In the academic year, we recommend organizing chemistry training in accordance with the following regulatory documents of the federal and regional levels:
1. Law of the Russian Federation "On Education". M. Creative Center, 2007.
2. The concept of specialized education at the senior level of general education, approved by order of the Minister of Education No. 000 of 01.01.2001.
3. The concept of modernization of Russian education for the period up to 2010, approved by the order of the Government of the Russian Federation of 01.01.2001.
In order to prepare students to study the new subject "Chemistry" in the 8th grade, create cognitive motivation, form subject knowledge, skills, familiarize themselves with the formation and development of the science of chemistry, integrate knowledge in subjects of the natural cycle of the main school based on the academic discipline "Chemistry » at the initiative of the school administration, a propaedeutic chemistry course can be taught in the 7th grade. For the implementation of the propaedeutic course, manuals for students (, et al., 2007) and teachers (, et al., 2007) can be used.
Chemistry is a special academic discipline, in the study of which, along with theoretical knowledge, experimental and computational skills and abilities are also formed. Therefore, it is necessary to pay special attention to the implementation of the practical part of the program (demonstration and student experiment), especially when studying chemistry at a basic level in grades 10 and 11, a demonstration experiment should be present at every lesson, it is recommended to use a home experiment. In modern conditions, teachers seek to transfer real work with substances to a virtual level. This leads to the alienation of children then real substances, from chemical manipulation. On the computer monitor, they see conventional colors, do not smell, do not learn to use dishes and cutlery, because they do not hold them in their hands, but simply press the buttons. Education should lead children from living matter to a computer model.
Priority in teaching chemistry is acquired by methods that provide the possibility of self-realization of the individual. For a teenager, the motive of self-affirmation is important, so the teacher needs to organize activities so that the student can independently complete a feasible task or be able to understand the text of the textbook. At the same time, it is important in what way he acquired knowledge and skills, whether their acquisition was accompanied by personal development.
Learning methods are closely related to the teaching of knowledge in the conditions of rapid updating of natural scientific information. It is methodically correct to apply such a method of teaching so that a specific subject of knowledge would be relevant for the students themselves. Then, in the process of learning, for example, the properties of matter, students will have questions that require explanation, theoretical generalization regarding the structure of matter. To solve this problem, knowledge and skills related to the modeling method are important. In the process of teaching chemistry, students gain experience in creative activity. A certain system of methods must be used in the formation of students' general educational skills, habits and methods of activity.
Approaches to the modern chemistry lesson are also changing (, 2009). When working in specialized classes, where chemistry is a non-core discipline, training is based on taking into account the interests, inclinations and characteristics of students. It is possible to increase interest in the subject by strengthening the applied nature of the content, its practical significance. In order to deepen their knowledge, students choose elective courses, which are a mandatory component of profile education and pre-profile training (see Appendix No. 2)
It is necessary to mention modern information and communication technologies, they should be in the classroom and in preparation for the lesson, but these are only means, tools. We suggest that you familiarize yourself with chemical educational sites, the materials of which can be used by the teacher (see Appendix No. 3).
With the introduction of the USE into school practice, it is important to improve the methodology for monitoring the educational achievements of graduates. Forms of control can be very diverse, depending on the specific goals and specifics of the studied material. At the same time, it is expedient to use tasks similar to those presented in the examination work of the Unified State Exam and are aimed at testing the formation of skills to apply knowledge already in the course of the current control. It is advisable to use practice-oriented tasks and tasks for the complex application of knowledge from various sections of the course more widely.
The state final certification in a new form in the 9th grade in a number of regions made it possible to identify certain gaps in the knowledge of graduates of the basic school in the following sections: "Initial chemical concepts", "Chemical properties of simple and complex substances", "General information about organic substances", and also a low level of knowledge gained in the course of a chemical experiment.
Methodological assistance to the teacher can be provided by the following materials posted on the FIPI website (http://www. *****):
1. Methodical letter “On the use of the results of the USE 2009. in Teaching Chemistry in Educational Institutions of Secondary (Complete) General Education"
2. Methodological letter "On the use of the results of the state (final) certification of graduates of the basic school in a new form in 2009 in teaching chemistry in educational institutions"
3. Documents regulating the development of control measuring materials for the state (final) certification and the Unified State Examination in chemistry.
