Municipal budgetary educational institution
"Shorshel secondary school
named after pilot-cosmonaut A.G. Nikolaev"
Mariinsky-Posadsky district of the Chuvash Republic
Egorova Elena Nikolaevna,
biology teacher
Analysis of educational and methodological complexes in biology
I work on the educational and methodological complex "Biology" grades 6-11, edited by I. N. Ponomareva (Ventana - Graf publishing house).
The composition of the UMC:
textbooks;
Workbooks;
Teaching aids for teachers;
multimedia applications.
The programs were developed in accordance with the federal component of state educational standards for basic general and secondary (complete) general education in biology (basic level) (2004).
Programs for grades 6-9:
The programs are maximally aimed at the development of environmental education of schoolchildren in the process of teaching biology, at the upbringing of ecological culture, at broad communication with wildlife, the nature of the native land, the upbringing of a responsible attitude towards natural objects, the upbringing of patriotism, love for nature, for the motherland, for the subject of biology.Purpose of programs – to develop in students in the process of biological education an understanding of the greatest value of life, the value of biological diversity.
Program features:
Increasing the volume of environmental content.
Increasing attention to biological diversity.
Increased attention to the ideas of the evolution of the organic world, to the ideas of sustainable development of nature and society.
Expansion of the list of practical work and excursions into nature, with a focus on active and independent knowledge of natural phenomena, on the development of practical and creative skills among students.
The study of biology in grades 6-9 is built taking into account the development of basic biological concepts, successively from course to course and from topic to topic in each course.
Programs for 10-11 grades:
This program is a continuation of the biology program for grades 6-9, where biological education ends in the 9th grade with the course "Fundamentals of General Biology". In this regard, the program for grades 10-11 represents the content of the general biology course of a higher level of education, built on an integrative basis. The integration of materials from different areas of biology science makes the educational content new and more interesting for students.
Purpose of the program- ensuring the general cultural mentality and general biological competence of a graduate of a modern secondary school.
The presentation of educational material in the 10th grade begins with the disclosure of the properties of the biospheric standard of living and ends in the 11th grade with a presentation of the properties of the molecular level of life. This sequence provides in the 10th grade a close continuity with the biology course of the 9th grade and the geography course of the 9th-10th grades, and the study in the 11th grade of processes occurring at the molecular level of life is a close connection with the chemistry course.
The textbooks that are part of the educational and methodological complex are included in the Federal List of Textbooks Recommended by the Ministry of Education and Science of the Russian Federation for use in the educational process in educational institutions. All of them meet the requirements of the federal basic curriculum and the federal component of the state standard, the concept of modernizing Russian education. In all textbooks, the principle of variability in the content of the material is implemented: material is given that is mandatory and for additional study, the principle of continuity is respected.
Textbook “Biology. Plants. bacteria. Mushrooms and lichens 6th grade
(author Ponomareva I.N., Kornilova O.A., Kuchmenko V.S.).
The presented biology course is devoted to the study of plants, bacteria, fungi, lichens. The concept of the textbook is based on a system-structural approach to the study of biology: the formation of biological and ecological concepts through the establishment of common signs of life.
Topics are presented sequentially: from the biological diversity of plants, cellular structure, structure of organs, to the main processes of plant life (nutrition, respiration, reproduction, growth). The kingdoms of bacteria, fungi and lichens are considered in evolutionary terms. In conclusion, natural communities, their diversity and the role of man in nature are studied.
The textbook is colorfully designed, it has a lot of additional material, which makes it interesting to read. It is very important that its authors pay considerable attention to the evolutionary aspect. The textbook not only gives knowledge, but also forms skills. Laboratory work is proposed, during which each student needs to make observations, investigate, prove, compare, draw conclusions, critically analyze information - all this develops the intellectual and creative abilities of students. The authors have thought out a system of self-control of students' knowledge. After each section there are tasks: "Test yourself", which include tasks of both reproductive and creative nature.
This textbook implements the author's program, designed to study biology 1 hour per week (35 hours per year) and 2 hours per week (70 hours) per year.
The kit includes a teacher's manual, two workbooks and didactic cards.
Textbook “Biology. Animals» Grade 7
(author Konstantinov V.M., Babenko V.G.,Kuchmenko V. S.)
The textbook is based on the concept of a multi-level organization of living matter and the historical development of the animal world from the simplest forms to highly organized ones. Particular attention is paid to the practical importance of animals, the relationship of living organisms, primarily animals in ecosystems, food ties, maintaining a stable balance and protecting the animal world. The educational material includes such topics as "Cell", "Tissues", "Organs and systems of animal organs" (which were not in the old textbooks).
The textbook is richly illustrated. Each chapter also ends with a block of tasks to test knowledge. Laboratory and practical works are offered. The kit includes 2 workbooks and a teacher's manual.
Textbook “Biology. Human" Grade 8
( ed. Dragomilov A.G., Mash R.D.)
It is designed to study the section "Man and his health" for 2 hours a week and contains information provided for by the standard of biological education. The textbook includes a system of laboratory and practical work on the main topics of the course, many of which are recommended to be done at home and submit a report on their implementation. At the discretion of the teacher, the last paragraphs of the topics and the “Check Yourself” task blocks can be used for generalizing lessons. An asterisk (*) marks the tasks performed by students by choice, and the material studied in an overview order. The textbook is very informative, contains a large number of bright, colorful drawings, at the end of each chapter there is a heading: "Test yourself." The book ends with an interesting Appendix.
The set includes 2 workbooks, a teaching aid for the teacher.
Textbook "Fundamentals of General Biology" Grade 9
( ed. I. N. Ponomareva, O.A. Kornilova, N.M. Chernov)
The textbook was developed in accordance with the program of the biology course, created by a team of authors led by prof. I.N. Ponomareva. Under this program, the study of the course ends in the 9th grade with the basics of general biology. The methodological apparatus of the textbook contributes to the assimilation of theoretical material and provides differentiated learning. The textbook material is well structured, divided into sections (blocks), which are clearly interconnected, in the sequence of levels of organization of living matter (biosystems): molecular level of organization, cellular, organismal, population-species biogeocenotic and biospheric.
