

Let us remember the words of A.A. Ukhtomsky: “New interpretations of one’s own and others’ experience, the fruits of thinking, are always a project and anticipation of the upcoming reality.” And whether we want it or not, information and communication technologies are our reality today, and we must learn to use 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 regarding specialized biology education began to appear in the methodological literature from the very beginning of the experiment. Magazines “Biology at School”, “Public Education”, newspaper “Biology”, websites of IPKiPPRO OGPU, RCRO, OSU, newspaper “First of September”, festival “Open Lesson”, etc. – here is an incomplete list of sources of information about specialized training. However, almost all of this information is devoted to specialized biology education in general, without taking into account the variety of models of majoring and the specifics of schools.
When introducing 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, specialized, elective courses;
- technologies, forms and methods of work;
- assessment of students’ knowledge and achievements;
- extracurricular subject activities and specialized practices;
- pedagogical support for students.
Profile training, carried out along individual routes, includes several components. The set of educational subjects offered to the student by the school for choice includes additional two-hour and one-hour specialized courses, short-term elective courses (17 hours, 9 hours). Each student selects from the proposed subjects the subjects necessary for further professional self-determination for study at the profile level (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 compulsory attendance: one (17 hours) in each semester. The list of academic subjects for choice and elective courses is determined by diagnosing the interests of students, their professional inclinations, and the social needs of parents.
A student has the right to take a set of courses in the same field of study or in different ones. Along with specialized ones, universal (basic) courses are conducted, in which students are trained within the framework of traditional programs and class groups.
This model assumes: 1) an individual set (profile route) for 10th and 11th graders of educational courses at three levels - basic, specialized, elective; 2) formation of individual educational plans and schedules for students; 3) integration of classroom-lesson and subject-group forms of organizing 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 specialized level; 5) the presence of mandatory (additional specialized and elective courses, professional testing or practice, certain types of activities and work of students) and optional components (activities in non-state educational institutions, participation in intellectual and practical marathons, olympiads, competitions); 6) more complex teacher preparation for classes, involving differentiation of content, forms and methods of work in lessons at the basic and specialized levels; 7) psychological and pedagogical support for students’ movement along individual profile routes.
However, despite the complexity of this model, according to the results of diagnosing the opinions of students, parents, society, and teachers, it is more flexible and mobile in relation to the interests of high school students. An analysis of the individual profile routes of students in grades 10-11 shows that often - 70% of students choose two subjects and at least one elective course of one direction, 20% - three subjects and elective courses of different directions, 10% - the entire set corresponds to one profile direction.

With this model of specialized education, the model of biological education for schoolchildren also changes. Of course, all the conditions for specialized training 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 specialized level is taught in the amount of 3 hours per week; The level of requirements for graduate training corresponds to the profile; students study using recommended textbooks.
This model has its own distinctive features. The teacher is given 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. Create mobile individual educational routes.
5. Coordinate the activities of students in basic, specialized, elective courses of biological orientation, practice, non-technical education in grades 10-11.
6. Use modern technologies for teaching and supporting students along individual profile routes.
7. Develop a new system for assessing the knowledge and achievements of schoolchildren, tracking their movement along individual profile routes.

Profile training in biology along individual routes, in order to enhance the motivation of choice, should be preceded by pre-professional training (Table 2), conducted by a biology teacher and students of specialized groups.
It includes several areas of work:
1. diagnostics of the interests, abilities and inclinations of students in grades 8-9, monitoring the formation of professional interests;
2. information work;
3. vocational 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 biological educational route is chosen by students who are most motivated in this area of knowledge. By tracking the movement of 9th graders along the routes, we can assume their choice of major in high school. The itinerary for a 9th grader includes attending an elective course, participating in full-time and extramural Olympiads, biology competitions, events at the natural sciences stage of the intellectual-practical marathon, and participating in the work of the department of natural sciences at the Eureka National Educational Institution. Students keep creative books, some master portfolio technology.

