Using tests in biology lessons. The use of snit in teaching biology

Features of the use of information technology in biology lessons.

Is it possible today to teach biology without the use of computer technology?

Improvement of biological education is required at all levels. At the same time, the study of biology at school is of particular importance.

One of the most natural and productive ways to introduce new information technologies into schools is to directly link this process with the improvement of the content, methods and organization of forms of education, orienting the entire program towards solving generally significant pedagogical problems.

Modern man is surrounded by so much information that he is not able to process and use for the development of society without the help of new information technologies. Every year, more and more insistently, the computer breaks into our lives, and with it information technology. Information technology provides a unique opportunity to develop not only the student, but also the teacher. The development and expansion of the information space of children and adolescents encourages teachers to engage with students, mastering new information technologies.

Now everyone understands that a computer cannot replace a living teacher. But it will help to facilitate his work, to interest children, to provide a more visual, completely new perception of the material.

In my teaching practice, I quite widely use information technology: presentations for lessons, tests, animated tables, crossword puzzles - this is an incomplete list of using a computer in a lesson.

According to research, 1/4 of the material heard, 1/3 of what is seen, 1/2 of what is heard and seen at the same time, 3/4 of the material remains in the memory of a person, if, in addition, the student is involved in active actions in the learning process. The computer allows you to create conditions for increasing the efficiency of the learning process, pushes the age-related learning opportunities.

The use of ICT in teaching biology is successfully implemented in the following areas:

· Extra-curricular activities. Very wide opportunities open up for the teacher when using ICT technologies in extracurricular activities. They help to make events spectacular, interesting and informative not only for students, but also for parents.

· Preparing for the exam. It starts with the performance of test tasks in biology lessons and is effective for independent work at home. At the same time, tests can be submitted both electronically and interactively.

· Educational activities.

Each lesson or stage of learning requires its own approach to the use of computer technology.

1. In the lessons of mastering new material, it is effective to use demonstration programs that will make it possible to bring theoretical material to students in an accessible, vivid, visual form. For example, the use of videos illustrating the life of plants and animals, cell division or protein biosynthesis, or other pre-prepared videos about processes in a cell, in tissues, in an organism;

2. in the lessons of consolidating new material - control programs, where students consolidate their knowledge and the necessary skills of this topic. For example, the use of ready-made tests, testing programs, tasks with self-examination of electronic biology textbooks;

3. at practical lessons - ready-made laboratory and practical work, virtual tours, etc.

Lessons with the use of computer systems do not replace the teacher, but, on the contrary, make communication with the student more meaningful, individual and active, as the motivation for learning increases through the disclosure of the practical significance of the material being studied, providing an opportunity to try mental strength and show originality by setting an interesting task, ask any questions and offer any solutions without the risk of getting a low score for it - all this contributes to the formation of a positive attitude towards learning. The assimilation of knowledge related to a large amount of digital and other specific information through an active dialogue with a personal computer is more effective and interesting for the student than studying a textbook. With the help of training programs, a student can simulate real processes, which means he can see causes and effects, understand their meaning.

At present, there are already a fairly large number of electronic textbooks, which, in addition to full coverage of the topics of the school course provided for by the mandatory minimum of school education, contain a large amount of additional information, often beyond the scope of studying the school curriculum. As a rule, all educational material of manuals is presented in a visual form and is equipped with a set of multimedia features. Full-screen voiced video clips demonstrating experiments and processes under study, animated maps, high-quality photographs, graphs and diagrams, interactive three-dimensional models and animations that allow you to observe processes and examine objects that are inaccessible to direct observation.

Most teachers use multimedia presentations. This form allows you to present the educational material as a system of bright reference images filled with comprehensive structured information. In this case, various channels of perception of students are involved. The presentation of educational material in the form of a presentation reduces the time of training, frees up the resources of children's health.

Today there is a small assortment of electronic textbooks. There are software products dedicated to the study of individual topics, sections of biology. In my work, I use CDs: “The invisible life of water bodies (Environmental Protection Department of the Perm Region)”, “Ecology (general course)”, “1C: Tutor “Biology”, “Zoology (multi-media educational program)”, “ Biology 6 - 11 grade (laboratory workshop) ”and others.

Another type of computer service is access to Internet resources, which we use to develop virtual tours of museums and botanical gardens. A huge amount of information about new discoveries in the field of biology is contained on various Internet sites and can be used in the classroom by both the teacher and the children.

I pay great attention to the abstract and research activities of students, and here you can’t do without a computer: process the information collected during the experiment, prepare spreadsheets and documents in a text editor.

Increasingly, the practice of my pedagogical activity includes lessons not just with interdisciplinary connections, but those where a subtle integration of various sciences is carried out, which at first glance have absolutely nothing to do with biology. This allows students to realize the close relationship of the subjects of the school course, and the material taught in this way becomes more visual and understandable. Today, in the period of mankind's transition to a new type of society - information society, the main role will be played by information. That is why it is now very important to thoroughly and carefully study with children the ways of receiving and transmitting information. These problems are studied in detail within the framework of such disciplines as biology and computer science, which affect the ways and means of transmitting information both in living and non-living nature, and therefore can be covered in the integrated lesson "Information and methods of its transmission" (biology - computer science ).

The use of a computer as an electronic visual aid makes it possible to supplement the teacher’s “dry” story with colorful illustrations, animated tables, which allows you to fill the lesson not only with content, but also activate the child’s activity through emotional and sensory perception, and therefore achieve better memorization and assimilation of the necessary information.

Based on the efficiency of processing the material, I began to apply testing on individual topics of the course. A personal computer allows you to conduct tests quickly, instantly process the results. Tests allow you to test theoretical and practical knowledge, skills and abilities.

My future activity involves the expansion of work within the framework of new information technologies, the search for and development of new methods of working with a computer in the study of biology, research work, participation in projects and competitions in order to improve the quality of education.

Thus, information technologies in the teaching of biology make it possible to: radically change the organization of the learning process of students, forming their systemic thinking; rationally organize the cognitive activity of schoolchildren in the course of the educational process; use computers to individualize the educational process and turn to fundamentally new cognitive means; to study phenomena and processes in the micro- and macroworld, inside complex technical and biological systems based on the use of computer graphics and modeling tools; represent on a scale convenient for studying various biological processes that actually proceed at a very high or low speed.

The method of learning activity, when a well-chosen traditional technology is best combined with computer technology, will lead to the greatest optimization and efficiency of the process of transferring the teacher's knowledge to the level of perception of the student.

Bibliography

1. Journal "Biology at school", No. 2, 2002

2. Information technologies in education / Ed. - compiler. - Minsk: Krasiko - Print, 2008

3. Pedagogical technologies / Under the general editorship - M .: ICC "MarT", 2006

4. Proceedings of the participants of the conference "Information technologies in general education" Saratov-2010. Saratov: publishing house GOU DPO "SarIPKiPRO", 2010

5. Selevko technologies at school. - Yaroslavl IRO, 2003

Biology teacher, MKOU "Khlebenskaya OOSh" Novousmansky district Studenikina Vera Inokentievna, vera. studenikina[email protected] yandex. en

Testing knowledge and skills is an important link in teaching biology. It is aimed at achieving the goals of education: the formation of a scientific picture of the world, the mastery of the system of biological knowledge necessary for the environmental and hygienic education of students, to prepare them for work.

Systematic testing of knowledge contributes to the development of students' mindset for long-term memorization, for filling gaps in their preparation, for repetition and inclusion of previously acquired knowledge into a new system.

There are current, thematic and final (annual) testing of knowledge and skills. The tasks of training, education and development are solved to the greatest extent during the current audit. The current check performs not only a controlling function, but also teaches, develops, educates and manages, while thematic and final checks mainly perform the function of control and management. For both the current check and the final check,various forms, methods and techniques: oral, written (textual and graphic), practical. In the process of its implementation, the control of acquired knowledge is combined with their further deepening and expansion, knowledge is systematized, generalized, the most significant are singled out, and their relationships are established. At the same time, the teacher can discuss a wide range of issues with students, identify how the material that is mandatory for all has been learned, whether the studied patterns are clear, whether the connection between theoretical and practical material is clear, find out if students can draw conclusions of a worldview nature, determine how well they have mastered the skills . At the same time, gaps in the training of students are being eliminated.

Non-traditional forms of testing make it possible to systematically control the knowledge of a large number of students at each lesson and form their attitude towards the inevitability of control. For example, systematic test control forms students' motivation to constantly prepare for lessons, not to start the material they have studied, and disciplines them.

Oral testing has a number of disadvantages: it does not make it possible to compare students' answers to the same question and make an objective conclusion about the level of mastering the knowledge of students in the group as a whole. These shortcomings can be overcome with thematic and final written review. However, written work, detailed answers to individual questions take a lot of time, do not allow the teacher to quickly establish feedback and help weak students. Therefore, in recent years, non-traditional forms and methods of verification using open and closed tests (tests with the choice of the correct answer, tests with the addition of an answer, tests for determining the sequence of proposed knowledge elements, identifying the correct connections in the scheme, filling in tables, etc.). Only non-traditional forms of testing make it possible to systematically control the knowledge of a large number of students at each lesson and form their attitude towards the inevitability of control.

systematic test control forms students' motivation to constantly prepare for lessons, not to start the material covered, disciplines them.

Non-traditional forms of testing knowledge and skills have a number of advantages over traditional ones: they allow more rational use of time in the lesson, quickly establish feedback with the student and determine the results of assimilation, focus on gaps in knowledge and skills, make adjustments to them, identify opportunities for further advancement in teaching.

Tests make it possible, in a relatively short period of time, to check the assimilation of a large amount of educational material by all students in a group, to obtain objective data for comparing the results of the educational preparation of students in one or several groups.

Classification of tests by levels of assimilation.

Identification Tests

Test tasks with the choice of one correct answer

Tests with a "NOT" particle

Test tasks for tasks of biological terms

Test tasks using drawings.

Multiple Choice Tests

Substitution test

Test tasks for the classification of objects and processes

Test tasks for determining the sequence of events

Tests are compiled in such a way as to be able to implement a differentiated approach when testing knowledge. For this purpose, tasks of varying degrees of complexity are used. For the final check, use test tasks in combination with traditional questions and tasks that require a free, traditional answer.

Thus, the combination of test tasks with traditional questions will increase the reliability of the results of testing students' knowledge and skills, as well as reveal their ability to logically express thoughts, argue facts, and resort to evidence.

In the early stages of applying test items, it is important to devote more time to teaching students how to work with each new type of item. A performance test is a system of tasks of a specific form that allows you to qualitatively assess and measure the level of knowledge and skills.
The use of a variety of test tasks in combination with traditional forms and methods, as well as practical testing of students' knowledge and skills, contributes to increasing the reliability of the knowledge gained.

The unusually high rate of development of biology in the last decade has been accompanied by its rapidly growing importance in human life. It not only remains the theoretical basis of public health and agriculture, but also opens up opportunities for the development of new branches of industry, new prospects in technology. The social order provides for increasing the biological literacy of the younger generation, taking into account the latest achievements in biological science. All this requires the improvement of biological education at all levels. At the same time, the study of biology at school is of particular importance. According to the state standard of the new generation, the study of biology in primary school is aimed at achieving the following goals:

Mastering knowledge about the role of biological science in the formation of a modern natural-science picture of the world;

Methods of knowledge of living nature; about living nature and its inherent laws;

On the structure, life activity and environment-forming role of living organisms;

About man as a biosocial being; mastering the skills to apply biological knowledge to explain the processes and phenomena of wildlife, the life of one's own organism;

Use information about modern achievements in the field of biology and ecology, about health and risk factors;

Work with biological devices, tools, reference books;

Conduct observations of biological objects and the state of his own organism, biological experiments;

Development of cognitive interests, intellectual and creative abilities in the process of observing living organisms, biological experiments, working with various sources of information;

As can be seen from the requirements of the state standard, the subject of biology is quite complex and clear, it requires the demonstration of processes, systems and patterns, which complicates the assimilation of the subject of biology by schoolchildren.