4. Educational and methodological materials for members and chairmen of regional subject commissions for checking the fulfillment of tasks with a detailed answer.
One of the important aspects of the teacher's activity is the organization work with gifted children. We offer the teacher Guidelines for organizing work with gifted children (on the example of academic disciplines of the natural and mathematical cycle), presented on the ipk website. ***** in the Center for Professional Development of Teachers, Department of Natural and Mathematical Education, which can become a theoretical basis for the purposeful work of a teacher with students.
The concept of the development of school chemistry education(The document was developed at the Institute of General Secondary Education of the Russian Academy of Education. A.A. Kaverina, Candidate of Pedagogical Sciences)
The question of what chemistry should teach at school is closely related to the analysis of current trends in the development of chemical science, the problems that it should solve, as well as the problem of identifying the specifics of the educational process and the characteristics of the intellectual development of students at a certain stage of education.
In the modern world, a person interacts with a huge variety of materials and substances of natural and anthropogenic origin. This interaction reflects a complex set of relationships in the systems "man - substance" and "substance - material - practical activity". The results of people's activities are largely determined by such specific components of culture as morality and environmental awareness. In the formation of these components of culture, an important place should be given to chemical knowledge.
Chemistry is not only a science, but also a significant branch of production. Chemical technology forms the basis of such “non-chemical” industries as ferrous and non-ferrous metallurgy, the food and microbiological industries, the production of medicines, the building materials industry, and even nuclear energy. This should be reflected in teaching chemistry.
Chemistry studies a number of specific patterns of the surrounding world - the relationship between the structure and properties of a complex system, the evolution of matter. These patterns, which form the basis of chemical science, should be reflected in the curriculum of chemistry.
Educational material should become the basis for the development and intellectual improvement of the individual. The formation of ecologically appropriate behavior among students, to understand the social need for the development of chemistry, to form an attitude towards it as a possible area of future practical activity.
The structure of chemistry education for a 12-year school may be as follows:
The first stage of the chemical education system is the propaedeutic stage of obtaining chemical knowledge in grades I-IV of elementary school and grades V-VII of the basic 10-summer school. The organization of this stage of obtaining chemical knowledge in educational institutions can be carried out variably.
Compulsory general education of students in chemistry will be carried out at the second stage of school chemistry education - in VIII-X main school. Chemical knowledge at this level is formed by studying a systematic course of chemistry VIII-X cl., or, as a possible option, VII-X class and are the basis for continuing chemical education in high school ( XI-XII ) secondary (complete) school. The organization of the second stage of teaching chemistry should be mandatory for all types of educational institutions.
The third stage of school chemistry education is presented as differentiated according to typical profiles: humanitarian, technical, natural sciences, etc.
The updated structure and goals of chemistry education imply a fundamental revision of approaches to the selection of content: it should be carried out taking into account the ideas of differentiation of education, the humanization of education, and the consistency of the levels of training of students at each age stage.
Federal component of the state educational standard of primary general, basic general and secondary (complete) education Educational field "Chemistry" (The document was developed by a team of authors led by A.A. Kaverina).
Structure of the standard
1. General Provisions.
2. Mandatory minimum content of the educational field "Chemistry".
3. Requirements for the level of training of students.
4. Assessment of compliance with the requirements of the standard.
General provisions include the characteristics of the educational field "Chemistry", the goals of studying it, the place of chemistry in the basic curriculum, content lines.
The requirements presented in the standard set the level of students' mastery of the mandatory minimum content of all three components of school chemistry education. They involve the implementation of educational activities of varying degrees of complexity:
call;
determine;
compose;
characterize;
explain;
use (handle with laboratory equipment and substances);
conduct an experiment (experiments) and small calculations;
observe the relevant safety regulations.
The requirements are formulated according to the levels of teaching chemistry, content blocks and lines.
Compliance with the requirements of the standard is checked using "meters" - a system of test tasks. There are two types of assignments:
1.With free reply.
2. With a choice of answers.
As a sample, tasks are presented that are focused on checking the fulfillment of the most characteristic requirements for each content block for the basic and secondary (complete) general education schools.
Surovtseva R.P., Guzey L.S. Chemistry. Grades 8 - 9: Methodological guide. - 3rd ed. - M.: Bustard, 1998. - 80 s .