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

In September, a tenth-grader is given a special route sheet. For two years, all the student’s achievements are noted in the route sheet. It becomes one of the components of the student's portfolio. After finishing 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 completion of the route sheet continues 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 teacher’s design of calendar-thematic and lesson plans. Several features of this model of specialized training can be noted, which 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 a specialized one; 2) the basic course is “immersed” in the profile course; 3) the lessons of the basic course may be on the schedule days earlier than the additional ones, or they may be after these additional specialized lessons. All this requires more careful design of both calendar and thematic plans, and each topic, each lesson. It is advisable to draw up a unified calendar and thematic planning for two levels of training - basic and specialized.
The teacher, designing calendar-thematic planning and drawing up lesson plans, relies on the requirements of the standard of biological education at two levels of education. In the first lessons of the basic and specialized courses, it is necessary to familiarize students with these requirements. In a specialized course, differences in requirements need to be outlined. For this work, it is best to involve high school students themselves, who can, using the “Comparison” information frame, analyze the standards of two levels. It is also advisable for the teacher to place requirements on this topic in the student’s corner at the beginning of each topic, creating conditions for increasing students’ motivation by setting them the necessary level of requirements. As the main textbook, based on the recommendation of the Ministry of Education of the Orenburg Region, both at the basic and specialized levels I use the textbook by V.B. Zakharov, S.G. Mamontov, N.I. Sonin “General Biology. 10-11 grades." In this model, using one textbook in different courses is the best option. However, the teacher must clearly know what content and how the student should work in class and at home. Therefore, in my work I use methodological recommendations for using this textbook when studying biology at a basic and specialized level.

– specialized (grades 11–12 of secondary (high) school).

In order to strengthen the educational and developmental potential of biological education and increase its contribution to the general cultural training 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 lead a healthy lifestyle, combat bad habits, and the spread of AIDS;

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

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

peculiarity of the content of specialized training

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

In accordance with the Concept of specialized education, the content of education in specialized classes should be formed from three types of educational subjects: basic general education (non-core), specialized general education, and elective. The implementation of specialized training is possible only if there is 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 vocational education, and secondly, a motivated choice of vocational education and future professional activity.

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

In a number of subjects - specialized courses - training expands and deepens.

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

Profile stage of studying biology, (grades 11–12 of secondary (high) school

In secondary (complete) school, the principles of democratization and differentiation of education are implemented to the greatest extent. Students have the right to choose one of the proposed study profiles: humanities, general education, biology and chemistry, physics and mathematics, etc.

The non-biological profile must contain an invariant core of general educational training in biology. In biology and chemistry, where the time for studying biology has been increased to 3–4 hours per week, deepening can go in several directions: environmental, medical, agricultural, etc. The specialized school is not compulsory for everyone and is aimed at preparing students to choose a future profession and continuing education at a 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 the volume and depth of presentation of the material, as well as in applied focus. In accordance with the specifics of teaching and educational tasks in classes of a particular profile, the invariant core of content is complemented by its variable component.

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

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

Presented by: Voronina Yu.V., Art. Lecturer at the Department of Natural Sciences
Date: 02/03/2003

In the 20th century The dynamic development of biological knowledge made it possible to discover the molecular foundations of living things and directly approach the solution of the greatest problem of science - revealing the essence of life. Biology itself, its place, role in the system of sciences, and the relationship between biological science and practice have changed radically. Biology is gradually becoming the leader of natural science. Without a broad knowledge of biological laws, it is impossible today not only for the successful development of agriculture, healthcare, nature conservation, but also for our entire society. Social and political transformations in the country in recent years have created the conditions for a multilateral process of broad changes in the field of education.

Biology is a key subject in today's schools; it is important as a subject that contributes to the formation and enrichment of a person's spiritual world. The solution to the problems of modernization of a modern comprehensive school is facilitated by the differentiation of education, which involves deepening knowledge in a certain field of knowledge, which arouses the greatest interest among schoolchildren, with which they associate their further professional specialization.

The main state document dedicated to the development of education in Russia - the Concept of Education Modernization approved by the Government of the Russian Federation (Government Order No. 1756-r dated December 29, 2001) - speaks of the need to develop and implement a “system of specialized training (profile training) in senior grades of secondary schools , focused on the individualization of training and socialization of students, including taking into account the real needs of the labor market.” The position “introduction of specialized training at the senior level of secondary school” is assigned by the Concept to the first stage and to the priority modernization measures, that is, to the period 2001-03 ..

To build the initial structure of specialized education in high school, it is proposed to distinguish three components in the content of education for high school students:

- basic (invariant, general educational) component : courses studied at a general education, basic level; in terms of their content and system of requirements for graduates they meet basic (general education) standards;

- profile component : a number of elective courses studied at an in-depth level (this set determines the profile of training);

- elective component (optional component) : a number of elective courses; the content of these courses should go beyond the core and basic standards. The school can use an elective component for specialization within the profile (which can be determined solely by the school itself, depending on its capabilities and the requests of students and their parents): for example, specializations can be built: Medicine, Industrial technologies, Agricultural technologies, Psychology, Guide-interpreter, Military affairs, Design, etc. (In fact, combinations of profiles and specializations can define individual educational trajectories).

The connection between the planned major and the goal of introducing a state standard of general education is significant. The corresponding entry is “The federal component of the state standard of secondary (complete) general education includes basic and specialized levels”(Article 5, paragraph 3) - has already been included in the bill “On the State Standard of General Education” (introduced to the State Duma of the Russian Federation in the summer of 2001).

