Profile training is a means of professional self-determination. Therefore, the content of education should be oriented towards future professional education and future professional activity.
Profile education is a means of differentiation and individualization of education, which allows, due to changes in the structure, content and organization of the educational process, the interests, inclinations and abilities of students to be more fully taken into account, to create conditions for teaching high school students in accordance with their professional interests and intentions in relation to continuing education.
The teacher of the profile class is an advanced teacher. He knows his subject well, owns the methodology of teaching his subject. He owns the methodology of profile training.
Biology subject- objects and processes of nature. The methodology of biology does not study these objects, does not reveal facts and patterns in the life of plants and animals. The subject of her research is the process of education and upbringing on the material of a particular discipline. Thus, the subject and tasks of the methodology do not coincide with the subject and tasks of the corresponding science.
Tasks profile training methods can be determined based on the target and functional aspects of profile training. Like didactics, the methodology of specialized training seeks answers to the questions:
- - what to teach? – determination of the content of specialized education, development of educational standards, curricula and methodological support for the educational process;
- - why teach? - the goals of specialized education related to the motivational and value orientations of the subjects of educational activity;
- - how to teach? - selection of didactic principles, methods and forms of teaching that contribute to the effectiveness of pedagogical activity.
The means of preparing students for life, including professional, is the content of education.
Most authors note that the essence of the content of education is that it acts as a social goal, the social order of society to the education system as a whole. However, V.V. Kraevsky notes that a pedagogical interpretation of this category is necessary, which consists in determining the dependence of the volume and structure of the designed content of education on the patterns of learning and the real specifics of the means by which the teacher makes the content of education the property of the student. Currently, there are three most common concepts of the content of education, presented by V.V. Kraevsky (Kraevsky V.V. . The content of education: forward to the past. - M .: Pedagogical Society of Russia, 2001. - p. 8 - 10).
The content, methods, techniques, technologies of the modern educational process should be aimed at revealing and using the subjective experience of each student and subject to the formation of personally significant ways of cognition through the organization of a holistic educational activity. The assimilation of educational knowledge, thus, turns from a goal into a means of self-development of the student, taking into account his life values and real individual capabilities.
At present, the structure of the content of education proposed by I.Ya. Lerner, which includes:
a) a system of knowledge, the assimilation of which ensures the formation in the minds of students of an adequate dialectical picture of the world, develops a systematic methodological approach to cognitive and practical activities;
b) a system of general intellectual and practical skills that underlie many specific activities;
c) the main features of creative activity, ensuring readiness to search for solutions to new problems, to the creative transformation of reality;
d) a system of norms and relations of people to the world and to each other, i.e. system of worldview and behavioral qualities of a person (Lerner I.Ya . The learning process and its patterns. - M., 1980. - 86 p.).
The goals of specialized biology education have two aspects: subject and personal. When learning is considered from the subject (objective) side, one speaks of the subject aspect of the learning objectives. The subject aspect is the mastery of the basics of scientific knowledge by students, general preparation for practical activities and the formation of scientific convictions.
Learning, considered from the personal (subjective) side, includes goals that are inextricably linked with the implementation of subject goals. The personal aspect is the development of the ability to think (mastery of such mental operations as classification, synthesis, comparison, etc.), the development of creative and cognitive abilities, as well as such psychological qualities as perception, imagination, memory, attention, motor sphere, formation of needs, motives of behavior and system of values.
In order to manage cognitive activity, the teacher must be able to determine the primary goals, i.e. logic, sequence (hierarchy) of specific goals for each stage of education, taking into account the prospects for further educational work. It is necessary to explain to students the guidelines in educational work, to discuss its specific goals, so that students clearly and clearly understand their meaning.
Goal-setting in pedagogy is a conscious process of identifying and setting goals and objectives of pedagogical activity. The types of pedagogical goals are diverse. Pedagogical goals can be of different scale, they make up a step system. It is possible to single out the normative state goals of education, public goals, initiative goals of teachers and students themselves.
At the senior level of school, education is built on the basis of profile differentiation. Here are the goals of profile training.
The purpose of education is to prepare the younger generation for an active social life. The purpose of training is more specific: the assimilation of general educational knowledge by students, the formation of methods of activity, a scientific worldview.
Teaching methods in a specialized school should, along with knowledge, contribute to the assimilation of methods of activity. All students should have opportunities to develop their intellectual abilities through initial research and project activities, mastering more complex content than is provided for in the educational standard.
Profile training should involve a significant increase in the use of such methods as independent study of basic, additional educational literature, other sources of information, review and installation lectures, laboratory and laboratory-practical classes, seminars, interviews, discussions, creative meetings, etc. Information support is needed from using educational videos, electronic texts, Internet resources; it is very important to hold creative competitions, public defenses of projects; carrying out heuristic tests; the use of rating assessments of the success of profile education; excursions to enterprises, specialized exhibitions, internships at paid and training jobs. A special place among the methods of specialized education should be occupied by design as the main type of cognitive activity.