The textbook contains laboratory and practical work, during which it is necessary for each student to make observations, explore, prove, compare, draw conclusions, critically analyze information - all this develops the intellectual and creative abilities of students.
Some topics involve students' messages, and this is work with encyclopedias, popular science literature, reference books. It should be noted that almost all topics contain practice-oriented material. At the end of each topic, there is a list of the main concepts discussed, which involves their development and repetition, i.e. system of development of scientific concepts.
The kit includes a workbook and a teacher's manual.
Textbooks "General biology" grades 10 and 11,a basic level of
(authors I. N. Ponomareva, O. A. Kornilova, T. E. Loshchilina)
The general biology course presented in these textbooks is developed on the basis of the knowledge gained by students in previous grades, and is a logical continuation of the 9th grade course on the basics of general biology. Textbooks allow you to reveal the features of wildlife using an integrative approach. Knowledge from other areas, plus new scientific information included in the text of paragraphs, allows the teacher to form in students a holistic view of wildlife, its origin and development. Two content lines of the program: “Biospheric, biogeocenotic, population-species levels of life” (grade 10) and “Organismal, cellular, molecular level of life manifestation” (grade 11) allow us to give an idea of biology as a science that studies wildlife. The training material is divided into two educational components. One corresponds to the basic level of the state educational standard of 2004 (one hour per week), the other can be used as an additional one (with a two-hour study of the subject). Cognitive material (not required for study) is highlighted in a font different from the main one.
The program traces continuity with previously studied sections of biology in the study of such chapters as the basics of cell biology; molecular basis of life; fundamentals of developmental biology. It is in the study of these chapters that an integrated approach is used not only with natural sciences, but also with humanitarian cycles. A few words about the structure: questions and tasks for self-control at the end of the topic allow you to organize your homework, and can be used in preparation for tests. I also want to note the work with keywords. Firstly, they are highlighted in the text, and secondly, they are placed at the end of each topic. The textbooks have such headings as: “Express your point of view”, “Problem for discussion”, “Material for discussion”. Topics of seminars and material for them are highlighted.
I consider the disadvantages of the presented educational and methodological kit:
Often the educational material is presented in a language that is difficult for students to understand.
Small drawings (but this can be compensated by the use of disks or network resources).
Some paragraphs are very voluminous and scientific, especially in textbooks of grades 6 and 7 (do not correspond to the age characteristics of students).
The disadvantage of ALL workbooks is the complete duplication of textbook material, which does not allow for a creative approach when working with them. Workbooks are focused exclusively on the reproductive activities of students.
Comparative analysis of school textbooks in general biology
The new economic conditions and the education reform being carried out in our country have caused the appearance of many new textbooks, and with it the teacher's question: which textbook to choose for working with children? In search of an answer, a detailed analysis of nine general biology textbooks was carried out according to the keywords contained in them. Keyword lists were compared between textbooks, as well as with a codifier of content elements in biology for compiling control measuring materials (CMM) of the Unified State Exam in Biology from the section "General Biology".
It turned out that the course of general biology is based on approximately 200 concepts, which are presented differently in different textbooks. I will give brief annotations of manuals that can help teachers in choosing a textbook for work in the classroom and for preparing for final exams. Full bibliographic descriptions are given at the end of the review.
Belyaev D.K. et al., 2001.
The book is the most adequate reflection of the educational minimum in biology: it contains most of the required concepts and a relatively small amount of additional information. There is a dictionary of basic biological concepts, a small number of genetic tasks and a concise laboratory practice. Apparently, this is a fairly reliable manual for teaching general biology and preparing for the Unified State Exam. At the same time, it is necessary to take into account the specifics of the textbook: for example, the concept of homeostasis is given in § 22, and not, as usual, among other signs of the living.
Ruvinskiy A.O. et al., 1993.
This is the most comprehensive textbook (and in many respects a reference book), containing more material than the required minimum knowledge of biology for secondary school graduates suggests. It should be recommended for preparing for entrance exams to universities of biological and medical profiles. Author's and subject indexes (although the latter contains an incomplete list of concepts given in the text) greatly facilitate the use of the textbook. Useful additions are detailed descriptions of 17 labs, a bibliography, and an interesting guide to computer modeling of genetic and ecological processes.
Polyansky Yu.I. et al., 1990.
The oldest among modern textbooks of general biology, withstood two dozen editions. The structure of the book is the reverse of the traditional one: the presentation is not from the lowest structural levels to the highest, but vice versa: starting with the evolution (or rather, a review of the historical development) of creatures and ending with genetics and selection. The material quite fully coincides with the CIM codifier in the absence of a number of important elements, for example, some signs of living things, hormones, vitamins, carbon and water cycles. The ideas about evolution are presented mainly at the level of classical Darwinism, without considering the details and even without mentioning the synthetic theory, which is quite logically determined by the accepted structure of the presentation, since this theory is based on genetic ideas and can be explained only after mastering the basic concepts of genetics. There are some inaccuracies in the text. So, Mendel's third law (independent inheritance of traits in dihybrid crossing) is called the second law. §7 and 63 give an example of color evolution in the birch moth, accompanied by an outdated explanation: under conditions of industrial pollution, tree trunks are covered with a layer of soot, which is why white moths are eaten by birds, while black ones survive. In fact, the phenomenon of so-called industrial melanism (also known in non-edible insects and even in mammals) is explained rather by the increased resistance of dark-colored individuals to toxic substances. As a result, the book can be recommended as an additional manual (for example, to the textbook by T.V. Ivanova et al., 2000), since it contains a useful subject index and a concise dictionary of biological terms.
Ponomareva I.N. et al., 2002 and 2003.
The course consists of two parts. The first one, as indicated on the title page, is the winner of the competition for the creation of textbooks of a new generation for secondary schools and, apparently, in this regard, it has a presentation structure that is fundamentally different from the traditional one in general biology textbooks.
However, the textbook can hardly be recommended to teachers. First, it does not cover many elements of the required minimum knowledge of biology. For example, there are no sections on energy and plastic metabolism, some details of the structure of a plant cell (vacuoles and cell wall), regulation of transcription in lower and higher organisms, features of fertilization in animals and plants, and the dependence of individual development on environmental conditions. Many sections are considered extremely concisely - for example, photosynthesis, protein biosynthesis and selection, which are given quite a lot of attention in the school curriculum.
