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Psychological and pedagogical features of specialized biology education. Implementation of pre-professional training and specialized training by a biology teacher. Problems of specialized training and approaches to their solution

Article " Features of teaching biology in specialized classes »

In the 20th century The dynamic development of biological knowledge made it possible to discover the molecular foundations of living things and directly approach the solution of the greatest problem of science - revealing the essence of life. Biology itself, its place, role in the system of sciences, and the relationship between biological science and practice have changed radically. Biology is gradually becoming the leader of natural science. Without a broad knowledge of biological laws, it is impossible today not only for the successful development of agriculture, healthcare, nature conservation, but also for our entire society. Social and political transformations in the country in recent years have created conditions for a multilateral process of broad changes in the field of education. Biology is a key subject in today's school; it is important as a subject that contributes to the formation and enrichment of a person's spiritual world. The solution to the problems of modernization of a modern comprehensive school is facilitated by the differentiation of education, which involves deepening knowledge in a certain field of knowledge, which arouses the greatest interest among schoolchildren, with which they associate their further professional specialization.

The main state document dedicated to the development of education in Russia - the Concept of Education Modernization approved by the Government of the Russian Federation (Government Order No. 1756-r dated December 29, 2001) - speaks of the need to develop and implement a “system of specialized training (profile training) in senior grades of secondary schools oriented towards individualization of training and socialization of students, including taking into account the real needs of the labor market.”

To build the initial structure of specialized education in high school, three components are proposed in the content of education for high school students:

Basic (invariant, general education) component: courses studied at a general education, basic level; in terms of content and system of requirements for graduates, they meet basic (general education) standards;

Profile component: a number of elective courses taken at an advanced level (this set determines the profile of training);

Elective component (optional component): a number of courses taken as an elective; the content of these courses should go beyond the core and basic standards. The school can use an elective component for specialization within the profile: for example, specializations can be built: Medicine, Industrial Technologies, Agricultural Technologies, Psychology, Guide-Interpreter, Military Science, Design, etc.

The biology course is an important link in the system of natural science education. Complex general educational problems of majoring at the senior level cannot be successfully solved if students are not prepared to study a systematic biology course from the first years of studying biology at school, if they are not oriented towards conducting observations in nature, getting acquainted with the diversity of species of plants and animals, and learning of your body.

As part of pre-professional education, from the very first biology lessons in grade 5, it is necessary to introduce into the structure of the lesson not only test material, laboratory work, tasks for comparison, generalization, work with educational text and pictures, but also tasks of an applied nature. During lessons I use multimedia teaching aids, I include a lot of visual drawings, animations, videos in presentations, and I use computer forms of control. In my work from 5th to 11th grade, I.N. Ponomareva’s teaching aid helps me.

You can actually profile students from lesson to lesson. It is important to use in teachingsystem-activity approach, thanks to which students develop the skills to: describe, recognize, define, classify, explain, compare, analyze biological objects and phenomena. For example, when studying cells in 6th grade, we teach children to recognize plant cells, their diversity and structure. In the 7th grade we consolidate knowledge about the cell and learn to compare animal and plant cells; in high school we analyze the relationship between the structure and functions of cell organelles and consider the cell as an integral system. Over the years of study, schoolchildren develop basic competencies: informational, educational and cognitive, general cultural, communicative, systems thinking, and an understanding of the fundamental theories and laws of biology.

The goal of specialized biology education in high school is to prepare a biologically and environmentally literate, free person who understands the meaning of life as the highest value, builds his relationship with nature on the basis of respect for life, man, and the environment - terrestrial and cosmic; has evolutionary and ecological styles of thinking, ecological culture; the ability to navigate in the biological and border areas of the world picture; has knowledge of methods, theories, styles of thinking, areas of practical application of biological laws necessary for fruitful activity in any area of material or spiritual culture, in particular, for posing and solving problems of protecting species and ecosystems, maintaining a healthy lifestyle and successful cooperation with specialists - biologists, ecologists, doctors, engineers, etc.

Within the framework of the topic “Man as an inhabitant of the biosphere” in the 9th grade, during the reflection lesson: “Assessing the quality of drinking water”, at the stage of localizing individual difficulties, the question arose: “What are the sanitary and hygienic standards for the quality of drinking water”, during the construction of the project the problem caused difficulties, when summarizing which the guys asked: “Is it possible to determine the quality of drinking water in our school’s tap?” This is how the subject project turned into a supra-subject integrated research project “The water we drink”, it is important that students independently discovered and formulated an educational problem, determined the goal of the educational activity, chose the topic of the project, put forward versions of the solution to the problem, independently found the means to achieve the goal, drew up a plan for solving the problem in a group (completed the project), defended the project and presented the results to the public.

The basis of specialized biological education should be a special biology course, built on the principles of systematic educational and developmental nature of education, continuity, broad differentiation with the minimum required educational standards. The content of the course should reflect the system of concepts of biology, its place in culture, and the structure should correspond to the patterns of development of the cognitive abilities of schoolchildren. Depending on the direction chosen by schoolchildren, they can receive a biological education at different levels - basic or advanced.

When switching to specialized training, the teacher is faced with the need to choose an educational and methodological set (TMS), which, to one degree or another, would help solve the problems of content, methods and technologies of teaching. The transition should be logical, so since the 5th grade I have been working along the line of I.N. Ponomareva, her teaching aids help me in all classes.In textbooks for grades 10–11 “General Biology,” ed. I.N. Ponomareva reflects the current level of scientific biological knowledge. It also corresponds to a fundamentally new structure of textbooks, taking into account the features of specialized training. The presentation of the fundamentals of various biological sciences is embodied in a certain structuring of textbook material: the main core of knowledge and two additional components - general education and specialized. This division of educational material provides the necessary level of knowledge that corresponds to the choice that students have made regarding their future education or occupation. Thus, for the general education profile, the textbook provides modules for the humanities and general education profiles. In the table of contents they are highlighted in different colors, which makes it easy to navigate. Each educational module can be used separately or, at the discretion of the teacher, complementing the others. When switching to 2nd generation standards, textbooks are offered for grades 10-11 at the basic and specialized levels.

Studying biology at the specialized level in high school is aimed at achieving the following goals:

Mastering the system of biological knowledge: basic biological theories, ideas and principles that underlie the modern scientific picture of the world; about the structure, diversity and characteristics of biosystems (cell, organism, population, species, biogeocenosis, biosphere); about outstanding biological discoveries and modern research in biological science;

Familiarization with methods of knowledge of nature: research methods of biological sciences (cytology, genetics, selection, biotechnology, ecology); methods of independently conducting biological research (observations, measurements, experiments, modeling) and competent presentation of the results obtained; the relationship between the development of methods and theoretical generalizations in biological science.