Profile training involves the development of a different nature of subject-subject relations and activities:
- highlighting the student as a subject, recognizing him as the main value of the entire educational process; the development of his abilities as individual opportunities, the recognition that the development of the individual abilities of the student is the main goal of education;
- a change in the type of relationship between teachers and students, the transition from authoritarian control, subordination and coercion to cooperation, mutual regulation, mutual assistance, because in collective activity, everyone participates in solving the problem under discussion and finds his own ways of solving the problem, adequate to his inclinations, interests, and individual pace of development;
- development of teaching technologies, taking into account the laws of self-development and ensuring the realization of the main goal of education by identifying and structuring the student's subjective experience by harmonizing it with socially developed and socially significant experience;
- the focus of the teacher on the learning opportunities of students; building a lesson aimed at creating conditions for self-expression, self-realization, independence of each student, selectivity to subject content; on the disclosure and maximum use of the child's subjective experience, revealing the student's attitude to knowledge, learning; to encourage students to use a variety of ways to complete tasks without fear of making a mistake; on the use of active forms of communication (dialogue, discussion, argumentation, discussion, debate);
– implementation, with the help of individual learning trajectories, of going beyond the framework of one academic subject and even the educational field that exists today and solving problems vital for the child at the integral level.
The effectiveness of the educational process depends (and this is not the only dependence) on the form of interaction between the subjects of the educational process. In traditional education, the teacher reports information, the student reproduces it, and the assessment is largely determined by the completeness and accuracy of reproduction; At the same time, it is overlooked that the assimilation of the material is connected with its comprehension. It is interesting to note that A. Einstein wrote about modern education: “In fact, it is almost a miracle that modern teaching methods have not yet completely stifled holy curiosity ...” ( Einstein A. Physics and reality. - M., 1965. - p. 5). The problem is to find convenient organizational forms, to maintain and develop the openness of the education process at different levels of the system.
Students do not just assimilate ready-made knowledge, but realize how they are obtained, why they are based on this or that content, to what extent it corresponds not only to scientific knowledge, but also to personally significant meanings, values (individual consciousness). There is a kind of exchange of knowledge, a collective selection of its content. At the same time, the student is the “creator” of this knowledge, a participant in its birth. The teacher, together with the students, carries out equal work on the search and selection of the scientific content of knowledge that is to be mastered. Under these conditions, assimilated knowledge is not "depersonalized" (alienated), but becomes personally significant.
The transition to specialized education has exacerbated the problems of teachers' readiness to search for adequate methods and technologies of education. Research results have shown that most teachers experience difficulties in two areas:
1. When restructuring the position of the individual in relations with students - from authoritarian management to joint activities and cooperation.
2. In the transition from a predominant orientation to reproductive training sessions - to productive and creative educational activities.
Even with a high level of professional skill, the most difficult task was to change the personal attitude, the formation of a co-creative environment in the process of educational activities. A new approach to the organization of the educational process requires the teacher to always present the consciousness of the student in his mind. The teacher must be able, firstly, to organize the understanding of students in communication with him, which is achieved through:
- avoiding the ambiguity of statements;
- illustrating thoughts with examples;
- retention of the subject of discussion or fixing the moment of its change to another subject;
Secondly, to be able to explore the actual misunderstanding of the students. This means putting forward, practical testing and correcting one's hypothesis about what real meanings "settled" in the mind of the student, what remained hidden and what turned out to be distorted.
Thirdly, to be able to investigate the reasons for students' misunderstanding. Working with students' understanding is always working in a specific and unique situation for which one cannot be prepared in advance. And, nevertheless, when preparing for the lesson, the teacher can already foresee how this or that student will understand what is happening in the learning situation. This work is connected with organizational and pedagogical staging, and its presence in the teacher's arsenal indicates a high level of pedagogical professionalism. The highest level of mastery will be set by the fact that the teacher not only can organize the learning situation himself, conduct a study of misunderstanding or diagnostics, but also forms these abilities in students.
Technological maps in biology with teacher and student goal-setting for schools of different types.
Profile training is aimed at the implementation of a student-oriented educational process. At the same time, the possibilities for building an individualeducational trajectory.
On the example of biological disciplines, one can see how the educational program of the school emphasizes or specifies the results of the educational standard for teachers:
- - in a school with a mathematical bias, courses in biology and ecology will acquire an additional goal-setting for the student, integrating knowledge about nature with the mathematical apparatus of research and analysis;
- - for students of the humanities classes for the purposes of biological disciplines, socializing goals will be the dominant component, bringing subject knowledge to the level of biosocial structures and serving to support the processes of self-knowledge and self-determination of the student;
- - in schools with in-depth study of natural sciences, the goals of teaching in the lessons of biology and ecology will serve to expand and deepen scientific knowledge, since students with a high level of motivation for the subject are ready to accept such goal-setting.