Secondly, some sections are covered in other courses of the school curriculum in biology. In the 2002 edition, for example, §4 and 5 "The structure and functioning of the animal organism"; §37 and 38 "Protozoa" (material from the course of zoology), §36 "Algae" (material on botany).
Thirdly, the textbook repeatedly repeats itself: for example, in the 2003 edition, the section "The Meaning of Biology" is set out in § 5 and 8, "Methods of Biology" - in § 4 and 6, the concept of biogeocenosis - in § 19, 22 and 23, about producers, decomposers and consumers - in §6, 22 and 23, the problem of biodiversity protection is considered in §42 and 54. It is clear that repetition is the mother of learning, but it is the teacher's job to identify what children have forgotten and repeat the material previously covered. The textbook should contain only everything necessary - and nothing more (first of all - semantic repetitions).
Fourthly, the textbook includes extracurricular §42 "Harmony and expediency in wildlife" (2002), §9 "Living world and culture" (2003), §13 "Physical and chemical evolution in the development of the biosphere" (2003), § 21 “Living World in Literature” (2003), §35 “Images of Nature…” (2003). There is no doubt that the concepts of human culture and the origin of the universe need to be taught, but one paragraph and a lesson is unlikely to have an impact on a child's mind. And is it advisable to use biology lessons for this, given the obvious desire of the Ministry of Education of the Russian Federation to reduce the biology program?
Fifthly, the textbook contains “masterpieces” such as the “definition” of life: “Life is a form of existence of living matter that arose in the course of biopoiesis” (2003, p. 10), and biopoiesis, as stated on the same page, is “the process the formation of living cells as a result of chemical evolution. It is good that the authors did not undertake to compile a chemistry textbook. They could hardly explain what “chemical evolution” is, but their definition of water would look something like this: “Water is a watery form of matter that has the properties of water and arises in chemical reactions like water.” Ilf and Petrov had something similar when describing the machinations of Koreiko!
In fact, the manual has a pronounced experimental character and, moreover, is rather crude: the material is poorly grouped by topic. Accordingly, at best, it can be recommended as an additional manual, but not as a textbook.
Ivanova T.V. et al., 2000.
The book with a traditional presentation structure is a light version of a school textbook on general biology. The material is given concisely, sometimes too concisely, literally in a nutshell. The existing gaps include an incomplete enumeration of the properties of living things, the lack of an explanation of the role of chromosome recombination in the process of sexual reproduction, the dependence of the course of ontogenesis on external conditions, the concept of gamete purity, and a number of environmental issues that have not been elucidated.
There are inaccuracies in the text. For example, when defining a species as an open system (before §38), it should be clarified what an "open system" is. In addition, a species may not be a system (a whole of related parts) if its populations are completely isolated from each other (for example, the range of an insect species separated by an ocean). In $40 "descendants" are called "offspring", which is not the same thing. At the end of §41 there is a statement (incidentally, included in the KIM) that “when determining whether an individual belongs to a particular species, one should take into account not one criterion, but their entire complex”, i.e. morphological, molecular biological, genetic, ecological, geographical and physiological. Actually, in determining individuals the complex is used exclusively morphological features that make up all determinants. These signs are also used when describing new types. The remaining criteria are known for a very small number of well-studied species and in the vast majority of cases are only assumed, being a logical consequence of our theoretical views. The teacher who uses this manual in the classroom needs to significantly supplement and explain the material taught.
Zakharov V.B. et al., 1996.
There are elements in the text that are more related to the course of natural science than to general biology, for example, §2.2.1 "Evolution of chemical elements in outer space" and §2.2.2 "Formation of planetary systems". The range of additional biological information includes the concepts of stress, embryonic induction, the limiting factor, allopatric and sympatric speciation, a description of the sulfur and phosphorus cycles, and the basics of bionics.
Oddly enough, the textbook lacks clearly defined species criteria, enumeration of evidence for the evolution and functions of living matter, the concept of agrocenosis and double fertilization in plants, although all these issues are addressed in KIMs. The concept of "anabiosis" has not been introduced (despite the fact that the relevant material is available in §17.3.2).
A peculiar feature is English summaries at the end of sections, a bilingual dictionary of terms and tasks for Russian-English translation. As conceived by the authors, the textbook could serve as a manual for interdisciplinary study of biology and a foreign language. But resumes are written in bad English, and you should not learn from their example. Unfortunately, the textbook is provided with only one useful appendix - "Main Milestones in the Development of Biology"; with a significant amount of content, subject and author's indexes would be appropriate. You can use a textbook for in-depth study of biology by supplementing it with the missing material.
A later textbook by V.B. Zakharova, S.G. Mamontov and N.I. Sonina has the same structure.
Mamontov S.G., Zakharov V.B., 2002.
The manual is an abbreviated version of the school textbook on general biology by V.B. Zakharov and co-authors (see above), contains almost the same advantages (with the exception of the English supplement) and gaps and can be used in high school. The disadvantages of the manual include black-and-white illustrations at a relatively high price of publication. §41 "The Evolutionary Role of Mutations" contains the absurd assertion that "in the sooty birch forests of southern England" the leaves of the trees "are covered with fumes and soot." I, having worked in this country for quite a long time, have never seen anything like it in England.
Pugovkin A.P., Pugovkina N.A., 2002.
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In conclusion, a little about the KIM codifier. Obviously, it is not complete: for example, it does not mention variability, heredity and the ability to evolve as essential properties of living things, the motor function of proteins, hormones, glycolysis, the difference between transcription and translation in higher and lower organisms, the difference in fertilization in animals and plants , dependence of ontogenesis on external conditions, multiple gene action, genetic drift, divergence and convergence, soil formation, as well as such global problems as poverty and population growth. All of the above concepts are fundamental for general biology and, more importantly, are used in the preparation of CIMs, and therefore should be included in the codifier. It can be assumed that in subsequent years the codifier will be finalized taking into account the specific content of the school curriculum. It should not consist of rubrics with vague boundaries (for example, "Genetic terminology and symbolism"), but should be a well-defined list of concepts that a high school graduate who expects a perfect score in biology should know.