To awaken in children the desire to study biology in specialized classes at the secondary level, I use subject-based game modeling.While studying the topic “Natural Community”, children are given cards with the names of plants, herbivorous and carnivorous animals, bacteria, fungi, and given the task: holding hands, make a food chain. Thus, students remember that “food chains” begin with plants - this is 1 link. The second link in the chain is herbivores. The third link is insectivorous or predatory animals and the chain ends with organisms that destroy organic matter. Students analyze what will happen to the chain if a separate link is excluded from it.

A method for independently conducting biological research is creating an information model of a school yard. Which for the fifth year now has been brought to reality in our school site thanks to the social project “School is my second home.” Our project is the result of joint activities of children and adults, proof of the ability of children to propose ideas and solutions to, albeit not global, but important social and environmental issues.

ABOUTpossession of the skills to independently find, analyze and use biological information; justify and comply with measures to prevent diseases and HIV infection, rules of behavior in nature and ensuring the safety of one’s own life in emergencies of a natural and man-made nature; characterize modern scientific discoveries in the field of biology, use biological terminology and symbolism; establish a connection between the development of biology and the socio-economic and environmental problems of humanity; assess the consequences of their activities in relation to their own health and the environment (project “Gifts of Small Rivers of the Uspensky District”).

Fostering confidence in the knowability of living nature, the complexity and intrinsic value of life as the basis of universal moral values and rational environmental management (the study of organisms listed in the Red Book).

Acquiring competence in maintaining one’s own health (compliance with disease prevention measures, ensuring life safety in emergencies of a natural and man-made nature), in rational environmental management (compliance with the rules of behavior in nature, maintaining balance in ecosystems, protecting species, ecosystems, the biosphere) and based on the use biological knowledge and skills in everyday life.

As part of the pre-professional preparation of students, it is important to conduct elective courses in the 9th grade. The courses “Reserves of the Russian Federation” “Hematology” “World of Plants” provide a transition to specialized education in grades 10-11 within the natural science profile of the school.

To strengthen the environmental orientation of education, along with the invariant part - the course of general biology - the content of education at the senior level may include elective courses on ecology and the biosphere. In the case of strengthening the medicobiological orientation of training, along with the course of general biology, it is advisable to conduct the courses “Health and the Environment”, “Fundamentals of Cytology and Hygiene”. The agricultural orientation of the chemical and biological profile will be given by courses in plant physiology with the basics of plant growing, animal physiology, genetics and selection.

Extracurricular work in biology is the most dynamic form of teaching and educating students, the content and methodology of which is determined by the teacher depending on his experience and capabilities, and the interest of the students. This work can be group or individual. At the same time, schoolchildren noticeably change the nature of value judgments, develop habits of following environmental standards in personal actions and behavior, and the need to adhere to a healthy lifestyle appears.

The research activities of my students are based on socially oriented projects; they aim at an in-depth study of the problem and assume the presence of the main stages characteristic of scientific research:designation of research objectives, formulation of hypotheses, formulation of conclusions. We are studying the environmental situation of our Small Motherland, the quality of Kuban goods.

The children present the results of their design and research activities to the public (primarily to the students of our school) in the form of oral journals. The magazine “Earth Asks for Help” consists of 3 pages: the first “Air”, the second “Water”, the third “Biosphere” and each is the result of research in nature.

In conclusion, I would like to note that the reasonable use of the capabilities of all components of the basic school curriculum creates the best, and most importantly, realistic opportunity to achieve the goals of modernizing the biological education of the younger generation of our Motherland.

PEDAGOGICAL UNIVERSITY "FIRST OF SEPTEMBER"

Krivykh S.V.

Continuation. See No. 17, 18, 19, 20, 21/2007

Implementation of pre-professional training and specialized training by a biology teacher

Educational material
Newspaper number	Lecture title
	Lecture 1. Methodological approaches, strategy, goals and objectives of specialized training
	Lecture 2. Goals, objectives and content of pre-professional training
	Lecture 3. Requirements for elective course programs Test No. 1
	Lecture 4. Organizational and content modeling of specialized training
	Lecture 5. Educational, didactic and information support for specialized biology education Test No. 2
	Lecture 6. Methodology for specialized biology training
	Lecture 7. Social and practical orientation of the educational process in a specialized school
	Lecture 8. Pedagogical technologies used in the practice of specialized education AND trading work.

Lecture 6. Methodology for specialized teaching of biology

Subject and objectives of the specialized training methodology

A specialized class teacher is an advanced teacher. He knows his subject well and masters the teaching methods of his subject. He owns specialized training methodology.

The methodology of specialized teaching is a branch of pedagogical science that studies the patterns of specialized teaching in subjects. In the system of pedagogical sciences, the methodology of specialized training is most closely related to general theory of learning - didactics. Since didactics studies the general principles of teaching, it is legitimate, in our opinion, to consider the methodology of specialized training as private didactics.

Many academic subjects include the basics of various sections of the relevant science (for example, a biology course - botany, zoology, anatomy, physiology and human hygiene, general biology, etc.). Therefore, a distinction is made between the general methodology of the educational subject and specific methods. The subject of the methodology is the process of teaching the basics of a particular science or art. This means that the subject of the specialized training methodology is the process of specialized training.

There is a misconception that teaching methods are an applied part of the corresponding science. It is supposedly enough to know the relevant science well in order to be able to teach it. From this point of view, for example, the methodology of biology is a kind of practical discipline, derived from the science of biology and containing recipe recommendations on the order and methods of presenting this science. This view of the methodology is due mixing the subject And tasks methodology and corresponding scientific discipline.

For example, biology subject– objects and processes of nature. The methodology of biology does not study these objects, does not discover facts and patterns in the life of plants and animals. The subject of her research is the process of training and education based on the material of a specific discipline. Thus, the subject and objectives of the methodology do not coincide with the subject and objectives of the corresponding science.

Tasks specialized training methods can be determined based on the target and functional aspects of specialized training. Like didactics, the methodology of specialized training seeks answers to the questions:

What to teach? – Determination of the content of specialized training, development of educational standards, curricula and methodological support for the educational process.

Why teach? – The goals of specialized training 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 teaching activities.

Contents of education in a specialized school

The transition to market relations requires a change in approaches to developing the content of education, the main function of which is to prepare young people for life. Today, the younger generation enters a life in which there are “severe consequences of excessive urbanization, loss of social and psychological stability of society, a continuous exhausting race of fashion and overproduction, a frantic, insane pace of life and its changes, an increase in the number of nervous and mental illnesses, the separation of more and more people from nature and normal, traditional human life, the destruction of the family and simple human joys, the decline of the moral and ethical foundations of society and the weakening of the sense of purpose and meaningfulness of life" ( Sakharov A.D. Peace, progress, human rights: Articles and speeches. – L.: Soviet writer, 1990. – P. 51–52).

Based on sociological research and analysis of psychological and pedagogical literature, we will try to outline the range of problems that graduates face when entering adulthood.

Adaptation to a new sociocultural environment.

The correct choice of a future profession based on personal data.

Building a long-term plan for life creativity.

Making optimal decisions aimed at achieving life results.

A holistic vision of the world, the ability to identify problems and find ways to solve them.

