(composition at the given end)

I go to the school office. There are many flowers in it, they stand on the windowsills, on a table against the wall, hanging from hanging planters. The leaves are clean and shiny. In the corner by the window is a large rectangular aquarium. In it, dull green algae sway in clear water, swim, slowly move their fins with multi-colored fish: guppies, veiltails, swordtails.

There are stands on the walls. The first one is called “Natural Zones. Plants and Animals of Russia. Carefully examine the map and marvel at the diversity of the nature of our Motherland. Cold treeless tundra stretches along the shores of the northern seas. To the south of it, forests lie in a wide strip, they are replaced by vast steppes. To the south are sun-hot deserts. Large areas are occupied by mountains. Each of the natural zones is painted with its own color, covered with icons corresponding to the types of plants and animals that are found in the area. It provides information about plants and animals of the Far North and the tundra, steppes and semi-deserts, mountains and the subtropical zone.

Nearby is the map "Nature Conservation". On it, circles with the image of animals inside show state reserves. All natural objects are protected in them. You look and understand how rich our country is.

The following are natural areas of the Earth. All the diversity of flora and fauna of our planet appears before our eyes. Europe and Asia, Africa and Australia, South America and Antarctica - each continent has its own face with a unique natural world.

The stand "Fauna of the oceans" is especially striking. A variety of fish, birds, marine animals are presented here. Some surprise with their appearance and accuracy of characteristics: Hammerfish, sailboat, elephant seal, golden-haired penguin, Portuguese boat.

I walk around the classroom like in a museum of nature. It's very interesting here. It's a biology class at school. (239 words)

Requirements for a biology class

School Biology Room- this is not only a class where biology lessons, extracurricular and circle classes are held and extracurricular tasks are performed, it is also the material base of the educational process.

The biology cabinet contributes to the solution of the following tasks:

Providing the educational process with the necessary equipment that increases the effectiveness of training;

Widespread use of technical teaching aids in the classroom and after school hours;

Providing educational didactic material corresponding to the program material;

Providing the necessary equipment for various types of extracurricular and extracurricular activities.

The biology classroom should consist of a classroom, a laboratory and a corner of wildlife.

Educational and methodological support of the cabinet

1. Availability of visual aids: natural objects, herbariums, collections, wet preparations, carcasses and acrylates; visual means: graphic tables, contours, applications, three-dimensional models and dummies.

2. Provision of textbooks, didactic materials, handouts in accordance with the educational program of the school.

3. Provision of students with indicators of learning in all classes and topics.

4. Providing students with sets of standard tasks, tests, tests, multi-level tasks for diagnosing the fulfillment of the requirements of the basic and advanced levels of the educational standard

5. Staffing with teaching aids to provide a variable program, a program of additional education within the framework of the functioning of the cabinet.

6. Provision of the classroom with textbooks on biology, scientific, popular science, educational and methodological literature for teachers and students.

7. Availability of a file cabinet for recording educational and didactic material, educational equipment, a card file of tasks for implementing an individual approach to teaching, organizing independent work and exercises for students, and conducting tests.

Office design requirements

The interior of the classroom should have a positive emotional impact on the teacher and students. The interior of the classroom should be functionally significant: for decoration, those materials are used that are constantly or most often used in biology lessons. The objects of the permanent exhibition of the cabinet should contribute to the development of basic biological concepts (such as the levels of organization of the living, the development of the organic world, environmental protection).

1. The presence of periodically changing expositions on botany, zoology, phenology, achievements in biological science, local history material.

2. Availability of poster material with examples of successful fulfillment by students of the requirements of educational standards, analysis of typical mistakes, results of intellectual marathons, olympiads, competitions, students performing creative tasks.

4. Availability of a schedule of work of the classroom for the compulsory program, extracurricular activities, classes with lagging behind and gifted students, consultations.

5. Organization of a living corner of nature or zoodendrarium.

6. Creation in the office of phytodesign from indoor plants (at least 30-40 species).

7. When selecting plants in the biology classroom, one should first of all proceed from the fact that several of these objects can be used in the classroom and in extracurricular activities. In addition, it is necessary to take into account the role of plants in the interior design of the office and their unpretentiousness to the conditions of detention. It is advisable to place plants on racks that are mounted in the walls at the edge of windows or on stands. All plants are provided with labels, where they write the species name, family, origin of the plant. Labels are attached to the flower pot.

Office equipment requirements

1. Equipment for the demonstration of educational films, filmstrips, transparencies (blackout, screen, slide projector stand, electrical equipment).

2. Equipping the teacher's workplace (remote control of equipment, dimming, lighting).

3. Tape recorder and audio recordings.

4. VCR and TVs, electronic MMK;

5. Equipment for automated knowledge control (PC, local area network software).

6. Availability of a file cabinet for films, videos, transparencies, CDs, electronic MM manuals.

1. Equipping the office with optical instruments: microscopes, magnifiers, laboratory glassware, excursion equipment (press, botanist, nets, secateurs, etc.)

2. Equipment with fire-fighting equipment and first aid kit;

3. Availability of safety instructions;

4. The presence of a magazine of introductory and periodic safety briefing for students.

Documentation for certification of the biology cabinet:

Purpose: To analyze the state of the classroom, its readiness to meet the requirements of education standards, to determine the main areas of work for conducting the classroom in accordance with the requirements of the educational and methodological support of the educational process.

Passport of the study room;

Description of property and documentation;

Evaluation of the cabinet's activities;

Card file of didactic, technical, laboratory material;

Classroom certification.

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Coursework: 41 pages, 6 figures, 14 sources, 1 application.

Key words: biology classroom, role and functions of the biology classroom, requirements for the biology classroom, living corner in the biology classroom.

The purpose of the work: to study the structure of the biology classroom, providing visualizations as a basis for teaching students.

Research methods: collection, study, systematization and analysis of literature; monitoring and control over compliance with sanitary and hygienic standards in the office.

Subject of study: biology classroom as one of the main elements of the educational process.

Scope: education.

Degree of use: the results of this course work can be used to improve and improve the work of biology classrooms in secondary schools.

INTRODUCTION

CHAPTER 1. LITERATURE REVIEW

3.2 Determining the area and cubic capacity of the cabinet, measuring the air temperature in the cabinet

CONCLUSION

REFERENCES

APPENDIX

biology classroom

INTRODUCTION

The school biology classroom is a special educational unit of the school, equipped with educational equipment that promotes the active cognitive activity of students in the classroom, in extracurricular, extracurricular work on the subject of "Biology".

Biology classroom is a specially equipped room for organizing the teaching and educational process in biology.

Relevance of the topic: this term paper is very significant, because. most of the educational activities for mastering the school curriculum in biology are associated with the biology classroom and the study of the biology classroom as the main link in the educational process is necessary to improve the teaching of biology in general.

The purpose of this course work is: a biology office as a base for teaching students.

In this work, the following tasks will be solved:

1. Describe the functional purpose of the biology cabinet.

2. Consider the requirements for a biology classroom.

3. Describe a living corner as an integral part of the biology cabinet.

4. Describe the biology room of the comprehensive school No. 2 in Mozyr.

CHAPTER 1. LITERATURE REVIEW

1.1 Functional purpose of the biology cabinet

The first natural science classrooms were a museum, which kept herbariums of plants and stuffed animals in glass cabinets. Later, with the introduction of experimental methods, the office becomes a classroom-laboratory. Glass and porcelain dishes, microscopes appeared, rooms were allocated for living plants and small animals (a corner of wildlife). Along with the tables, a "magic lantern" was used, and then a film projector. In the mid 50s of the XX century. during the transition of the school to a cabinet system in all disciplines, the biology cabinet was basically preserved as a classroom-laboratory in combination with a utility room for placing and storing equipment: visual aids, equipment, tools, libraries.

The classroom contains general equipment necessary for teaching all biology courses, and specific equipment for a particular course, a particular topic.

All equipment is placed in the classroom according to a certain system so that it can always be used in the educational process. However, the biology classroom is not only a place to store the necessary equipment. The functional purpose of the biology cabinet is much broader; several interrelated functions can be distinguished here: educational, scientific and methodological, placement of educational equipment, reference and accounting.