Technological map of the lesson for the teacher. No. 1
|
Lesson topic:"The cell as a living system" (for mass school) |
|
|
Goal setting for the student 1. Know the names and functions of cell organelles. 2. To be able to distinguish plant, animal, fungal and bacterial cells on the tables according to the composition of organelles. 3. Know the essence of cell theory |
Goal setting for the teacher 1. Subject goals.
|
Technological map of the lesson for the teacher. #2
|
Lesson topic:"The cell as a living system" (for schools of mathematics and economics) |
|
|
Goal setting for the student 1. Know the names and functions of 14 cell organelles. 4. Have an idea about the methods of cytology as a science and the importance of this science for practice.To be able to build a cell research algorithm in accordance with a specific task. |
Goal setting for the teacher 1. Subject goals. Help to summarize the knowledge of previous courses about different types of cells;
2. Goals reflecting the development of general educational skills and abilities
3. Educational goals, developing personal motivation, socializing To help students understand the importance of cytological research in medicine; To help students form a link between cytological knowledge and each of them's informed choice of a healthy lifestyle. |
Technological map of the lesson for the teacher. No. 3
|
Lesson topic:"The cell as a living system" (for schools of natural science profile) |
|
|
Goal setting for the student Be able to draw a diagram of an organoid, explain the principle of operation 2. Be able to distinguish between plant, animal, fungal and bacterial cells on the tables according to the composition of organelles.Be able to "design" a given type of cell. 3. Know the essence of cell theory.Be able to give examples to the provisions of cell theory. 4. Know the methods of cytology as a science and the significance of this science for practice.Know the areas of application of the main methods of cytology. Know the rules of working with a microscope, be able to prepare and / or examine the preparation |
Goal setting for the teacher 1. Subject goals. Help to summarize the knowledge of previous courses about different types of cells;
2. Goals reflecting the development of general educational skills and abilities
3. Educational goals, developing personal motivation, socializing To help students understand the importance of cytological research in medicine; To help students form a link between cytological knowledge and each of them's informed choice of a healthy lifestyle. |
Technological map of the lesson for the teacher. #4
|
Lesson topic:"The cell as a living system" (for humanitarian schools) |
|
|
Goal setting for the student 1. Know the names and functions of cell organelles.Be able to draw a diagram of an organoid, explain the principle of operation. 2. Be able to distinguish between plant, animal, fungal and bacterial cells on the tables according to the composition of organelles. Be able to distinguish them in a diagram, drawing and be able to name their components. 3. Know the essence of cell theory.Be able to give examples to the provisions of cell theory. 4. Have an idea about the methods of cytology as a science and the importance of this science for practice. |
Goal setting for the teacher 1. Subject goals. Help to summarize the knowledge of previous courses about different types of cells;
2. Goals reflecting the development of general educational skills and abilities
3. Educational goals, developing personal motivation, socializing To help students understand the importance of cytological research in medicine; To help students form a link between cytological knowledge and each of them's informed choice of a healthy lifestyle. |
Literature
1. Arkhipova V.V. Collective organizational form of the educational process. - St. Petersburg: Inters, 1995. - 135 p.
2.Belchikov Ya.M., Birshtein M.M. Business games. - Riga: Avots, 1989. - 304 p.
3. Bogin V.G. Modern didactics: theory to practice / Ed. AND I. Lerner, I.K. Zhuravlev. - M.: ITO MIO, 1994. - 288 p.
4.Golub B.A. Fundamentals of general didactics: Proc. allowance for students. ped. universities. - M.: Humanitarian publishing center "VLADOS", 1999. - 96 p.
5. Didactics of secondary school / Ed. M.N. Skatkin. – M.: Enlightenment, 1982.
6. Ilyasov I.I., Galatenko N.A. Designing a course of study in an academic discipline. – M.: Logos, 1994. – 208 p.
7. Zagvyazinsky V.I. Learning Theory: Modern Interpretation: Proc. allowance for students. higher ped. textbook establishments. - M.: Publishing Center "Academy", 2001. - 192 p.
8. Kraevsky V.V. The content of education: forward to the past. - M .: Pedagogical Society of Russia, 2001. - 36 p.
9. Lerner I.Ya. The learning process and its patterns. - M., 1980. - 86 p.
10.Makhmutov M.I. Organization of problem-based learning. - M .: Pedagogy, 1997.
11. Pidkasisty P.I., Khaidarov Zh.S. Game technology in learning and development: Proc. allowance – M.: MPU, RPA, 1996. – 268 p.
12. Sitarov V.A. Didactics: Textbook / Ed. V.A. Slastenin. – M.: Academy, 2002. – 368 p.
13. Hassard J. Natural science lessons / Per. from English. - M .: Center "Ecology and Education", 1993. - 121 p.
M. P. Trunova,
Deputy Director for UVR,
biology teacher,
GBOU "Secondary School" №588",
Saint Petersburg
- Golubeva Elena Alexandrovna, student
- Vologda State University
- COMPETENCE-BASED APPROACH
- PROFILE TRAINING
- PROFILE LEVEL
- A BASIC LEVEL OF
- PROFILIZATION
- COMPETENCES
- PROJECT METHOD
- ACTIVITY APPROACH
- COGNITIVE ACTIVITY
- RESEARCH ACTIVITIES
Profile education in the upper grades of the secondary general education school is one of the areas of modernization of the education system. This article attempts to consider the features of the effective organization of profile education in biology.