I express my gratitude to the teachers of biology - I.V. Boldina, T.N. Grigoryeva and V.V. Leonicheva (Uyar city and Uyarsky district of the Krasnoyarsk Territory) for their help in the work done.
List of textbooks analyzed
Belyaev D.K., Borodin P.M., Vorontsov N.N., etc.. General biology. Textbook for grades 10-11 of educational institutions. – M.: Enlightenment, 2001. 304 p.
Zakharov V.B., Mamontov S.G., Sivoglazov V.I. Biology. General patterns. Textbook for grades 10-11 of general educational institutions. – M.: Shkola-Press, 1996. 624 p.
Ivanova T.V., Kalinova G.S., Myagkova A.N. General biology. 10 cells - M .: Education, 2000.189 p.
Mamontov S.G., Zakharov V.B. General biology. Textbook for students of secondary specialized educational institutions. - M.: Higher school, 2002. 317 p.
Polyansky Yu.I., Brown A.D., Verzilin N.M. and etc. General biology. Textbook for 10-11th grades of high school. 20th edition. – M.: Enlightenment, 1990. 287 p.
Ponomareva I.N., Kornilova O.A., Loshchilina T.E., Izhevsky P.V. General biology. Textbook for students of the 11th grade of educational institutions. – M.: Ventana-Graf, 2002. 224 p.
Ponomareva I.N., Kornilova O.A., Loshchilina T.E. General biology. Textbook for students of the 10th grade of educational institutions. – M.: Ventana-Graf, 2003. 224 p.
Pugovkin A.P., Pugovkina N.A. General biology. Textbook for grades 10-11 of educational institutions. Ed. 2nd. - M.: AST Astrel, St. Petersburg: SpecLit, 2002. 288 p.
Ruvinsky A.O., Vysotskaya L.V., Glagolev S.M. and etc. General biology. Textbook for grades 10–11 of schools with in-depth study of biology. – M.: Enlightenment, 1993. 544 p.
"A bad teacher teaches the truth, a good teacher teaches to find it."
Adolf Diesterweg
This quote very accurately reflects my attitude towards the teaching profession. The pedagogical concept, which I have been adhering to for three years of pedagogical activity, is as follows: "The activity approach as the basis for developing the creative potential of students in biology lessons." It aims to teach students to "think". By testing this or that theory, analyzing the facts, students themselves come to the correct conclusion. Moreover, the knowledge acquired in this way gradually passes into the inner convictions of the student himself, which is of much greater value than the memorized textbook material.
The goals that I set for myself when organizing biology education:
1) to teach children to analyze information from various sources on the topic under study, to compare it;
2) contribute to the formation of skills for applying theoretical knowledge in practice, understanding their value in everyday life;
3) to form in students the ability to be creative in preparing homework;
4) to teach schoolchildren to use knowledge from related fields in biology lessons.
Having decided on the question “how to teach?”, it is necessary to answer one more question “What to teach?”. The content aspect of all knowledge at the moment determines the state educational standard. But a huge number of curricula and manuals sometimes makes you think about the appropriateness of their use in the educational process. In the history of biology teaching methods, there have already been cases when programs already “launched” into practice, textbooks turned out to be insufficiently effective. One of the most successful teaching materials in the study of biology, in my opinion, is the Program of the system of biological courses for grades 5-9 by the authors V.V. Pasechnik, V.M. Pakulova, V.V. Latyushin. The studied material is presented in a scientific language, the textbooks have good illustrations, diagrams, tables, a detailed description of experiments proving the occurrence of certain processes (plant respiration, the presence of root pressure, the formation of starch in plant leaves), which are also easy to implement in the classroom, interesting facts on the topic under study. It is important that the textbook contains tasks of a research nature of various levels of complexity. A wonderful addition to the textbook is a workbook containing multi-level tasks. However, noteda number of shortcomings.The explanatory note to the program shows the sequence of studying sections by class, gives a brief description of each of the sections. The authors point out that the 5th grade course is based on the elementary school natural history course. It's good that the emphasis is on the further study of biology in the 6th grade. But for some reason, they keep silent about the propaedeutic significance of the course "Nature" for other natural science subjects. I believe that such a narrowing of the functional purpose of the 5th grade course is erroneous. When studying the course "Zoology" the educational material is inconveniently constructed. First, students study the taxonomy of individual types of animals, and the features of their structure are covered only at the end of the textbook, which, in my opinion, is extremely inconvenient. This course also has enough illustrations, but not always the types of animals referred to in the text of the paragraph are depicted in the drawings of the textbook. Students have a natural question “what does this animal look like?”.
When studying the topic "Mushrooms", much attention is paid to their structure, comparative characteristics and features, but there is no information on first aid measures for mushroom poisoning;
To successfully solve the listed shortcomings in the programs, the use of a variety of forms and methods of teaching, which also contribute to the development of the creative potential of students, deepening knowledge in the field of biology, as well as increasing interest in the subject being studied, allows. The most important form of enhancing the cognitive activity of students in biology lessons is laboratory and practical work.
Laboratory and practical activities of students should be planned in such a way that reflects the natural course of acquiring knowledge, from the facts obtained during the experiment, observation, experiment, through the discussion of hypotheses to knowledge. In my opinion, the most interesting are not those works where ready-made research results are given, and the task of students is to explain them, but those in which the student is supposed to participate in research activities. I often include in my lessons a laboratory experiment, which, being a means of visualization, solves a number of important tasks: setting an educational problem, demonstrating the principles of operation of individual devices and the features of biological processes, and developing the ability to carefully observe what is happening.
Unfortunately, in such a short time at school, I did not have the opportunity to conduct circle classes, but I cannot but note the role of extracurricular work in the subject. This work allows you to significantly expand, realize and deepen knowledge, turn them into strong beliefs. The wide use in extracurricular work of various tasks related to conducting observations and experiments develops students' research abilities. A significant advantage of extracurricular work is that the student in it acts as a subject of learning. If extracurricular work is associated with the production of visual aids from materials collected in nature, as well as dummies, tables, organization of biological and exhibitions, it causes the need to use scientific biological literature.
Studying the scientific literature on biology, students are faced with information about new achievements and discoveries in this field of knowledge, which in turn is associated with the development of new experimental methods based on the implementation of improved technologies. Convinced that modern biological discoveries are necessary for humanity, students begin to consider biology not just as a school subject, but as an important area of research in which there are still many unresolved issues.