Thus, certain contradictions arise in the teaching of biology:

1. Particular attention is paid to students' mastery of traditional methods of scientific knowledge of the world: theoretical and experimental, which is not always interesting for children, especially those with low cognitive activity. At the same time, the subject of biology is quite complex, and the basic curriculum determines the time for studying biology in the amount of 2 hours per week.

2. Modern children are less and less turning to books for information, but trying to get it from a computer. The use of new information technologies and media in the course of biology significantly raises the level of learning with low student motivation. But in the modern information space, the amount of information is huge, and the content does not always correspond to reality.

Today, with a lot of problems common to teaching biology at school, one, in my opinion, especially important one arises: how to present scientific information on the subject so that it remains in the child’s memory for many years, and knowledge is transferred into strong skills applied not only in the classroom, but also in various non-standard situations.

Purpose of innovation experience: creation of optimal conditions for improving the quality of teaching students in the subject of "biology" through the novelty of activities, increasing interest in working with a computer; the formation of pedagogical experience for its further use in one's own practice and dissemination among biology teachers.

Tasks:1. To study and analyze the existing experience of individual teachers using interactive methods, forms, teaching aids, to determine the advantages of interactive learning in teaching biology

2. Theoretically master innovative interactive technologies

3. to develop the intellectual, creative abilities of students, their ability to independently acquire new knowledge, work with various sources of information through DERs

4. To form students' information competence, the ability to work with various sources of information.

One of the advantages of using multimedia technology in education is to improve the quality of education due to the novelty of activities, interest in working with a computer. The use of a computer in biology lessons can become a new method of organizing active and meaningful work of students, making classes more visual and interesting. Lessons with the use of computer systems do not replace the teacher, but, on the contrary, make communication with the student more meaningful, individual and active.

The use of digital educational resources allows you to:

Radically change the organization of the learning process of students, shaping their systemic thinking.

It is rational to organize the cognitive activity of schoolchildren in the course of the educational process.

Use computers to individualize the educational process and turn to fundamentally new cognitive means.

To study phenomena and processes in the micro- and macrocosms, inside complex technical and biological systems based on the use of computer graphics and modeling tools.

Represent on a scale convenient for studying various biological processes that actually proceed at a very high or low speed.

In my work on informatization of teaching the subject of biology, I went through several stages

1. Using a computer as a typewriter, preparing with its help the simplest didactic materials, lesson plans, etc.

2. The use of electronic textbooks and educational resources on electronic media as visual aids, with their illustrative, animation capabilities.

3. Using software resources to create your own tutorials using Microsoft Power Point programs, etc.

4. Application of educational projects, management of research educational and extracurricular activities of students.

5. Search system. Creation of a holistic methodological system that organically includes all the stages passed.

When teaching biology, I use such electronic aids as “Biology. 1C Tutor”, “Biology. Human anatomy and physiology”, “Biology. Plants. bacteria. Mushrooms. Lichens”, “Encyclopedia of Cyril and Methodius”, “EcoGuide: A Guide to Ecosystems”, posters for the interactive whiteboard “Human Anatomy and Physiology”, a set of DER, resources of the Unified Collection of DER, own presentations and photographs.

1. Ensuring visibility

Many biological processes are complex. Children with imaginative thinking have a hard time assimilating abstract generalizations, without a picture they are not able to understand the process, to study the phenomenon. The development of their abstract thinking occurs through images. Multimedia animation models make it possible to form a complete picture of the biological process in the student's mind, interactive models make it possible to "design" the process on their own, correct their mistakes, and self-learn. The main directions of using visualization: In the 6th grade I demonstrate the scheme of double fertilization of plants when studying the topic "Plant reproduction". "Double fertilization in angiosperms" In the 7th grade, when studying the diversity of any systematic group, I use photographs of representatives of the animal and plant world.

2. Knowledge control

Multimedia technologies make it possible to diversify the forms of organization of control over the assimilation of knowledge, and the use of an interactive whiteboard reduces the fear of public speaking, arouses in the child an interest in testing, a desire to show their knowledge.

Main directions:

The use of multimedia by the teacher: turn off the sound and ask the student to comment on the process, freeze the frame and suggest continuing the process further, ask for an explanation of the process. Grade 10, topic: "Mitosis", animation scheme "Stages of Mitosis"

Computer use by students: present their answer in the form of a presentation or other product and build a defense. When studying the topic "Patterns of evolution" in grade 9, "variety of fungi" in grade 7 ("Variety of fungi")

Assignments for the distribution Grade 9 "Criteria of the species" "Criteria of the species in relation to a person"

3. A variety of forms, methods of conducting a lesson

The organization of a lesson with the use of ICT reduces the time of learning, frees up the resources of children's health. This becomes possible due to the properties of interactivity of electronic educational applications, which are best suited for organizing the cognitive activity of students. A built-in range of digital educational resources, well-composed tasks for them, a change of activity - and the lesson will take place at a fast pace, students will not get tired and will be able to get more positive emotions from the lesson.

Independent work on the study of a new topic. When fixing the topic "Spore Plants", when studying the topic "Structure of Angiosperms" in the 7th grade. ("Spore Plants")

When studying the topic "Blood groups" in the 8th grade, I spend virtual lab work by definition of blood groups. "Virtual laboratory work "Determination of the blood type", which allows you to actually perform the experiment to determine the blood group"

Create your own presentation

4. Individual work

Thanks to ICT, individual work with students is actively organized, which has the following areas:

Working with students who are in individual education for health reasons

Those with knowledge gaps

Those with an interest in the subject

Preparing for the Olympics

Professionally focused on specialties related to the subject of biology.

Individual work can be carried out both under the direct coordination of the teacher, and as a means of self-education.

5. Organization of extracurricular activities

Extracurricular activities in the subject of biology are quite multifaceted. In my work, I actively use the method of projects and research. Therefore, ICT serves as a means of obtaining information and presenting the result of activities. Students also use the Internet to participate in network projects.

Conditions for organizing activities

1. The presence of a set of multimedia equipment in the biology room.

2. ICT competence of the teacher

3. The presence of the Internet in the biology classroom (when organizing some forms of work)

The limitations are that not all children have the same computer skills and not all have a computer or Internet access at home. This may cause discomfort for students. In these cases, I offer students tasks to choose from: students receive homework that should be completed using the DER and traditional homework. Students without a computer can decide for themselves whether to spend time doing homework in the school's computer lab or doing traditional homework. When conducting lessons, students do not have an individual computerized place, which also complicates the teacher's choice of methods of working with ICT.

The systematic use of DER in my own practice allowed me to achieve certain results in teaching biology. Students have a deep, solid knowledge of the subject of "biology". They have developed skills and abilities for independent acquisition of titles, conducting observations, experiments, and experiments. Students have a stable motivation to study the subject; the growth dynamics of students striving for self-realization and self-determination through the subject of biology is traced.

Summing up, it should be said that the use of DER in teaching biology provides:

1. intensification of all levels of the educational process

2. multidimensional development of the student

3. preparing school graduates for life in the information society

4. implementation of the social order, due to the processes of global informatization.

The control of knowledge, skills and abilities of students is an integral part of the teacher's pedagogical work, an important factor in improving the quality of education. The control of knowledge assimilation makes it possible to plan the teacher's activities, differentiate testing, exercise systematic control, and combine control over the assimilation of knowledge of weak students with the elimination of gaps in their knowledge. It must be carried out in accordance with the methodological requirements.

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Introduction

“It’s not enough to know, you have to apply.

It’s not enough to want, you have to do it.”

The problem of activating the lesson, the forms of survey and control interested me even during the institute practice. I started working on this problem three years ago when I came to school. Already the first years of work have shown that the existing forms and methods of control do not give the desired results, do not make students subjects of this process. Schoolchildren are not very active and perceive control as a test that is necessary for the teacher, but not as an activity that they themselves need. In this regard, I decided to study the already existing forms and methods of control, to improve them.

Teaching methods in their traditional variants are sometimes subdivided into teaching methods, teaching methods, and control methods.

Pedagogical control performs a number of functions in the pedagogical process:

appraisal,
stimulating
developing,
educational,
diagnostic,
educational.

The control process is one of the most time-consuming and responsible operations in education, associated with acute psychological situations for both students and teachers. On the other hand, its correct formulation contributes to improving the quality of student learning. In the current pedagogical process, several types of control are distinguished: preliminary, current, thematic, milestone, final and graduation. The control system is formed by exams, oral questioning, tests, laboratory work, etc.

Such methods of monitoring student progress are currently used by most teachers. The choice of forms of control depends on the purpose, content, methods, time and place.

Known methods for diagnosing student achievement have certain disadvantages. Let's consider some of them.

There may be difficulties associated with the peculiarities of teaching work:

Quite often there are discrepancies in the requirements of different teachers, differences in their level of severity when evaluating the same answer;
when organizing current knowledge tests of a large number of students, when assessment is carried out mainly according to formal criteria, the teacher is overloaded with routine, little creative work associated with a large amount of information that needs to be prepared, processed and analyzed in a relatively short period of time;
possible lack of impartiality of the teacher (for psychological and other reasons) to the assessment of the answers of some students;
sometimes grades given to students turn out to be unreliable due to the teacher's fear that they will be used to evaluate the work of the teacher himself.

Difficulties associated with the specifics of the traditional form of knowledge testing. Such as the lack of clearly defined standards of knowledge and specifically outlined scope of skills sufficient for each positive assessment (often the teacher is tormented by the question: “What grade to put - “failed” or can still be assessed as “satisfactory”?)
Difficulties associated with students: the use of "cribs, cheating, mutual assistance" in the classroom, which distorts the reliability of the assessment of students' knowledge and prevents the teacher from objectively looking at the quality of his pedagogical work.
The absence of objective evaluation criteria and effective mechanisms for comparing the results in this discipline in different schools, which is especially important for developing the right strategy for teaching students.

Based on the foregoing, having studied this issue in detail, I developed my own control system, and thus tried to find solutions to existing problems. In this work, I relied on the works of scientists - methodologists, innovative teachers, such as Yu.K. Babansky, V.F. Shatalov, I.M. Suslov, E.V. Ilyin, Sh.A. Amonashvili, W. Drews. Studying the works of these truly talented people, I realized that the improvement of the control of knowledge, skills and abilities should be carried out against the background of optimal psychological contact in the “teacher-student” system, in the direction of enhancing the cognitive activity of students at this stage of education.

Solutions were found different, and, consequently, the results and effectiveness of control also turned out to be different.

I was interested in the questions: what criteria do teachers follow when planning control stages, what tasks should be based on in order to compose and conduct effective control of students' knowledge and skills?

To achieve this goal, I set myself the following tasks:

find out what are the goals of monitoring the knowledge and skills of students;
find out what forms of control have developed in the practice of biology teachers and what recommendations on control are given by teachers and methodologists-scientists;
find out what is the place of control in the study of biology, how to make students interested participants with the greatest efficiency;
find out what forms of control of knowledge and skills of students it is advisable to use;
prepare material for the organization of all control activities on the topics of the biology course;
study in detail such forms of control as a test and dictation, improve test control in biology.

TYPES OF CONTROL OF STUDENTS' SKILLS

The goals of monitoring the knowledge and skills of students.

"The teacher must know what he taught,

What the student has learned.