Teaching and educational role of the cabinet.

In the biology classroom, the process of teaching, educating and developing students is carried out, for which special equipment is provided. Comfortable work tables and chairs that can be moved together during group practical work. A large and well-lit blackboard, chalk, and a dampened sponge for wiping the board should always be in place. The teacher's table and blackboard are used to demonstrate visual aids in the classroom.

The office should have running water with a sink. Water is needed constantly for practical work, demonstrations, for the care of plants and animals. In the absence of running water, water is kept in large vessels, a bucket or plastic bottles.

The classroom, as a rule, is equipped with a small library containing various reference books for students; recommendations for laboratory and practical work; biology textbooks; books on biology from the "Children's Encyclopedia" series, methodical journals, such as "Biology at School", etc.

Changing and permanent exhibitions are organized in the office, developing interest in biological science, helping to assimilate complex educational material, for example, stands "It's interesting" or "The animal world of our region", "Plants of the Red Book of our region", etc. As changing exhibitions in the office biology, thematic exhibitions of students' works (posters, drawings on environmental issues, photographs taken during excursions, etc.) can be presented.

Of great educational and educational importance are permanent exhibitions (reflecting the main ideas of biology), which are used in the study of many topics and in various training courses, for example, "Development of the organic world on Earth", "Levels of life organization", "Four environments of life on Earth", "Kingdoms of Living Nature", etc. In the office there should be portraits of prominent scientists (Ch. Darwin, A.I. Oparin, N.I. Vavilov, V.I. Vernadsky, V.N. Sukachev, etc.).

Scientific and methodological role of the office.

The office is the workplace of a biology teacher. Therefore, it should contain everything that a teacher needs for creative preparation for a lesson and other types of classes with schoolchildren: programs, textbooks, collections of tasks and tests in biology, periodicals, especially the journals Biology at School, Ecological Education at School ", various methodological literature, including books on the general methodology of teaching biology and on individual training courses, reference literature, determinants of plants and fungi, animals, methodological support for using a computer, etc.

The teacher should also have in his office the instructional materials of the Ministry of Education of the Republic of Belarus and the education authorities of his region, state education standards: Compulsory educational minimum in biology for all levels of secondary school, Requirements for the educational minimum, etc.

The office should also contain materials reflecting the work of biological circles and electives, didactic materials, etc., that is, everything that helps the teacher in his work on teaching, educating and developing students, helps to improve his professional level.

The integrated use of educational equipment makes it possible to most fully realize the unity of content, methods and teaching aids in the educational process. Complexes of educational equipment are prepared by the teacher for each lesson and do not remain constant.

Placement of educational equipment.

In the biology classroom there is a system of visual aids:

Natural objects (houseplants, herbariums, small living animals, collections, stuffed animals, skeletons, wet preparations, micropreparations, etc.);

Images of natural objects (tables, diagrams, drawings, models, photographs, slides, etc.);

Handouts and didactic cards;

Devices and fixtures for demonstrating technical means (TV, computer, etc.);

Laboratory equipment: magnifiers, microscopes, utensils and instruments for laboratory work (tweezers, dissecting needles, glass slides, coverslips and watch glasses, test tubes, pipettes, etc.) and for practical work in nature and in the office (herbarium folders, diggers, shovels, secateurs etc.);

Chemical substances;

A small first aid kit.

The main part of educational equipment is stored in cabinets according to the types of manuals, sections and topics of the program, taking into account the volume, weight, dimensions, frequency of use and storage requirements. For the convenience of finding equipment, each cabinet is assigned a letter (A, B, etc.), the shelves are numbered, and the compartments on the shelves are numbered with a capital letter. The cipher indicating the place of storage of this or that visual aid is entered in the catalog card. For example, A - 4 - b means: cabinet A, shelf 4, compartment b. A list of equipment is placed on the inside of the cabinet doors.

Stuffed animals, insect collections and herbariums are stored packed in boxes with mothballs or bags with insecticides. Animal skeletons are placed in the glazed part of the cabinet, the human skeleton - in a plastic case. Micropreparations are stored in special boxes, each preparation in its own department. Microscopes and tripod magnifiers are placed in cases.

The tables are glued to cardboard and stored upright. Paper tables are laid out on wide shelves in a horizontal position.

Didactic cards, photographs, drawings, diagrams, postcards, handouts with parts of plants are stored in envelopes, catalog boxes or folders. The projection equipment in the office is arranged taking into account the focal length, the size of the objects and the format of the information carrier, preferably on mobile stands.

Biological newspapers, bulletins, stands with materials of temporary exhibitions can be placed in the corridors adjacent to the biology room.

Reference function of the office.

In order to quickly obtain information about the availability of this or that educational equipment in the biology cabinet, the place of its storage should be a reference file for the main sections: literature, instruments, technical and audiovisual aids, tables, preparations, collections, herbariums, etc. In addition, the cabinet should have catalogs of educational films and videos, diskettes with computer software, etc.

Accounting and scheduling cabinet function.

The teacher, as the head of the office, is obliged to keep a book of records, in which material values ​​(laboratory glassware, reagents, visual aids, etc.) must be recorded in alphabetical order by section. Once a year, they are inventoried in the office, the report is handed over to the head of the school. Newly acquired equipment is regularly recorded in the accounting book and the fact of decommissioning of obsolete equipment is noted.

The office passport also belongs to the number of accounting documents, it should contain basic information about the office.

Improvement of the material base of the biology cabinet and its work are carried out on the basis of long-term and annual plans. In addition to extracurricular and independent work of students, the plans include the production of home-made visual aids, the repair and replacement of equipment, holding exhibitions, methodological work and consultations, observations, experiments, etc., indicating the timing of the work, performers and a note on their completion.

All the main organizational work of the biology cabinet, storage of equipment is performed by the head of the biology cabinet. This function usually belongs to the biology teacher.

1.2 Requirements for a biology classroom

Requirements for a biology class:

1. The presence of an office passport, issued indicating the functional purpose of the equipment, instruments, technical means, visual aids, didactic materials, etc.

2. The presence of a work plan for the study room for the academic year and the future.

3. Compliance with safety regulations, sanitary and hygienic standards in the classroom.

4. Compliance with aesthetic requirements for the design of the study room: the presence of permanent (periodic table of D. I. Mendeleev, solubility table, a number of metal stresses, coloring of indicators in different environments) and replaceable educational and information stands, etc. (according to the work plan of the study room) .

5. Staffing of the classroom with educational equipment, educational and methodological complex of teaching aids necessary for the implementation of the educational program of the school.

6. Compliance of the educational and methodological complex and the complex of teaching aids with the profile of the classroom, the requirements of the standard of education and educational programs.

7. The presence of a set of didactic materials, standard tasks, tests, independent and control work and other materials for diagnosing the quality of education and the educational process (according to the profile of the office).

8. Provision of textbooks, didactic materials, handouts in accordance with the educational program.

9. Open and visual presentation to students of the minimum required content of education and. requirements for the level of compulsory training (education standard).

10. Open and visual presentation to students of samples of meters fulfilling the requirements of the mandatory standard.

11. Providing students with a set of standard tasks, tests, tests, etc. for diagnosing the fulfillment of the requirements of the basic and advanced levels of the educational standard.

12. Availability of poster material in the study room: recommendations for students on designing their educational activities, on implementing the skills development program, on organizing and doing homework, on preparing for various forms of educational and cognitive activities (workshop, seminar, laboratory work, testing , test, interview, exam, etc.).

13. The presence of a screen for the effectiveness of the implementation of the educational standard by students.

14. Availability of the schedule of work of the classroom for the compulsory program, extracurricular activities, additional education program, individual lessons with lagging behind, with gifted students, consultations, etc.

To implement these requirements, it is necessary to be guided by a certain regulatory framework, to have relevant documentation in the office.