When preparing for the lesson, I use not only the material of the textbook, but also many other sources of information. I demand the same from students, using messages as homework, reports on topics that are either not in school textbooks, or this information is covered very little in them. This encourages students to look for additional literature, ask for help from their parents.
In the era of the dominance of information technology, the process of informatization of education cannot be ignored. The question is quite close to me, since the topic of the self-education plan is “Using ICT as an opportunity to optimize the learning process, create meaningful and visual tasks that develop the cognitive activity of students.” I use electronic resources, presentations for various purposes: to study new material and consolidate the acquired knowledge, to ensure independent work of students in mastering new material. With insufficient handouts, computer technology is practically the only means of demonstration. Working with software electronic products allows you to conduct virtual experiments, experiments that cannot be carried out in a school laboratory. I actively use electronic atlases in anatomy, electronic lessons and tests in botany and chemistry.Using a computer program, children observe the physiological processes occurring in the organisms of plants and animals. And as the proverb says: "It is better to see once than hear a hundred times."
In my work I use information technologies in preparing schoolchildren for the GIA and the Unified State Examination, which has a number of advantages: the combination of sound, image (especially three-dimensional graphics) allows you to achieve the best perception, assimilation and consolidation of the material, the feedback system allows you to control and evaluate knowledge. In addition, students themselves are very interested in the lessons in which TCO are used, they themselves participate in the creation of electronic projects, presentations on various topics.
Another important element in teaching biology is the support and development of students' abilities. Working with gifted children is always an integral part of the educational process at school. Given the characteristics of gifted children and adolescents, it is necessary to provide opportunities for increasing the independence, initiative and responsibility of the student himself. In relation to the teaching of gifted students, I use creative methods - problematic, search, research, design. These methods have a high cognitive and motivating potential and correspond to the level of cognitive activity of students. Under my leadership, students conduct research on the state of the environment, their work wins prizes in district and regional competitions, which undoubtedly increases the self-esteem of the children and their self-confidence. The process of teaching gifted children provides for the availability and free use of various sources and methods of obtaining information. The use of innovative technologies opens up new opportunities for me in working with children with high creative abilities. Learning any discipline using new technologies gives children room for reflection and participation in the creation of lesson elements.
Summing up all the above, I would like to note that despite the short experience of pedagogical work, I try in my work to test different approaches to teaching biology to schoolchildren. Undoubtedly, this path is long and difficult, but "experience is the main teacher." Any obstacle on the way always encourages the search for new methods, forms in pedagogical activity. Only the desire to find such ways is the true meaning of the activity of a true teacher - a master.
The propaedeutic role of the courses "Man and the World" and "Natural Studies". Generalizing value of general biology. Analysis of the biology curriculum for high school. Modern biological science is characterized by the rapid accumulation of necessary facts. For a school subject, biology should be selected as the most significant in the education and upbringing of the value of the material. At present, the school subject of biology is studied at a 3-level level:
1) Initial stage - 1-4 cells. Biological material is presented in the integrated course "Man and the World".
2) The middle stage - 5-6 cells. - course "Natural science". 7-9 cells Systematic Course Biology. 7th grade - botany, 8th class - zoology, 9th class - human anatomy
3) Senior level - continuation of the systematic course of biology in the school subject - general biology. Currently, biological material can be emitted at a basic, professional and advanced level. The classical system of school biological courses - knowledge about plant organisms - is preserved. Preparation for gaining knowledge about living organisms after being studied man. General biology is a general course. Inside the school courses, the classical evolutionary approach to the construction of the material is preserved. The content of school biology is based on the observance of the principle of scientific character and accessibility when writing textbooks, they include only facts verified by science, and a fine science is also carried out between the concepts of biology as a science and the school subject of biology. 1-4 cells biologist material is presented in the course "Man and the World". The course includes 3 sections.
1) Man and society.
2) Man and nature.
Man and health. In the course man and the world, initial ideas about animate and inanimate nature, its components, the relationship between flora and fauna, seasonal changes in the life of nature are formed. In this course, ideas about the structure of the human body, diet, and personal hygiene are given. The Natural History course replaced the Universe course. In the 5th grade, natural history is an integrated course consisting of 4 sections: physics, chemistry, geography, astronomy. It studies topics: space and the Earth, bodies, substances and natural phenomena, water, air, minerals. The course includes 12 practical works, 2 of them are of biological content: 1) Detection of starch in potato tubers. 2) Detection of fat in sunflower seeds. 6th grade - natural history is a revised course of the universe. Textbook edited by Lisov. He studies questions: the concept of living, inanimate nature, a description of all the kingdoms of the organic world is given. Very difficult to understand is the section "Ecology", which defines the species and its characteristics, populations, communities and ecosystems, the cycle of substances in them, food and non-food interactions between organisms. A detailed description of 2 ecosystems (pond and forest) is given. In a separate chapter, a description of all groups of animals is given. Both invertebrates and vertebrates (table). School courses "Man and the World" and "Natural Studies" perform a propaedeutic (preparatory) function. In Grade 7, students will learn about plants as a living organism; get acquainted with the diversity of plants, with the kingdoms of plants, bacteria and fungi, with the ability of their representatives to live together in natural communities; about the levels of organization of the organic world - cellular, tissue, organismic. The study of this course prepares students for the perception of material about the animal world.
The study of animals in the 8th grade prepares students for the development of the course "Man and his health"; the ability to use comparison helps to assimilate the qualitative originality of the human body in connection with its biosocial essence.
Biological education in secondary school ends with the course "General Biology". It outlines the general laws and properties of life, its origin, development and dependence on the example of representatives of all the kingdoms of the organic world.
Pedagogy distinguishes several types of structuring the content of education:
ü linear construction- all educational materials are arranged sequentially and continuously, as links of a holistic unified educational content, while each topic is studied only once;
ü concentric construction- there is a repeated return to the material covered, but each time at a new higher level of presentation;
ü spiral construction- the educational material is arranged as a whole consistently and continuously, but not linearly, but in a spiral, that is, they repeatedly return to the same content at a new higher level, expanding and enriching it with new knowledge and experience of human activity;
ü modular construction(new type) - the holistic content of the subject is distributed into separate modules, for example, such as: content-descriptive, operational-active, worldview, profiling, control and verification, environmental-humanistic, cultural studies, etc.