- Using cloud services in the work of a school teacher
- Development of educational activities in biology lessons by means of information technology
- Horizontal and vertical development of educational activities by means of information technology
- Problem-search activity of students in a biology lesson
- Cognitive independence as a way of personal self-realization in learning
The modernization of the education system in Russia has several directions, one of which is the organization of a system of specialized education in the senior classes of a secondary general education school. Today, the features of profiling at school are associated with all sorts of ways to implement it.
In the key regulatory document on this issue, "The concept of profile education", it is noted that profile education involves taking into account the self-determination and abilities of students.
One of the main concepts of the profile level is competence - this is the ability to solve professional and applied issues, thanks to competencies - knowledge, skills, experience.
In the secondary school with in-depth study of individual subjects No. 8 in Vologda, profile training starts from the VIII grade, this became possible due to the hours of the educational component of the general education institution. In the curriculum of profile classes, disciplines are divided into subjects of basic and profile levels. When studying subjects that meet the basic standard of the subject, ideas are formed about vocational education and the professional field, an understanding of the connection between the discipline and the future profession. The profile level prepares for professional activity, and also allows you to gain practical experience in the activity.
Biology is one of the subjects of the natural science cycle, which allows enriching and shaping the inner world of a person.
The meaning of profile education in biology is to form a free person, biologically and ecologically literate, understanding the meaning of life as the highest value, able to build their relationship with nature based on respect for life, man, and the environment.
The structure and content of the biology course corresponds to the laws of development of the cognitive abilities of students, and also shows the system of concepts of biology, its place in culture. Students can choose the direction of biological education - basic or specialized. The basic level is characterized by the use of explanatory and illustrative methods. In classes with a profile level, students are involved in project activities: informational, creative, research, with a practical focus. This allows you to develop biological competencies and qualitatively assimilate biological knowledge.
Biology lessons occupy an important place in the natural science cycle of subjects. Part of the general educational tasks of profiling the senior level can be solved if, from the first lessons of biology, we are engaged in the system of preparing students for making observations in nature, acquainting students with the diversity of the plant and animal world, and teaching them to know their body. It is necessary to introduce tasks of various types into the structure of the lesson: solving test tasks and calculation problems, performing laboratory and practical work, compiling pivot tables, working with text and pictures, as well as solving applied problems. The ability to describe, recognize, define, classify, explain, compare, analyze biological objects and phenomena is developed using a system-activity approach in teaching biology. As a result of training, schoolchildren form basic competencies: educational and cognitive, research, general cultural, communicative; develops systemic thinking, perception of fundamental theories and laws of biology.
A feature of the teacher's methodological work in profile classes is: mastering the content of new educational and methodological complexes, methods for implementing the competency-based approach. It should be noted that the use of modern pedagogical and information technologies develop cognitive activity and cognitive independence of students. At the same time, it is appropriate to use an integrated approach in the application of specialized training methods: differentiated training, taking into account the individual characteristics of students, modular training, project method. Modern teaching technologies are used in specialized classes: learning on a communicative-cognitive and problem-search basis, the use of information and communication technologies and the research method of teaching.
In biology lessons, the learning process must be transformed in such a way that thinking prevails over memory, and students' independent work over the teacher's monologue. One of the modern approaches to learning is an activity approach, which is focused on the assimilation of knowledge and the ability to use it in practice.
The appropriate use of the resources of all components of the basic curriculum of the school creates an optimal opportunity to achieve the goals of modernization of biological education.
As a result, on the basis of profile education, a certain technology was formed for organizing the educational process: 1) pre-profile training of students; 2) a set of career guidance services; 3) questioning students; 4) analysis of the results of the survey of students; 5) dialogue with parents of students; 6) compiling a list of special courses and approving them at the methodological council; 7) creation of a system of means of monitoring the quality of education of schoolchildren; 8) training pre-profile courses, in order to improve the quality of enrollment of students in specialized classes; 9) clarification of the school curriculum; 10) drawing up a plan for reporting and maintaining documentation in specialized education classes; 11) control over the quality of training; 12) assessment of the quality of students' knowledge in subjects of the basic and profile level; 13) attracting students to participate in creative activities and research projects; 14) participation in the Olympiad movement of school, municipal and regional levels.
Such an organization of specialized education makes it possible for the teacher to thoroughly prepare the student for continuing education. Graduates of the school enter higher educational institutions of the region and the country. Thus, according to the "Concept of profile education", high school students are given the right to independently choose the option of studying in high school for any specific profile. Efficiency, functionality and individuality of education at school is the main idea of updating the senior level of general education. Education in a specialized school helps students to realize their individual inclinations towards education.
Bibliography
- Golubev O.B. Educational network projects in teaching mathematics as a means of developing the cognitive activity of students in the humanities: author. dis. … cand. ped. Sciences / O.B. Golubev. - Yaroslavl State Pedagogical University. K.D. Ushinsky. Yaroslavl, 2010. C.177
- Golubev O.B., Nikiforov O.Yu., Pavlova T.A. Profile shift "Interneshka" // O.B. Golubev. - Public education. 2014. No. 2. S. 195-199.