Required documentation for the biology classroom:

1. Passport of the study room.

2. Inventory list for existing equipment.

3. Magazine or card file of visual aids, handouts.

4. Safety regulations for work in the classroom.

5. Journal of briefing students during extracurricular and

events, as well as instructing the laboratory assistant and student interns.

6. Rules of conduct for students in the classroom.

7. Schedule of the study room.

8. Certificate of acceptance of the classroom by the school administration.

9. The work plan of the cabinet for the academic year.

10. Long-term plan for the work of the cabinet (plan for retrofitting).

All documentation of the biology classroom is maintained by the teacher (laboratory assistant) regularly and in accordance with the established methodological requirements and deadlines. It should be organized, stored in numbered folders with appropriate names.

Folders (boxes, boxes) also accumulate other material related to the teaching of this subject.

Here are the approximate names of the folders that you can have in the biology classroom:

1. Biology room.

2. Labor protection.

3. Regulatory documents.

4. Planning of educational work.

5. Work on self-education of the teacher.

6. Modern educational technologies.

8. Non-traditional forms of biology classes.

9. Week of biology at school.

10. Extracurricular work in biology.

11. Work with gifted children.

12. Biology and health.

13. Ecology.

14. Science news.

15. Problems of modern biology.

And others at the discretion of the teacher.

General requirements for the classroom.

The classroom should contain the following legislative and regulatory documents:

* Law of the Republic of Belarus "On Education";

* Standard regulation on a general educational institution (if necessary - Model regulation on an institution of the appropriate type);

* Hygienic requirements for the conditions of education in educational institutions (SanPiN 2.4.2.1178-02);

* State educational standard for subjects according to the profile of the cabinet;

* Charter of the educational institution;

* Rules of conduct for students;

* Regulations on incentives and penalties for students;

* Cabinet passport containing:

Agreement on full liability (if necessary);

List of furniture;

List of technical training aids;

List of equipment, fixtures and tools;

List of didactic materials;

Cabinet library catalog;

Certificate of permission to conduct classes;

Labor protection instructions;

Safety Instructions;

Office hours (per trimester, quarter);

Cabinet acceptance sheet.

The classroom must comply with the sanitary and hygienic requirements of SanPiN 2.4.2.1178-02 (for finishing materials; composition, size and placement of furniture; air-thermal regime; natural and artificial lighting regime) and fire safety requirements PPB 01-03.

The classroom should be provided with primary fire extinguishing equipment and a first aid kit for first aid.

The design of the classroom should be carried out in a single style, taking into account aesthetic principles.

Classes in the classroom should serve to develop in students:

* modern picture of the world;

* general educational skills and abilities;

* a generalized way of educational, cognitive, communicative and practical activities;

* the need for a continuous, independent and creative approach to mastering new knowledge;

* key competencies - the willingness of students to use the acquired general knowledge, skills and abilities in real life to solve practical problems;

* theoretical thinking, memory, imagination;

* education of students, aimed at developing their sociability and tolerance.

Requirements for the teaching and methodological support of the classroom.

The classroom must be equipped with educational and computer equipment necessary for the implementation of educational programs implemented by the school on the basis of the "List of educational and computer equipment for equipping educational institutions" in accordance with local regulations.

The classroom should be provided with textbooks, didactic and handouts necessary for the implementation of the curricula implemented by the school.

In the classroom in the public domain there should be materials containing the minimum required content of education and requirements for the level of compulsory training (education standard);

samples of control and measuring materials (KIM) to determine the assimilation of the requirements of the educational standard.

The classroom should be provided with a set of standard tasks, tests, tests for diagnosing the fulfillment of the requirements of the basic and advanced levels of the educational standard.

On the stands in the classroom should be placed:

* requirements of the educational standard according to the profile of the office;

* requirements, samples of registration of various types of work (laboratory, creative, control, independent, etc.) and their analysis;

* variants of tasks for olympiads, competitions, intellectual marathons according to the profile of the office and their analysis;

* safety requirements.

Sanitary and hygienic requirements for the biology classroom.

Natural and artificial lighting of the office should be provided in accordance with SNiP-23-05-95. "Natural and artificial lighting",

The orientation of the windows of classrooms should be to the south, east or southeast sides of the horizon.

The room should have lateral left-hand lighting. With double-sided lighting at a depth of more than 6 m in the cabinet, a right-sided lighting device is required, the height of which must be at least 2.2 m from the floor

It is forbidden to obstruct the light openings (on the inside and outside) with equipment or other objects. Do not place large plants or shelves with plants on the windows. Office light openings should be equipped with adjustable sun protection devices such as blinds, fabric curtains in light colors that match the color of the walls and furniture.

For artificial lighting, fluorescent lamps of the following types should be used: LS002x40, LP028X40, LP002-2x40, LP034-4X36, TsSP-5-2X40. Luminaires should be installed in rows along the laboratory parallel to the windows. It is necessary to provide for separate (in rows) switching on of lamps. The blackboard should be illuminated by two mirror lamps of the LPO-30-40-122Ts25 type ("oblique light") installed parallel to it. Lamps should be placed 0.3 m above the top edge of the board and 0.6 m towards the classroom in front of the board.

The level of illumination of workplaces for the teacher and for students under artificial lighting should be at least 300 lux, on the blackboard - 500 lux.

The coloring of the room, depending on the orientation, should be done in warm or cold tones of low saturation. The rooms facing south are painted in cold colors (range of blue, gray, green), and to the north - in warm colors (range of yellow, pink colors). Coloring in white, dark and contrasting colors (brown, bright blue, lilac, black, red, crimson) is not recommended.

The floors must be without gaps and have a plank, parquet or linoleum flooring on an insulated base.

Cabinet walls should be smooth, allowing them to be cleaned with a wet method. Window frames and doors are painted white.

The coefficient of light reflection of the walls should be within 0.5-0.6, the ceiling - 0.7-0.8, the floor - 0.3-0.5.

The laboratory and the laboratory room should be provided with heating and supply and exhaust ventilation in such a way that the temperature in the rooms is maintained within 18-21 degrees Celsius; air humidity should be within 40-60%.

Natural ventilation should be carried out using transoms or vents with an area of ​​​​at least 1/50 of the floor area and providing a three-fold air exchange. Transoms and vents should be equipped with devices that are convenient for closing and opening.

At least two sinks with water supply should be installed in the office: one - in the laboratory, the other - in the laboratory room.

The power supply of the cabinet must be carried out in accordance with the requirements of GOST 28139-89 and PUE.

The teacher's demonstration table must be equipped with a 220V AC outlet. The electric current supply to the table must be stationary and hidden.

Requirements for a set of furniture in the classroom.

In the office, specialized furniture is used:

To organize jobs for students and teachers;

For the correct and rational storage and placement of educational equipment;

To accommodate living objects (plants and animals) used in a demonstration experiment, observations in the classroom and after school hours;

Appliances for office interior design;

For equipment placement.

Furniture for the organization of the workplace of the teacher:

One section of the demonstration table (GOST 18607-93) and a table for the teacher with a chair.

Furniture for the organization of students' workplaces includes double laboratory student tables of different height groups (N4,5,6) with color marking, complete with chairs of the same height groups (according to GOST 18314-93).

For rational placement and proper storage of educational equipment, a set of sections for various purposes is needed, from which you can assemble variants of combined laboratory cabinets.

The combined laboratory cabinet is located along the rear wall of the laboratory and consists of the following sections (according to GOST 18666-95).

Furniture for living objects is located in the laboratory room - a preparation table (or racks).

A cabinet is installed in the laboratory room, consisting of the following sections:

Lower (with a plinth) with blind doors - 2 pcs.;

Lower (with a plinth) with trays - 2 pcs.;

Top with blind doors - 8 pcs.

Office room requirements.

For a biology cabinet, two adjacent rooms are required: a laboratory with an area of ​​66-70 sq. m (with a length of 10-11 m, a width of 6-7 m) and a laboratory assistant - 15-18 sq. m. It is best to place an office on the ground floor with windows oriented to the south or east.

The biology room can be combined with a room for teaching an integrated natural science course. In small schools, joint classrooms can be organized: biological-chemical, biological-geographical, natural science classroom with teaching biology, chemistry, physics. In a joint office, you need: one laboratory room and 1-2 laboratory rooms.