Chemistry at school. The concept of learning.
The system of school education has undergone significant organizational changes. There were "main" and "senior" schools. This entailed the need to restructure the curriculum and the content of school subjects, including chemistry.
Restructuring should begin with the concept of a school subject, and to develop it, answers to the following questions should be clearly formulated:
Why teach?
How to teach?
What to teach?
Why study chemistry in school?
The school subject "Chemistry" cannot and should not aim to study the fundamentals of the science of chemistry and acquire practical chemical knowledge. Both of these problems are solved by special (higher or secondary) chemical education. Attempts to achieve unrealistic goals lead to an overload of the content of the subject, to the vulgarization of the theoretical foundations and eclecticism in the choice of specific material and, in general, to discredit in the eyes of both the student and the teacher, one of the most important subjects in the system of natural science education of a person at the stage of obtaining secondary education.
What to teach?
Another important principle of modern school education is the fundamentalization of knowledge, carried out by careful selection of educational material, and their generalization from worldview positions.
The traditional chemistry curriculum requires a critical review in terms of the need to include part of the content in the school curriculum.
The second goal is to clarify and concretize the meanings of the words used.
The third is focusing on the shortcomings of introducing fundamental concepts and definitions in chemistry, in particular, the concepts of "molecule", "valence", "oxidation state", "reaction rate".
How to teach?
Motivation for learning is primarily determined by the content of the textbook. The content of the textbook should relate directly to today's life of the student.
The main stimulus for the mental efforts of the student is not so much the ultimate goal of learning - the acquisition of knowledge, but the very nature of mental labor.
It is extremely important that every student, including those with poor performance, feel that he can overcome difficulties.
Building a textbook.
(L.S. Guzey, V.V. Sorokin, R.P. Surovtseva. Chemistry. Grade 8. M.: Bustard, 1999; L.S. Guzey, R.P. Surovtseva, V.V. Sorokin Chemistry. Grade 9. M .: Bustard, 1999)
The textbook is based on six defining principles.
The material is presented on the basis of a system of input and output concepts that are subject to assimilation.
Students are offered a minimum number of specific chemical concepts and terms to be introduced.
The presentation of the material is structured in such a way as to reduce the need to memorize new information. The new is presented in the textbook as a new application of the introduced concept, which becomes obvious to the student.
Students are given the opportunity to independently acquire new knowledge in the course of their own activities, mainly when performing tasks on each topic.
At the end of each paragraph, tasks are given, on the basis of which the control of mastering the topic is carried out. The tasks are not limited to the material of this paragraph, but are based on all the previous material, require its use.
The material is presented on two levels. The condition of level differentiation determines a certain approach to the educational process, which manifests itself, first of all, in a change in the nature of interaction with students.
Choshanov M.A. Flexible technology of problem-modular education: Methodological guide. - M.: People's education, 1996.
The initial methodological position of constructing the technology of problem-modular learning is the general theory of fundamental systems.
The technology of problem - modular learning is based on the unity of the principles of system quantization, problematicity and modularity.
A module is a certain volume of educational information. It may include several modular units, each of which contains a description of one completed operation or reception.
Each module has a structure that reflects the main elements: purpose (general or special); input level, planned learning outcomes, content (context, methods and forms of learning, assessment procedures). Such a system provides students with an independent choice of an individual pace of progress through the program and self-regulation of their educational achievements.
The essence of modular training is that the student can work more independently or completely independently with an individual curriculum that contains a targeted action program, an information bank and a methodological guide to achieve the set didactic goals. The functions of a teacher can vary from information-controlling to consultative-coordinating.
Restructuring the learning process on a problem - modular basis allows you to:
- to integrate and differentiate the content of training by grouping the problematic modules of the educational material, which ensure the development of the course in full, shortened and in-depth versions;
- to carry out an independent choice by students of the course option, depending on the level of training and to ensure an individual pace of progress through the program;
- use problem modules as scenarios for creating pedagogical software;
- to focus the work of the teacher on the consultative - coordinating functions of managing the cognitive activity of students;
The specifics of the problem-modular learning technology reflect the basic principles of its construction:
system quantization; motivation; problematic; modularity; cognitive visualization; reliance on mistakes;
saving study time
The advantages of problem-modular learning include:
- focus on the formation of knowledge mobility, flexibility of the method and critical thinking of students;
- variability of the structure of the problem module;
- differentiation of the content of educational material;
- ensuring the individualization of educational activities;
- variety of forms and methods of teaching;
- reduction of study time without compromising the depth and completeness of students' knowledge;
- an effective system of rating control and assessment of the assimilation of knowledge by students.