Interpersonal relationships at various levels.

Self-regulation of the emotional-volitional sphere.

Willingness for further training and self-education to master the profession.

Unlocking your personal potential in society.

Therefore, it is no coincidence that today many scientists show interest in such categories and problems as choice, responsibility, risk, overcoming and surviving critical situations, self-realization, the life world, readiness for professional activity, etc. The process and result of a person’s search and choice of his own position, goals and means of self-realization in specific circumstances of life are the main mechanism for a person to gain internal freedom and responsibility for his decisions and actions.

Reducing obstacles and solving problems encountered in the life path of young people is facilitated by preparing students for various types of activities in a comprehensive school. The means of preparing students for life, including professional life, is the content of education.

Most authors note that the essence of the content of education is that it acts as a social goal, a social order of society for 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 projected content of education on the laws of learning and the real specifics of the means by which the teacher makes the content of education available to the student. Currently, three most common concepts of educational content exist and are being developed, presented by V.V. Kraevsky ( Kraevsky V.V. Contents of education: forward to the past. – M.: Pedagogical Society of Russia, 2001. – P. 8–10).

Information approach interprets the content of education as pedagogically adapted foundations of the sciences studied at school. This concept is aimed at introducing schoolchildren to science and production, but not to a full-fledged independent life in society. Ignoring the development of personal qualities, a person acts as a “productive force” among the means of production.

Receptive-reflective approach represents the content of education as a set of knowledge, abilities and skills, the result of which the student must apply in the world around him. It is assumed that on this basis, without analyzing the entire composition of human culture and the development of the creative principle of the individual, a person will be able to adequately live and act within the existing social structure.

Constructive-activity approach by the content of education he understands the pedagogically adapted social experience of humanity, isomorphic, i.e. identical in structure (not in volume) to human culture in all its structural completeness. The manifestations of this concept are varied and include: rejection of authoritarian manipulation of students, focus on comprehensive development, liberation of the creative energy of each person and the development of emotional and value relationships. The worldview function of the concept is to assimilate and accept by schoolchildren a system of universal human values. In this case, school education, firstly, prepares and adapts the student to real life, and secondly, allows him to actively act and transform the world around him.

AND I. Lerner and M.N. Skatkin complement the content of education from the perspective of culture as “a pedagogically adapted system of knowledge, skills and abilities, experience of creative activity and experience of emotional-volitional attitude, the assimilation of which is intended to ensure the formation of a comprehensively developed personality, prepared for the reproduction (preservation) and development of material and spiritual culture” ( Lerner I.Ya., Skatkin M.N. Tasks and content of general and polytechnic education // Didactics of secondary school / Ed. M.N. Skatkina. – M.: Education, 1982. – P.103). In this context, the content of education represents the learning objectives. It is a factor that determines learning as a system and plays four roles: goals, learning tools, learning objects, learning outcomes.

In addition, researchers consider the content of education in terms of composition, functions and structure. Composition of educational content is a pedagogical interpretation of the social goals of education set by society, and private pedagogical goals appear at each level as elements of the composition of the content. Specific to each selected level and functions of educational content, which, in turn, determine its structure.

The content, methods, techniques, technologies of the modern educational process should be aimed at revealing and using the subjective experience of each student and are subordinated to the formation of personally significant ways of cognition through the organization of holistic educational activities. 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.

Currently, it is considered the most substantiated in pedagogy educational content structure, 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 types of activities;

c) the main features of creative activity, ensuring readiness to search for solutions to new problems, to creatively transform reality;

d) a system of norms and relationships of people to the world and to each other, i.e. system of ideological and behavioral qualities of the individual ( Lerner I.Ya. The learning process and its patterns. – M., 1980. – 86 p.).

Thus, under content of education we will understand a system of knowledge, abilities, skills, creative personality traits, ideological and behavioral qualities of the individual, which is formed based on the social order of society.

Organization and management of the pedagogical process

In order for the pedagogical process in a specialized school to “work” and “set into motion”, a component such as management is necessary. Pedagogical management there is a process of transferring pedagogical situations, processes from one state to another, corresponding to the set goal. Pedagogical management is the influence exerted to achieve set goals.

The management process consists of the following components: goal setting > information support (diagnosis of student characteristics) > formulation of tasks depending on the goal and characteristics of students > design, planning activities to achieve the goal (planning content, methods, means, forms) > project implementation > control monitoring progress > adjustments > summing up.

The goals of specialized biology education have two aspects: subject and personal. When learning is viewed from the subject (objective) side, we talk about the subject aspect of learning goals. The subject aspect is students’ mastery of the basics of scientific knowledge, general preparation for practical activities and the formation of scientific beliefs.

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 value systems.

As a result, in the late 1980s and early 1990s. in didactics, there are four main types of learning goals (M.V. Clarin):

1. Determining the goal through the content of the material being studied (study the topic, theorem, paragraph, chapter, etc.). Although such goal setting guides the teacher towards a specific result, it does not make it possible to think through the individual stages of the learning process in the lesson and its design.

2. Determining goals through the activities of the teacher: introduce, show, tell, etc. Such goals do not provide for the achievement of specific results: what should be achieved in the learning process, what will be the level of knowledge, general development, etc.

3. Defining goals through the internal processes of student development (intellectual, emotional, personal, etc.): to create interest, develop cognitive activity, develop skills, etc. Goals of this type are too general, and their implementation is almost impossible to control.

4. Determining goals through organizing students’ educational activities in the lesson: solve a problem, complete an exercise, work independently with the text. Although such goals focus on organizing active cognitive activity of students, they cannot always give the expected result.

To manage cognitive activity, the teacher must be able to determine priority goals, i.e. logic, sequence (hierarchy) of specific goals for each stage of training, taking into account the prospects for further educational work. It is necessary to explain to students the guidelines in educational work, discuss its specific goals so that students clearly and clearly understand their meaning.

Goal setting as an important element of specialized training

Goal setting in pedagogy is a conscious process of identifying and setting goals and objectives of pedagogical activity. Kinds pedagogical the goals are varied. Pedagogical goals can be of different scales; they form a stepwise system. We can distinguish normative state goals of education, public goals, and initiative goals of teachers and students themselves.

Normative government goals– these are the most general goals defined in government documents and state education standards. There are parallel public purposes– goals of various sectors of society, reflecting their needs, interests and requests for professional training. For example, specific goals include those of the employer. Teachers take these requests into account when creating different types of specializations and different teaching concepts. This is the highest level in the hierarchy of goals.

The next step is goals of individual educational systems and stages of education. For example, learning goals in a secondary school or at individual levels of education: primary, basic school, high school (senior level of general education). At the senior level of school, education is based on profile differentiation. Here are the goals of specialized training, which we have already considered.

Initiative goals– these are immediate goals developed by practicing teachers themselves and their students, taking into account the type of educational institution, the chosen profile of study and academic subject, taking into account the level of development of students, and the preparedness of teachers. Finally, the goals of a particular topic, lesson or extracurricular activity.