The area of ​​​​the office should allow you to arrange furniture in it in compliance with sanitary and hygienic standards. Student tables should be set up as a rule in three rows. Two-row or single-row installation of tables is allowed.

The distance between tables in a row is 0.6 m, between rows of tables is at least 0.6 m, between rows of tables and longitudinal walls is 0.5-0.7 m, from the first tables to the front wall is about 2.6-2.7 m , the greatest distance of the last place of students from the blackboard is 8.6 m.

Sectional cabinets for educational equipment and equipment (overhead projector, epiprojector) on stands are installed along the rear wall of the laboratory.

A board and part of the permanent exhibition are placed on the front wall.

Showcases or stands for permanent and temporary exposure are installed on the side wall opposite the windows.

In the laboratory room there is a cabinet-wall for storing educational equipment, a preparation table for some living objects and preparing simple experiments. In addition, a work table for the teacher is equipped in the laboratory, a sink-sink with a board for drying chemical glassware is installed.

Requirements for equipping the classroom with educational equipment.

Educational equipment in biology is divided into groups:

Natural objects (live plants and animals, collections, wet and osteological preparations, herbariums, etc.);

Instruments, utensils, accessories for demonstrations and laboratory work;

Models, models, relief tables;

Manuals on a printed basis (tables, maps, textbooks, didactic material, etc.);

Screen-sound teaching aids (ESSE) (video films, films);

Projection equipment for presenting information embedded in the EZSO;

Literature for teachers and students (textbooks, reference books, methodological literature, etc.).

Requirements for the organization of jobs for teachers and students.

The composition of the workplace for a biology teacher includes: a demonstration table (one section), a table for a teacher with a chair, a blackboard, a screen.

The section of the demonstration table must be supplied with an electric current of 220V, water.

For an office, as a rule, they use a blackboard with five working surfaces, consisting of a main shield and two folding ones. The size of the main shield is 1500x1000 mm, folding shields - 750x1000 mm. These boards have a magnetic surface for the use of appliqué models. There should be 6-7 occasional table holders on the top edge of the chalkboard.

The rational organization of the workplace for the student requires compliance with the following conditions:

Sufficient work surface for writing, reading, observing, etc.

Convenient placement of equipment used in the lesson;

Correspondence of the table and chair to anthropometric data to maintain a comfortable working posture of the student;

The required level of illumination on the working surface of the table (300 lux).

Student furniture must be marked. On the bottom of the table cover, write the group of the table (in the numerator) and the height of the students (in the denominator). For example, brand 4 / 140-160 means that group 4 furniture is intended for students 140-160 cm tall. On the outside, on the side of the table, color marking is applied (a circle with a diameter of 25 mm or a horizontal strip 20 mm wide). Each group of furniture is marked with its own color.

Requirements for the placement and storage of equipment.

The system of placement and storage of educational equipment should provide:

His safety;

A permanent place, convenient for removing and returning the product, assigning a place to this type of educational equipment based on the frequency of use in the classroom;

Fast accounting and control to replace failed products with new ones.

The basic principle of placement and storage of educational equipment - by subjects, types of educational equipment, taking into account the frequency of use of this educational equipment. The laboratory is equipped with equipment for laboratory work (optical instruments, trays for handouts, dissecting instruments).

Training equipment should be located so that the capacity of cabinets and other devices is used to the maximum, while meeting the requirements listed above.

To organize independent laboratory work, you should use a tray system for supplying handouts. Dishes, dissecting instruments, a tray for micropreparations, etc. are stored in stacks.

Natural objects (herbaria, stuffed animals, entomological collections) must be stored in cabinets with blind doors away from direct sunlight. Entomological and other collections are stored in special boxes, herbariums - in boxes or folders.

Vertebrate skeletons are stored in closed cabinets.

Micropreparations are stored in their original packaging so that the micropreparation is placed horizontally, which prevents it from slumping. Sets of micropreparations are arranged according to classes and topics. Micropreparations are distributed on the tables of students in special trays with 4-5 slots.

Wet preparations should be stored in a cabinet with solid doors.

Dummies, models are stored in cabinets away from direct sunlight and heating appliances. Models are stored in boxes, in special recesses made of soft paper. Large anatomical models - under covers made of dense matter or synthetic film.

The tables are stored in rolls or glued (at the choice of the teacher) onto cardboard or fabric and arranged in order of numbering for each series.

For optical instruments - microscopes, dissecting instruments and hand loupes, it is advisable to take a special cabinet. Microscopes should be stored under a synthetic film cover in lockable cabinet sections. Hand magnifiers in special arrangements.

Dissecting instruments (dissecting knives, needles, scissors, tweezers) are also placed in stacks.

Placement of dishes in the biology room depends on the frequency of its use. The most commonly used dishes of small capacity, slides and coverslips, so they are placed in the middle part of the cabinet in trays. In the same cabinet, on the top shelf, they store the instruments used in the study of biology. Small laboratory accessories are placed in the lower compartment: tripods, glass and rubber tubes, cork and rubber stoppers. Labels with the name of the available equipment are glued on the end of the stacks.

The storage of reagents in the office is subject to general requirements for the storage of chemical reagents in the school. The most common reagents are the following: a solution of iodine in kaji iodide, starch, glucose, sodium bicarbonate, potassium permanganate, lime water, ethyl alcohol, formalin (40%), sodium chloride (physiological saline, hypertonic saline).

Solutions and dry substances are stored in glass jars with ground-in lids. Each beam is provided with a label with the name, formula of the substance and its concentration. It is prohibited to store substances without labels in the cabinet. Organic substances (alcohol, formalin) should be stored in the chemistry room.

To combat pests in the school area, in a corner of wildlife, to combat museum pests, poisonous substances are purchased in the biology room. Many of them are poisonous to humans as well. On the label of the vessels where these substances are stored, it is necessary to indicate "poison". Toxic substances must be stored in a locked cabinet or safe.

Excursion equipment - folders for collecting plants, drying presses, spreaders, scoops, jars for collecting living material - are stored in a special section of a cabinet or preparation table in the laboratory.

Requirements for interior design.

The interior of the classroom should have a positive emotional impact on the teacher and students. The interior of the classroom should be functionally significant: for decoration, those materials are used that are constantly or most often used in biology lessons. The objects of the permanent exhibition of the cabinet should contribute to the development of basic biological concepts (such as the levels of organization of the living, the development of the organic world, environmental protection).

When placing objects of permanent and temporary exposition, it should be borne in mind that all this material is intended for use in the classroom, which means that text and drawings should be visible to students from any workplace.

To illustrate the concept of the development of the organic world, it is advisable to use a printed table. Another element of the permanent exhibition is the stand "Phenological Observations", used in the study of all sections of the biology course. For the design of the side wall, materials from the series "Levels of organization of wildlife", portraits of biologists are used.

Cabinets (two-section, the upper section is glazed) or showcases should be placed along the back wall, in which representatives (in the form of herbarium material, stuffed animals, etc.) of the main systematic groups of flora and fauna, as well as the exposition "Typical biocenoses" .

The main part of materials of episodic use is placed outside the classroom, where students can familiarize themselves with them during breaks. In the corridors and recreation areas adjacent to the biological study, it is recommended to place stands for career guidance for schoolchildren, a stand with literature for extracurricular reading, as well as photomontages, wall newspapers of biological circles, etc.

When selecting plants in the biology classroom, one should first of all proceed from the fact that several of these objects can be used in the classroom and in extracurricular activities. In addition, it is necessary to take into account the role of plants in the interior design of the office and their unpretentiousness to the conditions of detention. It is advisable to place plants on racks that are mounted in the walls at the edge of windows or on stands.

All plants are provided with labels, where they write the species name, family, origin of the plant. Labels are attached to the flower pot.