Disadvantages:
- "fragmentation" of education, which means a large proportion of students' independent work up to "self-learning", which can be regarded as "leaving students to themselves" and the absence of a full-fledged learning process:
- ignoring the integrity and logic of the subject;
- the complexity of manufacturing problematic modules.
+Methods of teaching chemistry
Shadrina Tatyana Vladimirovna.
15 lectures (30 hours), 14 practical lessons (28 hours).
Literature:
D.M. Kiryushkin, V.S. Polosin, "Methods of teaching chemistry", 1970
NOT. Kuznetsova, "Methods of teaching chemistry", 1984
G.M. Chernobelskaya, "Fundamentals of Chemistry Teaching Methodology", 1987
G.M. Chernobelskaya, "Methods of teaching chemistry in high school", 2000
O.S. Zaitsev, "Methods of teaching chemistry, theoretical and applied aspects", 1999
Journal "Chemistry at school".
The newspaper "First of September" (application "Chemistry").
Lecture #1
Mph as a science and as an academic discipline
MPH- the science of education, upbringing and development of students in the process of studying chemistry.
Education- a two-way process of transfer and assimilation of knowledge carried out by the teacher and the student.
teaching- the activity of the teacher in the learning process.
Doctrine- the activity of the student.
Each function is studied by its own science, but in the process of studying chemistry, all these systems interact with each other and a common holistic picture emerges.
MPH- a science located at the intersection of chemical and psychological-pedagogical sciences and emerging as a synthetic system.
Problems:
Definition of goals, tasks facing the teacher of chemistry in teaching (why to teach).
Determination of the content of the subject in accordance with the set goals and didactic requirements (what to teach).
Development of methods adequate to the content of means of teaching forms (how to teach).
The study of the process of assimilation of the subject by students.
Brief historical information about the development of MPH as a science.
The formation of the MPC as a science is associated with the activities of Lomonosov, Mendeleev, Butlerov. Lomonosov's activities took place in the middle of the 18th century - the period of the formation of chemical science in Russia. Lomonosov was the first professor of chemistry in Russia.
1748 - Lomonosov created the first scientific laboratory in Russia.
1752 - Lomonosov gave the first lecture.
Lomonosov believed that when teaching chemistry, one should use the methods of chemical science, in particular experiment. A laboratory assistant was assigned to conduct experiments. Lomonosov attached great importance to the use of mathematical and physical methods in the study of chemistry, and also attached great importance to rhetoric.
A major role in the development of advanced pedagogical ideas belongs to Mendeleev. Mendeleev paid great attention to the teaching of chemistry. He tried to systematize the disparate facts about the chemical elements and their compounds in order to give a complex system of presentation of the course of chemistry, the result of this was the periodic law. Mendeleev noted that in the process of teaching chemistry it is necessary to introduce basic facts and laws, reveal the significance of the most important conclusions for understanding the nature of substances and processes, reveal the role of chemistry in agriculture and industry, form a materialistic worldview, form the ability to use a chemical experiment, prepare for practical activities .
Butlerov had a significant influence on the development of chemical education. Butlerov's methodological views are set forth in the book Basic Concepts in Chemistry. Butlerov believed that it was necessary to begin the study of organic chemistry with substances known to students - sugar and acetic acid. Butlerov believed that the structural principle should be the basis for the presentation of the course of organic chemistry. The most important position of the theory of structure was included in his pedagogical work "Introduction to the full study of organic chemistry."
The current stage of development of the MPC is characterized by the fact that chemistry was included as an educational subject in the curricula of secondary and general education schools. This period is associated with the names of such scientists: Verkhovsky, Sazonov, Krapivin, Kiryushkin, Polosin, Chernobelskaya.
The MPH has gone the way of searching for the optimal organization of the educational process. This path has not yet ended.