E.N. Ilyin

The control of students' knowledge and skills is an important link in the educational process, the correct formulation of which largely determines the success of training. In the methodological literature, it is generally accepted that control is the so-called "feedback" between the teacher and the student, that stage of the educational process when the teacher receives information about the effectiveness of teaching the subject. According to this, the following goals of monitoring the knowledge and skills of students are distinguished:

diagnosing and correcting the knowledge and skills of students;
taking into account the effectiveness of a separate stage of the learning process;
determination of the final learning outcomes at different levels.

Having carefully looked at the above goals for monitoring the knowledge and skills of students, you can see that these are the goals of the teacher when conducting control activities. However, the main character in the process of teaching any subject is the student, the learning process itself is the acquisition of knowledge and skills of students, therefore, everything that happens in the lesson, including control activities, should correspond to the goals of the student himself, should be personal for him. important. Control should be perceived by students not as something that only the teacher needs, but as a stage at which the student can navigate about his knowledge, make sure that his knowledge and skills meet the requirements.

Therefore, to the goals of the teacher, we must add the goal of the student: to make sure that the acquired knowledge and skills meet the requirements.

This goal of control, in my opinion, is the main one.

It may seem that changing the goals of monitoring students' knowledge and skills is a purely theoretical issue and does not change anything in practice. However, it is not. If the teacher treats control as an activity that is important for students, the very form of its implementation, discussion of the results, and verification may be different. So, for example, checking the results and putting down marks can be done by the students themselves. With this form of verification, they feel the significance of control, find out their mistakes, and when putting marks, self-criticism and responsibility develop. This type of work would never have appeared, however, if the teacher considered the goals of controlling students' knowledge and skills only as diagnosing and recording knowledge.

On the other hand, it seems incomprehensible how a teacher can correct the knowledge and skills of students, i.e. Fill gaps in students' knowledge at the control stage. Control measures can only serve to diagnose the availability of knowledge and skills, but not to correct them. The control stage has its own, very specific tasks, and you should not try to put the tasks of the next stage of work into its framework. Only after the shortcomings in the knowledge and skills of students at the control stage are clarified, we can talk about subsequent adjustments, if necessary.

According to the comments above, I propose to formulate the following goals for monitoring students' knowledge and skills:

prepare students who are convinced that the new biological knowledge and skills they have acquired meet the requirements;
obtain information about whether or not each student has mastered the biological knowledge indicated in the educational goal of studying the topic (knowledge cycle);
whether students have learned the activities indicated in the goal of developing the study of the topic (knowledge cycle).

With such a formulation of the goals of the control stage of education, it becomes clear that it carries only one task: taking into account the effectiveness of training and identifying gaps, if any, both by the teacher and, no less important, by the students themselves.

Functions of control of knowledge and skills of students.

Knowledge and understanding of control functions will help the teacher competently, with less time and effort to plan and conduct control activities, to achieve the desired effect.

Scientists-teachers and methodologists distinguish the following verification functions:

controlling, teaching, guiding and educating.

Controlling function is considered one of the main control functions. Its essence is to identify the state of knowledge, skills and abilities of students, provided for by the program, at this stage of education. Essence teaching , or developing, the function of verification, scientists see in the fact that when performing control tasks, students improve and systematize their knowledge. It is believed that lessons in which students apply knowledge and skills in a new situation or explain biological, physiological, environmental phenomena contribute to the development of speech and thinking, attention and memory of schoolchildren.

Orienting the verification function consists in orienting students and the teacher according to the results of their work, supplying the teacher with information about the achievement of learning goals by individual students and the class as a whole. The results of control activities help the teacher to direct the activities of students to overcome shortcomings and gaps in their knowledge, and students to identify and correct their own mistakes. In addition, the results of the test inform about the success of the educational process. The diagnostic function, sometimes singled out as an independent one, is close to the indicative one. It consists in the fact that the teacher can not only control the level of knowledge and skills of students, but also find out the causes of the gaps found in order to eliminate them later.

nurturing the function of verification is realized in the upbringing of a sense of responsibility, self-discipline, discipline of students; helps you organize your time in the best possible way.

The functions of the control stage, in my opinion, should correspond to stimulated control tasks. Having defined the task as only diagnosing the knowledge and skills of students acquired by them during the study of this topic (knowledge cycle), I believe that the functions of control should be controlling and orienting, here we can also add an educational function, because any kind of activity affects our character in one way or another, and control really teaches us to better organize our activities, to discipline and responsibility.

As for the learning function of control, here I will give the same remarks as when considering the correction of knowledge as one of the goals of the control stage. The purpose of control is to diagnose the knowledge and skills of students, and you should not try to expand it. If students are aware of their goal in this lesson as finding out the compliance of their knowledge and skills with the requirements, then their activities will be aimed at achieving the goal. It is unlikely that they will improve or systematize the acquired knowledge. I do not deny the importance of systematizing the knowledge gained in the study of this topic, as well as correcting shortcomings in this knowledge, but this activity takes place at other stages of training and should not be considered part of the control stage. Summing up all that has been said, I propose to single out the controlling, indicative and educational functions as functions of controlling the knowledge and skills of students. “The activation of educational activity is achieved by various forms of control and their correct combination” - Yu.K. Babanskiy.

Forms of control of knowledge and skills of students.

Forms of control of knowledge and skills of students - numerous, diverse types of activities of students in the performance of control tasks. There are many forms of control.

The state standard for biological education outlined the mandatory requirements for the form and content of control activities in biology lessons. Checking the compliance of schoolchildren's educational preparation with the requirements of the standard is carried out using a specially developed system of meters for achieving the standard of biological education ... the system of meters must be meaningfully valid (i.e. must fully comply with the requirements of the standard), reliable (i.e. ensure reproducibility of the results obtained during verification) and objective (i.e. should not depend on the identity of the verifier).

The system of meters can be presented in the form of traditional written tests, tests, including tasks with a choice of answers or short answers, tests, etc. All tasks, regardless of their form and what skills they test, are considered balanced, based on the equal importance the requirements of the standard.

For each system of meters, assessment criteria should be presented, on the basis of which it is concluded that the student has achieved or not achieved the requirements of the state standard ... in the practice of checking the achievements of students of the compulsory level of training in biology, the following criterion is used: if the student correctly completed two-thirds of the tasks of the test work that satisfies the above requirements, then we can conclude that the student has achieved the requirements of the standard.

The measurement system should be invariant with respect to different types of schools, curricula, curriculum and textbooks.

A feature of the requirements for the level of training of students in the standard of biological education is the presence of experimental skills in them.

Checking the formation of such skills should be carried out with the help of experimental tasks, which may be part of the general test work.

In school practice, there are several traditional forms of control of students' knowledge and skills that I present in my work:

biological dictation;
test;
brief independent work;
written test work;
laboratory work;
oral test on the studied topic.

Below I will try to answer the question of what kind of activity is hidden behind this or that name of the form of control of knowledge and skills of students, and I will also give my own assessment of the appropriateness of using these forms at various stages of education.

Biological dictation -a form of written control of knowledge and skills of students. It is a list of questions to which students must give immediate and concise answers. The time for each answer is strictly regulated and rather short, so the formulated questions should be clear and require unambiguous answers that do not require long reflection, answers. It is the brevity of the dictation answers that distinguishes it from other forms of control. With the help of biological dictations, you can test a limited area of learners' knowledge:

letter designations of biological terms, phenomena, some quantities;
definitions of biological phenomena, formulations of biological laws, formulations of scientific facts.

It is this knowledge that can be verified in quick and concise answers.

Students. Biological dictation does not allow you to test skills,

which students have mastered while studying a particular topic. So

Thus, the speed of conducting a biological dictation is

At the same time, both an advantage and a disadvantage, because limits

Area of tested knowledge. However, it is a form of knowledge control and

The skills of students remove some of the load from other forms, as well as how

Will be shown below, can be successfully applied in combination with

other forms of control.

Test tasks.Here, students are offered several, usually 2-3, answers to a question, from which they must choose the correct one. This form of control also has its advantages, it is no coincidence that it is one of the most common forms of control in the entire education system. Students do not waste time formulating answers and writing them down, which allows them to cover more material in the same time. Along with all the knowledge, the assimilation of which by students can be checked using a biological dictation, it becomes possible to test the skills of students related to the recognition of biological phenomena and situations corresponding to scientific facts.

Despite all the obvious advantages, test tasks have a number of disadvantages. The main one is the difficulty of formulating answers to questions when they are drafted. If the answers are selected by the teacher without sufficient logical justification, most students very easily choose the required answer, based not on their knowledge, but only on the simplest logical conclusions and life experience. Therefore, it can be difficult or even impossible for a teacher to compose a successful test without theoretical preparation. Having examined the work of teachers and methodologists on creating tests in biology, I concluded that the methodology for compiling such tasks is approximately the same for different authors: “Two to five answers are given for each question, among which one (less often two) are correct, and the rest are incomplete, inaccurate or incorrect, most of the wrong answers are typical or probable student errors. However, there are test tasks that differ from the usual scheme for their construction, for example: compose a text from fragments, judge a dispute in a biology lesson. The last task seemed to me the most interesting, because. the student, tracing the arguments of different students in a dispute and trying to find out who is right and who is wrong, himself conducts similar reasoning. The difficulty lies in the fact that the arguments of both sides are quite plausible, here the general idea of \u200b\u200bcompiling tests is also traced, therefore it is sometimes very difficult to find an error in the reasoning.

However, it should be noted that test tasks provide an opportunity to test a limited area of knowledge and skills of students, leaving aside the activity of creating biological objects, reproducing specific situations corresponding to scientific facts and environmental phenomena, etc. according to the results of the tests, the teacher cannot test the ability of students to solve combined problems, the ability to construct a logically connected answer orally.

It is advisable to use tasks with a choice in cases where this form of knowledge control has advantages over others, for example, they are especially convenient with the use of various types of control machines and computers. The authors of test developments agree that tests cannot replace other forms of control, however, they open up many new opportunities for the teacher conducting a control lesson in the class, because. remove the difficulties typical for students' oral and written answers to the question posed. One of the main shortcomings of this method is noted, test control does not check the ability of students to build an answer, competently and logically express their thoughts in the language of science, reason and justify their judgments. In this regard, many authors suggest that after the test control, check how correctly students can verbally justify the answers they gave in the test tasks, and one more control lesson should be allocated for this. I do not agree with this solution to the problem, tk. in this case, the main advantage of this form of control is lost: the ability to check a large amount of knowledge in a short period of time. In my opinion, there can be only one solution to this problem: a combination of test tasks with other forms of control that can check areas that tests cannot do without duplicating their results.

Short-term independent work. ZHere, students are also asked a number of questions to which they are invited to give their well-founded answers. The tasks can be theoretical questions to test the knowledge acquired by students in specific situations formulated or shown in order to test the ability of students to recognize biological phenomena; tasks for modeling (reproducing) specific situations corresponding to scientific facts and concepts. In independent work, all types of activities can be covered except for the creation of concepts, because. it takes a lot of time. In this form of control, students think about their plan of action, formulate and write down their thoughts and decisions. It is clear that short-term independent work requires much more time than previous forms of control, and the number of questions can be no more than 2 - 3, and sometimes independent work consists of one task.
Written test work -the most common form in school practice. Traditionally, biology tests are carried out in order to determine the final result in teaching the ability to apply knowledge. The content of the verification work consists of both test and experimental tasks. Thus, the compiled test work allows you to check a rather narrow circle of students' knowledge and skills: on the topic, as well as various skills in applying biological knowledge in solving creative problems. I believe that the concept of "test work" should be expanded to include various types of tasks if it is used by the teacher as a form of control of students' knowledge and skills at the end of the study of the topic.
Laboratory work.It can be a laboratory work, similar to the data in a textbook for the topic being studied, or some kind of experiment related to the reproduction of specific situations corresponding to scientific facts and biological phenomena.Laboratory work is a rather unusual form of control, it requires students not only to have knowledge, but also the ability to apply this knowledge in new situations, quick wits. Laboratory work activates the cognitive activity of students, because. from working with a pen and a notebook, the guys move on to working with real objects. Then the tasks are performed easier and more willingly. Since laboratory work can test a limited range of activities, it is advisable to combine it with such forms of control as a biological dictation or test. Such a combination can quite fully cover the knowledge and skills of students with a minimum investment of time, and also remove the difficulty of long written statements.
Oral report on the topic.This is one of the main forms of control in high school. Its advantage lies in the fact that it involves a comprehensive test of all the knowledge and skills of students.