1.3 Criteria for evaluating the biology classroom in the process of assessing the professional activities of biology teachers

The biology classroom, in terms of the number and arrangement of furniture, lighting, the location of teaching and visual aids, etc., must comply with the sanitary and hygienic requirements that apply to the classrooms of educational institutions and can be formulated as follows:

* Availability of instructions on labor protection (instructions on labor protection when working in the office and carrying out practical work, approved by the principal of the school and the trade union committee of the school. These instructions are updated at least once every three years).

* Availability and filling in the logs of registration of briefings on labor protection (logs are filled out before the start of practical work, circle or optional classes).

* Completeness of the first aid kit (the first aid kit must contain medical preparations for first aid: sterile bandage, non-sterile bandage, sterile wipes, absorbent cotton, tweezers, BF-6 glue, iodine tincture, 3% hydrogen peroxide, activated carbon, 10 % ammonia solution, albucid, ethyl alcohol, glycerin, 2% aqueous solution of baking soda, 2% aqueous solution of boric acid, pipettes. First aid instructions for injuries, burns should be on the door of a first-aid kit or nearby , as well as the telephone number of the nearest medical and polyclinic institution).

Staffing and arrangement of furniture in the office (student tables should be arranged, as a rule, in three rows, although two-row and single-row arrangement is allowed. The distance between tables in a row should be 0.6 m, between rows of tables - at least 0.6 m, between rows of tables and longitudinal walls - 0.5-0.7 m, from the first tables to the front wall - about 2.6-2.7 m, the greatest distance of the last place of students from the blackboard - 8.6 m). Compliance with the standard of illumination in the office. Availability and condition of primary fire extinguishing equipment. Availability and condition of personal protective equipment. Availability, storage and use of dummies, herbariums, models, etc.

Availability of stands and tables necessary for work (including stands with an updated exposure).

Organization of the teacher's workplace.

Availability of technical and electronic teaching aids in the classroom.

Features of equipment placement (tables, stands, collections, models, laboratory glassware, etc.).

Cabinet library: selection of literature on the subject, relevance, modernity of literature.

Cleanliness and landscaping of the classroom.

In a living corner throughout the school year contain plants:

1) room,

2) wild herbaceous (seed and spore),

3) cultivated, grown from seeds, roots, tubers and bulbs,

4) branches of trees and shrubs.

Houseplants, as perennials and the most viable in winter, are a permanent part of the living area.

It is desirable to include plants in the collection, which make it possible to conduct not one, but several experiments with them. Five to ten such plants, without taking up much space, provide material for classes in botany and general biology. These include the following indoor plants: pelargonium (geranium), primrose, fuchsia, monstera, tradescantia, begonia, elodea, cacti.

In addition to these plants, aralia, ivy (age variability, vaccinations) are of interest for the course of general biology; tufted chlorophytum, saxifrage, aspidistra, viviparous fern, bryophyllum (vegetative propagation); amaryllis, krinum, clivia (artificial pollination); cacti, aloe, needle, ligustrum, cyperus (environmental factors).

Particular attention should be paid to plants in sealed aquariums and vessels. For example, a cactus grows well in an inverted flask, in slightly moistened soil. These experiments develop the concept of circulation and metabolism in a closed space, which can be associated with questions about space flights.

How diverse indoor plants can be used can be seen in the following example. The tradescantia plant (commelin family, swamps of tropical America) can be used for the following purposes: preparation of a cell in a hair of a stamen or leaf sheath; movement of protoplasm; aquatic cultures; the formation of adventitious aerial roots; preparations of stomata, root cap and hairs (from aquatic cultures); example of a vaginal leaf; rapid rooting of cuttings; layering, vaccinations; transformation of a land plant into an aquatic plant.

In a living corner, wild plants should find a place for themselves, the identification of the biological characteristics of which requires long-term careful observation and experimentation. Such plants are dug up with a clod of earth during excursions and planted in small pots.

Cultivated plants are grown as needed for setting up experiments (with an aquatic culture of corn and sunflower, with seedlings of wheat, buckwheat, etc.), for forcing flowers (in the spring from cabbage stumps and root crops, as well as on electric lighting from sown asters, fragrant tobacco and wild plants).

Before placing plants in a corner of wildlife, you need to determine their biological characteristics and group them according to these features.

The ratio of each plant to light, heat and humidity is taken into account. Then they make up ecological groups and distribute them in a living corner in a certain system.

For example, plants of dry places: indoor - cacti, aloe, agave, echeveria, needle; wild - young, stonecrop.

Plants of wet places: indoor - arum, monstera, begonia, tradescantia, cyperus; wild - fern, moss, oxalis, sundew. Plants of places of medium humidity: indoor - ficus, aspidistra, lemon, clivia, pelargonium; wild - strawberries, primrose, ivy-shaped budra, etc.

Plants can be divided into geographical groups.

Plants of the tropics: dry - cacti, agaves, aloe; wet - monstera, begonia, tradescantia, cyperus, ficus.

Subtropical plants: lemon, orange, pelargonium, oleander, aspidistra, clivia.

Plants of the temperate zone: primrose, ivy, needle.

Native: wild and cultivated.

Plants sown for experiments are placed separately. The distribution of plants should emphasize their origin. Sometimes, in large wide boxes with earth or in specially arranged glass chambers, several plants are planted that are close in relation to environmental factors. In this way they create "landscapes" of the desert with cacti and agaves, tropical forests, etc.

The main thing for a living corner is that the windows face south or southeast. To better use the light area of ​​​​the windows and beautifully arrange the plants, special shelves are made. Shelves can be wooden and glass, suspended on wire or cords.

Each living corner plant must have a label with the name and a passport with a brief description. The pots are labeled with white-painted plywood or frosted glass, which indicate the name of the plant and the inventory number. From passports with a description of plants, indicating recommended books about each plant, they make up a card file of plants in a living corner. The card file should be accessible to carers of plants, as well as to everyone who wants to get acquainted with them. Some teachers, in order to teach students to use a file cabinet, designate plants only by a number. This is good to do when landscape placement of plants.

The most convenient for keeping in a corner of wildlife are animals that can be placed in aquariums: fish, snails, swimmers, hydras, daphnia, etc.

Aquariums show a combination of life of aquatic animals with aquatic vegetation (elodea, vallisneria, pondweed, hornwort, vodokras, pemphigus). The relationship between animals and plants that ensures metabolism can be shown even in sealed aquariums.

Aquariums are beautifully placed between plants of a humid environment (cyperus, anthurium). In zoology, it is necessary to have animals, the study of which is carried out by visual and practical methods. Of the simplest, shoes are recommended, whose culture should always be kept in a corner for lesson and extracurricular work, which is why it is necessary to have a small supply of good meadow hay or dried lettuce leaves.

It is necessary to harvest and store live hydras, earthworms, pond snails, lawns, and coils in aquariums from autumn. Living hydras have been kept since autumn in a green aquarium, fed with pieces of meat, daphnia, bloodworms, etc. To store a certain supply of earthworms, a wooden box is made with dense walls and rims so that the worms do not crawl out. The box is filled alternately with layers of fallen leaves and good garden soil, and up to 50 pieces of worms are placed in it. Store it in a cool basement. From above protect from rats by a cover with a wire grid.

In autumn, it is desirable to collect various caterpillars, butterflies and other living insects, depending on which of them are found in the area. In the spring it is good to observe live May beetles. In the southern regions, it is desirable to breed silkworms in a corner of wildlife, in more northern regions - Chinese oak silkworms. Of great interest for observation is a hive with Caucasian (non-stinging) bees.

Of the fish, medium-sized crucian carp are most often required to monitor their movement; it is also recommended to have other fish if possible. In urban schools, the breeding of tropical aquarium fish, in particular mosquito fish, is of great importance. Frogs are especially needed.

To preserve these very undemanding animals, you can also use a large aquarium from which the frogs could not jump out, and pour a little water into the aquarium and tilt it slightly so that the frogs can be partly in the water, partly on land. The vessel, together with the frogs, is stored in a cool room. In this case, the frogs do not require food for a long time and remain for several months.

Of the other amphibians, toads survive well in captivity. It is also not bad to have newts, tree frogs (dreves) in the corner of wildlife. Of the reptiles, it is recommended to have lizards, a snake, a turtle; from birds - pigeons and, if possible, other birds; from mammals - guinea pigs, hamsters, hedgehogs.