- Golubev O.B. Educational network projects in teaching mathematics as a means of developing the cognitive activity of students in the humanities: diss…. cand. ped. Sciences / O.B. Golubev. - Yaroslavl State Pedagogical University. K.D. Ushinsky. Vologda, 2010. C.23
- Golubev O.B. Network projects in teaching informatics and mathematics / O.B. Golubev. - Vologda, 2011. C.123
- profile (11-12th grades of secondary (full) school).
In order to strengthen the educational and developmental potential of biological education, increase its contribution to the general cultural preparation of students, the following should be done:
- expand applied knowledge, including the basics of sanitation and hygiene, which form the basis for understanding the need to maintain a healthy lifestyle, combat bad habits, and the spread of AIDS;
- to increase the ecological orientation of the content of biological knowledge, ensuring the education of environmental literacy, awareness of the need to preserve the system "man-nature-society";
– to increase the share of knowledge of an ethical, aesthetic, humanitarian nature, which form the basis for the formation of a value orientation towards objects of wildlife, to a person as one of the objects of wildlife.
feature of the content of specialized training
Profile training is a means of professional self-determination. Therefore, the content of education should be focused on future professional education and future professional activity.
In accordance with the Concept of profile education, the content of education in profile classes should be formed from three types of subjects: basic general education (non-core), profile general education, elective. The implementation of specialized education is possible only under the condition of a relative reduction in educational material in non-core subjects, partly due to integration (to avoid overload). Elective courses, together with specialized ones, should ensure, firstly, the continuity of the content of general and professional education, and secondly, a motivated choice of professional education and future professional activity.
In a number of subjects - basic courses - basic education is completed.
For a number of subjects - specialized courses - training is expanding and deepening.
In elective courses, training is specialized, expanded or supplemented - at the choice of students
Profile stage of studying biology, (11-12th grades of secondary (complete) school
In the secondary (complete) school, the principles of democratization and differentiation of education are realized to the greatest extent. Students get the right to choose one of the proposed profiles of education: humanitarian, general education, biological and chemical, physical and mathematical, etc.
The non-biological profile must contain an invariant core of general education in biology. In biology and chemistry, where the time for studying biology has been increased up to 3-4 hours a week, deepening can go in several directions: environmental, medical, agricultural, etc. The profile school is not compulsory for everyone and aims to prepare students for choosing a future profession and continuing education at the university.
The study of biology at the profile stage can be carried out within the framework of systematic courses that include an invariant core of content, but differ in volume and depth of presentation of the material, as well as applied orientation. In accordance with the specifics of educational tasks in the classes of a particular profile, the invariant core of the content is supplemented by its variable component.
The course of biology in the senior (profile) school reveals the most important laws of life, individual and historical development of organisms, introduces the remarkable discoveries of recent years in the study of biological systems of different levels of organization of living matter, develops in schoolchildren an understanding of the greatest value of life, forms the basis for understanding environmental problems and ways to solve them. It ensures the continuity of knowledge gained in the course of general biology in the 10th grade. [...]
The implementation of experimental methods used in teaching biology will be facilitated by a system of laboratory work, excursions into nature, acquaintance with local ecosystems, basic industries, practical work of students in the educational and experimental area, self-observation. Along with the traditional forms and methods of teaching, modeling of situations of scientific research, educational and business games should be used.
1) The essence of vocational education.
2) The goals of prof. Tutorial
3) Organization prof. Tutorial
The main idea of updating the upper stage of the overall image. compound. in that image. should here become more individually functional and efficient.
According to conc. modernization of Russian images. For the period until the end of 2010 from 2001, an ode at the senior level is general education. providing schools. prof. training becoming. the task of creating a "system of special preparation of senior classes of a comprehensive school, orient. for individual training, socialization of students, including taking into account the real needs of the labor market, as well as to work out and introduce a flexible system of training profiles in high school
1.Type of item
2. The set of main features characterizing prof. housekeeping specialty
3. Scoop. specialist. activities, as well as the nature of production. or educational bias
4. Bias - orientation towards something, some specialization
5. Vocational training (according to the concept of vocational training in 2002) is a means of differentiation and individualization of training, which allows, due to changes in the structure, content and org. image, creating conditions for teaching high school students in accordance with their prof. interests and intentions in relation to continuing education.
Differentiation is aimed at ensuring that in the most. degree to provide the individual. training, to create optimal conditions for the identification and development of the abilities of each student.
The purpose of differentiation: to provide each student with the conditions for the development of inclinations and satisfaction. in the process of assimilation sod. general education
Aspects of differentiation:
1. Accounting for individual characteristics
2. grouping students based on these abilities
3. variability of the educational process in groups
Prof. system learning includes
1. basic general education subjects
2. profile (high level items)
3. elective courses (obligatory for attending courses of students' choice included in vocational training.