Although for the first time the concept of cellular and non-cellular forms of life is introduced as early as the 6th grade, but the formed holistic concept is defined only in the 11th grade.
An example of the formed concept of the systematics of the organic world:
Table “Principles of taxonomy.
Diversity of the organic world»
Systematics is a branch of biology that develops a natural classification of organisms based on family ties between different groups of living beings.
A species is an elementary unit of taxonomy (the concept was introduced by J. Ray); the classification was developed by Carl Linnaeus (introduced by Binar Nome).
A species is a group of individuals.
Example:
| view | Buckwheat cultural |
| genus | Buckwheat |
| family | Buckwheat |
| order | Buckwheat |
| Class | Dicotyledonous |
| the Department | Flowering |
| P/C | higher plants |
| C | Plants |
| view | german shepherd |
| genus | Sheepdog |
| family | canine |
| detachment | Predatory |
| Class | mammals |
| type | chordates |
| P/C | Multicellular |
| C | Animals |
| N/C | eukaryotes |
| empire | Cellular |
| view | Homo sapiens |
| genus | Human (Homo) |
| Group | Greater narrow-nosed monkeys |
| family | hominids |
| p / detachment | humanoid |
| detachment | Primates |
| Class | mammals |
| type | chordates |
| P/C | Multicellular |
| C | Animals |
| N/C | eukaryotes |
| empire | Cellular |
Also, for the first time, the structure of the cell is told about in the 6th grade, but a holistic view is formed in the student only in the 10th grade when studying the course of general biology.
Cell structure:
cytoplasmic membrane protoplast - all living contents of a cell cell (cytoplasm)
(plasmalemma)
Inclusions
Hyaloplasm - liquid
Contents of the cytoplasm
Organelles
Single membrane Non-diaphragm
*Vacuole Double-membrane *Ribosome
*AG (CG) *centrioles
*lysosomes *nucleus *microtubules
*EPS (EPR) *mitochondria *microfilaments
* mesosomes in * plastids
bacteria
Development of biological concepts in the process of teaching biology.
The subject "Biology" is a system of basic (fundamental) scientific concepts of biology, specially selected, didactically revised, arranged in a certain order, developing in a logical sequence and interconnected. The whole system of concepts is determined by the foundations of science, reflected in the school subject
Concepts are constantly evolving, expanding and deepening. For example, the concept of "photosynthesis" in the 7th grade is "this is the process of creating organic substances using chlorophyll." When studying general biology, this concept sounds like this: “Photosynthesis is the biosynthesis of carbohydrates from inorganic substances (carbon dioxide and water), which occurs due to the energy of light in a green cell.” The content of the concept of photosynthesis also becomes more complete (chloroplasts, pigments, dark and light phases, the role of light, water and hydrogen, attention is paid to the appearance of free oxygen, the accumulation of chemical energy in the form of ATP).
The concept formation process has a number of features:
concepts cannot be assimilated in a “finished form” only by memorizing definitions, but are derived and formed;
concepts are not assimilated immediately, not at once, but gradually, as the course is studied, they continuously develop in volume and depth;
concepts are a system in which some of them are connected with others;
the process of forming concepts is controllable, it takes place under the guidance of a teacher, has a purposeful character.
The task of teaching is the systematic formation and development of concepts. Each concept in its development must be assimilated by students so that they can freely operate with it.
The teacher needs to know how concepts move from topic to topic, from course to course. The most important point in the formation of the concept is the selection of its essential features. For this, analysis, comparison of features, synthesis and generalization are used.
In general terms, the process of formation and development of concepts can be divided into three stages: education, development and integration.
Three ways of forming concepts are used: from sensory experience by inductive (inferential) generalization or by deductive inference from known theories; traductive.
Induction is a type of reasoning, which is based on a consistent transition from discussing the particular aspects of the subject to its general property. For example, when consistently considering that green plants, using the energy of sunlight and minerals, we can formulate the conclusion: plants have photosynthesis.
Inductive concept formation is characteristic of the initial stage of learning, which is based on generalizations of experimental data. At the same time, a special place belongs to the observation of objects (natural or pictorial), comparison and generalization of observations.
The inductive way of forming concepts is characterized by the following sequence of activities of the teacher and students:
observation of objects and phenomena;
their comparison, the allocation of features on this basis;
their generalization;
work with the definition of a concept in which essential features are distinguished;
application of knowledge in practice.
Deduction characterizes the reverse movement of thought - from the general to the particular - plants have photosynthesis, because they have chlorophyll, with the help of which organic substances are formed from carbon dioxide and water in the light.
Already at the first stage of teaching biology, a number of abstract theoretical concepts (fitness, biodiversity, system of living organisms, kingdoms) are introduced, which are the starting points for the development of an integral system of theoretical knowledge (organism, species, genus, family, evolution, origin). With the deductive path:
first, a definition of the concept is given;
after that, work is organized on the assimilation of its features and connections;
then the signs and connections are fixed;
connections with other concepts are established;
exercises are carried out in the distinction between concepts.
Traduction - the conclusion goes from knowledge of a certain degree of generality to new knowledge, but at the same degree of generality. That is, the conclusion goes from the individual to the individual, or from the particular to the particular, from the general to the general. Having formed a specific concept at some stage of the educational process (for example, sexual reproduction, asexual reproduction, vegetative reproduction).
Comparison plays an important role in the formation and development of biological concepts. Comparison is a comparison of objects in order to identify similarities and differences between them. It provides the possibility of applying analysis, that is, a detailed and comparative study of the properties of the object and phenomenon under study. At the same time, comparison using analysis makes it possible to formulate a general conclusion (that is, leads to a synthesis). Thus, comparison is an essential prerequisite for generalization. Judgments expressing the result of comparison serve the purpose of revealing the content of concepts in the compared objects. In this respect, comparison acts as a technique that complements, and sometimes replaces, the definition (derivation) of a concept.