The goals of education and training are not the same. Educational goals are a broader concept than learning goals. For example, the purpose of education is to prepare the younger generation for an active social life. The purpose of training is more specific: students’ assimilation of general educational knowledge, the formation of methods of activity, and a scientific worldview.

Organizational Goals are set by the teacher in the area of his managerial function. For example, the goal: to use self-government in organizing the educational activities of students, to expand the functions of students in providing mutual assistance during the lesson.

Methodological goals are associated with the transformation of educational technology and extracurricular activities of students, for example: changing teaching methods, introducing new forms of organizing the educational process.

Goal development is a logical and constructive process, its essence is to:

compare, summarize certain information;

make a selection of the most significant information;

based on it, formulate a goal, i.e. determine the object of the goal, the subject of the goal and the specific actions required;

make a decision to achieve a goal, implement the goal.

The problem of setting goals in didactics is called “taxonomy,” which means a hierarchical system of goals. This word comes from the Greek words taxi(arranged in order) and nomos(law). This concept is borrowed from biology, where one of the most important problems is the classification of flora and fauna (classes, species, subspecies, etc.).

Knowledge of the taxonomy of learning objectives is necessary for the teacher to successfully manage the cognitive activity of students. The teacher must be able to determine priority goals, i.e. logic, sequence (hierarchy) of specific goals for each stage of training, taking into account the prospects for further educational work. It is necessary to explain to students the guidelines in educational work, discuss its specific goals so that students clearly and clearly understand their meaning ( Golub B.A. Fundamentals of general didactics: Textbook. aid for students ped. universities – M.: Humanitarian Publishing Center “VLADOS”, 1999. – P.12).

At the level of identifying groups of pedagogical goals, the situation is quite clear, both our authors and foreign ones are quite close in their approaches. Despite the terminological difference, the areas identified by different researchers are similar in content. The first includes knowledge and various levels of its assimilation. The second includes skills with their own hierarchy of subgoals. And to the third – relationships, interests, inclinations, orientations.

Forms and methods of teaching in a specialized school

Practicing teachers often confuse the concepts of “form” and “method,” so let’s start by clarifying them.

Form of study – this is an organized interaction between the teacher (teacher) and the learner (student). The main thing here is the nature of the interaction between the teacher and students (or between students) in the course of their acquisition of knowledge and the formation of skills.

Forms of training: full-time, correspondence, evening, independent work of students (under the supervision of a teacher and without), lesson, lecture, seminar, practical lesson in the classroom (workshop), excursion, practical training, elective, consultation, test, exam, individual, frontal , individual-group. They can be aimed at both theoretical training of students, for example, a lesson, lecture, seminar, excursion, conference, round table, consultation, various types of independent work of students, and practical: practical and laboratory classes, various types of design (projects, abstracts, reports, coursework, diplomas), all types of practice, as well as independent work of students.

Method (from gr. methods– research) is a way of studying natural phenomena, an approach to the phenomena being studied, a systematic path of scientific knowledge and establishing the truth; in general, a technique, method or manner of action (see Dictionary of Foreign Words); a method of achieving a goal, a certain ordered activity (see Philosophical Dictionary); a set of techniques or operations for the practical or theoretical mastery of reality, subordinated to solving a specific problem.

1. Methods of teaching any subject are epistemologically related to the methods of the science that the subject represents.

2. Each method can be considered both from the outside, noting only the form, type of joint activity, and from the inside, characterizing the features of student cognitive activity.

3. The choice of teaching method is determined depending on the cognitive and practical goals, the content of the material and the nature of the actions, as well as the age capabilities of the students.

4. Methods in the learning process interact with each other and change, including various methodological techniques.

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, initial research and design activities, and master more complex content than is provided for in the educational standard

Profile training should involve a significant increase in the use of methods such as independent study of basic and additional educational literature, other sources of information, overview and orientation lectures, laboratory and laboratory-practical classes, seminars, interviews, discussions, creative meetings, etc. Information support from using educational videos, electronic texts, Internet resources; It is very important to hold creative competitions and public defenses of projects; carrying out heuristic control work; use of rating assessments of the success of specialized training; excursions to enterprises, specialized exhibitions, internships at paid and educational workplaces. A special place among specialized training methods should be occupied by design as the main type of cognitive activity.

Profile training involves the development of a different nature of subject-subject relationships 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 capabilities, the recognition that the development of the student’s individual abilities is the main goal of education;

– a change in the type of relationship between teachers and students, a 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 their own ways of solving the problem, adequate to their inclinations, interests, and individual pace of development;

– development of educational technologies, taking into account the laws of self-development and ensuring the implementation of the main goal of education by identifying and structuring the student’s subjective experience by aligning it with socially developed and socially significant experience;

– teacher’s focus on students’ learning capabilities; building a lesson aimed at creating conditions for self-expression, self-realization, independence of each student, selectivity to subject content; to reveal and make maximum use of the child’s subjective experience, identifying the student’s attitude to knowledge and learning; to encourage schoolchildren to use a variety of ways to complete tasks without fear of making mistakes; 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 boundaries of one academic subject and even the educational field existing today and solving problems that are 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 subjects of the educational process. In traditional education, the teacher communicates information, the student reproduces it, and the assessment is largely determined by the completeness and accuracy of the reproduction; At the same time, it is overlooked that the assimilation of material is connected with its comprehension. It is interesting to note that A. Einstein wrote about modern education: “In essence, 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, maintain and develop the openness of the educational process at different levels of the system, and not just at the teacher-student level.

The psychological mechanisms of both the scientific discovery of a scientist and the cognitive, educational “discovery” of a student strikingly coincide in their essence, in the structure of the sequence of thinking. The word is far from the most effective means of persuasion. Deprived of a specific activity basis, standing, as it were, outside a person’s personal practical experience, a persuasive word does not yet guarantee the formation of the beliefs themselves. There is a need for activity reinforcement of the word, and in a broader concept – its vital activity reinforcement.

The lesson was and remains the main element of the educational process, but in the system of specialized education its function and form of organization change significantly. In this case, the lesson is not subject to reporting and testing the student’s knowledge (although such lessons are needed), but to identifying the students’ experience in relation to the content presented by the teacher, which is not always personally significant for the student. Often, a teacher and a student perceive the same content differently, having different value orientations and life experiences. There is a need for their coordination, a kind of “cultivation” of the subjective experience of schoolchildren. This is exactly the problem that the teacher must solve with the help of the whole class.

Under these conditions, the direction of the lesson changes. Students do not just listen to the teacher or each other, but constantly collaborate in the mode of dialogue, discussion or debate, express their thoughts, discuss what their classmates offer, and, with the help of the teacher, select the content that is reinforced by scientific knowledge. In the course of such an organization of a lesson, there are no right and wrong answers, there are different positions, views, points of view, special opinions, highlighting which, the teacher can then work on them from the standpoint of his subject and didactic goals. He should not force, but convince students to accept the content that he offers from the standpoint of scientific knowledge.