Elective courses - alternative courses designed to overcome prof. unidirectional learning and aimed at development. students of prof. orientation and development of special skills necessary for self-education and continuing education in prof. educational institutions
Groups of elective courses
1. elective courses for non-special purposes (contribute to the expansion of horizons, the development of abilities and cognitive interests of students can be associated not only with the chosen profile
2. elective spec. courses and elective special practicums aimed at intra-profile specialization of training
3. Elective specials courses - courses that deepen individual sections and topics of the curriculum and are designed to fill gaps in acquired knowledge
4. Elective specials workshops - designed to work out. the student's skills and abilities are required. for work in the field of elem. biological research
master the skills of general scientific and biological methods, the implementation of scientific methods
Models of organization prof. learning
1. Intra-school (associated with combining into one image. Teaching several.
Teaching students of a particular school comes with the involvement of educational resources in a different way. institutions:
a) associated with the association. several general education schools around the strongest acting resource center
b) is based on cooperation obligation. uch-i with uch-mi higher, secondary and primary education
Tutorials:
1. the formation of students' knowledge about the basics of modern biology
2. provide understanding by students of the essence in the development and manifestation of life at different levels of the organization
3. familiarization of students with the history of development. biologist. research and biological methods
4. professional formation. value biologist. knowledge and skills to determine the role of man in nature based on understanding the laws of its development
Educational:
1. educating students in a scientific worldview
2. education responsible for nature, respect for personal and prof. labor
Educational
development of intellectual skills is necessary. to continue education and self-education
The principles of prof. learning:
principles f-I content prof. course: humanization, fundamental biol. knowledge
cultural conformity, unity and interdependence
scientific historian; prof. direction and polytechnics
prof. differentiation
principles of organizing the learning process
- individualization
- unity of educational and search cognitive activity
- interest
- trial training
- dialogue training
- unity of collective and individual activity
- creative activity
- independence
- Satisfactory needs and motives
The leading idea of the structure of prof. biology course - biology as a system of sciences:
a) the invariant part of the content component - the ideas of the integrity and unity of nature, the unity of nature and man
b) the variable part of the content component - methodological, natural science and biological knowledge, activities, values within the content. element of special and non-special purpose courses.
The page is intended for biology teachers.
Methods of teaching lectures, seminars and tests in the senior level of education using multimedia technologies
Speech at the August meeting, section of teachers of biology and chemistry, 2008.
Teaching can be an interesting, exciting thing for children,
if it is illuminated by the bright light of thought, feelings, creativity, beauty, play.
V.A. Sukhomlinsky.
The competence-based approach to the formation of the content of education involves strengthening the activity orientation of education, which means determining the learning outcomes not so much in an object-knowledge, but in an activity form (to solve certain problems, state something, analyze certain relationships and patterns, independently find information for this, to compare certain objects, etc.).
If traditional forms, methods and techniques can be used in the classes of the humanities, physics and mathematics when teaching the basic level of biology, then the methodology for teaching general biology in the natural science profile should be saturated with techniques that contribute to the development of independence, creativity, and information literacy among schoolchildren. Promising are communicative methods, research methods, various types of independent work and others. The qualitative assimilation of general biological knowledge, the development of biological competencies in line with the natural science profile is successfully carried out if students are included in project activities of various types: research, creative, informational, practice-oriented. Profile education is designed to become more practice-oriented, especially in biology, a subject that has always been distinguished by its practical orientation.
Profile training is increasingly approaching the system of higher education. This can be seen both in forms and in technologies. It is advisable to teach biology in specialized classes according to the lecture-seminar system. Technologies are also used: project activities, information, computer, critical thinking, group, game, etc. Methods such as independent study of various sources of information, including the use of computer technology, are gaining dominance; overview and orientation lectures; laboratory research workshops; seminars, discussions, creative meetings; holding creative competitions, public defense of projects, etc.
One of the fundamental moments in a specialized school is the independent work of students. The volume, types, content of this work are becoming more diverse and wider, ensuring the achievement of these goals. In the upper grades of secondary school, there is a transition to a new level of studying biology, based mainly on the organization of active independent cognitive activity of students, taking into account the interests and motives of introducing students to the study of biology. Based on the main targets of the educational standard, the process of teaching biology is being restructured in such a way that in the classroom thinking dominates memory, independent activity under the guidance of a teacher over the teacher's monologue.
A modern approach to learning can be considered its practical activity orientation, focused not so much on the assimilation of knowledge, but on the ability to use it in practice. New forms of assessment are “built on” not on the information reproduced by the student, but on an independent product created by him, ideally having applied value.
Creative and other works of students are the product of their activities to work with information. An electronic collection of students' creative works is formed annually, where the best works are placed. The selection according to predetermined criteria is carried out by a group of students - "analysts", the placement, structuring and design of the collection - "computer scientists". Of course, this maintains interest in the subject, forms self-education skills, and also makes it possible to move away from reproductive teaching methods to productive ones in the literal sense of the word. An electronic encyclopedia, an electronic library of drawings is gradually being formed.
In order to write a high-quality essay, conduct research, and implement a project, it is necessary that students have a good idea of what kind of work they have to do. For this, a seminar-abstract, a seminar-research, a seminar-project are held. In this case, the plan of the seminar is drawn up in one of the previous lessons as a plan, for example, an abstract. A special role is given to students who have mastered these types of work in the NOU. They play the role of idea generators, consultants and coordinators. Questions are distributed in advance, tasks are set for the students - to prepare their part of the work and logical connectives. At the lesson itself (or two paired ones), the logic of work is built, the main questions of the topic are repeated, and knowledge on this topic is expanded. Homework - preparation of the defense of the work, in the next lesson - a competition of defenses.