Place of control of knowledge and skills of students in the process of teaching biology.

The place in which it is advisable to place a check in the learning process is determined by its goals.

As it was found, the main part of the test for both students and teachers is to find out whether students have acquired the necessary knowledge and skills on a given topic or section. The main function here is controlling.

It is natural to assume that control is needed at different stages of education and at different levels: thematic, quarterly registration, exams, etc.

Control, which is carried out after studying small "subtopics" or training cycles, constituting a section, is usually called current. The control carried out after the completion of major topics and sections of biology is usually called the final one. The final control also includes translation and final exams.

The teacher needs to establish which form of control is suitable for the current control, and which one for the final one. This can be done by taking into account the time that this or that form takes, as well as the amount of material that it allows you to check. So, for example, biological dictation and short-term independent work can rightly be attributed to the current control of students' knowledge and skills; they are short-lived and cannot cover all the studied material. Test tasks composed in different ways, with a different number of questions, can be both a form of current and final control, but more often tasks with multiple choice of answers are used in the current test. Oral test on the topic and written test work is a form of final control, as they cover a large amount of material and take a lot of time. Laboratory work can be used in the final control, however, given that it can test a limited range of students' skills, it is advisable to combine it, as mentioned earlier, with other forms of testing.

So, when analyzing the goals of conducting control measures, 2 types of control are identified, current and final, each of them has its place in the process of teaching biology and performs certain learning tasks.

Marks and assessments at the control stages.

Methodists distinguish between the concepts of "assessment" and "mark". Evaluation is the words with which the teacher “evaluates”, analyzes the success of the student, praises or blames him, draws attention to the completeness or insufficiency of his knowledge. Evaluation can be given both orally and in writing. The mark is the numbers we are used to, from 1 to 5, expressing the success of the student, the compliance of his knowledge with the requirements. However, very often these concepts are not distinguished by teachers, because it is considered that the mark, it, in fact, is an assessment of the student's progress. The role of grades and marks is huge. They not only serve to take into account the student's progress, thereby helping the teacher to navigate the success of student learning, but also help the student himself, and this is their main function, to judge their knowledge, identify their own gaps and correct them. A correctly set mark, together with the teacher's assessment of the student's work, encourages, stimulates him to further learning, or, conversely, makes him think and be wary of some kind of failure. That is why marks and assessments must be objective - this is the main requirement for them. Only then will they be seriously considered by the students, the guys will believe and respect the opinion of their teacher. Underestimation or overestimation of marks is unacceptable; marks cannot be used as a means of punishing a student for violating discipline.

There are many factors to consider when marking. Firstly, it is, of course, the requirements for the knowledge of students in the process of studying the topic, based on the goals of teaching this topic. Secondly, the completeness of the coverage of the material, the complexity and novelty of the tasks offered to students, and the independence of their implementation are taken into account. In oral and written answers, it is necessary to take into account the consistency of the presentation, the validity of the statements, the culture of speech. These requirements increase with the age of the students.

There are many methods for putting down, correcting marks: each teacher can offer his own. However, it seems to me that since marks reflect the work of the student on this topic, his knowledge, they should always be available for correction and improvement. This opportunity encourages students to fill their own gaps in knowledge and, consequently, to improve them. Only the final marks are final, i.e. marks received for the final control activities, tk. they are put at the end of the study of the entire topic and reflect all the work done by the students.

Testing

Testing as a method of pedagogical control.

To diagnose learning success, special methods are being developed, which are called learning achievement tests, success tests, didactic tests, and even teacher tests (the latter may also mean tests designed to diagnose the professional qualities of teachers). According to A. Anastazi, this type of tests ranks first in terms of number.

The following definition of achievement tests is found in the literature. Tests are fairly short, standardized or non-standardized tests, tests that allow teachers to evaluate the effectiveness of students' cognitive activity in relatively short periods of time, i.e. assess the degree and quality of each student's achievement of learning goals (learning goals).

Achievement tests are designed to assess the success of mastering specific knowledge and even individual sections of academic disciplines, and are a more objective indicator of learning than grades.

Achievement tests are different from actual psychological tests (ability, intelligence). Their difference from ability tests is, firstly, that with their help they study the success of mastering a specific limited certain framework, educational material, for example, a section of biology or a natural science course. The influence of training also affects the formation of abilities (for example, spatial ones), but it is not the only factor determining the level of their development.

Secondly, the difference between tests is determined by the purposes of their application. Achievement tests are used to assess the success of mastering specific knowledge in order to determine the effectiveness of programs, textbooks and teaching methods, the characteristics of the work of individual teachers, teaching teams, etc., i.e. with the help of these tests, past experience is diagnosed, the result of the assimilation of certain disciplines or their sections.

Along with achievement tests designed to assess the assimilation of knowledge in specific disciplines or their cycles, more broadly oriented tests are being developed. These are, for example, tests for assessing individual skills. Even more broadly oriented are skills tests that can be useful in mastering a number of disciplines, for example, skills in working with a textbook, biological tables, encyclopedias and dictionaries.

There are also tests aimed at assessing the impact of learning on the formation of logical thinking, the ability to reason, draw conclusions based on the analysis of a certain range of data, etc.

According to the form of conducting tests, they can be individual and group, oral and written, subject, hardware and computer, verbal and non-verbal. Moreover, each test has several components: a test guide, a test book with tasks and, if necessary, stimulus material or equipment, an answer sheet (for blank mods), templates for processing are given.

Testing is widely used in educational institutions for training, intermediate and final control of knowledge, as well as for teaching and self-training of students.

Test results can act both as an assessment of the quality of teaching, as well as an assessment of the test materials themselves. Of no less interest is the study of test results to determine the quality of the lesson. For example, a teacher works with students who are divided into groups according to their performance.

The test has a certain number of theoretical questions and practical tasks. Each question is related to a topic. On the same topic, a practical task is attached to the test. If students in all groups did not cope well with any theoretical task and practical task on this issue, therefore, the lessons did not pay enough attention to this topic, although it must be taken into account that the groups are uneven in terms of the contingent.

After conducting statistical studies on the study of testing as a method of pedagogical control, it was found that the test should have 15-20 tasks. They help to determine whether the student has the basic concepts, patterns, whether he can write the terms correctly, and also how the knowledge gained helps him in solving practical problems.

Tasks are offered, as a rule, with answers in a "closed form" when you need to insert a missing word. In this case, when the answer is unambiguous, it is evaluated on a two-point system - 1 or 1, if the task has several correct answers, three marks are possible - 0; 0.5; one.

The introduction of tasks with multiple answers to the test develops in students the need to find different ways to solve the problem, which is necessary to achieve the main goal of teaching at school - the ability to independently choose the way to complete the task.

Of course, instead of one task with a multiple choice answer, you can give several with an alternative one, but this will significantly increase the number of tasks in the test and allow you to check only the level of knowledge, but will not contribute to the use of tests to develop skills.

Formation of an evaluation scale for test control.

When creating tests, certain difficulties arise in terms of the formation of a scale of assessments for the correctness of the tasks performed by students. Assessment of knowledge is one of the essential indicators that determine the degree of assimilation by students of the material, the development of thinking, and independence. Evaluation should encourage students to improve the quality of learning activities. In existing testing systems, it is proposed that the teacher selects a certain grading scale in advance, i.e. establishes, for example, that the subject scores from 31 to 50 points, then he receives the mark "excellent", from 25 to 30 points - "good", from 20 to 24 - "satisfactory", less than 20 - "unsatisfactory".

Obviously, when forming such a scale of assessments, there is a large share of subjectivity, since much here will depend on the experience, intuition, competence, and professionalism of the teacher. In addition, the requirements set by different teachers for the level of knowledge of students vary widely.

Requirements for the teacher in the preparation of test tasks.

When compiling test tasks, a number of rules should be observed that are necessary to create a reliable, balanced tool for assessing the success of mastering certain academic disciplines or their sections.

Thus, it is necessary to analyze the content of tasks from the position of equal representation in the test of different educational topics, concepts, actions, etc. The test should not be loaded with secondary terms, insignificant details with an emphasis on mechanical memory, which can be involved if the test includes exact wording from the textbook or fragments from it.

Test items should be formulated clearly, concisely and unambiguously so that all students understand the meaning of what is being asked of them. It is important to ensure that none of the test items can serve as a hint for answering another.

The answer options for each task should be selected in such a way that there is no possibility of a simple guess or rejection of a knowingly inappropriate answer.

It is important to choose the most appropriate form of answers to tasks. Considering that the question asked should be formulated briefly, it is also desirable to formulate answers briefly and unambiguously. For example, an alternative form of answers is convenient, when the student must emphasize one of the listed solutions "yes - no", "true - false".

Tasks for tests should be informative, work out one or more concepts of formulas, definitions, etc. at the same time, test tasks cannot be too cumbersome or too simple. These are not mental arithmetic tasks. There should be at least five possible answers to the problem. It is desirable to use the most typical errors as incorrect options.

Advantages and disadvantages of testing.

One of the disadvantages of the test method for monitoring students' knowledge is that the creation of tests, their unification and analysis is a lot of painstaking work. To bring the test to full readiness for use, it is necessary to collect statistical data for several years.

Other difficulties may also arise. Quite often, there is significant subjectivity in the formation of the content of the tests themselves, in the selection and formulation of test questions, much also depends on the specific test system, on how much time is allotted for knowledge control, on the structure of the questions included in the test task, etc. But despite these shortcomings of testing as a method of pedagogical control, its positive qualities largely speak of the feasibility of such a technology in the course of studying biology.

The advantages should include:

greater objectivity and, as a result, a greater positive stimulating effect on the student's cognitive activity;
the negative impact on the test results of such factors as mood, skill level and other characteristics of a particular teacher is excluded;
focus on modern technical means for use in the environment of computer (automated) learning systems;
universality, coverage of all stages of the learning process.

Other merits. Tested survey is multifunctional. It allows you to quickly understand how to work with this student further.

Test control in biology lessons.

Testing is the most complex form of monitoring the learning of educational material, although it also has tangible advantages: the use of test control gives the teacher the opportunity to rationally manage the time of the lesson, quickly establish feedback with the student, it is relatively easy to identify possible gaps in his knowledge, and quickly eliminate them. It would be useful to emphasize that this form requires students to constantly prepare homework, the ability to choose and make the right decisions. Considering this, I start introducing test control from the 5th grade. Acquaintance of students with a new and at first unusual form of work for them begins with the implementation of the simplest tasks. I'll give an example:

Circle the numbers after which the properties of water are named:

Solid;
Liquid body;
gaseous body.

In this case, if the child finds it difficult to choose an answer, I suggest that he work with the textbook. In order to lead the students to the correct answer, I lead the conversation, encouraging them to think about the question. Then I propose a question and several possible answers to it. For example:

House flies feed on:

Succulent leaves of plants;
human food and waste;
Mosquitoes.

Let's look at the answer options. Through reasoning, students arrive at the correct answer. At first, I use tests in which you need to choose one correct answer, then, gradually, I increase their number

up to 3 - 4, then we check the correctness of the assignment by the whole class, collectively find and eliminate shortcomings.

I introduce the thematic and final test check only after painstakingly teaching students how to work with test items.

To develop the mental activity of students, I use test tasks with multiple choice answers. Such work is within the power of well-performing students who can think logically and build answers in a certain sequence.