After the revolution of 1917, trying to get away from drill and cramming in the royal school, they came to the other extreme: the educational process began to lose its accuracy. These innovations were quickly abandoned.
On August 25, the Central Committee of the All-Union Communist Party of Bolsheviks in the resolution "On Curricula and Regime in Primary and Secondary Schools." The lesson was called the main organizational form of the educational process. Chemistry finally became an independent academic subject.
At present, the Soviet school has entered another new phase, which is focused on strengthening the educational function in the school, strengthening the labor orientation, studying and using microprocessor technology, increasing attention to the ideological side of education, equipping students with solid knowledge of the fundamentals of science.
Issues discussed at the lecture Goals and objectives of the school
chemical education
Content and structure
school chemical
education
The purpose of school chemistry education:
personality formation,with basic knowledge
chemical science as a foundation
modern science,
convinced of the material
unity of the world of substances and
objectivity of chemical
phenomena,
understanding
need for savings
nature - the basis of life on Earth,
willing to work and able
organize your work
Tasks of school chemistry education:
personal development of students:their thinking, diligence,
accuracy and composure,
shaping their experience
creative activity
system formation
chemical knowledge (the most important
factors, concepts, laws,
theories and language of science) as
component of natural science
pictures of the world formation of ideas about
methods of cognition characteristic of
natural sciences,
experimental and theoretical
developing students' understanding
social need for development
chemistry, the formation of
relationship to chemistry as possible
areas of future practical
activities formation
ecological culture
schoolchildren, literate
behavior and skills
safe handling
substances in everyday
lifeContent chemical
education is a system, functionally
complete in terms of solutions
tasks of training, education and
student development
The system includes knowledge:
about matter and chemical reactionon the use of substances and
chemical transformations, and
resulting
environmental issues and ways
their decisions
ideas about development
chemical knowledge and objective
the need for such development
Stages of studying chemistry in a secondary school:
1. Propaedeutic2. Main
3. Profile Propaedeutic stage of obtaining chemical knowledge
should cover the period from the 1st to the 7th
primary school classes
basic knowledge of chemistry
students receive by studying
integrated courses "Natural Science",
"The World", "Natural Science",
systematic biology courses,
geography, physics
through school or regional
component, it is possible to study the chemical
propaedeutic course under conditional
titled "Introduction to Chemistry"
Chemical knowledge obtained at the propaedeutic stage of education serves to solve the problem of formation in schoolchildren
initiala holistic view of the world As a result of propaedeutic
Chemistry students
should get:
composition and
properties of certain substances
initial information about
chemical elements, symbols
chemical elements,
chemical formulas, simple and
complex substances, chemicals
phenomena, compound reactions and
decomposition
The study of chemistry at the level of basic general education is aimed at achieving the following goals:
mastering the most important knowledge about the basicconcepts and laws of chemistry, chemical
symbolism
learning to observe
chemical phenomena, conduct
chemical experiment, produce
calculations based on chemical formulas
substances and equations of chemical reactions development of cognitive interests and
intellectual abilities in
process of chemical
experiment, independent
acquisition of knowledge in accordance with
emerging vital
needs
cultivating attitudes towards chemistry
one of the fundamental
natural science components and element
universal culture application of acquired knowledge and
skills for safe use
substances and materials in everyday life, agriculture
economy and production, solutions
practical tasks in everyday
life, warning phenomena,
harmful to human health and
environment Chemical knowledge at the main stage
learning generated during the study of the course
chemistry (YIII-IX classes), are
foundation for how to continue
profile study of the subject in the senior (XXI) classes of the secondary (full) school, and for
mastering a minimum of chemical knowledge (in
standard) in classes
non-chemical profile
Normative volume of the course in accordance with
Federal Basic Curriculum
is 2 hours per week in each class in
within 3 years The content of chemical education on
its main phase is designed to provide
the formation of students' ideas:
about the variety of substances
about the dependence of the properties of substances on their
buildings
about material unity and genetic
relationship between organic and inorganic
substances
on the role of chemistry in the knowledge of life phenomena
about solving environmental problems The content of the chemistry course for the main
general education is grouped into blocks:
methods of knowledge of substances and chemical
phenomena
substance
chemical reaction
elementary foundations of inorganic
chemistry
initial ideas about
organic matter
chemistry and life In the structure of the content of the chemistry course
distinguish the following didactic
units::
laws, theories and concepts
chemical language
methods of chemical science
scientific facts
historical and
polytechnic knowledge
special, general scientific and
intellectual skills Graduate
main school:
should be able to apply:
theoretical knowledge
factual knowledge
knowledge about how to work
relevant to the study
chemistry
should be able to:
chemical experiment in strict
in accordance with the rules of technology
security Students must also
learning activities of varying degrees
difficulties:
call
determine
characterize
explain
use (refer to
laboratory equipment)
conducts an experiment
performs the necessary calculations
observe the relevant rules
safety and
The third stage of school chemistry education falls on grades X-XI The study of the subject is carried out differentially in two
option ah-basic and profile level
At this stage, the study of chemistry
carried out within the framework
systematic courses, including
invariant content core,
but different in volume and depth
presentation of material, and
applied orientation Optional courses as a component
school chemistry systems
education:
implement a differentiated approach
to student learning
provide conditions for the formation
sustainable interest of schoolchildren to
chemistry, development of their creative
abilities prepare elementary school students for
choosing a profile of further education
in high school, and high school students
classes - to study in higher educational
establishments
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Prospects for school chemistry education
- 2457
- 23.08.2017
Since 2012, the Association of Teachers and Teachers of Chemistry was created and eventually created, whose members participated in the development of the concept of teaching our wonderful subject at school. Yes, the originally posted text on the site is clumsy and not verified. But there were hopes. And now a year has passed! Alas, nothing has been added to the text. But suddenly…
At the beginning of July 2017, on behalf of the interregional association (which has neither a website nor activities), a demand appeared: to introduce 2 hours of chemistry in the 7th grade and 3 hours in the basic level of the 9th grade into the curriculum of all schools in the country! Imagine how a normal school principal would react to this!? It's very simple: instead of chemistry, we will all have one natural science! The newly appeared authors of the initiative do not answer questions, do not enter into discussions. Who gave them the right to propose such things on behalf of chemistry teachers?
It has long been clear that it is not about hours at all. For example, in the schools of Stary Oskol, there is specialized chemistry in the curriculum, but the children do not choose it! Why?
A year ago, at the congress of the association, all of us, its participants, could not answer a simple question: “Why teach children chemistry?”
I propose here, at the Pedagogical Council, to discuss
All-Russian concept of development of school chemical education.
Colleagues, join us!
Comments (8)
-
Status in the community: User
Online: 9 years
Occupation: teacher in educational organization
Region of residence: Novosibirsk region, Russia
Yes, in the new demo version of KIM USE-2018 in biology, there are again double answers. Wrote about it on the teacher's site. None of the teachers responded... The discussion did not work out. Link to the discussion: https://xn--j1ahfl.xn--p1ai/discussion/323599.html
Yes, teachers are very indifferent. I mean biology and chemistry teachers.
As for the exam, it has become a little better, but still there are enough mistakes. Including the current demo.
I will add that in the Demo version, the condition of the problem for the analysis of the hegealogical tree is formulated in such a way that two solutions are possible (sex-linked or just a recessive trait). I wrote about how to formulate such tasks here https://vk.com/club90182650?z=photo-90182650_456239017%2Fwall-90182650_6These blunders will go unnoticed because of the amazing indifference of the teacher. Teachers here on the site are more willing to discuss politics than their own subject.
Status in the community: User
Online: 8 years
Occupation: Other
Region of residence: Novosibirsk region, Russia
The main thing is that the "tops" do not care
Status in the community: User
Online: 2 years
Occupation: teacher in educational organization
Region of residence: Russia
I quote: "... where will the winners of Olympiads in chemistry work?"
So after all, pharmacies are at every step. Let them go to pharmacists! Doctors, paramedics, nurses really need chemistry.
Status in the community: User
Online: 9 years
Occupation: teacher in
Region of residence
"But there are no answers." And don't wait. The problem of teacher passivity as well. The point of the note is confusion. Doesn't everyone care? A similar question was asked for biology. Looks like yes. The teachers don't care.
See what topics are being discussed by teachers. Subjects, especially natural sciences, are in last place.
Status in the community: User
Online: 8 years
Occupation: Other
Region of residence: Novosibirsk region, Russia