Of course, the use of information and computer technologies in the lecture-seminar-test system is expedient. After all, according to modern research, 1/4 of the heard material, 1/3 of the seen, 1/2 of the heard and seen at the same time, 3/4 of the material remains in the memory of a person, if, in addition, the student is involved in active actions in the learning process.
In the process of learning at school with the help of information and computer technologies, the child learns to work with text, create graphic objects, use spreadsheets. He learns new ways of collecting information and learns to use them, expanding his horizons. When using information and computer technologies in the classroom, the motivation for learning increases and the cognitive interest of students is stimulated, the effectiveness of independent work increases. The computer, together with information technology, opens up fundamentally new opportunities in the field of education, in learning activities and student creativity.
During the explanation of new material, the teacher is not "cancelled", he coordinates, directs, manages and organizes the educational process, educates. And a computer can “tell” the material instead. The usual black board with a piece of chalk is replaced by a huge electronic screen. On this screen, with the help of video, sound and text, a virtual “journey through time and space”, presence in a scientific laboratory and other situations. The wealth of content support makes the lesson not only much more digestible, but also immeasurably more fun.
The technology of preparing a teacher for computer classes includes 3 stages.
1. Mastering elementary user skills.
2. Studying the software capabilities of multimedia products, educational computer programs.
3. Mastering the technology of creating educational products.
The organization of the educational process (preparation for the lesson) has a certain algorithm.
♦ Consider the structure of the lesson.
♦ Select the most effective ICT tools.
♦ Consider the feasibility of their use in comparison with traditional means.
♦ Draw up a timeline of the lesson (minute-by-minute plan).
A variety of types of work can be performed using a computer:
♦ Working with texts
♦ Working with a static image
♦ Working with video information
♦ Getting information from the Internet
♦ Working with multimedia products
♦ Creation of multimedia products
♦ Presentation of information
So, the computer is a tool, not a subject of learning activity, it is an assistant to the teacher, and not his replacement. A computer for a student is a means for creative search, self-expression and self-realization.
Computers make it possible to achieve a qualitatively higher level of clarity of the offered material, significantly expand the possibilities of including a variety of exercises in the learning process, and continuous feedback, backed up by carefully thought-out learning stimuli, enlivens the learning process, increases its dynamism, which ultimately leads to the achievement of barely Is it not the main goal of the actual procedural side of education - the formation of a positive attitude towards the material being studied, interest in it, and, as a result, improving the quality of education.
I believe that without knowledge of a computer, without the ability to apply information and computer, information and communication technologies, a biology teacher, like any other subject teacher, cannot be called a fully modern teacher.
Let us recall the words of A.A. Ukhtomsky: “New interpretations of one’s own and other people’s experience, the fruits of thinking are always a project and foresight of the upcoming reality.” And whether we want it or not, but information and communication technologies are our reality today, and we must learn how to apply them in our lessons, because the future of our students depends on it.
Profile training in biology
From a speech at a regional master class, 2008
Questions relating to specialized education in biology began to appear in the methodological literature from the very beginning of the experiment. The journals "Biology at School", "People's Education", the newspaper "Biology", the websites of the IPKiPPRO OGPU, RCRO, OSU, the newspaper "First of September", the festival "Open Lesson", etc. - this is an incomplete list of sources of information about specialized training. However, almost all of this information is devoted to profile education in biology in general, without taking into account the diversity of profiling models and the specifics of schools.
With the introduction of specialized education in grades 10-11 of a general education school, based on the goals of specialized biological education, the following areas of teacher work can be distinguished:
- organization of specialized training;
- content of basic, profile, elective courses;
- technologies, forms and methods of work;
- assessment of knowledge and achievements of students;
- extracurricular subject activities and specialized practices;
- Pedagogical support for students.
Profile training, carried out on individual routes, includes several components. The set of subjects offered to the student by the school for choice includes additional two-hour and one-hour specialized courses, short-term elective courses (17h, 9h). Each student chooses from the proposed subjects the subjects he needs for further professional self-determination to study at the profile level (in the amount of 4-5 hours). These can be sets of specialized courses: 2 two-hour and 1 one-hour courses; 1 two-hour and 3 one-hour courses. Each student chooses at least two elective courses for mandatory attendance: one (17h.) In each semester. The list of subjects for choice and elective courses is determined by diagnosing the interests of students, their professional inclinations, and the social needs of parents.
The student has the right to make a set of courses both in one profile direction and in different ones. Along with specialized courses, universal (basic) courses are conducted, in which students study within the framework of traditional programs and classroom groups.