The biology course is an important link in the system of natural science education. Complex general educational problems of profiling at the senior level can be successfully solved if students are not prepared for studying a systematic biology course from the first years of school, and are not oriented towards conducting observations in nature, getting acquainted with the diversity of plant and animal species, and understanding their body.

The goal of specialized biology education in high school is to prepare a biologically and environmentally literate, free individual who understands the meaning of life as the highest value, builds their relationship with nature on the basis of respect for life, man, and the environment - terrestrial and cosmic; has evolutionary and ecological styles of thinking, ecological culture; the ability to navigate the biological and borderline areas of the world picture; has knowledge of methods, theories, styles of thinking, areas of practical application of 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. .

The basis of specialized biological education should be a fundamentally new biology course, built on the principles of systematic educational and developmental nature of education, continuity, broad 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 cognitive abilities of schoolchildren. Depending on the direction chosen by schoolchildren, they can receive a biological education at different levels - basic or advanced. Let us dwell in more detail on the content of biological education in specialized chemical and biological classes.

Studying biology at the specialized level in high school is aimed at achieving the following goals:

· development biological knowledge systems: 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;

· familiarization with methods of understanding nature: research methods of biological sciences (cytology, genetics, selection, biotechnology, ecology); methods of independently conducting biological research (observations, measurements, experiments, modeling) and competent presentation of the results obtained; the relationship between the development of methods and theoretical generalizations in biological science;

· mastery of skills: independently find, analyze and use biological information; use biological terminology and symbolism; establish a connection between the development of biology and the socio-economic and environmental problems of humanity; assess the consequences of their activities in relation to the environment and their own health; justify and comply with measures to prevent diseases and HIV infection, rules of behavior in nature and ensuring the safety of one’s own life in emergencies of a natural and man-made nature; characterize modern scientific discoveries in the field of biology;

· development of cognitive interests, intellectual and creative abilities in progress: acquaintance with outstanding discoveries and modern research in biological science, the problems it solves, and the methodology of biological research; conducting experimental research, solving biological problems, modeling biological objects and processes;

· upbringing: conviction in the knowability of living nature, the complexity and intrinsic value of life as the basis of universal moral values and rational environmental management;

· acquisition of competence in rational environmental management (compliance with the rules of behavior in nature, maintaining balance in ecosystems, protecting species, ecosystems, the biosphere) and maintaining one’s own health (compliance with disease prevention measures, ensuring life safety in emergencies of a natural and man-made nature) based on the use of biological knowledge and skills in everyday life.

To strengthen the environmental orientation of education, along with a syn-variant part - a course in general biology - the content of education may include elective courses on ecology and the biosphere. In the case of strengthening the medico-biological orientation of training, along with the course of general biology, it is advisable to conduct courses “Health and the Environment”, “Fundamentals of Cytology and Hygiene”. Courses on plant physiology with the basics of plant growing, animal physiology, genetics and selection will give an agricultural focus to the chemical-biological profile.

Extracurricular work in biology is the most active form of teaching and upbringing of students, the content and methodology of which is determined by the teacher depending on his experience, capabilities, and interest of the students. This work can be group or individual. In areas where there are specialized institutions of additional education (ecological and biological center, youth station), the conditions for working with schoolchildren are more favorable, because integration of school and additional education takes place.It is in such work that the close connection between basic and additional biological education. At the same time, schoolchildren noticeably change the nature of value judgments, develop habits of following environmental standards in personal actions and behavior, and the need to adhere to a healthy lifestyle appears.

Therefore, wise use capabilities of all core curriculum components school creates the best, and most importantly, realistic opportunity to achieve the goals of modernizing the biological education of the younger generation in our region.

Literature:

1. Akhrenov V. Providing state educational guarantees at the regional level // Teacher. - 1999. - No. 5. - P.7-9.

2. Grabilenkov M. Who needs Newton's laws? // Russian Journal / Outside categories / Twilight of enlightenment www.russ.ru/ist_sovr/sumerki/20020924_mg.html

3. Momot A.I., Lenkov R.V., Romankova L.I. Evolution of the system of coordination of scientific activities on problems of higher education. / Under scientific. ed. AND I. Savelyeva-M., 1999. - 64 p.

4. Pinsky A. On the concept of specialized high school // Report at the Seminar at the Higher School of Economics, 01/23/2002

5. Experiment: Profile training / ed. A. Kiseleva. - M., Vlados, 2001

6. Concept of modernization of education (Government Order No. 1756-r dated December 29, 2001)

7. The concept of specialized training at the senior level of general education (Government Order No. 2783 of July 18, 2002) // Teacher's newspaper. -2002. - №42.