Students not only assimilate ready-made knowledge, but understand how it was obtained, why it is based on this or that content, and to what extent it corresponds not only to scientific knowledge, but also to personally significant meanings and values (individual consciousness). There is a kind of exchange of knowledge, a collective selection of its content. 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 scientific content of knowledge that is subject to assimilation. Under these conditions, the acquired knowledge is not “depersonalized” (alienated), but becomes personally significant.

At the same time, a number of other important skills develop:

– communication skills of schoolchildren who are asked to interact according to a complex communication scheme: listen carefully, first ask questions for understanding, only then for criticism;

– ability for mental communication in any subject and interdisciplinary areas;

– the ability to turn to one’s experience (and not just an external source of knowledge) and search for material in it to construct an answer to the question posed, as well as constructing from this material some hypothesis that allows one to fill the “gap” in knowledge;

– the ability to take various reflexive positions, see and understand the views and opinions of others (the student overcomes the egocentric attitude of seeing the world) and co-organize individual approaches into a common action (cooperation);

– the ability to understand phenomena and events, and not act according to some once and for all established norm;

– managing the process of developing certain abilities in oneself;

– activity-based approach in teaching-learning situations: independent formulation of a learning task and self-organization in a learning situation, organizing one’s understanding with the help of questions for clarification and working with one’s misunderstandings (the student considers something unknown using the categories, linguistic means and speech apparatus available in his arsenal , thereby realizing the understanding of the unknown, i.e. including it in the system of one’s subjective experience).

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 control to joint activity and cooperation.

2. In the transition from a primary focus on reproductive educational activities - to productive and creative educational activities.

Even with a high level of professional skill, the most difficult task was the change of personal attitude, the formation of a co-creative environment in the process of educational activity. A new approach to organizing the educational process requires the teacher to always have the consciousness of the student represented in his mind. The teacher must be able, firstly, to organize students’ understanding in communication with him, which is achieved through:

- avoidance of meaningful statements;

– illustrating ideas with examples;

– holding the subject of discussion or fixing the moment of its change to another subject;

Secondly, be able to examine students' actual misunderstandings. This means putting forward, practically testing and adjusting one’s hypothesis about which real meanings “settled” in the student’s mind, which ones remained hidden and which ones turned out to be distorted.

Thirdly, 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 a lesson, the teacher can already foresee how a particular student will understand what is happening in the learning situation. This work is related to 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 determined by the fact that the teacher can not only organize a learning situation himself, conduct a study of misunderstanding or diagnosis, but also form these abilities in students.

Let us offer the teacher some means of organizing training sessions in specialized education:

the use of non-traditional educational technologies, various forms and methods of organizing educational activities, allowing to reveal the subjective experience of students;

creating an atmosphere of interest for each student in the work of the class;

encouraging students to speak out, dialogue, discuss, use different ways to complete tasks without fear of making mistakes;

the use of didactic material during the lesson, allowing the student to choose the most significant type and form of educational activity for him;

assessment of the student’s activities not only by the final result, but also by the process of achieving it;

encouraging the student’s desire to find his own way of working (solutions); reflect on the ways of work of classmates, choose and master the most rational ones;

creating pedagogical communication situations in the classroom that allow each student to show initiative, independence, and selectivity in ways of working; creating an environment for schoolchildren to express themselves naturally.

Some educators hope that in the coming years scientists will develop a universal teaching method that corresponds to modern scientific knowledge and ensures complete assimilation of knowledge. However, the openness and multidimensionality of the educational process require constant creative search by teachers. There are various forms, methods, and teaching technologies, the successful application of which depends on the teacher and students, their individual characteristics and interests. They can only choose the most optimal ones themselves thanks to self-improvement, self-expression, self-realization of the intellect, feelings and overall personality of each participant in the educational process - this is the setting of the specialized school.

Group learning models

Until the recent past, this was the least developed form of organization of cognitive activity in didactics. Group (collective) forms of education, or organized dialogue, appeared in our domestic school back in 1918. They are associated with the experience of teacher A.G. Rivina.

Krasnoyarsk scientist V.K. Dyachenko developed the theoretical and technological foundations of this form of training, “in which the team trains each of its members, and at the same time, each member of the team takes an active part in training all its other members. If all members of the team teach everyone, then such educational work is collective. But what does it mean: ALL team members participate in training? This means that each member of the group (collective) acts as a teacher. Therefore, the essence of collective learning can be formulated as follows: EVERYONE teaches everyone, and everyone teaches everyone... With collective learning, if it is truly collective, what one knows, everyone should know. And on the other hand, everything that the collective knows should become the property of everyone" ( Dyachenko V.K. Dialogues about learning: Monograph. – Krasnoyarsk: Krasnoyarsk University Publishing House, 1995. – 216 p.).

Collaborative learning can be considered a group form of organizing students' cognitive activity. Collaborative learning ( cooperative learning), small group learning has been used in pedagogy for quite some time. The idea of learning in groups dates back to the 20s. XX century. But the development of technology for collaborative learning in small groups began only in the 1970s. In this regard, I would like to recommend a book by an American author: Hassard J. Science lessons / Trans. from English – M.: Center “Ecology and Education”, 1993. – 121 p.

Active learning methods – an effective way to develop persistent cognitive interest, intellectual activity, and creative independence. The task of the new content of education in a specialized school is to implement the idea of pluralism of thinking, the right to social choice, variation in thinking, its anti-dogmatism, tolerance for other people’s opinions, interest in the diversity of cultures, and concern for global problems of humanity. And one of the decisive conditions for achieving the goal is the development of students’ reflective skills. One of the ways to achieve this goal is to introduce creative and exploratory methods of active learning into the educational and development process.

The active learning method is understood as a set of organically linked and interacting ways of organizing educational work, ensuring the achievement of the highest level of educational and cognitive activity in teaching compared to existing traditional methods.

As one of the main mental realities in the study of creative thinking processes, a problematic situation was discovered, which, as psychologists note, is the initial moment of thinking, the source of creative thinking. A cognitive need arises in a person when he cannot achieve a goal using the methods of action and knowledge known to him. That is why in modern research the problem situation is considered as the central link of problem-based learning.

As one of the main components of a problem situation, psychologists identify the unknown that is revealed in a problem situation (i.e., a new acquired attitude, method or condition of action). The very fact of encountering difficulty, the inability to complete the proposed task using existing knowledge and methods of action gives rise to the need for new knowledge. This need is the main condition for the emergence of a problem situation and one of its main components.

Psychologists have established that the core of a problem situation should be some kind of mismatch or contradiction that is significant for a person.

As another component of the problem situation, the student’s intellectual capabilities in analyzing the conditions of the assigned task and assimilating (discovering) new knowledge are highlighted. Neither a task that is too difficult nor a task that is too easy contributes to a problem situation. The degree of difficulty of the task should be such that students cannot complete it with the help of existing knowledge and methods of action, but this knowledge would be sufficient for independent analysis (understanding) of the content and conditions for completing the task.