Choose the sentences that give information about the frog. Write your answers in letters:

a) the body consists of a head, trunk and tail;

b) the body consists of a head and a torso;

c) there are fins;

d) there are two pairs of limbs;

e) the skin is bare, covered with mucus;

e) the skin is covered with scales.

Answers:

When completing this task, you must choose 3 correct answers and arrange them in a certain sequence. An extra or missing letter in the answer means: the answer is wrong.

Describe the development of the cabbage butterfly in stages:

Butterfly - egg - caterpillar - chrysalis - butterfly.

For more successful memorization of the material, I conduct biological dictations. For students with learning difficulties, I give a dictation and offer answers (words for reference). For example:

Breathe through _______________
The nasal cavity is lined with _____________
The cells of the nasal cavity secrete _______________
Mucus holds ________ and ______________.

Words for reference: nasal cavity, mucous membrane, mucus, dust, microbes.

I use test tasks that test the ability to classify and analyze signs. To solve tests of this type, I introduce a question-table. For example:

“In the right side of the table, enter the bones of the girdle of the upper extremities, in the left side - the bones of the girdle of the lower extremities:

Upper limb belt	Belt of the lower extremities

shoulder blade
Collarbone

Having gone through all the stages of teaching schoolchildren to work with tests, for the final test of knowledge, I use test tasks of various types and nature (Appendix 1).

At the end of the work, be sure to indicate the scale of assessment. Each task is worth one point.

50% of the work performed - grade "3".
70% of the work performed - grade "4".
more than 70% of the work performed - rating "5" or
1-4 points - score "2".
5-6 points - score "3".
7-8 points - score "4".
9-11 points - score 25.

Conclusion.

A variety of methods, forms of control allows you to more accurately and efficiently assess the knowledge of students. In accordance with the requirements of the program, I orient teaching, monitoring and evaluation to achieve high final results in all types of educational activities. I attach particular importance to the development of special skills that reflect the characteristics of the subject, the development of students' mental abilities, the formation of the ability to study independently, work with various sources of information, and rationally organize their working time.

The value of checking learning outcomes increases many times over when it is a check not only of homework, but also of schoolchildren's learning activities in the classroom: their attention, activity, conscientiousness, and the correctness of the exercises. First of all, the knowledge, skills and development of students acquired in training are subject to verification. It is important to check not only the amount of material learned by students, but also the strength, awareness and efficiency of knowledge, that is, the ability of students to apply in solving various kinds of cognitive and other practical problems. It is not enough to check whether the student remembers the generalizing conclusion; it is necessary to find out whether he can substantiate and prove this conclusion.

Only regular checks on the fulfillment by students of the requirements of the teacher will give them effectiveness. In that case, students think through the questions placed in biology textbooks if the teacher requires them to be answered; prepare a coherent story based on the given material, if the teacher requires them not only to answer individual questions, but also to provide a detailed presentation of the material.

The results obtained during the control process allow you to see and evaluate the growth of students in the learning process, the correctness and conscientiousness of their attitude to their educational duties. The significance of control especially increases if we note the progress of the student forward: better than before, the construction of his answer, in developed speech, a more serious attitude to learning than before, etc.

Monitoring the results of teaching biology and learning activities of students is the key to assessing and further improving the entire process of teaching the subject. Thus, the hypothesis is confirmed that with the methodically competent organization of the control of students' knowledge and skills, the maximum optimization of the educational process is achieved.

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Methods for testing and consolidating knowledge in biology lessons

Introduction
1. General characteristics of forms, methods and types of control in biology lessons

1.1 The history of the formation of methods of teaching biology

2. Analysis of the features of control and consolidation of knowledge, skills and abilities in biology lessons

2.1 Features of controlling students' knowledge of biology: requirements, forms, meaning

Conclusion
Bibliography
APPENDIX

Introduction

One of the ways to improve the quality of students' knowledge is the organization of the educational process. High demands are placed on the modern lesson.

One of the main tasks in the work of a biology teacher is planning to consolidate and control the quality of knowledge, develop its content, forms and methods of its implementation, analyze the results of this control, in order to correct the content of education, teaching methods, forms of organization of students' activities in the classroom and after school hours. .

When conducting a control analysis, it is especially important to accumulate information about the dynamics of the quality of knowledge, develop measures to eliminate typical errors, some difficulties in mastering the material.

Planning for monitoring and monitoring the quality of knowledge in biology has its own characteristics. The quality of knowledge is not always determined by the amount of material learned, rather it is the ability to use this material.

Students should have an adequate understanding of those material processes that take place in biological systems of different levels, understand and explain the objective laws of the microcosm, living objects.

All of the above determines the relevance of the topic of the course work.

The subject of the study is the forms and methods of checking and consolidating knowledge. The object of the study is students in biology lessons.

The purpose of this course work is to study the forms, methods and types of control and consolidation in biology lessons.

In accordance with the goal in the course work, it is supposed to solve the following tasks:

1. To study the requirements, forms and significance of the control of knowledge, skills and abilities in biology lessons.

2. Analyze the forms and methods of fixing educational material in biology lessons.

1 . General characteristics of forms , method ov and in id ov control in biology lessons

1.1 The history of the formation of methods of teaching biology

The history of biology teaching methodology shows that the main problems solved by biology to one degree or another have always been the content of education, teaching methods and their educational influence. The introduction of a particular subject into the school, its volume and ideological orientation were determined by the state. Questions of a methodological nature were resolved by teachers and methodologists, and often this depended on their creative initiative.

One of the first books of the 15th century, according to which children were taught in Russia, is the collection of stories "Physiologist" about real and fantastic animals. This work was created in the II - III centuries. n. e. based on ancient and oriental sources. In the Middle Ages in Russia and other countries, "Shestodnev" was popular as a textbook. In it, the author outlined the biblical story about the creation of the world, gave separate explanations of a naturalistic plan and provided geographical, zoological and botanical information about the diversity of animals, plants, and their properties.

Significant interest for Russia in the XVIII century. presented the work "Mirror natural". The essay was a natural philosophy course for high school students. It included information about the structure of the Universe, inorganic substances, plants, animals and humans. The course was presented from the standpoint of Aristotle's philosophy, but knowledge about nature was very superficial and mixed with fiction, superstition and fantasy. Such a mystical and symbolic explanation of natural phenomena testified to the medieval level of thinking. Thus, in Russia until the 18th century, naturalistic education was based on outdated medieval and ancient sources.

According to the school reform plan of the 18th century, public schools of two types were created in the cities: main - 5-year and small - 2-year. The subject "Natural Science" was introduced during the last two years of study at 5-year schools. Vasily Fedorovich Zuev was invited to work on a textbook on natural science.

In 1786, without indicating the name of the author, the first domestic textbook of natural science was published under the title "The Inscription of Natural History, Published for the Public Schools of the Russian Empire by the High Command of the Reigning Empress Catherine the Second." It can be considered that the history of the national methodology of teaching biology began this year. V. F. Zuev had to solve all the main methodological tasks of teaching a subject introduced for the first time (selection of educational content, its structure, style of presentation), to realize the learning goals in accordance with the demands of society, to determine the methods and means of teaching.

The named textbook consists of two parts and is divided into three sections: "Fossil Kingdom" (inanimate nature), "Vegetable Kingdom" (botany) and "Animal Kingdom" (zoology).

The textbook clearly expresses a primary interest in local material, although there is information about some representatives that are common in other regions of the Earth. This text is easy to read, as it is presented in simple language with the involvement of interesting biological and practical (applied) material.

It should also be emphasized that Zuev managed to include in the school textbook, along with morphology and taxonomy, a large amount of factual material on the ecology of plants and animals, the environment and respect for plants and animals, i.e. information from the field of environmental science, which at that time was only at the initial stage of its development.

Textbook VF Zuev "Inscription of natural history ..." became the main and only manual for students and teachers in the study of nature. The content of the textbook, the style of its presentation rightly earned the high appraisal of scientists (the author's contemporaries) and methodologists of our day.

This textbook was both the first natural science program in school and the first teaching aid. It contains a number of instructions on how to carry out the teaching process (the author recommends building lessons in the form of a conversation), what visual aids to use, and how to organize a subject room. The scientist published a zoological atlas, compiled from 57 separate tables on thick paper with a format of 1/2 printed sheet. These tables have been widely used in the national school for over 40 years.

Zuev's textbook was reprinted several times, but it was not used for long. However, his role in education was very great, because he contributed to the development of a scientific worldview, contributed to the application of knowledge in practical life, developed an interest in biological knowledge, introduced him to the ecological characteristics of organisms living in different conditions, to the habits of animals, convinced of the need for careful attitude to natural objects in the environment. With these ideas, V.F. Zuev was guided in the preparation of teachers for public schools in the teacher's gymnasium.

Thus, Academician V.F. Zuev laid the foundation for the national methodology of teaching biology and is rightfully considered its founder.

The further formation and development of the methods of teaching biology as a science are connected with the creative activity of a number of outstanding natural scientists, teachers and methodologists-biologists.

In 1809, the textbook by V. F. Zuev was replaced by the textbook by A. M. Teryaev “Initial Foundations of Botanical Philosophy, published by the Main Board of Schools for use in the Gymnasiums of the Russian Empire”. The new textbook was essentially a summary of botanical terms and contained various explanations of a religious nature. A little later, the textbook “Three Botanists” appeared, written by the teacher of literature and Greek, director of the department of public education, I. I. Martynov. These textbooks were compilations from the works of scientists, were not methodically thought out and turned out to be very difficult for students.

The first half of the 19th century was characterized by the presentation of science without methodological processing according to the age characteristics of students. Students at home mechanically memorized the text of the textbook, which the teacher asked at the lessons. School textbooks almost did not differ from university textbooks.

A new word, spoken by A. Luben in the field of methods of teaching natural science, found a response among Russian natural science teachers. An active translation of Lyuben's educational books began, domestic authors in their publications used his methodology for organizing the educational process at school. However, soon the mass practice of teaching according to the Lubenov type revealed serious contradictions. They expressed themselves in the inconsistency of the content with the teaching methods at school. Valuable methodological recommendations on the use of visualization came up against the complete absence of it in school. These circumstances have identified new methodological problems - the correspondence of the content of the school course in natural science to the modern level of development of biological science and the correspondence of teaching methods to the content of the school subject.

The activities of the remarkable naturalist Alexander Yakovlevich Gerd (1841-1888) were aimed at solving these problems.

One of Gerd's main reproaches against Luben's direction in natural science is the unsatisfactory content of the natural science course.

At that time, all attention was paid only to the external signs of living organisms, as a result, teaching turned out to be so dry that not only children, but also teachers lost any interest in it.

AND I. Gerd is the greatest natural science methodologist of the end of the 19th century. His great merit is connected with the development of the scientific foundations of the teaching methods of this subject and the creation of textbooks based on the ecological and biological ideas of VF Zuev and Darwinism. He considered the main goal of studying natural science at school to be the development of students, the formation of a materialistic worldview and independence in cognition.

In the books created by Gerd, methodological works published in the journal "Teacher", as well as in his teaching activities, the advanced pedagogical ideas of developmental education for that time are clearly traced. Let's name the main ones:

- Presentation to students of educational material about nature on an evolutionary basis;

- introduction of the "ascending order" in the study of living organisms;

- active development of independence and initiative of students in the process of teaching natural science;

- the use of explanatory and research approaches in teaching schoolchildren;

- teaching children based on previously acquired knowledge;

- direct communication with wildlife in the form of excursions, practical work and through demonstration experiments in the classroom;

- mastering in elementary school knowledge "about land, air and water" (Gerd's triad);

- introduction of an integrated approach to the study of nature at the initial stage of education at school;

- substantiation of continuity in the study of nature from the initial course on inanimate nature to the courses of botany, zoology and other natural science courses in high school (physics, chemistry);

- introduction of environmental orientation into the content of the educational process;

Changing the name of the course "Human Anatomy and Physiology" to a more general one - "Human" and its content, respectively; The scientist believed that the implementation of the ideas of developmental education would contribute to the improvement of general education in the national school. According to Gerd, demonstration experiments in the classroom, excursions and practical exercises are of great developmental importance. The scientist calls for giving students the correct and, if possible, complete ideas about the world around them and the phenomena of adaptation. In fact, he substantiated the need to study environmental material in the course of natural science and showed the ways and means of teaching it at school. This is the conduct of excursions, practical work, observations of plants and animals, setting up experiments, using natural objects in the lessons.