With many of these animals in the corner of wildlife, experiments necessary for the course of human anatomy, physiology and hygiene can be made. For example, on the topic "Metabolism" experiments can be made to obtain avitaminosis B and C, on the effect of soil color on the color of the body of frogs, the effect of thyroid hormone on the metamorphosis of tadpoles. On the topic "Higher nervous activity" a number of experiments are possible on the development of conditioned reflexes in fish, birds and mammals.

For observations and experiments up to general biology, the same animals can be used. It is very important to keep different races of Drosophila flies, as well as tropical fish, experiments with which are available to every school.

Unlike plants, animals of different types require different premises: aquariums, terrariums, cages. Each animal must also have a label with the name and a passport in the zoological card file of the corner of wildlife. In addition, each aquarium, each cage, etc. should have a card indicating care, feeding rates. This card indicates the name of the student leading the experiment.

Animals in the corner are grouped by types and classes, but grouping by habitat and in combination with appropriate plants is possible.

On one of the windows of the office (class) or living corner, you can imagine a "living system" of plants, which will be useful for students. For it, indoor and wild plants are used, located on shelves mounted on a window, or on a bookcase by the window: species of the same genus, genera of the same family, etc.

On the wall, on the shelves, it is convenient to present a system of animals, combining living objects (best of all invertebrates) with stuffed animals (small vertebrates) and in some cases with drawings (large animals) - a visual aid for students. Hierarchical relationships between systematic groups are indicated with a cord, braid.

It is pedagogically inexpedient to allocate some parts for separate classes in a school corner of wildlife. Let students be brought up in it in the spirit of collectivism and understanding of the natural unity of flora and fauna.

In the corner of wildlife, various soils, sand, moss for plant transplantation are stored and animals are kept in significant numbers that are needed for laboratory work.

CHAPTER 2. MATERIALS AND RESEARCH METHODS

The research material in this course work is the biology room of the secondary school.

The research methods necessary for writing this term paper are the collection, study, systematization and analysis of literature sources available on this topic, as well as monitoring and monitoring compliance with sanitary and hygienic standards in the biology classroom of a secondary school.

During the writing of this course work, with the help of a tape measure, the length, width, height of the classroom were measured, its area, cubature were determined. The area per student (per number of seats) was calculated. In addition, the air temperature was measured, the results of which corresponded to the sanitary and hygienic standards adopted for school premises. The biology room, its equipment and available plants were also described.

CHAPTER 3. RESEARCH RESULTS AND THEIR ANALYSIS

3.1 Description of the biology classroom

Arrangement of furniture and equipment.

The biology room consists of 2 adjacent rooms: a class-laboratory with an area of ​​45.34 m2 and a laboratory room with an area of ​​17.2 m2. The office is located on the third floor with windows oriented to the south. The biology room is provided with tables (15 pieces) with plastic coating. The electrical network is not connected to the student tables, which makes it difficult to carry out some laboratory work. The teacher's workplace consists of a demonstration table, blackboard, screen. In the office, the class folding board consists of three boards, two of which open to the sides (the size of the main board is 1.7 x 1 m). For the use of magnetic based teaching aids, the blackboard is made of iron. To place the LLP in the office, there are stands for placing an overhead projector, epiprojector, TV, and tape recorder on them. There is a special cabinet for storing tables and maps. All cabinets are installed in the laboratory room. The equipment in the cabinets is placed according to the rules of storage and the frequency of its use in the classroom. The laboratory room has a demonstration table where the teacher prepares the equipment necessary for the lesson.

For fire safety purposes, the laboratory room has:

1. Fire extinguisher.

2. Sandbox with sand and scoop.

3. Scissors with insulated handles.

4. Rubber mat.

5. Rubber gloves.

6. First aid kit, which includes: a sterile bandage, gauze wipes, crystalline boric acid, boric petroleum jelly, ammonia, drinking soda, valerian drops, brilliant green, alcohol iodine solution (5%), adhesive plaster, burn ointment, a glass for drinking, eye bath, clean towel, soap.

The office area allows you to arrange furniture in compliance with sanitary and hygienic standards. Student tables are arranged in three rows. The distance between the tables in a row is 0.5 - 0.7 m, between the rows of tables and the side walls of the room - 0.5 m, from the first tables to the front wall is about 8 m.

Natural objects are stored in cabinets with solid doors, because they fade from exposure to direct sunlight. Very often, these benefits damage insects, which are used to combat naphthalene. Disinfection is carried out twice a year: spraying with toxic substances. It is strictly forbidden to allow students to treat educational equipment with toxic substances. Disinfection is carried out by the teacher during the school holidays, after which the room is thoroughly ventilated.

Micropreparations are in the factory packaging so that they are located horizontally, this protects them from slumping.

Tables are stored in tabular cabinets.

Micropreparations, tables, videos are classified according to classes, according to the topics of the lessons.

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The concept of the forms of organization of education and their historical development. Lessons as a structural unit of the educational process, their typology and structure. Psychological and pedagogical essence of cognitive activity, methods and conditions for its development in biology lessons.

For high-quality teaching of biology, it is necessary to create conditions, i.e. organize the material base: a biology room, an educational and experimental site, a corner of wildlife, which are interconnected and complement each other in the integrated implementation of the tasks of education and upbringing.

A properly organized biology classroom is of great importance, since most of the study time for mastering biological knowledge is spent in it.

The Wildlife Corner provides lessons, extracurricular activities and extracurricular activities with lively visual teaching aids.

At the school educational and experimental site, schoolchildren consolidate and improve the theoretical knowledge gained in biology lessons, practice practical skills in growing and caring for plants in spring, summer and autumn, setting up experiments that make it possible to identify the biological patterns of plant development in specific conditions, to determine the possibility of increasing productivity crops.

The assimilation of knowledge and skills, the development of cognitive interest in biological science largely depend on the creation of a material base for training and the rational placement of equipment.

School Biology Room- a special educational unit of the school, equipped with educational equipment that contributes to the active cognitive activity of students in the classroom, in extracurricular, extracurricular work in the subject "Biology".

The biology room is a specially equipped room for organizing the teaching and educational process in biology.

The first natural science classrooms were a museum, which kept herbariums of plants, stuffed animals in glass cabinets. Later, with the introduction of experimental methods in teaching, the classroom becomes a classroom-laboratory. Glass and porcelain dishes, microscopes, magnifiers appeared, rooms were allocated for living plants and small animals. Along with the tables, a film projector was used. In the mid 50s of the XX century. during the transition of the school to a cabinet system in all disciplines, the biology cabinet was basically preserved as a classroom-laboratory in combination with a utility room for placing and storing equipment: visual aids, equipment, tools, libraries.

The classroom contains general equipment necessary for teaching all biology courses, and specific equipment for a particular course, a particular topic.

All equipment is placed in the classroom according to a certain system so that it can always be used in the educational process. But the biology classroom is not only a place to store the necessary equipment. The functional significance of the biology cabinet is much broader; several interrelated functions can be distinguished here: educational, scientific and methodological, placement of educational equipment, reference and accounting.

In the biology classroom, the process of teaching, educating and developing students is carried out, for which special equipment is provided. Comfortable work tables and chairs that can be moved together during group practical work. A large and well-lit blackboard, chalk, and a dampened sponge for wiping the board should always be in place. The teacher's table and blackboard are used to demonstrate visual aids in the classroom. A screen is placed on the wall (or board), on the side on a high stand - a TV, a VCR, and in the back of the office on a special stand - a graph projector.

The office should have running water with a sink. Water is needed constantly for practical work, demonstrations, for the care of plants and animals.

The classroom, as a rule, is equipped with a small library containing various reference books for students; recommendations for laboratory and practical work, biology textbooks; books on biology from the "Children's Encyclopedia" series, methodical journals, such as "Biology at School" and others.