So, a problematic situation characterizes a certain mental state of the student that arises in the process of completing a task, which helps him to realize the contradiction between the need to complete the task and the impossibility of doing this with the help of existing knowledge; awareness of a contradiction awakens in the student the need to discover (assimilate) new knowledge about the subject, method or conditions for performing an action(Makhmutov M.I. Organization of problem-based learning. – M.: Pedagogy, 1997).

A problematic situation can be created by encouraging students to compare and contrast contradictory facts, phenomena, and data. Let's give an example from the book by M.I. Makhmutova.

The teacher begins a ninth-grade anatomy lesson devoted to elucidating the structure and function of red blood cells by reporting conflicting facts. The basis of the life of the body is metabolism.

All cells in the body need nutrients and oxygen. Oxygen enters through the respiratory organs into the blood, and then to each cell. The body's need for oxygen is not always the same. For example, when a person sits, he consumes 10–12 liters of oxygen in 1 hour, and during intense work (lifting weights, running, etc.) - 60 and even 100 liters. It is known that 100 cm 3 of oxygen (0.1 l) can dissolve in 5 liters of water. There are 5 liters of blood in our body. Blood plasma contains 90% water. Therefore, approximately 100 cm 3 of oxygen can dissolve in such a volume of blood.

So, there is an obvious contradiction: the minimum oxygen consumption is 100 times greater than the amount contained in the blood. It arose among students due to the incompleteness and limitation of their knowledge (they only know that oxygen dissolves in water). The question naturally arises: how is the body provided with such a large amount of oxygen? The problem that has arisen is solved in the lesson by examining a human blood smear under a microscope, comparing (according to the diagram) the surface area of erythrocytes in a mountain goat, a human and a frog, the ratio of the surface area of an erythrocyte and its volume, determining the ability of hemoglobin to easily combine with oxygen and give it away (demonstration of the transformation in a test tube from venous blood to arterial blood by shaking in air). Thus, in the course of solving the problem, students acquire new knowledge and the contradiction that arises is removed.

Problematic situations also arise when conflicting opinions of great people, scientists, and writers collide. For example, in a 9th grade biology lesson, when studying the topic “The Origin of Life on Earth,” you can introduce students to the different points of view of scientists on this issue.

Interactive learning: new approaches

Many major methodological innovations today are associated with the use of interactive teaching methods. I would like to clarify the concept itself: interactive means the ability to interact or be in the mode of conversation, dialogue with something (for example, a computer) or someone (a person). Consequently, interactive learning is, first of all, dialogue learning, during which interaction between teacher and student takes place ( Suvorova N.– http://som.fio.ru/getblob.asp?id=10001664).

What are the main characteristics of “interactive”? It should be recognized that interactive learning is a special form of organizing cognitive activity. She has very specific and predictable goals in mind. One of these goals is to create comfortable learning conditions, such that the student feels successful, intellectually competent, which makes the learning process itself productive.

The essence of interactive learning is that the educational process is organized in such a way that almost all students are involved in the process of cognition and have the opportunity to understand and reflect on what they know and think. The joint activity of students in the process of learning and mastering educational material means that everyone makes their own special, individual contribution, and there is an exchange of knowledge, ideas, and methods of activity. Moreover, this happens in an atmosphere of goodwill and mutual support, which allows not only to obtain new knowledge, but also develops the cognitive activity itself, transfers it to higher forms of cooperation and cooperation.

Interactive activity in the classroom involves the organization and development of dialogue communication, which leads to mutual understanding, interaction, and the joint solution of common but significant tasks for each participant. Interactivity eliminates the dominance of either one speaker or one opinion over another. During dialogue learning, students learn to think critically, solve complex problems based on analysis of circumstances and relevant information, weigh alternative opinions, make thoughtful decisions, participate in discussions, and communicate with other people. For this purpose, individual, pair and group work is organized in the lessons, research projects, role-playing games are used, work is done with documents and various sources of information, and creative work is used.

In conclusion, we note that interactive learning allows you to solve several problems simultaneously. The main thing is that it develops communication skills, helps to establish emotional contacts between students, and provides an educational task, since it teaches them to work in a team and listen to the opinions of their comrades. The use of interactivity during the lesson, as practice shows, relieves the nervous load of schoolchildren, makes it possible to change the forms of their activities, and switch attention to the key issues of the lesson topic.

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. Zhuravleva. – M.: ITO MIO, 1994. – 288 p.

4.Golub B.A. Fundamentals of general didactics: Textbook. aid for students ped. universities – M.: Humanitarian Publishing Center “VLADOS”, 1999. – 96 p.

5. Didactics of secondary school / Ed. M.N. Skatkina. – M.: Education, 1982.

6. Ilyasov I.I., Galatenko N.A. Designing a training course for an academic discipline. – M.: Logos, 1994. – 208 p.

7. Zagvyazinsky V.I. Learning Theory: Modern Interpretation: Proc. aid for students higher ped. textbook establishments. – M.: Publishing Center “Academy”, 2001. – 192 p.

8. Kraevsky V.V. Contents 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 training and development: Textbook. allowance – M.: MPU, RPA, 1996. – 268 p.

12. Sitarov V.A. Didactics: Textbook / Ed. V.A. Slastenina. – M.: Academy, 2002. – 368 p.

13. Hassard J. Science lessons / Trans. from English – M.: Center “Ecology and Education”, 1993. – 121 p.

Questions, topics for discussion and assignments

1. How does the methodology of teaching biology in a specialized school differ from the usual methodology?

2. Name the features of teaching methods in a specialized school.

3. Describe group teaching methods.

4. What methods of active teaching in biology do you practice?

5. Give examples of problem situations in biology lessons.

6. What do you understand by interactive learning?

7. Create a lesson fragment using interactive learning.

To be continued

– specialized (grades 11–12 of secondary (high) school).

In order to strengthen the educational and developmental potential of biological education and increase its contribution to the general cultural training 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 lead a healthy lifestyle, combat bad habits, and the spread of AIDS;

– to increase the environmental orientation of the content of biological knowledge, ensuring the education of environmental literacy, awareness of the need to preserve the “man-nature-society” system;

– to increase the share of knowledge of an ethical, aesthetic, humanitarian nature, which forms the basis for the formation of a value orientation towards objects of living nature, towards man as one of the objects of living nature.

peculiarity of the content of specialized training

Profile training is a means of professional self-determination. Consequently, the content of education should be focused on future professional education and future professional activity.

In accordance with the Concept of specialized education, the content of education in specialized classes should be formed from three types of educational subjects: basic general education (non-core), specialized general education, and elective. The implementation of specialized training is possible only if there is a relative reduction in educational material in non-core subjects, partly through integration (to avoid overload). Elective courses together with specialized ones should ensure, firstly, the continuity of the content of general and vocational education, and secondly, a motivated choice of vocational education and future professional activity.