The first years of the 20th century are characterized by the active struggle of advanced natural science teachers for the introduction of natural science into schools, for a high level of biological knowledge and active teaching methods. The profound changes that took place in the economic and social life of society created new conditions for Russia's rapid scientific and technological progress. Under pressure from the public, the Ministry of Public Education was forced to revise the system of gymnasium education. It was compiled not according to the subjects of the natural sciences (botany, zoology, etc.), but according to the "hostels of nature", i.e. by natural communities: forest, garden, meadow, pond, river. The study of "dormitories" was carried out in the first three grades of the school. It was borrowed from the works of the German teacher F. Junge. It was recommended to study nature during excursions, on walks with schoolchildren.

Junge's idea was accepted by natural scientists who took an active part in the development of school science - V.V. Polovtsov and D.N. Kaigorodov, but each of them took from Junge different aspects of his teaching. Polovtsov - the biological direction, Kaigorodov - the grouping of educational material, i.e. hostel idea.

It should be noted that Kaigorodov's program was unsuccessful in content, as well as in methodological and methodological terms, so the pedagogical community deservedly criticized it. However, the idea of studying organisms in their natural environment, which Kaigorodov adhered to, turned out to be very fruitful, reviving school natural science. In this regard, botanists, zoologists, and soil scientists issued recommendations for teachers on conducting excursions into nature. Such material methodically enriched the study of biological and environmental issues of the course, marked a new component in the content of school natural science - biocenological.

In 1907, Valerian Viktorovich Polovtsov, the first domestic general method of natural science, published “Fundamentals of the General Method of Natural Science,” in which the author outlined a complete system of knowledge on the method. The scientist described in detail the educational value of excursions and practical classes, substantiated and developed the "biological method" in teaching natural science.

In his methodology, V.V. Polovtsov was the first to gather all the experience accumulated by many generations of scientists and teachers in the field of the theory of teaching natural science, substantiate and develop a number of methodological provisions.

V.V. Polovtsov distinguishes between materials of autecological and synecological content in their pedagogical meaning. He recommends considering the first together with morphological, physiological and other data on organisms, under the indispensable condition of familiarization with organisms as living beings.

To implement this task, the scientist advises to carry out practical work with handouts, experiments and observations. Recognizing the educational value of these environmental materials, Polovtsov notes that knowledge about communities presents a certain complexity, and recommends that they be studied at the end of the course or used as a generalization for repetition. In the methodology of natural science in the 19th and early 20th centuries, there was a struggle to bring the content of educational natural science in line with the development of science and to educate a worldview.

At the beginning of the 20th century, the methodology clearly revealed the desire to educate independent thinking, observation, and cognitive activity through the “research method” (in practical work and on excursions). However, the development of thinking is limited to conclusions from observations of individual facts. Students are not trained to make broad generalizations. It is also characteristic that almost none of the methodologists develops the methodology of the lessons, the main attention is focused on practical exercises in the laboratory and on excursions.

The existence of heterogeneous schools with their own programs and many textbooks allowed the development of various methodological directions and ideas.

Somewhat different from the general direction of the methodology of that time is the work of L. S. Sevruk (1867--1918), who published in 1902 the "Methodology of the initial course of natural science", which essentially included, in addition to inanimate nature, the first private methods for the study of plants and animals and a person. This technique, written in the form of conversation lessons, contains the teacher's story, questions to students and their expected answers. It indicates the equipment of the lessons, describes the preparation of preparations and the setting of experiments, provides independent work of students (assignments).

The main task of the Soviet school, after the events of 1917, was the upbringing of a materialistic, anti-religious worldview, education and upbringing in labor and in connection with productive labor, the upbringing of independence in the acquisition of knowledge.

Biological knowledge is the basis for the scientific understanding of natural phenomena and productive labor in agriculture. The forms and methods used in the study of biology allow students to develop independence. As a result, natural science initially occupied one of the first places in school education and a significant number of hours were devoted to it. A group of methodologists and teachers who worked in commercial and other private schools, which were considered progressive before the revolution, immediately began to widely disseminate methodological ideas in the Soviet school. The efforts of the methodologists were aimed at strengthening the teaching of natural science as a subject important for education and upbringing. The leading role was played by Professor Boris Evgenyevich Raikov (1880-1966), the author of many works on the history and main problems of methodology, a textbook on zoology, manuals for practical exercises and excursions, etc.

In 1918 and 1920, the first programs in biology were created, many textbooks and V.V. Polovtsov. In the first programs, the main attention was paid not so much to the content as to the advanced teaching methods for that time.

During this time, the diverse search for new methods and content and the fierce struggle of opposing opinions not only enriched the methodology with positive experience.

Thus, according to the three main elements of the methodology of teaching biology - content, methods and education - the patterns of development of concepts, methods and education in their unity were clarified. To this must be added a clear identification and establishment of the forms of teaching. At present, it can be argued that the methodology of teaching biology began to develop as a science based on a dialectical approach to pedagogical phenomena.

Raising the theoretical level of education required special studies aimed at systematizing the educational process (I.D. Zverev), developing the thinking of schoolchildren (E.P. Brunovt), problem-based learning (L.V. Rebrova), strengthening the polytechnic orientation (A.N. Myagkova), the development of cognitive interest (D.I. Traitak), the use of interdisciplinary connections (V, N, Maksimova), environmental education and upbringing (I.D. Zverev, A.N. Zakhlebny, I.N. Ponomareva, I. T.Suravegina).

1.2 The value of testing students' knowledge of biology

It is impossible to achieve the quality of knowledge without a systematic study of the highest achievements in the work of teachers and students. In this case, one cannot do without diagnostics, moreover, such diagnostics that would allow the most complete assessment of the results of schoolchildren's learning, revealing not only knowledge and levels of their assimilation, but also cognitive skills, the development of creative abilities. The problem can be solved by diagnosing the level-by-level assimilation of knowledge and skills.

Testing knowledge and skills is an important link in teaching biology. It is aimed at achieving the goals of education: the formation of a scientific picture of the world, mastering the system of biological knowledge necessary for the environmental and hygienic education of students, preparing them for work in those industries where the laws of wildlife are used. The following tasks are assigned to test knowledge and skills: training, education and development of students.

The study of the state of biological preparation of students is an indispensable condition for improving the educational process. Systematic testing educates students in a responsible attitude to learning, allows you to identify the individual characteristics of students and apply a differentiated approach to learning. It provides more reliable information about the achievements of students and gaps in their preparation, allows the teacher to manage the pressure of learning.

Systematic testing of knowledge contributes to the development of students' mindset for long-term memorization, for filling gaps in their preparation, for repetition and inclusion of previously acquired knowledge into a new system.

1.3 Types, methods, techniques for organizing knowledge control

The method of control as an integral system consists of structural components of different functions and forms. An analysis of Soviet pedagogical and methodological literature shows that the main directions of control methods in different sources essentially coincide, but different authors interpret the names of terms, their classification and interconnection in their own way. Such structural components also include types of control, its methods and techniques, forms, organization.

There are preliminary, current, thematic and final testing of knowledge, skills and abilities. The tasks of training, education and development are solved to the greatest extent during the current audit.

The current check performs not only a controlling function, but also teaches, develops, educates and manages, while thematic and final checks mainly perform the function of control and management. Both for the current test and for the final test, various forms, methods and techniques are used: oral, written (text and graphic), practical work.

In teaching biology, until recently, mainly traditional forms and methods of verification (oral and written survey) were used. The most widespread is oral testing, as a result of which the teacher immediately receives information about the level of preparation of students.

In the process of its implementation, the control of acquired knowledge is combined with their further deepening and expansion, knowledge is systematized, generalized, the most significant are singled out, and their relationships are established.

At the same time, the teacher can discuss a wide range of issues with students, identify how the material that is mandatory for all has been learned, whether the studied patterns are clear, whether the connection between theoretical and practical material is clear, find out if students can draw conclusions of a worldview nature, determine how well they have mastered the skills . At the same time, gaps in the training of students are being eliminated.

However, oral testing has a number of disadvantages: it does not make it possible to compare students' answers to the same question and make an objective conclusion about the level of mastery of knowledge of students in the group as a whole. These shortcomings can be overcome with thematic and final written review.

Written work, detailed answers to individual questions take a lot of time, do not allow the teacher to quickly establish feedback, to help weak students. Therefore, in recent years, non-traditional forms and methods of verification using open and closed tests (tests with the choice of the correct answer, tests with the addition of an answer, tests for determining the sequence of proposed knowledge elements, identifying the correct connections in the scheme, filling in tables, etc.)

Only non-traditional forms of testing make it possible to systematically control the knowledge of a large number of students at each lesson and form their attitude towards the inevitability of control. For example, systematic test control forms students' motivation to constantly prepare for lessons, not to start the material they have studied, and disciplines them. In the process of thematic and final testing, tests make it possible, in a relatively short period of time, to check the assimilation of a large amount of educational material by all students of the group, to obtain objective data for comparing the results of the educational preparation of students in one or several groups.

Non-traditional forms and methods of verification have certain disadvantages. The main one is the high probability of guessing the correct answer. It can be overcome by improving the quality of the answers offered for selection, especially the wrong ones. In addition, answers to test tasks can be easily copied from a friend. The elimination of this shortcoming is facilitated by the variability of test tasks, the creation of a bank of verification papers. Non-traditional forms of testing, as a rule, do not allow revealing the ability of students to logically present the learned material, build an answer conclusively. With the help of non-traditional forms of testing, it is difficult to determine the degree of mastery of types of educational activities specific to the biology course, for example, to make observations, identify plants, etc.

In this regard, it is advisable to use non-traditional forms and methods of knowledge testing in combination with traditional ones, both during current and final control. However, given the lack of time allotted for the study of the biology course, non-traditional forms of testing should be used more widely.

Preliminary control is usually carried out at the beginning of the school year, half year, quarter, at the first lessons of a new section of a subject or a new subject in general.

The functional purpose of preliminary control is that the teacher has in mind to study the level of readiness of students to perceive new material, i.e. verification here plays a diagnostic role: to establish to what extent the mental capabilities of students are formed for a full perception of a new academic subject. And at the beginning of the school year - to establish what has been preserved and what has “disappeared” from what was studied by schoolchildren in the previous school year. Based on the preliminary control data, the teacher builds the study of new material, provides for repetition, organization of interdisciplinary connections, updates knowledge that was unclaimed until that time.

The main purpose of current control, firstly, for the teacher is continuous monitoring to obtain information about the quality of individual stages of the educational process, and, secondly, for the student, an external incentive that encourages him to study systematically. While conducting a lesson, the teacher now and then turns to the students with questions and tasks in order to make sure that they have mastered the material being studied correctly, whether they have mastered it at all, in which inaccuracies or gaps in knowledge and skills are manifested.

Depending on the students' answers, the teacher adjusts the learning process. As for the students, the current control encourages them to be constantly ready to answer the question and complete the task. Moreover, for some students this is an opportunity to distinguish themselves and assert themselves, for others - to correct a lower mark for a higher score, for others - a constant reminder of the need to systematically study both at school and at home.