The most successful formal-logical formation of theoretical concepts occurs in the process of problem-based learning, for example, the formation of a concept according to the type of “summing under a concept”. The model of this process can be represented as follows:
statement of the problem (bringing an object under a given concept);
search for ways to solve the problem (analysis, synthesis, comparison of the essential properties of the object and concept);
problem solving (singling out common essential properties of the concept);
awareness and comprehension of the results obtained (study of the relationship between the object and the concept);
characteristics of the results - derivation of the concept, formulation of the definition (conclusion about the belonging of the object to the concept).
knows its definition and content, that is, the essential features of the concept, connections and relationships between features;
has a figurative idea of the studied biological object or phenomenon;
is able to independently apply the concept in solving educational problems.
Lecture No. 6 "Activation of the cognitive activity of students in the process of studying biology: a problematic approach."
6 - 11 grades
edited by I.N. Ponomareva
The analysis was:
Tkachenko S.N.,
biology and chemistry teacher
MBOU secondary school No. 2 of Kimovsk
year 2013
I work on the educational and methodological complex "Biology" grades 6-11, edited by I. N. Ponomareva (Ventana - Graf publishing house).
The composition of the UMC:
Author's programs edited by I.N. Ponomareva;
textbooks;
Workbooks;
Teaching aids for teachers;
multimedia applications.
Programs for grades 6-9:
The programs are maximally aimed at the development of environmental education of schoolchildren in the process of teaching biology, at the upbringing of ecological culture, at broad communication with wildlife, the nature of the native land, the upbringing of a responsible attitude towards natural objects, the upbringing of patriotism, love for nature, for the motherland, for the subject of biology. Purpose of programs – to develop in students in the process of biological education an understanding of the greatest value of life, the value of biological diversity.
Program features:
Increasing the volume of environmental content.
Increasing attention to biological diversity.
Increased attention to the ideas of the evolution of the organic world, to the ideas of sustainable development of nature and society.
Expansion of the list of practical work and excursions into nature, with a focus on active and independent knowledge of natural phenomena, on the development of practical and creative skills among students.
Programs for 10-11 grades:
This program is a continuation of the biology program for grades 6-9, where biological education ends in the 9th grade with the course "Fundamentals of General Biology". In this regard, the program for grades 10-11 represents the content of the general biology course of a higher level of education, built on an integrative basis. The integration of materials from different areas of biology science makes the educational content new and more interesting for students.
Purpose of the program- ensuring the general cultural mentality and general biological competence of a graduate of a modern secondary school.
The presentation of educational material in the 10th grade begins with the disclosure of the properties of the biospheric standard of living and ends in the 11th grade with a presentation of the properties of the molecular level of life. This sequence provides in the 10th grade a close continuity with the biology course of the 9th grade and the geography course of the 9th-10th grades, and the study in the 11th grade of processes occurring at the molecular level of life is a close connection with the chemistry course.
The textbooks included in the educational and methodological complex are included in the Federal List of textbooks recommended by the Ministry of Education and Science of the Russian Federation for use in the educational process in educational institutions. All of them meet the requirements of the federal basic curriculum and the federal component of the state standard, the concept of modernizing Russian education. In all textbooks, the principle of variability in the content of the material is implemented: material is given that is mandatory and for additional study, the principle of continuity is respected.
Textbook “Biology. Plants. bacteria. Mushrooms and lichens 6th grade
(author Ponomareva I.N., Kornilova O.A., Kuchmenko V.S.).
The presented biology course is devoted to the study of plants, bacteria, fungi, lichens. The concept of the textbook is based on a system-structural approach to the study of biology: the formation of biological and ecological concepts through the establishment of common signs of life.
Topics are presented sequentially: from the biological diversity of plants, cellular structure, structure of organs, to the main processes of plant life (nutrition, respiration, reproduction, growth). The kingdoms of bacteria, fungi and lichens are considered in evolutionary terms. In conclusion, natural communities, their diversity and the role of man in nature are studied.
The textbook is colorfully designed, it has a lot of additional material, which makes it interesting to read. It is very important that its authors pay considerable attention to the evolutionary aspect. The textbook not only gives knowledge, but also forms skills. Laboratory work is proposed, during which each student needs to make observations, investigate, prove, compare, draw conclusions, critically analyze information - all this develops the intellectual and creative abilities of students. The authors have thought out a system of self-control of students' knowledge. After each section there are tasks: "Test yourself", which include tasks of both reproductive and creative nature.
The kit includes a teacher's manual, two workbooks and didactic cards.
Textbook “Biology. Animals» 7klass
(author Konstantinov V. M., Babenko V. G., Kuchmenko V. S.)
The textbook is based on the concept of a multi-level organization of living matter and the historical development of the animal world from the simplest forms to highly organized ones. Particular attention is paid to the practical importance of animals, the relationship of living organisms, primarily animals in ecosystems, food ties, maintaining a stable balance and protecting the animal world. The educational material includes such topics as "Cell", "Tissues", "Organs and systems of animal organs" (which were not in the old textbooks).
The textbook is richly illustrated. Each chapter also ends with a block of tasks to test knowledge. Laboratory and practical works are offered. The kit includes 2 workbooks and a teacher's manual.
Textbook “Biology. Human" Grade 8
( ed. Dragomilov A.G., Mash R.D.)
It is designed to study the section "Man and his health" for 2 hours a week and contains information provided for by the standard of biological education. The textbook includes a system of laboratory and practical work on the main topics of the course, many of which are recommended to be done at home and submit a report on their implementation. At the discretion of the teacher, the last paragraphs of the topics and the “Check Yourself” task blocks can be used for generalizing lessons. An asterisk (*) marks the tasks performed by students by choice, and the material studied in an overview order. The textbook is very informative, contains a large number of bright, colorful drawings, at the end of each chapter there is a heading: "Test yourself." The book ends with an interesting Appendix.
The set includes 2 workbooks, a teaching aid for the teacher.
Textbook "Fundamentals of General Biology" Grade 9
( ed. I. N. Ponomareva, O.A. Kornilova, N.M. Chernov)
The textbook was developed in accordance with the program of the biology course, created by a team of authors led by prof. I.N. Ponomareva. Under this program, the study of the course ends in the 9th grade with the basics of general biology. The methodological apparatus of the textbook contributes to the assimilation of theoretical material and provides differentiated learning. The textbook material is well structured, divided into sections (blocks), which are clearly interconnected, in the sequence of levels of organization of living matter (biosystems): molecular level of organization, cellular, organismal, population-species biogeocenotic and biospheric.