In a number of subjects - basic courses - basic education is completed.

In a number of subjects - specialized courses - training expands and deepens.

In elective courses, training is specialized, expanded or supplemented - at the choice of students

Profile stage of studying biology, (grades 11–12 of secondary (high) school

In secondary (complete) school, the principles of democratization and differentiation of education are implemented to the greatest extent. Students have the right to choose one of the proposed study profiles: humanities, general education, biology and chemistry, physics and mathematics, etc.

The non-biological profile must contain an invariant core of general educational training in biology. In biology and chemistry, where the time for studying biology has been increased to 3–4 hours per week, deepening can go in several directions: environmental, medical, agricultural, etc. The specialized school is not compulsory for everyone and is aimed at preparing students to choose a future profession and continuing education at a 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 the volume and depth of presentation of the material, as well as in applied focus. In accordance with the specifics of teaching and educational tasks in classes of a particular profile, the invariant core of content is complemented by its variable component.

A biology course in a senior (specialized) school reveals the most important laws of life, the individual and historical development of organisms, introduces the remarkable discoveries of recent years in the study of biological systems at different levels of organization of living matter, develops in schoolchildren an understanding of the greatest value of life, provides the basis for awareness of environmental problems and ways to solve them. It ensures continuity of knowledge acquired in the general biology course 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, familiarity with local ecosystems, main industries, practical work of students at the training and experimental site, and self-observation. Along with traditional forms and methods of teaching, modeling of scientific research situations, educational and business games should be used.

1) The essence of professional training.

2) Goals of prof. Educational

3) Organization prof. Educational

The main idea of updating the senior level is the overall image. compound. is that the 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 at the senior level of general education. schools provided prof. training becoming the task of creating a “special system.” preparation of senior classes of secondary schools, orientation. 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 study 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 - direction towards something, some specialization

5. Vocational training (according to the concept of vocational training 2002) is a means of differentiation and individualization of training, which allows, due to changes in structure, content and organization. image, creating conditions for training high school students in accordance with their profession. interests and intentions regarding continuing education.

Differentiation is aimed at ensuring that in the most degree to provide the individual. training, create optimal conditions for identifying and developing the abilities of each student.

The purpose of differentiation: to provide each student with conditions for the development of inclinations and satisfaction. in the process of assimilation of soda. general education

Aspects of differentiation:

1. Taking into account individual characteristics

2. grouping students based on these abilities

3. variability of the educational process in groups

Prof. system training includes

1. basic general education subjects

2. specialized (advanced level subjects)

3. elective courses (required to attend elective courses of students included in professional training.

Elective courses are alternative courses designed to overcome prof. unidirectionality of learning and aimed at development. students of prof. orientation and development of special skills necessary for self-education and continuing education in the profession. educational institutions

Groups of elective courses

1. elective courses for non-special purposes (contribute to broadening the horizons, developing the abilities and cognitive interests of students; they can be associated not only with the chosen profile

2. elective specials. courses and elective special workshops aimed at in-training specialization

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 develop. The student has the skills and abilities required. for work in the field of electronics. biological research

master the skills of general scientific and biological methods, performing scientific methods

Models of organization prof. training

1. Intra-school (related to the unification of several educational systems into one.

Students in a particular school are taught using educational resources from other sources. institutions:

a) associated with the unification. several general educational institutions around the strongest resource center acting as a resource center

b) based on cooperation obligations. schools with higher, secondary and primary education

Educational:

1. formation of students’ knowledge about the basics of modern biology

2. provided students’ understanding of the essence in the development and manifestation of life at different levels of organization

3. familiarizing students with the history of development. biologist. research and biological methods

4. professional formation. meaning biologist. knowledge and skills to determine the role of man in nature based on an understanding of the laws of its development

Educational:

1. fostering a scientific worldview in students

2. education of responsibility for nature, respect for personal and professional. labor

Developmental

development of intellectual skills required. to continue education and self-education

Principles of Prof. training:

principles of content of 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
Satisfied 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 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, types of activities, values within the content. element of special and non-special purpose courses.

Profile training is a means of professional self-determination. Consequently, the content of education should be focused on future professional education and future professional activity.

Profile training is a means of differentiation and individualization of training, which allows, through 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 the training of high school students in accordance with their professional interests and intentions regarding continued education.

Specialized class teacher advanced teacher. He knows his subject well and masters the methods of teaching his subject. He masters the methodology of specialized training.

Biology subjectobjects and processes of nature. The methodology of biology does not study these objects, does not discover facts and patterns in the life of plants and animals. The subject of her research is the process of training and education based on the material of a specific discipline. Thus, the subject and objectives of the methodology do not coincide with the subject and objectives of the corresponding science.

- what to teach? determination of the content of specialized training, development of educational standards, curricula and methodological support for the educational process;
- why teach? goals of specialized training 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 teaching activities.

The means of preparing students for life, including professional life, is the content of education.

Most authors note that the essence of the content of education is that it acts as a social goal, a social order of society for 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 projected content of education on the laws of learning and the real specifics of the means by which the teacher makes the content of education available to the student. Currently, three most common concepts of educational content exist and are being developed, presented by V.V. Kraevsky (Kraevsky V.V. . Contents of education: forward to the past. M.: Pedagogical Society of Russia, 2001. p. 8 10).

Currently, the structure of educational content proposed by I.Ya. is considered the most justified in pedagogy. Lerner, which includes:

b) a system of general intellectual and practical skills that underlie many specific types of activities;

c) the main features of creative activity, ensuring readiness to search for solutions to new problems, to creatively transform reality;

d) a system of norms and relationships of people to the world and to each other, i.e. system of ideological 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 viewed from the subject (objective) side, we talk about the subject aspect of learning goals. The subject aspect is the students’ mastery of the basics of scientific knowledge, general preparation for practical activities and the formation of scientific beliefs.

Learning, considered from the personal (subjective) side, includes goals that are inextricably linked with the implementation of subject goals. 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 value systems.

Goal setting in pedagogy 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 scales; they form a stepwise system. We can distinguish normative state goals of education, public goals, and initiative goals of teachers and students themselves.

At the senior level of school, education is based on profile differentiation. Here are the goals of specialized training.

The purpose of education is to prepare the younger generation for an active social life. The purpose of training is more specific: students’ assimilation of general educational knowledge, the formation of methods of activity, and 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, initial research and design activities, and master more complex content than is provided for in the educational standard.