This model assumes: 1) an individual set (profile route) for 10-graders and 11-graders of training courses of three levels - basic, profile, elective; 2) formation of individual curricula and schedules of students; 3) integration of class-lesson and subject-group forms of organization of the educational process; 4) specialized courses, consisting of hours of basic courses (taught in class groups) and additional specialized hours (taught in subject groups), requiring clear coordination of the schedule, calendar-thematic, lesson plans of the basic and profile levels; 5) the presence of mandatory (additional specialized and elective courses, professional trial or practice, certain types of activities and work of students) and optional components (activities in NOU, participation in an intellectual and practical marathon, olympiads, competitions); 6) more complex preparation of the teacher for classes, involving the differentiation of the content, forms and methods of work in the lessons of the basic and profile levels; 7) psychological and pedagogical support for the movement of students along individual profile routes.
However, for all the complexity of this model, according to the results of diagnosing the opinions of students, parents, society, teachers, it is more flexible and mobile in relation to the interests of high school students. An analysis of individual profile routes for students in grades 10-11 shows that often - 70% of students choose two subjects and at least one elective course in one direction, 20% - three subjects and elective courses in different directions, 10% - the entire set corresponds to one profile direction.
With such a model of specialized education, the model of biological education of schoolchildren is also changing. Of course, all the conditions for specialized education in biology, laid down in the requirements for specialized education developed by the Ministry of Defense of the Russian Federation, are fully observed in this model: the subject at the profile level is taught in the amount of 3 hours a week; the level of requirements for the preparation of graduates corresponds to the profile, students study according to the recommended textbooks.
This model has its own distinctive features. The teacher is faced with new tasks:
1. Develop individual multi-component profile routes.
2. Create a methodological model of individual profile routes in biology.
3. Create conditions for the correct choice of an individual profile route.
4. Form mobile individual educational routes.
5. To coordinate the activities of students in basic, specialized, elective courses of a biological orientation, practice, NOU in grades 10-11.
6. Use modern technologies for teaching and accompanying students on individual profile routes.
7. Develop a new system for assessing the knowledge and achievements of schoolchildren, tracking their movement along individual profile routes.
Profile training in biology on individual routes in order to increase the motivation for choice should be preceded by pre-profile training (Table 2), conducted by a biology teacher and students of profile groups.
It includes several areas of work:
1. diagnostics of interests, abilities and inclinations of students in grades 8-9, monitoring the formation of professional interests;
2. information work;
3. career guidance - career guidance lessons and career guidance minutes;
4. profile orientation;
5. work on the formation of individual educational routes.
Even in the 9th grade, students, under the guidance of teachers and class teachers, begin to build their educational route. The educational biological route is chosen by the most motivated students in this field of knowledge. Tracking the movement of 9-graders along the routes, we can assume that he chose a major direction in the senior classes. The itinerary of the 9th grader includes visiting a course of choice, participation in full-time and correspondence olympiads, competitions in biology, events of the stage of natural sciences of the intellectual and practical marathon, participation in the work of the department of natural sciences at the Evrika National Educational Institution. Students keep creative books, some master portfolio technology.
An individual educational route in this case is a broader concept than a profile route. It includes all possible components of the biological education of a high school student at school: basic, specialized and elective courses, professional trials and practices, distance learning, activities in the NOU, subject Olympiads, competitions, festivals, an intellectual and practical subject marathon, self-training, a student's portfolio.
In September, the tenth grader is given a special route sheet. For two years, all the achievements of the student are noted in the route sheet. It becomes one of the components of the student's portfolio. After the end of the tenth grade, an individual educational rating in biology is calculated, and an overall rating in the group is built. In the eleventh grade, the filling of the route sheet continues with the obligatory calculation of the educational rating for the year and the final rating for two years.
One of the areas of work in this model of biological education is the design by the teacher of the calendar-thematic and lesson plans. There are several features of this model of specialized education that a biology teacher must take into account when planning: 1) 1 hour of the basic course is accompanied by 2 additional hours, expanding the course to the profile; 2) the basic course is "immersed" in the profile course; 3) the lessons of the basic course may be in the schedule days earlier than the additional ones, or they may be after these additional profile lessons. All this requires a more careful design of both the calendar and thematic plans, and each topic, each lesson. It is advisable to draw up a unified calendar-thematic planning of two levels of education - basic and specialized.
The teacher, designing the calendar-thematic planning, drawing up lesson plans, relies on the requirements of the biological education standard of two levels of education. In the first lessons of the basic and specialized courses, it is necessary to familiarize students with these requirements. In the profile course, you need to identify differences in requirements. For this work, it is best to involve the high school students themselves, who can analyze the standards of two levels using the “Comparison” information frame. It is also advisable for the teacher at the beginning of each topic to place in the corner of the student the requirements for this topic, creating conditions for increasing the motivation of students, setting them the necessary level of requirements. As the main textbook, based on the recommendation of the Ministry of Education of the Orenburg region, and at the basic and profile levels, I use the textbook by V.B. Zakharov, S.G. Mamontov, N.I. Sonin “General biology. 10-11 grades. In this model, the use of one textbook in different courses is the best option. However, the teacher must clearly know with what content and how the student should work in the classroom and at home. Therefore, in my work, I use methodological recommendations for using this textbook when studying biology at a basic and profile level.