The textbook contains laboratory and practical work, during which it is necessary for each student to make observations, explore, prove, compare, draw conclusions, critically analyze information - all this develops the intellectual and creative abilities of students.
Some topics involve students' messages, and this is work with encyclopedias, popular science literature, reference books. It should be noted that almost all topics contain practice-oriented material. At the end of each topic, there is a list of the main concepts discussed, which involves their development and repetition, i.e. system of development of scientific concepts.
The kit includes a workbook and a teacher's manual.
Textbooks "General biology" grades 10 and 11, a basic level of
(authors I. N. Ponomareva, O. A. Kornilova, T. E. Loshchilina)
The general biology course presented in these textbooks is developed on the basis of the knowledge gained by students in previous grades, and is a logical continuation of the 9th grade course on the basics of general biology. Textbooks allow you to reveal the features of wildlife using an integrative approach. Knowledge from other areas, plus new scientific information included in the text of paragraphs, allows the teacher to form in students a holistic view of wildlife, its origin and development. Two content lines of the program: “Biospheric, biogeocenotic, population-species levels of life” (grade 10) and “Organismal, cellular, molecular level of life manifestation” (grade 11) allow us to give an idea of biology as a science that studies wildlife. The training material is divided into two educational components. One corresponds to the basic level of the state educational standard of 2004 (one hour per week), the other can be used as an additional one (with a two-hour study of the subject). Cognitive material (not required for study) is highlighted in a font different from the main one.
The program traces continuity with previously studied sections of biology in the study of such chapters as the basics of cell biology; molecular basis of life; fundamentals of developmental biology. It is in the study of these chapters that an integrated approach is used not only with natural sciences, but also with humanitarian cycles. A few words about the structure: questions and tasks for self-control at the end of the topic allow you to organize your homework, and can be used in preparation for tests. I also want to note the work with keywords. Firstly, they are highlighted in the text, and secondly, they are placed at the end of each topic. The textbooks have such headings as: “Express your point of view”, “Problem for discussion”, “Material for discussion”. Topics of seminars and material for them are highlighted.
The set of textbooks includes teaching aids for teachers, workbooks.
| Name of the study program | Type of study program | Used textbooks | Used teacher manuals and for students |
| Natural history. Biology. Ecology: 5 - 11 classes: programs. – M.: Ventana-Graf, 2010 | state | 1. Biology: Grade 6: a textbook for students of educational institutions / I.N. Ponomareva, O.A. Kornilova, V.S. Kuchmenko; ed. prof. I.N. Ponomareva. – M.: Ventana-Graf, 2012. 2. Biology: Grade 7: a textbook for students of educational institutions / V.M. Konstantinov, V.G. Babenko, V.C. Kuchmenko; ed. prof. I.N. Ponomareva. - M.: Ventana-Graf, 2013. 3. Biology: Grade 8: a textbook for students of educational institutions / A.G. Dragomilov, R.D. Mash. – M.: Ventana-Graf, 2013. 4. Biology: grade 9: a textbook for students of educational institutions / I.N. Ponomareva, O.A. Kornilova, N.M. Chernov; ed. prof. I.N. Ponomareva. – M.: Ventana-Graf, 2012. 5. Biology: Grade 10: a textbook for students of educational institutions: Basic level / Ponomareva I.N., Kornilova O.A., Loshchilina T.E. , ed. prof. I.N. Ponomareva. – M.: Ventana-Graf, 2013. 6. Biology: grade 11: basic level: a textbook for students of educational institutions / I.N. Ponomareva, O.A. Kornilova, T.E. Loshchilin, P.V. Izhevsk; ed. prof. I.N. Ponomareva. – M.: Ventana-Graf, 2013. | For the teacher: 1. Biology.6 class: methodological manual / I.V. Ponomareva, V.S. Kuchmenko, L.V. Simonov. - M.: Ventana-Graf, 2010. For students: 1. Biology. 6th grade. A set of workbooks (No. 1, No. 2) for students of educational institutions / V.S. Kuchmenko, O.A. Kornilova, I.N. Ponomarev. – M.: Ventana-Graf, 2013. 3. Biology. 7th grade. A set of workbooks (No. 1, No. 2) for students of educational institutions / S.V. Sumatokhin, V.S. Kuchmenko. - M.: Ventana-Graf, 2013.
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Multimedia Applications:
1C: school. Biology, 6th grade. Educational complex for the textbook ed. I.N. Ponomareva Biology. Plants. bacteria. Mushrooms. Lichens» Grade 6; publishing house "Ventana-Graf".
1C: school. Biology, 7th grade. Educational complex for the textbook ed. I.N. Ponomareva "Animals" Grade 7; publishing house "Ventana-Graf".
1C: school. Biology, 8th grade. Educational complex for the textbook ed. I.N. Ponomareva "Man" Grade 8; publishing house "Ventana-Graf".
1C: school. Biology, 9th grade. Educational complex for the textbook ed. I.N. Ponomareva "Fundamentals of General Biology" Grade 9; publishing house "Ventana-Graf".
1C: school. Biology, 10th grade. Educational complex for the textbook ed. I.N. Ponomareva "Biology" Grade 10; publishing house "Ventana-Graf".
1C: school. Biology, 11th grade. Educational complex for the textbook ed. I.N. Ponomareva "Biology" Grade 11; publishing house "Ventana-Graf".
Assessing the program and textbooks as a whole, I want to note that they are distinguished by a well-thought-out structure, the content of sections with new scientific data, continuity, and integration. In all textbooks, special attention is paid to the study of biological diversity, wildlife of the native land and respect for it.
I consider the disadvantages of the presented educational and methodological kit:
Often the educational material is presented in a language that is difficult for students to understand.
Small drawings (but this can be compensated by the use of disks or network resources).
Some paragraphs are very voluminous and scientific, especially in textbooks of grades 6 and 7 (do not correspond to the age characteristics of students).
The disadvantage of ALL workbooks is the complete duplication of textbook material, which does not allow for a creative approach when working with them. Workbooks are focused exclusively on the reproductive activities of students.