Thematic control is carried out upon completion of the study of a large topic, for example, "Structure of the cell", "Class mammals", etc. This is clearly seen in the iterative-generalizing lessons. Purpose of thematic control: to systematize and generalize the material of the whole topic; by repetition and testing of knowledge, prevent forgetting, consolidate it as a base necessary for studying the subsequent sections of the subject.

The peculiarity of test questions and tasks in this case is that they are designed to reveal knowledge of the entire topic, to establish links with knowledge of previous topics, interdisciplinary connections, to be able to transfer knowledge to other material, to search for generalizing conclusions.

In the order of thematic control in grades 9-11, it is appropriate to conduct a colloquium (from Latin colloquium - conversation, conversation). His methodology is as follows: the topic and a minimum of questions are announced to the students in advance, and literature is indicated. Consultations are organized for those who are interested.

The colloquium is most often held before practical classes in biology. As a rule, no one is released from it, all students are subjected to testing. If someone does not cope with the task, the teacher has the right not to allow such a student to practice, but it is necessary to give advice to the student on how to eliminate gaps in knowledge of the topic. Then the teacher needs to check again whether the student has mastered the topic.

The final control is timed to the end of the training course, quarter, half year or year. This is a control that completes a significant period of study time. So, in grades 6-11, the results for the academic quarter, half year, year are summed up. At the same time, the results of current control are taken into account and, in addition, control work is carried out in a number of subjects (in mathematics, languages, etc.), covering the main educational material.

In the senior classes, the final control can also be carried out in the form of a test. His methodology is as follows. Students are informed of the sections of the subject for which they are to pass the test, the program requirements for the subject (the amount of knowledge and practical skills and abilities). Then, in the order of the interview, the performance of practical tasks, the teacher finds out what is the volume of educational material that the student has firmly and firmly mastered, what is the quality of knowledge and skills in the subject being tested, whether they are sufficient to continue studying new sections of the course or other related subjects on their basis. disciplines.

The results of the tests in points are not evaluated; it is recorded that the tested subject or its major section was credited or not credited to the student as mastered. The teacher relieves students from the test procedure who are diligently studying and doing well in the subject. Such an assessment is also a moral encouragement of diligence and diligence of the student.

The final control means attestation of the student in the subject at the final stage of education in an educational institution: at the end of the 9th grade, as well as a secondary school. These are graduation and qualifying exams. Currently, final exams in biology are taken in the form of the Unified State Examination and the GIA.

Questions, assignments, the program of final exams usually contain key and basic concepts and connections in the subject for all years of study, for biology, from grades 6 to 11.

According to the method of interaction between the teacher and the student, the methods of testing, controlling knowledge, skills, and the level of development of students can be divided into the following methods and techniques of control:

1) oral;

2) written;

3) graphic;

4) practical (work);

5) programmed;

6) tests.

Control methods are often used in a combined form, they complement each other in the real educational process. Each method includes a set of control methods. The same technique can be used in different control methods.

2 . Analysis of control features and consolidation of knowledge, skills and abilities in biology lessons

biology control knowledge student

2. 1 Features to control I knowledge of students in biology: requirements, forms, meaning

Systematic control of knowledge and skills of students is an important part of education. Methods for controlling or testing knowledge and skills are closely related to the methods of all other parts of the educational process: methods of presenting educational material, consolidating and repeating, generalizing and systematizing knowledge. The purpose of the control is to check, determine how the material learned by an individual student and the whole class is mastered, to find out the quality of knowledge, skills and abilities. Such verification is an integral part, an important component of the learning process.

A systematic test of knowledge develops in students the ability to prepare homework for each lesson, the habit of systematic work, instills a sense of responsibility for the conscientious performance of work within a certain time frame, and the will to overcome difficulties.

Control is considered as a feedback characteristic of a self-regulating system. Feedback serves as the basis for making the necessary adjustments to the learning process, for improving its content, methods, means and forms of managing the educational and cognitive activity of students. Control provides an opportunity for the teacher to analyze his teaching activities, achievements and shortcomings, and take measures to eliminate shortcomings.

Thus, knowledge control is of great importance for both the student and the teacher. In this regard, didactics considers information received as a result of control over educational activities performed by the teacher as external feedback, and information from the student's self-control, from awareness of his cognitive actions and their results - as internal feedback.

The systematic implementation of control allows the teacher to bring into the system the knowledge acquired by schoolchildren over a certain period of time, to identify successes in learning, gaps and shortcomings in individual students and in the whole class as a whole. Knowledge control is also a means of self-examination of the teacher, and therefore a means to improve the quality of his work. Information about the achievements of students is also important for parents to participate in monitoring the progress of their child, to help him overcome difficulties in learning.

Control over the quality of students' achievements in the educational process is one of the important means of increasing the effectiveness of teaching biology. Systematic information about the state of knowledge and skills of students allows the teacher to quickly use rational methods and means of teaching, accurately and correctly manage the educational process, anticipate its logic, and predict the results of learning.

Checking and recording knowledge is an important aspect of any biology lesson. Therefore, the test must be organized in such a way that it activates the cognitive activity of each student, allows him to independently operate with the learned educational material.

Verification requires a lot of labor and attention from the teacher. Its effectiveness increases depending on the variety of methodological techniques that provide both a repetition of what has been previously studied and an explanation, consolidation of new material through various types of independent work. Conscious assimilation of new content should be logically connected with previously acquired knowledge, as well as with the life observations and experience of the student.

Considered in the recent past as a universal methodological technique - testing knowledge by asking questions that require detailed and detailed answers from the student, is currently far from the only one (Table 1).

Table 1 Classification of forms of control of knowledge of students in biology according to Ponamareva I.N.

Selected feature	Knowledge control form
Number of students	Individual (personal), group, frontal, class-generalizing checks
Features of the organization of students' activities and teacher guidance	Written, oral tests, seminar, role-playing game, business game, composition, home independent practical work
Technology of carrying out and nature of the image	Graphical, programmed, automatic checks, testing
Check Intensity	Offset, condensed survey, combined control
The level of cognitive independence of students	Reproductive reproduction work, independent work on assignment, independent practical research

Teachers in the classroom often use verbal, visual and practical methods to control knowledge and skills:

- writing an abstract;

- a student's message with a demonstration of the results of observations;

- participation in the discussion on solving a problematic issue;

- evaluation of the student's message;

- report on literary sources;

- drawing up a model scheme for answering the question;

- solution of biological problems;

- response to test tasks;

- filling out a workbook;

- answer by filling in written didactic cards;

- collective filling of the summary table on the board;

- participation in the "quick response" (blitz response);

- writing a "fantasy essay" on a given topic;

- Creation of the text of the role of the character to participate in the role-playing game;

- a report on a given topic with illustrations and musical accompaniment;

- abstract on the materials of the TV show;

- answer on computer tutorials.

This list of techniques can be continued, moreover, only the techniques of the predominantly verbal group of methods are named here. Many biology teachers use visual and practical knowledge control techniques, for example:

- recognition of the drug under a microscope or magnifying glass;

- assembly of diagrams of complex systems or processes on a board from given fragments (herbarium, drawings, etc.);

- implementation of practical work in the system of multimedia type of education;

- independent performance of laboratory work;

- recognition of a micropreparation under a microscope or a magnifying glass.

These and similar forms of knowledge testing enliven the lesson, make the knowledge control non-standard, interesting and, as a result, activate the learning process.

The most common form of control is the oral knowledge test. It makes it possible to check each student, therefore it is called an individual survey.

The student's oral response may be accompanied by showing natural objects, tables, models, sketching diagrams, setting up experiments. It is important to intensify the activity of the whole class so that the oral test does not have the character of work “with one student”. Students can supplement, correct errors, ask additional questions on the topic of the oral answer, evaluate the knowledge of a friend. The teacher can identify not only the volume and level of assimilation of the material, but also the student's ability to build a coherent story, analyze, classify facts, give examples from personal observations. Questions for oral verification should be formulated in such a way that they are understandable and feasible for the student, encourage him to a detailed story, and not to a monosyllabic answer.

A frontal oral check (or a cursory survey) differs from an individual one in its conciseness, it comes down to answers to a series of sequential questions. As a rule, this form activates children, the teacher can “lift” weak and average achievers from their place.

The densified survey essentially differs from the traditional oral test in its high efficiency and intensity. Questions posed to students should be clear enough that they do not have to be further explained. Some students take turns answering at the blackboard, using tables, models, drawings on the blackboard, others answer from the spot, supplement, correct errors, others do written work.

Written work is often used to test knowledge of biology. Its results objectively indicate the level of assimilation of the material, the correctness and completeness of the formed knowledge, as well as the nature of cognitive activity and the effectiveness of training.

With the help of written work for 10-15 minutes, you can test the knowledge of a large number of students. However, when preparing a written work, one should remember the accuracy of questions and tasks that do not require detailed descriptions and characteristics. A written test has a positive effect on the development of abstract, abstract thinking in the written language of students. This test does not require any special equipment and can be taken anywhere in the lesson.

Testing (from English, test - test, test) is considered an objective tool for identifying the level of knowledge. The pedagogical test is characterized as a system of faceted tasks in writing, with a gradually increasing degree of difficulty.

Currently, testing is being actively introduced into the control of educational and cognitive activity of schoolchildren. The main position of testing is determined by its clear certainty, unambiguity, reliability, complexity with other forms. Tests created within the school (by one teacher or a group of teachers) or outside the school (by research centers) and peer-reviewed are called standardized. The developed tests are checked for validity (adequacy, compliance) and reliability (degree of confidence in this form).

Tasks in the test form consist of instructions, the task itself and answer options.

Tests can be classified according to the levels of assimilation:

1. Tests of the first level of assimilation:

Identification Tests

Test tasks with the choice of one correct answer

Tests with a "NOT" particle

Test tasks for tasks of biological terms

Test tasks using drawings.

2. Tests of the second level of assimilation:

Multiple Choice Tests

Substitution test

Test tasks for the classification of objects and processes

Test tasks for determining the sequence of events

3. Tests of the third level:

Tests of the third level are the creative use of acquired knowledge, which reveal the ability to apply knowledge in non-standard situations. Conventionally, this level can be called "atypical task". Checking the quality of adjustment and assimilation and application of knowledge in practice.

As we can see, there are many different types of test tasks, we will give examples of some of them.

1. Identification tests.

In the identification test, the student is asked a question that requires him to give an alternative answer: “yes” or “no”; "is" or "is not".

For example:

There are 23 pairs of chromosomes in the human body.

2. Test tasks with the choice of one correct answer.

In pedagogy, the question of the number of answers in a task remains controversial. Tasks containing from two to eight answers are offered. Experimental verification of test tasks showed that two answers are not enough, since in this case the probability of guessing the correct answer increases.

At the same time, the inclusion of 6-8 answers in the task also turns out to be ineffective. In this case, students take a lot of time to complete tasks and lose one of the leading advantages of non-traditional forms of testing - saving time. Therefore, it is considered appropriate to include 4-5 answers in a test task of this type, of which only one is correct.

Photosynthesis takes place:

A) in root cells.

B) In the chloroplasts of leaf or stem cells.

C) in the ovary of a flower.

D) at the center of the stem.

Students choose one of the four answers, in their opinion, the correct one and write down the letter next to it in the notebook, in this case the letter B.

3. Test tasks for knowledge of biological terms.

Often, such tasks are used to check whether students have mastered biological terms and concepts. It is easier for students to complete the task, which gives a definition and is asked to choose its name. The process of formation of organic substances in a plant using the energy of sunlight is called:

A) breathing.

B) evaporation

B) photosynthesis.

D) reproduction.

The tasks in which the term is given are much more difficult, and students need to choose its correct definition.

Prokaryotes are organisms:

A) Cells that do not have a well-formed nucleus.