Profile training involves the development of a different nature of subject-subject relationships 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 capabilities, the recognition that the development of the student’s individual abilities is the main goal of education;

a change in the type of relationship between teachers and students, a 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 their own ways of solving the problem, adequate to their inclinations, interests, and individual pace of development;

development of educational technologies, taking into account the laws of self-development and ensuring the implementation of the main goal of education by identifying and structuring the student’s subjective experience by aligning it with socially developed and socially significant experience;

teacher’s focus on students’ learning capabilities; building a lesson aimed at creating conditions for self-expression, self-realization, independence of each student, selectivity to subject content; to reveal and make maximum use of the child’s subjective experience, identifying the student’s attitude to knowledge and learning; to encourage schoolchildren to use a variety of ways to complete tasks without fear of making mistakes; 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 boundaries of one academic subject and even the educational field existing today and solving problems that are 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 subjects of the educational process. In traditional education, the teacher communicates information, the student reproduces it, and the assessment is largely determined by the completeness and accuracy of the reproduction; At the same time, it is overlooked that the assimilation of material is connected with its comprehension. It is interesting to note that A. Einstein wrote about modern education: “In essence, 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, maintain and develop the openness of the education process at different levels of the system.

1. When restructuring the individual’s position in relations with students from authoritarian control to joint activity and cooperation.

2. In the transition from a predominant orientation towards reproductive educational activities to productive and creative educational activities.

avoidance of meaningful statements;

illustrating ideas with examples;

holding the subject of discussion or fixing the moment of its change to another subject;

Technological maps in biology with teacher and student goal setting for different types of schools.

Profile training is aimed at implementing a person-centered educational process. At the same time, the possibilities for the student to build an individualnal educational trajectory.

Using the example of biological disciplines, one can see how the educational program of a school emphasizes or specifies the results of the educational standard for teachers:

- in a school with a mathematical bias, biology and ecology courses will acquire additional goal-setting for the student, integrating knowledge about nature with the mathematical apparatus of research and analysis;
- for students of humanities classes for the purposes of biological disciplines, the dominant component will be socializing goals that bring subject knowledge to the level of biosocial structures and serve to support the processes of self-knowledge and self-determination of the student;
- in schools with in-depth study of natural sciences, learning goals in biology and ecology lessons 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 lesson map for teachers. No. 1

Lesson topic:"The cell as a living system"

(for public school)

Goal setting for the student

1. Know the names and functions of cell organelles.

2. Be able to distinguish plant, animal, fungal and bacterial cells on tables based on the composition of their organelles.

3. Know the essence of cell theory

Goal setting for the teacher

1. Subject goals.

students.

Technological lesson map for the teacher. No. 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 of the methods of cytology as a science and the significance of this science for practice.Be able to construct an algorithm for studying a cell in accordance with a specific task.

Goal setting for the teacher

1. Subject goals.

Help summarize knowledge from previous courses about different types of cells;

- teach to distinguish cells by the composition of their organelles;
-introduce the tasks and methods of modern cytology;
-introduce the essence and history of the creation of cell theory;
-help develop skills in working with a light microscope.

2. Goals reflecting the development of general educational skills and abilities
students.

organize activities for students to practice comparison and contrast skills when studying organelles and different types of cells;
-introduce students to mnemonic techniques when memorizing a large number of terms.

3. Educational goals, developing personal motivation, socializing

To help students understand the importance of cytological research in medicine;

Help students form a connection between cytological knowledge and the conscious choice of a healthy lifestyle by each of them.

Technological lesson map for the teacher. No. 3

Lesson topic:"The cell as a living system"

(for science schools)

Goal setting for the student

Be able to draw a diagram of an organoid and explain the principle of operation

2. Be able to distinguish plant, animal, fungal and bacterial cells on tables based on the composition of their organelles.Be able to “construct” a given type of cell.

3. Know the essence of cell theory.Be able to give examples of the provisions of the 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 basic cytology methods.

Know the rules of working with a microscope, be able to prepare and/or examine a specimen

Goal setting for the teacher

1. Subject goals.

Help summarize knowledge from previous courses about different types of cells;

- teach to distinguish cells by the composition of their organelles;
-introduce the tasks and methods of modern cytology;
-introduce the essence and history of the creation of cell theory;
-help develop skills in working with a light microscope.

2. Goals reflecting the development of general educational skills and abilities
students.

- organize activities for students to practice comparison and comparison skills when studying organelles and different types of cells;
- organize training of systems thinking skills when analyzing the structure and functions of cells;
-introduce students to mnemonic techniques when memorizing a large number of terms.

3. Educational goals, developing personal motivation, socializing

To help students understand the importance of cytological research in medicine;

Help students form a connection between cytological knowledge and the conscious choice of a healthy lifestyle by each of them.

Technological lesson map for the teacher. No. 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 and explain the principle of operation.

2. Be able to distinguish plant, animal, fungal and bacterial cells on tables based on the composition of their 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 of the provisions of the cell theory.

4.Have an idea of the methods of cytology as a science and the significance of this science for practice.

Goal setting for the teacher

1. Subject goals.

Help summarize knowledge from previous courses about different types of cells;

- teach to distinguish cells by the composition of their organelles;
-introduce the tasks and methods of modern cytology;
-introduce the essence and history of the creation of cell theory;
-help develop skills in working with a light microscope.

2. Goals reflecting the development of general educational skills and abilities
students.

organize activities for students to practice comparison and contrast skills when studying organelles and different types of cells;
- organize training of systems thinking skills when analyzing the structure and functions of cells;
-introduce students to mnemonic techniques when memorizing a large number of terms.

3. Educational goals, developing personal motivation, socializing

To help students understand the importance of cytological research in medicine;

Help students form a connection between cytological knowledge and the conscious choice of a healthy lifestyle by each of them.

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. Zhuravleva. M.: ITO MIO, 1994. 288 p.

4.Golub B.A. Fundamentals of general didactics: Textbook. aid for students ped. universities M.: Humanitarian Publishing Center “VLADOS”, 1999. 96 p.

5. Didactics of secondary school / Ed. M.N. Skatkina. M.: Education, 1982.

6. Ilyasov I.I., Galatenko N.A. Designing a training course for an academic discipline. M.: Logos, 1994. 208 p.

7. Zagvyazinsky V.I. Learning Theory: Modern Interpretation: Proc. aid for students higher ped. textbook establishments. M.: Publishing center "Academy", 2001. 192 p.

8. Kraevsky V.V. Contents 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 training and development: Textbook. allowance M.: MPU, RPA, 1996. 268 p.

12. Sitarov V.A. Didactics: Textbook / Ed. V.A. Slastenina. M.: Academy, 2002. 368 p.

13. Hassard J. Science lessons / Trans. from English M.: Center “Ecology and Education”, 1993. 121 p.

M. P. Trunova,

Deputy Director for HR,

biology teacher,

GBOU "Secondary School" No. 588",

Saint Petersburg

Psychological and pedagogical features of specialized biology education. Implementation of pre-professional training and specialized training by a biology teacher. Problems of specialized training and approaches to their solution

Krivykh S.V.

Implementation of pre-professional training and specialized training by a biology teacher

Educational material

Lecture 6. Methodology for specialized teaching of biology

Subject and objectives of the specialized training methodology

Contents of education in a specialized school

Organization and management of the pedagogical process

Goal setting as an important element of specialized training

Forms and methods of teaching in a specialized school

Group learning models

Interactive learning: new approaches

Literature

Questions, topics for discussion and assignments