Changing and permanent exhibitions are organized in the office, developing interest in biological science, helping to assimilate complex educational material, for example, stands “It's interesting”, “Animal world of our region”, “Plants of the Red Book of our region”. Thematic exhibitions of students' works (posters, drawings on environmental issues, photographs taken during excursions) can be presented as changing expositions in the biology classroom.

Of great educational and educational importance are permanent exhibitions (reflecting the main ideas of biology), which are used in the study of many topics and in various training courses, for example, "Development of the organic world on Earth", "Levels of life organization", "Four environments of life on Earth", "Kingdoms of Living Nature". The office should have portraits of prominent scientists (Ch. Darwin, A.I. Oparin, N.I. Vavilov, V.I. Vernadsky, V.N. Sukachev, etc.).

The classroom is the workplace of a biology teacher. Therefore, it should contain everything that a teacher needs for creative preparation for a lesson and other types of classes with schoolchildren: programs, textbooks, collections of problems and tests in biology, periodicals, especially the journals Biology at School, Ecological Education at School ”, various methodological literature, including books on the general methodology of teaching biology and on individual training courses, reference literature, determinants of plants and fungi, animals, methodological support for using a computer, etc.

The teacher must also have in his office instructional materials from the Ministry of Education of the Republic of Belarus and the education authorities of his region, state education standards: Compulsory educational minimum in biology for all levels of secondary schools, Requirements for the educational minimum.

The office should also contain materials reflecting the work of biological circles, electives, didactic materials, everything that helps the teacher in his work on teaching, educating and developing students, helps to improve his professional level.

The integrated use of educational equipment makes it possible to most fully realize the unity of content, methods and teaching aids in the educational process. Complexes of educational equipment are prepared by the teacher for each lesson and do not remain constant.

In the biology classroom there is a system of visual aids:

ü natural objects (houseplants, herbariums, small living animals, collections, stuffed animals, skeletons, wet preparations, micropreparations);

ü images of natural objects (tables, diagrams, drawings, models, photographs, slides, filmstrips, video cassettes, etc.);

ü handouts and didactic cards;

ü devices and devices for demonstrating technical means (TV, VCR, graph projector, computer, etc.);

ü laboratory equipment: magnifiers, microscopes, dishes and tools for laboratory and practical work in nature (herbarium folders, secateurs, etc.) and in the office;

ü chemicals;

ü First aid kit.

The main part of educational equipment is stored in cabinets according to the types of manuals, sections and topics of the program, taking into account the volume, weight, dimensions, frequency of use and storage requirements. For the convenience of finding equipment, each cabinet is assigned a letter (A, B, etc.), the shelves are numbered, and the compartments on the shelves are in capital letters. The cipher indicating the place of storage of this or that visual equipment is entered in the card of a special catalog. For example, A - 4 - b means: cabinet A, shelf 4, compartment b. A list of equipment is placed on the inside of the cabinet doors.

Stuffed animals, insect collections and herbariums are stored packed in boxes with mothballs or bags with insecticides. Animal skeletons are placed in the glazed part of the cabinet, the human skeleton - in a plastic case. Micropreparations are stored in special boxes, each preparation in its own department. Microscopes and tripod magnifiers are placed in cases.

The tables are glued to cardboard and stored upright. Paper tables are laid out on wide shelves in a horizontal position. Transparencies, video cassettes, disks are placed by topic.

Didactic cards, photographs, drawings, diagrams, postcards, handouts are stored in envelopes, catalog boxes or folders.

The exposition stands are fixed in the so-called exposition belt, which starts at a level of 80 cm from the floor - this is a horizontal strip 150 - 170 cm wide. Biological newspapers, bulletins, stands with materials from interchangeable exhibitions can be placed in the corridors adjacent to the biology room.

To quickly obtain information about the availability of this or that educational equipment in the biology room, the place of its storage should be a reference file on the main sections: literature, devices, technical and audio-video tools, tables, preparations, collections, herbariums, etc. In addition, the classroom should have catalogs of educational films, videos and video cassettes, disks and diskettes with computer software, etc.

The teacher, as the head of the office, is obliged to keep a book of records, in which material values ​​​​must be recorded in alphabetical order by section. Once a year, an inventory is carried out in the office, the report is handed over to the head of the school. Newly acquired equipment is regularly recorded in the accounting book and the fact of decommissioning of obsolete equipment is noted.

The office passport also belongs to the number of accounting documents, it should contain basic information about the office.

Improving the material base of the biology cabinet and its work is carried out on the basis of long-term and annual plans. In addition to extracurricular and independent work of students, the plans include the manufacture of home-made visual aids, the repair and replacement of equipment, holding exhibitions, methodological work and consultations, observations, experiments, and other things, indicating the timing of the work, performers and a note on their implementation.

All the main organizational work of the biology cabinet, storage of equipment is performed by the head of the biology cabinet. This function, as a rule, belongs to the biology teacher.

11. Lesson is the main form of organization of educational work in biology.

Lesson - this is a logically completed stage of the teacher's educational work in a certain class in a certain academic subject. Each lesson is aimed at solving a specific biological issue (problem) outlined by the program. The lesson presents the interaction of goals, content, means and methods of teaching, the personality and skill of the teacher is manifested. Each lesson is not isolated, it is interconnected with both previous and subsequent lessons, forming a single chain in the biology teaching system.

The distinguishing features of the lesson include work with a permanent group of students (class) according to a fixed schedule, in a strictly limited time, with the obligatory work of students under the guidance of a teacher.

In a biology lesson, all the main elements of the educational process interact: its goals, content, means, methods and forms of organization of education. A creative approach to the lesson presupposes a good knowledge of its normative principles.

The requirements of pedagogical science to the lesson, to the effectiveness of the pedagogical process are constantly increasing and changing.

The whole variety of lessons can be classified according to different criteria: based on the didactic tasks that are solved in the lesson, teaching methods and techniques, the organization of the educational activities of schoolchildren, etc. The most common is the classification of lessons depending on the didactic tasks being solved.

In the process of teaching biology, the following didactic tasks are solved: 1) preparing students for the perception of new material; 2) organization of the primary perception of new material; 3) deep understanding of what has been studied; 4) consolidation of acquired knowledge; 5) exercises in their application; 6) generalization and systematization of the acquired knowledge; 7) verification of learning outcomes.

Lessons in which similar didactic tasks are solved are combined into peculiar groups - types of lessons. Depending on the didactic tasks to be solved, specialized and combined lessons are distinguished.

One or more didactic tasks can be solved at the lesson. If only one didactic task is solved in a lesson, then we are dealing with a group of specialized lessons. It includes: introductory lessons, lessons for learning new material, generalizing repetition lessons, lessons for checking learning outcomes. Such lessons are usually simple in structure - the main structural part of the lesson corresponds to the solution of the main didactic task.

introductory lessons are held at the beginning of the course or its major sections. In these lessons, the teacher characterizes the objectives, meaning, structure and main content of the course or section. The purpose of the introductory lessons is to create in schoolchildren the appropriate psychological attitudes for the upcoming educational work, awakening interest in biological knowledge, and revealing the practical role of knowledge. At the introductory lesson, the leading concepts and categories can also be disclosed. The introductory lesson can be devoted to organizational work and extracurricular work carried out in the course. On it, students get acquainted with the requirements that will be presented to them, with teaching aids, etc. Also, in the introductory lesson, previously completed questions can be repeated, the knowledge of which is essential for learning new material.

Lesson learning new material is entirely devoted to the study of new, rather large and complex material that requires serious deep study. Usually, two combined lessons are required to study such material, but it does not seem appropriate to break the material.

Lessons of independent (practical) work. The main goal of these lessons is the formation of practical skills and abilities specific to biology in students, the development of their creative independence. Therefore, lessons of this type can also be called lessons for consolidating knowledge and developing skills. In lessons of this type, students master the following methods of school work: comparison, comparison, the ability to draw conclusions. At the laboratory lesson, subject visualization is used, a significant part of the time is occupied by the work of students with biological objects. The effectiveness of a laboratory lesson largely depends on the degree of independence of students, the teacher's skillful guidance of their cognitive activity, which ensures greater activity of schoolchildren in acquiring new knowledge and in developing skills.

Generalized repetition lessons provided by the school curriculum for all biology courses. They are held at the end of the study of a large topic or section of the program. Step-by-step systematization is needed to establish logical connections between the material covered and the new material. These lessons are of great importance for students to assimilate the theoretical foundations and main ideas of the course, to bring them to worldview conclusions.

Lessons of verification and accounting of knowledge. Usually in school biology at these lessons, along with knowledge testing, generalization and repetition always take place. Such lessons are held at the end of the term, mainly in the middle classes, usually in the form of a frontal conversation or frontal written work. In the upper grades, these lessons can be in the nature of test-lessons.

Most often, a biology teacher has to solve several didactic tasks in one lesson. A specific part of the lesson is allocated for solving each problem. The lesson becomes complex in structure, so it is called combined.

The composition of the combined lesson most often includes the following structural parts: introductory, including an explanation of the tasks of the lesson and checking schoolchildren for work; establishing links between previous topics and new material; learning new material; consolidating what has been learned and checking the results of the work in the lesson; homework and instructions for its implementation.

Once and for all, the established scheme of this lesson and its frequent use in the educational process do not always make it possible to keep the cognitive interest of schoolchildren and lead to a decrease in the effectiveness of learning. This circumstance makes it necessary to swap or combine the structural elements of the lesson in various ways. Modern didactics rejects the standard structure of the combined lesson. Depending on the place of the lesson in the course, its content and didactic goals, the structure of the lesson may be different.

A combined lesson can begin with repetition and testing of previously acquired knowledge and skills. Such a beginning is advisable when the material of the last lesson serves as a support base for studying new material. If the material of the previous lesson does not have a direct connection with the study of new material, then the lesson should begin with the reproduction of basic knowledge from other topics, and checking homework can be "dissolved" in the study of new material.

Basically, new material should be learned by students directly in the lesson. Therefore, the study of new material should allocate the most time. Sufficient time should be left for consolidating the material, as well as explaining the homework.

Consolidation in a combined lesson is usually carried out after the explanation of new material. But if the material consists of logically complete parts, each of which can be analyzed separately, then consolidation can be carried out in the course of studying new material (by links - logically complete parts).

A combined lesson is possible, in which there are no clearly defined structural elements at all. In such a lesson, all stages are so organically interconnected that it is difficult to single them out. The close interweaving of all stages of the lesson is very expedient from a psychological point of view, as it contributes to the active activity of students who expect the possibility of control by the teacher throughout the lesson.

At the end of the lesson, the teacher usually makes a generalization and conclusions, gives homework. Homework is not a mandatory element of the lesson. Many teachers work without homework, ensuring the assimilation of the main part of the educational material in the lesson itself.

ESSAY

Coursework: 41 pages, 6 figures, 14 sources, 1 application.

Key words: biology classroom, role and functions of the biology classroom, requirements for the biology classroom, living corner in the biology classroom.

The purpose of the work: to study the structure of the biology classroom, providing visualizations as a basis for teaching students.

Research methods: collection, study, systematization and analysis of literature; monitoring and control over compliance with sanitary and hygienic standards in the office.

Subject of study: biology classroom as one of the main elements of the educational process.

Scope: education.

Degree of use: the results of this course work can be used to improve and improve the work of biology classrooms in secondary schools.

INTRODUCTION

CHAPTER 1. LITERATURE REVIEW

1 Functional purpose of the biology cabinet

2 Requirements for a biology classroom

3 Criteria for evaluating the biology classroom in the process of assessing the professional activities of biology teachers

CHAPTER 2. MATERIALS AND RESEARCH METHODS

CHAPTER 3. RESEARCH RESULTS AND THEIR ANALYSIS

1 Description of biology cabinet

2 Determining the area and cubic capacity of the cabinet, measuring the air temperature in the cabinet

CONCLUSION

APPENDIX

biology classroom

INTRODUCTION

The school biology classroom is a special educational unit of the school, equipped with educational equipment that promotes the active cognitive activity of students in the classroom, in extracurricular, extracurricular work on the subject of "Biology".

Biology classroom is a specially equipped room for organizing the teaching and educational process in biology.

Relevance of the topic: this term paper is very significant, because. most of the educational activities for mastering the school curriculum in biology are associated with the biology classroom and the study of the biology classroom as the main link in the educational process is necessary to improve the teaching of biology in general.

The purpose of this course work is: a biology office as a base for teaching students.

In this work, the following tasks will be solved:

Describe the functional purpose of the biology cabinet.

Consider the requirements for a biology classroom.

Describe the living corner as an integral part of the biology classroom.

Describe the biology room of the secondary school No. 2 in Mozyr.

CHAPTER 1. LITERATURE REVIEW

1.1 Functional purpose of the biology cabinet

The first natural science classrooms were a museum, which kept herbariums of plants and stuffed animals in glass cabinets. Later, with the introduction of experimental methods, the office becomes a classroom-laboratory. Glass and porcelain dishes, microscopes appeared, rooms were allocated for living plants and small animals (a corner of wildlife). Along with the tables, a "magic lantern" was used, and then a film projector. In the mid 50s of the XX century. during the transition of the school to a cabinet system in all disciplines, the biology cabinet was basically preserved as a classroom-laboratory in combination with a utility room for placing and storing equipment: visual aids, equipment, tools, libraries.

The classroom contains general equipment necessary for teaching all biology courses, and specific equipment for a particular course, a particular topic.

All equipment is placed in the classroom according to a certain system so that it can always be used in the educational process. However, the biology classroom is not only a place to store the necessary equipment. The functional purpose of the biology cabinet is much broader; several interrelated functions can be distinguished here: educational, scientific and methodological, placement of educational equipment, reference and accounting.

Teaching and educational role of the cabinet.

In the biology classroom, the process of teaching, educating and developing students is carried out, for which special equipment is provided. Comfortable work tables and chairs that can be moved together during group practical work. A large and well-lit blackboard, chalk, and a dampened sponge for wiping the board should always be in place. The teacher's table and blackboard are used to demonstrate visual aids in the classroom.

The office should have running water with a sink. Water is needed constantly for practical work, demonstrations, for the care of plants and animals. In the absence of running water, water is kept in large vessels, a bucket or plastic bottles.

Changing and permanent exhibitions are organized in the office, developing interest in biological science, helping to assimilate complex educational material, for example, stands "It's interesting" or "The animal world of our region", "Plants of the Red Book of our region", etc. As changing exhibitions in the office biology, thematic exhibitions of students' works (posters, drawings on environmental issues, photographs taken during excursions, etc.) can be presented.

Of great educational and educational importance are permanent exhibitions (reflecting the main ideas of biology), which are used in the study of many topics and in various training courses, for example, "Development of the organic world on Earth", "Levels of life organization", "Four environments of life on Earth", "Kingdoms of Living Nature", etc. In the office there should be portraits of prominent scientists (Ch. Darwin, A.I. Oparin, N.I. Vavilov, V.I. Vernadsky, V.N. Sukachev, etc.).

Scientific and methodological role of the office.

The office is the workplace of a biology teacher. Therefore, it should contain everything that a teacher needs for creative preparation for a lesson and other types of classes with schoolchildren: programs, textbooks, collections of tasks and tests in biology, periodicals, especially the journals Biology at School, Ecological Education at School ", various methodological literature, including books on the general methodology of teaching biology and on individual training courses, reference literature, determinants of plants and fungi, animals, methodological support for using a computer, etc.

The teacher should also have in his office the instructional materials of the Ministry of Education of the Republic of Belarus and the education authorities of his region, state education standards: Compulsory educational minimum in biology for all levels of secondary school, Requirements for the educational minimum, etc.

The office should also contain materials reflecting the work of biological circles and electives, didactic materials, etc., that is, everything that helps the teacher in his work on teaching, educating and developing students, helps to improve his professional level.

The integrated use of educational equipment makes it possible to most fully realize the unity of content, methods and teaching aids in the educational process. Complexes of educational equipment are prepared by the teacher for each lesson and do not remain constant.