B) Carrying out photosynthesis in the light.

C) Consisting of identical cells.

4. Test tasks with the particle "NOT".

Sometimes the negative particle “NOT”, the words “DO NOT”, “SHOULD NOT”, etc. are included in the question. When performing tasks of this type, students often do not pay attention to the negation in the question. Therefore, to test knowledge at a basic level, such tasks can only be given after repeated exercises.

To draw students' attention to a negation in a question, it should be underlined or highlighted. However, it is very difficult to compose tasks with the negation of “NOT”, since it requires picking up three correct answers and only one wrong one. These tasks orient students to a different, more complex nature of mental activity and most often exceed the level of compulsory assimilation.

What is NOT a function of the stem?

A) the movement of organic matter.

B) The movement of minerals.

B) base.

D) Absorption of water and mineral salts.

5. Tests with a choice of several correct answers.

The nature of the mental activity of students becomes more complicated when performing test tasks in which several correct answers are given. In this case, the total number of answers increases to five or seven, while the number of correct answers is not reported to the students. Test tasks of this type encourage students to analytical mental activity, which is based on the reproduction of knowledge.

Therefore, tasks of this kind can be widely used to test learning outcomes at a mandatory level for all mastery of educational material. Usually, such tasks do not require building answers in a certain sequence, since this does not change their essence.

What is the significance of cellular metabolism?

A) Promotes the reproduction of organisms.

B) Provides the body with energy.

C) Provides the transfer of hereditary information.

D) Provides the cell with building material.

D) Helps to increase the level of organization of the body.

Answer: B, D

Of particular importance in the control of students' knowledge is the process of assessing knowledge as a result of learning (the individual ability of the student to acquire knowledge) and learning (the degree of influence of the teacher on the assimilation of knowledge of the student). Based on the results of the test, performance is determined, which is considered a generalized indicator of knowledge.

The evaluation process is carried out in the course of comparing the work performed with the standard, and the result of this process is the result - the mark.

In didactics and teaching methods, checking the success of learning is considered as a stage of cognitive activity, when the teacher has every reason to demand from students a report in mastering the studied material. Therefore, one or another type of control of knowledge and skills is actually a cross-section of the qualitative achievements of students in the educational process by a given time, at a given stage of mastering the content of education. The larger the gap between slices, the more material is included in the test.

The final stage of checking the assimilation of knowledge and skills of the student is the mark. Assessment of knowledge is given not only in the control of the studied content, but also in the presentation of new material. The teacher, presenting new material, raises questions, asks to explain the observed phenomena, to reveal the causes or effects. Students compare certain properties of living objects, participate in the explanation of some facts. At the same time, the teacher checks how the children use the previously acquired knowledge and skills, in what form they state their answer. This work is evaluated by the teacher. The participation of schoolchildren in explaining new material allows the teacher to judge the depth of students' knowledge and the need to include additional tasks. Clarity in the requirements on the part of the teacher for oral and written answers, skillful formulation of questions and tasks is an indispensable condition for testing knowledge.

The types and methods of testing knowledge, skills and abilities the teacher chooses depending on the content of the subject, the specific educational tasks of the lesson, topic, section and course. The teacher's task is to take measures to eliminate them, based on the identified shortcomings in the achievements of students, while improving their pedagogical skills, since a large share of success in learning depends on the teacher's activities.

2.2 Forms and methods of consolidating knowledge, skills and abilities of students in biology lessons

Educational work on consolidating and deeper understanding of knowledge lies in the fact that after presenting new material and formulating conclusions and generalizations (concepts), the teacher leads students to new facts and examples, but already in terms of broader reinforcement of the generalizations made, their deeper understanding and developing the ability to apply the studied material in practice. The consolidation of the material is to a certain extent connected with the phenomenon that in psychology is called the transfer of knowledge. Its essence lies in the fact that in the process of educational work, students have to transfer the acquired mental operations, abilities and skills, as it were, that is, to apply them in other conditions. This process, on the one hand, facilitates learning, because it makes it possible to use the acquired knowledge, skills and abilities in mastering new material, and on the other hand, it introduces difficulties, since any transfer of knowledge is not carried out mechanically, but requires certain adjustments to be made to the acquired concepts. , skills and abilities, some breaking of the existing stereotype, that is, mental and physical stress.

ON THE. Mechinstskaya pointed out that students relatively quickly forget the formulations of rules, conclusions and theoretical generalizations, logical proofs are retained much more firmly in their memory, as well as generalizations that are made on the basis of vivid examples and facts and are fixed in the process of practical exercises.

Only a reasonably set system of training exercises, which require students to have a varied approach to mastering the educational material and high mental stress, makes it possible to achieve deep and solid knowledge. At the stage of comprehending and consolidating the acquired knowledge, the following techniques are used that activate cognitive interest in the subject:

1) The use of natural objects in tasks for students.

Before the lesson, students receive handouts, using which they perform the following tasks in the lesson:

* Consider the plants of the arid regions of the Stavropol Territory and find signs of adaptation to a lack of moisture.

* Micropreparations of frog and human blood were distributed (without an inscription). Task: to distinguish and answer the question: what is the reason for such a structure of human blood erythrocytes?

2) Reception of modeling.

An example is the following task:

* Students receive a set (in a package) of organisms that live in a certain area. Task: use the kit to model all possible food chains.

...

Portal for the student. Self-training

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Introduction

One of the ways to improve the quality of students' knowledge is the organization of the educational process. High demands are placed on the modern lesson.

When conducting a control analysis, it is especially important to accumulate information about the dynamics of the quality of knowledge, develop measures to eliminate typical errors, some difficulties in mastering the material.

Planning for monitoring and monitoring the quality of knowledge in biology has its own characteristics. The quality of knowledge is not always determined by the amount of material learned, rather it is the ability to use this material.

Students should have an adequate understanding of those material processes that take place in biological systems of different levels, understand and explain the objective laws of the microcosm, living objects.

All of the above determines the relevance of the topic of the course work.

The subject of the study is the forms and methods of checking and consolidating knowledge. The object of the study is students in biology lessons.

The purpose of this course work is to study the forms, methods and types of control and consolidation in biology lessons.

In accordance with the goal in the course work, it is supposed to solve the following tasks:

1 . General characteristics of forms , method ov and in id ov control in biology lessons

1.1 The history of the formation of methods of teaching biology

The named textbook consists of two parts and is divided into three sections: "Fossil Kingdom" (inanimate nature), "Vegetable Kingdom" (botany) and "Animal Kingdom" (zoology).

Thus, Academician V.F. Zuev laid the foundation for the national methodology of teaching biology and is rightfully considered its founder.

The further formation and development of the methods of teaching biology as a science are connected with the creative activity of a number of outstanding natural scientists, teachers and methodologists-biologists.

The activities of the remarkable naturalist Alexander Yakovlevich Gerd (1841-1888) were aimed at solving these problems.

One of Gerd's main reproaches against Luben's direction in natural science is the unsatisfactory content of the natural science course.

At that time, all attention was paid only to the external signs of living organisms, as a result, teaching turned out to be so dry that not only children, but also teachers lost any interest in it.

In the books created by Gerd, methodological works published in the journal "Teacher", as well as in his teaching activities, the advanced pedagogical ideas of developmental education for that time are clearly traced. Let's name the main ones:

- Presentation to students of educational material about nature on an evolutionary basis;

- introduction of the "ascending order" in the study of living organisms;

- active development of independence and initiative of students in the process of teaching natural science;

- the use of explanatory and research approaches in teaching schoolchildren;

- teaching children based on previously acquired knowledge;

- direct communication with wildlife in the form of excursions, practical work and through demonstration experiments in the classroom;

- mastering in elementary school knowledge "about land, air and water" (Gerd's triad);

- introduction of an integrated approach to the study of nature at the initial stage of education at school;

- substantiation of continuity in the study of nature from the initial course on inanimate nature to the courses of botany, zoology and other natural science courses in high school (physics, chemistry);

- introduction of environmental orientation into the content of the educational process;

In his methodology, V.V. Polovtsov was the first to gather all the experience accumulated by many generations of scientists and teachers in the field of the theory of teaching natural science, substantiate and develop a number of methodological provisions.

The existence of heterogeneous schools with their own programs and many textbooks allowed the development of various methodological directions and ideas.

The main task of the Soviet school, after the events of 1917, was the upbringing of a materialistic, anti-religious worldview, education and upbringing in labor and in connection with productive labor, the upbringing of independence in the acquisition of knowledge.

In 1918 and 1920, the first programs in biology were created, many textbooks and V.V. Polovtsov. In the first programs, the main attention was paid not so much to the content as to the advanced teaching methods for that time.

During this time, the diverse search for new methods and content and the fierce struggle of opposing opinions not only enriched the methodology with positive experience.

1.2 The value of testing students' knowledge of biology

Systematic testing of knowledge contributes to the development of students' mindset for long-term memorization, for filling gaps in their preparation, for repetition and inclusion of previously acquired knowledge into a new system.

1.3 Types, methods, techniques for organizing knowledge control

There are preliminary, current, thematic and final testing of knowledge, skills and abilities. The tasks of training, education and development are solved to the greatest extent during the current audit.

In teaching biology, until recently, mainly traditional forms and methods of verification (oral and written survey) were used. The most widespread is oral testing, as a result of which the teacher immediately receives information about the level of preparation of students.

In the process of its implementation, the control of acquired knowledge is combined with their further deepening and expansion, knowledge is systematized, generalized, the most significant are singled out, and their relationships are established.

Preliminary control is usually carried out at the beginning of the school year, half year, quarter, at the first lessons of a new section of a subject or a new subject in general.

Questions, assignments, the program of final exams usually contain key and basic concepts and connections in the subject for all years of study, for biology, from grades 6 to 11.

According to the method of interaction between the teacher and the student, the methods of testing, controlling knowledge, skills, and the level of development of students can be divided into the following methods and techniques of control:

1) oral;

2) written;

3) graphic;

4) practical (work);

5) programmed;

6) tests.

Control methods are often used in a combined form, they complement each other in the real educational process. Each method includes a set of control methods. The same technique can be used in different control methods.

2 . Analysis of control features and consolidation of knowledge, skills and abilities in biology lessons

biology control knowledge student

2. 1 Features to control I knowledge of students in biology: requirements, forms, meaning

A systematic test of knowledge develops in students the ability to prepare homework for each lesson, the habit of systematic work, instills a sense of responsibility for the conscientious performance of work within a certain time frame, and the will to overcome difficulties.

Checking and recording knowledge is an important aspect of any biology lesson. Therefore, the test must be organized in such a way that it activates the cognitive activity of each student, allows him to independently operate with the learned educational material.

Considered in the recent past as a universal methodological technique - testing knowledge by asking questions that require detailed and detailed answers from the student, is currently far from the only one (Table 1).

Table 1 Classification of forms of control of knowledge of students in biology according to Ponamareva I.N.

Teachers in the classroom often use verbal, visual and practical methods to control knowledge and skills:

- writing an abstract;

- a student's message with a demonstration of the results of observations;

- participation in the discussion on solving a problematic issue;

- evaluation of the student's message;

- report on literary sources;

- drawing up a model scheme for answering the question;

- solution of biological problems;

- response to test tasks;

- filling out a workbook;

- answer by filling in written didactic cards;

- collective filling of the summary table on the board;

- participation in the "quick response" (blitz response);

- writing a "fantasy essay" on a given topic;

- Creation of the text of the role of the character to participate in the role-playing game;

- a report on a given topic with illustrations and musical accompaniment;

- abstract on the materials of the TV show;

- answer on computer tutorials.

This list of techniques can be continued, moreover, only the techniques of the predominantly verbal group of methods are named here. Many biology teachers use visual and practical knowledge control techniques, for example: