Methods of teaching biology in modern schools. Methods of teaching biology

Introduction

What should the sample be like? modern lesson? What should be its structure, form, methodology? What requirements must it meet? There is so much talk, noise and controversy around all this...

The results of a teacher’s work are assessed by the skills of his students, the level of students’ initiative in the lesson, the students’ attitude to the subject, the teacher, each other, the educational and developmental mobility of the individual that arose during the lesson.

As a result of my work at school, I came to the conclusion that good success in learning can only be achieved by increasing interest in your subject. To do this, I use modern pedagogical technologies, including information and communication technologies, in my lessons.

Educational information technology is a pedagogical technology that uses special methods, software and technical means(film, audio and video media, computers, telecommunication networks) for working with information.

Like all methods, methodological techniques, teaching aids fulfill the trinity didactic functions, which, in principle, remain unchanged in any subject teaching and perform threefold functions: training, development, education within the framework of subject activity, taking into account the use of digital means educational resources(TsOR) and methods of information and communication technologies (ICT).

The use of ICT in biology lessons improves the quality of teaching the subject; reflect essential aspects various objects, visibly bringing to life the principle of visibility; bring to the fore the most important (from the point of view of educational goals and objectives) characteristics of the objects and natural phenomena being studied.

Teaching biology at school involves constantly accompanying the course with demonstration experiments. However, in modern school Conducting experimental work on the subject is often difficult due to lack of teaching time and lack of modern material and technical equipment. And even if the laboratory office is fully equipped with the required instruments and materials, a real experiment requires much more time both for preparation and conduct, and for analyzing the results of the work. At the same time, due to its specificity, a real experiment often does not realize its main purpose - to serve as a source of knowledge.

Many biological processes are complex. Children with imaginative thinking have a hard time learning abstract generalizations; without a picture they are not able to understand the process or study the phenomenon. The development of their abstract thinking occurs through images. Multimedia animation models allow you to form a holistic picture of the biological process in the student’s mind; interactive models make it possible to independently “design” the process, correct your mistakes, and educate yourself.

One of the advantages of using multimedia technology in teaching is to improve the quality of learning due to the novelty of the activity and interest in working with a computer. The use of computers in the classroom has become a new method of organizing active and meaningful work for students, making classes more visual and interesting.

I use ICT technologies at various stages of the lesson:

1) when explaining new material (color drawings and photos, slide shows, video clips, 3D drawings and models, short animations, story animations, interactive models, interactive drawings, auxiliary material) as an interactive illustration demonstrated using a multimedia projector on the screen (currently this is relevant due to the fact that the teacher does not always have tables and diagrams);

2) when self-study educational material by students in class during a computer experiment on given by the teacher conditions (in the form of worksheets or computer testing) to ultimately obtain a conclusion on the topic being studied;

3) when organizing research activities in the form of laboratory work in combination with computer and real experiments. It should be noted that when using a computer, the student gets much more opportunities to independently plan experiments, carry them out and analyze the results compared to real laboratory work;

4) during repetition, consolidation (tasks with a choice of answers, tasks with the need to enter a numerical or verbal answer from the keyboard, thematic collections of tasks, tasks using photos, videos and animations, tasks with a reaction to the answer, interactive tasks, auxiliary material) and control knowledge (thematic sets of test tasks with automatic verification, control and diagnostic tests) at the levels of recognition, understanding and application. When students perform virtual laboratory work and experiments at these stages of the lesson, the motivation of students increases - they see how the acquired knowledge can be useful in real life;

5) home experiments can be performed by the student using a worksheet with appropriate adaptation and if available at home educational disk at this rate.

Forms of application of ICT

Digital educational resources

The use of digital educational resources (DER) as ready-made electronic products makes it possible to intensify the activities of the teacher and student, improve the quality of teaching the subject, reflect the essential aspects of biological objects, visibly bringing to life the principle of visibility.

Multimedia presentations

The use of multimedia presentations makes it possible to present educational material as a system of vivid supporting images filled with comprehensive structured information in an algorithmic order. In this case, various channels of perception are involved, which makes it possible to store information not only in factual, but also in associative form in the long-term memory of students.

Presentation is a form of presenting material in the form of slides, which can contain tables, diagrams, drawings, illustrations, audio and video materials.

Presentation capabilities:

demonstration of films, animation;
selection (of the desired area);
hyperlinks;
sequence of steps;
interactivity;
movement of objects;
modeling.

In order to create a presentation, it is necessary to formulate the topic and concept of the lesson; determine the place of the presentation in the lesson.

Internet resources

The Internet has enormous potential educational services(e-mail, search engines, electronic conferences) and becomes an integral part of modern education. By receiving educationally significant information from the network, students acquire the following skills:

purposefully find information and systematize it according to specified criteria;
see information as a whole, and not fragmentarily, highlight the main thing in the information message.

Using Internet resources in the classroom when learning new material makes the lesson more interesting and increases the student’s motivation to acquire knowledge. On the Internet you can find thematic sites on all subjects of the school course, problem books with detailed solutions, tests, abstracts, models of various experiments.

It is no longer a secret to any of the teachers that as a source of information the vast majority modern schoolchildren They do not use literary sources, but Internet resources. This has a big advantage, at least in the fact that the guys save personal time. The teacher’s task is to teach students to work correctly with the information found, to be able to structure it, draw up logical diagrams and questions for it, and highlight the main thing. For example, when studying the topic “The Origin of Living Matter,” children receive a preliminary task of finding information on the Internet. Tasks can be either individual or group.

If time allows, the best works can be noted and the children can be invited to make presentations on their topics; of course, this form is the result of long-term, focused work with students on information.

When organizing research activities, Internet resources become indispensable when searching for theoretical information, for getting acquainted with other research projects, and, finally, on the Internet you can find information about holding competitions and take part in them.

Electronic encyclopedias

Electronic encyclopedias are analogues of conventional reference and information publications - encyclopedias, dictionaries, reference books, etc. To create such encyclopedias, hypertext systems and hypertext markup languages, such as HTML, are used. Unlike their paper counterparts, they have additional properties and possibilities:

they usually support a convenient search system for keywords and concepts;
convenient navigation system based on hyperlinks;
the ability to include audio and video fragments.

IN Lately The information products of the Cyril and Methodius company have gained wide popularity. Their catalog contains a large selection of developments that can be used in biology and ecology lessons, as well as for individual work at home, including for students and teachers. A striking example is " Great encyclopedia" In it for the lesson you can find: reference tables and diagrams, various interactives, including classifications of living beings and plants, multimedia panoramas (“evolution of life”, “Earth ecosystems”), video applications (“life of wild animals”), a music library (“ voices of animals"), photo albums ("nature of Russia", "beasts of prey"), the Red Book of the Russian Federation and much more.

Didactic materials

Didactic materials are collections of tasks, dictations, exercises, as well as examples of abstracts and essays, presented in electronic form, usually in the form of a simple set of text files in .doc, .rtf and .txt formats. The inconvenience of this almost traditional knowledge control is that you still have to independently check students’ handwritten work and assign a score and grade for it.

This work can be automated. The teacher has the opportunity to compose didactic material himself, without resorting to the help of a text editor, and use a program specialized for this. Such a program is Test Designer.

Test Builder is universal system knowledge tests. The program has the following features:

use of an unlimited number of topics, questions and answers;
questions can contain music, sounds (mp3, wav, mid files), images (jpg, bmp, ico files), videos (avi files), formatted text of unlimited length (bold, italic, italic, color, etc.) ;
support for five types of questions: selecting a single correct answer, selecting several possible correct answers, setting a sequence of correct answers, setting answer matches, entering an answer manually from the keyboard;
printing and saving topics, questions and answers, test results to a file;
the ability to conduct testing on one computer by several users (a personal user card is created for each user);
the ability to ask questions in any order; set a price for each question and answer in points; conduct psychological testing; limit testing by time; interrupt testing and continue it at another time; skip questions and return to missed questions;
the ability to give a grade at the end of testing (the rating scale can be configured from 2 to 100 points);
collection and centralized analysis of results obtained after testing on different computers via a local network;
database backup and synchronization (using this function you can easily exchange data with other users and transfer data from computer to computer); copying topics and questions (using this function you can copy an entire topic or selectively copy questions from one topic to another);
spellchecking;
database search.

Training programs

Simulator programs perform the functions didactic materials and can track the progress of the solution and report errors.

Important point of use computer technology is preparing for the Unified State Exam. Exists a large number of electronic tutors for the preparation of.

With students who decide to take the Unified State Exam in biology, I use the training programs “New School: Express preparation for the exam. Biology" and "Tutor of Cyril and Methodius".

The convenience of these simulators lies in the fact that they simulate the examination as much as possible: there are tasks for all parts and the time is counting down. Students can find out the percentage of correct and incorrect answers they gave, as well as the number of points they received. Incorrect answers can be corrected immediately using theoretical materials and short notes. In such simulators, as a rule, there is a diary where the student’s knowledge is monitored. The Cyril and Methodius Tutor also has the opportunity to conduct free trainings and free exams, i.e. mini-exams on specific topics or even specific questions.

Virtual experiment systems

Systems virtual experiment- This software systems, allowing the student to conduct experiments in “ virtual laboratory" Their main advantage is that they allow the student to conduct experiments that would be impossible in reality for reasons of safety, timing, etc. The main disadvantage of such programs is the natural limitations of the model embedded in them, beyond which the student cannot go beyond the framework of his virtual experiment.

When studying the topic “Ciliates” in the 7th grade, I planned a laboratory work “Structure and movement of ciliates-slippers,” but it is not always possible to grow a culture of ciliates. Therefore, as a virtual experiment we can show finished work from disk " Open Biology 2.5"; Physikon LLC, 2003.

Electronic textbooks and training courses

Electronic textbooks and training courses are combined into single complex all or more of the above types. For example, students are first asked to watch a training course (presentation), then perform a virtual experiment based on the knowledge gained from watching the training course (virtual experiment system). Often at this stage, students also have access to an electronic reference book/encyclopedia for the course being studied, and at the end they must answer a set of questions and/or solve several problems (knowledge control software systems).

Issued by Cyril and Methodius " Virtual school: Biology Lessons" for grades 6–11 contains more than 180 topics and lessons to study, more than 2600 media illustrations, more than 80 interactive simulators, more than 2340 terms and concepts in the reference book, more than 1230 tests and verification works and more than 30 interactive models and diagrams. All this simply needs to be used by the teacher in the lesson.

I often use “Electronic lessons and tests” - this is a series of educational programs that are electronic teaching aids on selected topics of basic school subjects. They can be used with any current school textbook. The programs in this series represent an organic combination of the latest computer technologies with promising areas school education and are indispensable assistants for students, making the learning process more effective and interesting.

The textbooks fully cover the topics of the school course and contain a large number of additional information, often beyond the scope of the school curriculum

Software control systems

Knowledge control software systems include questionnaires and tests. Their main advantage is fast, convenient, impartial and automated processing of the results obtained. The main drawback is the inflexible answer system, which does not allow the subject to show his creative abilities.

When studying the “Man” course in 8th grade, I use the multimedia textbook “Biology. Human Anatomy and Physiology, 9”, which contains a large number of tests, tasks such as “finish the sentence”, “match correctly” and others.

Video and audio materials

Conducting lessons using a video player creates student interest in the subject. Foreign producers of popular science documentaries, such as National Geographic, Discovery, etc., have a colossal range of stories to show in biology lessons. In 6th and 7th grade classes on the diversity of animals and plants, I use the “Life” series of films, which tell about the lives of reptiles, amphibians, mammals, fish, birds, insects and plants.

Currently, there are few audio materials that can be used in teaching biology lessons. The most popular are the audio courses of the IDDK company: “Biology, 6”, “Botany and Zoology, 7”, “Biology: Man, 8”, “Lectures for schoolchildren: Flora of Russia”, “Lectures for schoolchildren: Fauna of Russia”. All submitted recordings are in mp3 format. Each collection of audio materials contains lectures, some of them repeat the text of the textbook.

Conclusion

At the present stage of development of school education, the problem of using computer technologies in the classroom is becoming very important. Information technologies provide unique opportunity develop not only for the student, but also for the teacher. A computer cannot replace a teacher’s living word, but new resources make work easier modern teacher, make it more interesting, effective, and increase students’ motivation to study biology.

Advanced video technologies and the use of specially developed computer graphics make it possible to follow the work of organisms as if “from the inside”, to discover their features and mysteries. Which causes a great emotional upsurge and increases the level of learning the material, stimulates initiative and creative thinking. And the result is medalists at Olympiads and rallies.

Thus, the use of ICT in the process of teaching biology increases its effectiveness, makes it more visual, rich (the intensification of the learning process increases), contributes to the development of various general educational skills in schoolchildren, improves the quality of learning, and facilitates work in the classroom.

The use of ICT in biology lessons allows me, as a teacher, to be aware of trends in the development of pedagogical science. Increases professional level, broadens horizons and, most importantly, allows you to increase the motivation of learning through an active dialogue between the student and the computer, by focusing learning on success; acquire basic knowledge of biology and systematize it; develop the skills of independent work with the textbook and additional literature. With the use of ICT, the source of information is not only the teacher, but also the student himself.

1.The ideas of F. Junge and O. Schmeil, their influence on Russian methods of biology

Already in the early 60s, immediately after the appearance of Darwin’s “Origin of Species,” the voluminous “Zoology and Zoological Reader” by Prof. A. P. Bogdanov - a student of K. F. Roulier and his successor in the university department.

In this book, animals were considered in ascending order of the zoological system - from the lower groups to insects inclusive (the author had to limit himself to only the first volume, devoted to invertebrates); in the text of the book there were special articles with a brief summary of the theories of Lamarck and Darwin, and on page 462, for the first time in literature (even before Haeckel!), the author tried to give a graphic diagram of the family tree of the animal world.

The textbooks of the classic of our Russian methodology, A. Ya. Gerda, were also built on a biological basis and also in ascending order, who, however, had to reckon with the demands of the censorship that had already come to his senses and only with hints, in Aesopian language, carried out the idea historical development animal world.

The so-called “biological method” of foreign authors. The first years of the 20th century were marked by major shifts in the field of school science. During this period, preceding the revolution of 1905, textbooks built on a biological or ecological basis took a dominant position in the practice of teaching botany and zoology. However, this biological direction was not a single methodological movement, but came from two sources, different in their methodological basis, and was expressed in the form of the so-called “biological method” that came to us from Germany, and in the form of a biological direction that independently developed in Russian soil and which was just discussed above.

"Biological method" is associated with names German teacher F. Junge and prof. O. Shmeil. Junge tried to replace courses in botany and zoology with the study of life communities, or biocenoses, borrowing this concept from prof. Möbius and developing it" using an example school study an ordinary village pond. The passion for this idea would be short-lived, since its implementation encountered great difficulties, primarily in climatic conditions. The “biological method” in the form in which it was developed by Schmeil for courses in botany and zoology turned out to be much more viable. Without breaking the established

curricula n programs. Shmeil unloaded his textbooks from unnecessary and boring morphological details, used systematics only as a way of arranging the material and put the autecology of organisms in the first place, and when selecting material for study, he gave preference to those forms in which their adaptive characteristics were more clearly expressed (mole, seal, woodpecker, duck, ostrich, etc.).

Teaching from Schmeil's textbooks revived school biology, but the “biological method” he pursued was fundamentally flawed, since it distorted the actual relationships between the organism and the environment. In his methodological manual, Shmeil did not hide his negative attitude towards Darwinism, and in his textbooks he diligently passed over in silence the relativity and historicity of the fitness of organisms. Deliberately selecting striking examples of adaptation, and in other cases resorting to obvious exaggerations, Shmeil steadily led students to a teleological idea of perfect and predetermined expediency in the structure of organisms. And although, taking into account the trends of the times, he does not refer to the wisdom and goodness of the “creator,” ideologically his textbooks remain at the level of “The Spectator of God’s Affairs in the Universe.” This provided the “biological method” of German authors with a favorable attitude from the Tsarist Ministry of Education.

Biological principle in textbooks of Russian Darwinian authors. On a different methodological basis, completely independently of Junge and Schmeil and, as we have seen, long before them, the biological direction developed in advanced Russian textbooks of the 19th century. More bright expression This biological or ecological principle was found already at the beginning of our century in the textbooks of Moscow zoologists - prof. M. A. M e n-zbir and priv.-assoc. V. N. Lvova; A little later, a textbook written in the same spirit by Prof. S. I. Ogne-v a. The publication of M. A. Menzbir's textbook almost coincided with the appearance of Shmeil's textbook, and therefore the author - a major zoologist and propagandist of Darwinism - had to dissociate himself from Shmeil's "biological method", which, in his words, "fell into a huge mistake by developing the study of the connection between organization and lifestyle in the spirit of teleology. ...Therefore,” continues M. A. Menzbier, “if at first glance my textbook may seem similar to the textbook of a German author, this similarity should disappear upon closer acquaintance.”

Thus, it is necessary to strictly distinguish between the “biological method” of Junge and Schmeil and the biological direction, which originated from C. F. Roulier and developed in the works of Russian Darwinian authors. To use an expression familiar to biologists, one could say that in these two directions we encounter an example of a kind of “methodological convergence”, where behind a similar appearance lies a deep difference in essence, like the difference between a shark and a dolphin.

Zoology in the Soviet school. The biological (ecological) principle was creatively perceived in the development of biological courses for Soviet school.

2. What is the essence of educational training developed by V.V. Polovtsev. What method did the scientist develop and what is its essence?

teaching learning biology

The content of biology educational material becomes more complex from class to class as the student’s personality develops. Without taking into account age characteristics, teaching biology will be either overwhelming or too elementary, not corresponding to the mental and mental capabilities of the student. Children study biology from 11-12 to 17-18 years old. Therefore, in grades 6-7, the teacher uses several different methods in one lesson, providing a change in the types of student activities necessary for children of this age. In high school, a lesson is often taught using 1 - 2 methods for stability of perception.

Biology teaching methods are closely related to biological science. The subject "Biology" at school is synthetic in nature. It reflects almost all the main areas of biology: botany, zoology, physiology of plants, animals and humans, cytology, genetics, ecology, evolutionary doctrine, origin of life, anthropogenesis, etc. For a correct scientific explanation natural phenomena, recognition of plants, mushrooms, animals in nature, their identification, dissection and experimentation, the teacher needs good theoretical and practical training.

There is a big difference between a school subject and biological science. Target biological science- gain new knowledge about nature through research. The purpose of the school subject "Biology" is to give students knowledge (facts, patterns) obtained by biological science. During the lesson, schoolchildren are introduced only to the fundamental principles of science, the most important scientific problems, so as not to overload them with unnecessary information.

The methodology of teaching biology is closely related to philosophy. It contributes to the development of human self-knowledge, understanding of the place and role of scientific discoveries in the system general development human culture, allows you to connect disparate fragments of knowledge into a single scientific picture peace. Philosophy is the theoretical basis of the methodology and equips it with a scientific approach to the diverse aspects of teaching, upbringing and development of schoolchildren. The connection between methodology and philosophy is all the more important since the study of the fundamentals of the science of biology about all possible manifestations of living matter on different levels Its organization aims to form and develop a materialistic worldview among students.

Initial ideas about nature in Rus' were obtained from the Bible and handwritten literature of predominantly spiritual content. In Rus' in the Middle Ages, schools were created, as a rule, at a church or monastery. The subject called "Physics" examined questions of natural philosophy. The lessons discussed the provisions of the naturalistic order - the structure of the earth and sky, various meteorological phenomena, the properties of inanimate objects, such as minerals, the properties of plants, animals and humans.

One of the first books of the 15th century, which was used to teach children in Rus', was a collection of stories “The Physiologist” about real and fantastic animals. This work was created in the 2nd - 3rd centuries. n. e. based on ancient and oriental sources. In the Middle Ages in Russia and other countries, "Six Days" was popular as a textbook. In it, the author outlined the biblical story of the creation of the world, gave some naturalistic explanations and provided geographical, zoological and botanical information about the diversity of animals, plants, and their properties.

In the 17th century in Russia the work of an unknown Latin author was very popular early XVI V. "Problematic." This multi-volume treatise presented the ideas of Aristotle and Hippocrates with great distortions. Another monument of this period containing only zoological information was the treatise “Bestiary”. It is characteristic that when presenting factual material about animals in the “Bestiary”, in contrast to the “Physiologist” and “Explanatory Paleia”, there are no moralizing comparisons or teachings. However, as in all the above-mentioned works intended for naturalistic education, in the “Bestiary” truth is very densely mixed with fiction without analysis and verification of facts, without correlating them with scientific data.

Of significant interest for Russia in the 18th century. presented the work "Natural Visual Mirror". The essay was a course in natural philosophy for high school students. It included information about the structure of the Universe, inorganic substances, plants, animals and humans. The course was presented from the standpoint of Aristotle's philosophy, but knowledge about nature was very superficial and mixed with fiction, superstitions and fantasies. Such a mystical-symbolic explanation of natural phenomena testified to the medieval level of thinking.

Thus, in Russia until the 18th century. naturalistic enlightenment was based on outdated medieval and ancient sources.

And at the same time, already in the 17th century. Changes in socio-economic development begin to appear. The transformations did not arise by chance; they were prepared by the entire course of the historical development of Russia. Peter's reforms were predetermined. Peter I initiated these transformations consistently and energetically. The state had an urgent need for competent specialists. IN late XVII- beginning of the 18th century The first secular schools were created, providing the basic practical knowledge necessary in the context of reforms. In addition to learning literacy and numeracy, schoolchildren also received information on natural science, which provided the professional training necessary for geological surveys, exploration of subsoil resources, organization of various industrial production.

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

In 1786, without indicating the name of the author, the first domestic textbook on natural science was published, entitled “Outline of Natural History, Published for Public Schools.” Russian Empire by the highest order of the reigning Empress Catherine the Second." It can be considered that from this year the history of the national methodology for teaching biology began. V. F. Zuev had to solve all the main methodological tasks teaching a subject introduced for the first time (selection of educational content, its structure, style of presentation), realizing learning goals in accordance with the needs of society, determining methods and means of teaching.

The named textbook consists of two parts (books) and is divided into three sections: “Fossil Kingdom” (inanimate nature), “Vegetable Kingdom” (botany) and “Animal Kingdom” (zoology). In the time of Zuev, plants were called “vegetation”; it was believed that they “freeze” in winter time, hence the name - “vegetable kingdom”.

The first part describes earths, stones, salts, flammable substances, semi-metals and fossils. The botanical part begins a short essay about the life and structure of plants, their “cellular” structure is also mentioned here, then follows scientific description individual representatives of the plant kingdom. It is interesting that the basis for dividing plants into groups is not the system of K. Linnaeus that was dominant at that time, but the grouping of plants according to their practical significance for humans. The zoological part is also presented in scientifically, while there is a very lively story about individual animals with elements of a description of their lifestyle and habits. The book provides information about the structure of the human body. About the person V.F. Zuev writes: “In terms of body structure, man is an animal similar to other animals.”

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

It is also necessary to emphasize that Zuev managed to include in school textbook Along with morphology and systematics, there is a large amount of factual material about the ecology of plants and animals, the environment and careful attitude towards plants and animals, i.e. information from the area environmental science, which at that time was only on the first initial stage of its development.

Of course, this was due to the direction of V.F.’s own natural science works and travels. Zueva. It should be noted that in 1783 he planned to create a work for the Academy of Sciences entitled “On the body temperature of animals depending on the environment.” However, in connection with the survey of Russian schools and work on the textbook, the planned environmental work was not written, but its content can be judged from the program preserved in the archives of the academy.

Fulfilling the order of the society, Zuev includes materials of practical importance in monographic descriptions of plants and animals. For example, describing a birch tree, he tells how to make good tar, using the example of a linden tree - how to make a washcloth from it, gives advice that it is best to make spoons for food from a linden tree and that it is good for planting in alleys. So strongly expressed practical material, useful for humans, was very important then, as it showed big role science literacy for a person in his daily and working life.

The textbook by V. F. Zuev “The Outline of Natural History...” became the main and only manual for students and teachers on the study of nature. The content of the textbook and the style of its presentation rightfully deserve highly appreciated scientists (the author's contemporaries) and methodologists of our day.

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

Zuev's textbook was reprinted several times, but it was not used for long. However, his role in education was very great, because he contributed to the development of a scientific worldview, contributed to the application of knowledge in practical life(i.e. cooked

students to life), developed interest in biological knowledge, introduced environmental features organisms living in different conditions, with the habits of animals, convinced of the need careful attitude to natural environmental objects. With these ideas V.F. Zuev was guided in the training of teachers for public schools in the teachers' gymnasium.

Deciding practical questions teaching natural history, V.F. Zuev outlined a number of the most important problems of the methodology: the relationship between science and the educational subject, the scientific nature of the content, the structure of the educational subject (from simple to complex, from inanimate nature to plants, and then to the consideration of animals and humans), monographic description objects being studied, the role of natural and pictorial clarity in learning, developing interest in the material being studied, practical significance natural science knowledge(the connection between learning and life), and finally, the relationship between teaching methods in secondary and higher schools.

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

The new word spoken by A. Luben in the field of methods of teaching natural science found a response among Russian natural science teachers. Active translation of Luben's educational books began, and domestic authors used his methods of organizing the educational process at school in their publications. However, soon the mass practice of teaching according to the Lubenov type revealed serious contradictions. They were expressed in the discrepancy between the content and teaching methods at school. Valuable guidelines on the use of visualization came across complete absence her at school. And training according to the Luben method without the object itself did not make it possible to properly organize the educational process. In addition, in Luben's textbooks, as before, the main attention was paid to morphology and systematics (based on the books of C. Linnaeus), which also did not satisfy the pedagogical community.

These circumstances identified new methodological problems - the consistency of the content of the school natural science course modern level development of biological science and compliance of teaching methods with the content of the school subject.

The work of the remarkable natural science teacher Alexander Yakovlevich Gerd (1841-1888) was aimed at solving these problems.

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

All attention at that time was paid only to external signs living organisms, as a result, teaching turned out to be so dry that all interest in it disappeared not only among children, but also among teachers.

AND I. Gerd is the greatest methodologist of natural sciences late XIX V. His great achievement is associated with the development scientific foundations methods of teaching this subject and the creation of textbooks based on the ecological and biological ideas of V.F. Zuev and Darwinism. The main goal He considered the study of natural science at school to be the development of students, the formation in them of a materialistic worldview and independence in knowledge.

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

presentation to students of educational material about nature on an evolutionary basis, the formation of a “correct worldview” in them;

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

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

use of explanatory and research approaches in teaching schoolchildren;

teaching children based on previously acquired knowledge;

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

mastery in elementary school of knowledge “about earth, air and water” (Gerda triad);

introduction of an integrated approach to the study of nature at the initial stage of schooling (natural-historical complex of knowledge about living and inanimate nature);

justification for continuity in the study of nature from initial course about inanimate nature for courses in botany and zoology

and other natural science courses in high school (physics, chemistry);

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

changing the name of the course “Human Anatomy and Physiology” to a more general one - “Human” and its content accordingly;

The scientist believed that the implementation of the ideas of developmental education would help improve general education in the domestic school: " Final goal course of Natural Sciences in general education institutions - to lead the student to the correct worldview, in accordance with current state natural sciences". For Gerd, a “certain worldview” is Darwin’s doctrine of evolution, which he actively promoted in Russia. Speaking about the formation of a worldview, the scientist emphasized that an understanding of the unity of nature “should not be imposed on the student,” but can be achieved by a special system of studying everything course in natural sciences, which contributes to the development of consciousness in students. Of great developmental importance, according to Gerd, are demonstration experiments in lessons, excursions and practical exercises. The scientist calls for giving students correct and, if possible, integral ideas about the world around them and the phenomena of adaptation. In fact, he substantiated the need to study environmental material in a natural science course and showed ways and means of teaching it at school. This includes conducting excursions, practical work, observing plants and animals, conducting experiments, and using natural objects in lessons.

Being influenced by the ideas of Darwinism and promoting the unity of content and teaching methods, A.Ya. Gerd suggested new structure school science course:

and 3 classes - "Inorganic world";

class - "Plant world";

class - "Animal world";

class - "Human";

class - "History of the Earth".

IN last year it was intended to present the history of the development of the inorganic world (the origin of the solar system, the formation of planet Earth) and the history of the development of the organic world. The course ended with the teachings of Charles Darwin.

This plan is an attempt to build a science course on an evolutionary basis. It was embodied in the excellent zoology textbook and “Short Course of Natural Science” written by A.Ya. Gerd for schools where the study of natural science was limited to three years.

Gerd attached great developmental importance to teaching the elementary course of natural science at school. At the same time, he emphasized the need for knowledge about inanimate nature for the subsequent study of living organisms. Gerd believed that at the initial stage the study of nature should be comprehensive (in the form of a natural-historical complex of knowledge about living and inanimate nature). He translated his ideas into a textbook on inanimate nature. Initially, the textbook was called "First Lessons in Mineralogy", and then was published under the title "Earth, Air, Water, or God's World." For this course, Gerd wrote a methodological guide for teachers “Subject Lessons”, which was the first special methodological work on the course of private methods of teaching natural science.

Name A.Ya. Gerda and his methodology (except for “Object Lessons”), as well as the name of V.F. Zuev, were forgotten soon after their death. Only in 1914 did Boris Evgenievich Raikov publish an article in the journal “Natural Science at School” in which he spoke about the natural science teacher Alexander Yakovlevich Gerda, the largest methodologist in Russia.

The first years of the 20th century. are characterized by the active struggle of advanced natural science teachers for the introduction of natural science into schools, for a high level of biological knowledge content and active teaching methods. The profound changes that took place in the economic and social life of society created new conditions for rapid scientific and technological progress in Russia. At the same time, a specific feature of the country’s development at the beginning of the 20th century. there was a deep contradiction between the level technical thought and the opportunity to implement it.

The creation of large production facilities, factories equipped with new equipment, the development of railway transport, the emergence of technology in agriculture - all this required the presence of trained, qualified engineering and technical personnel and workers, and contributed to the education of the masses.

Existing departmental educational establishments, low level public education did not satisfy the needs of society. Therefore, various private gymnasiums, real and commercial schools are beginning to open, which provide children with a broader education.

Under public pressure, the Ministry public education was forced to reconsider the system of gymnasium education. It was compiled not on the subjects of the natural sciences (botany, zoology, etc.), but on the “communities of nature,” i.e. by natural communities: forest, garden, meadow, pond, river. The study of "dormitories" was carried out in the first three grades of the school. It was borrowed from the works of the German teacher F. Junge. It was recommended to study nature during excursions and on walks with schoolchildren.

Friedrich Junge, being a school teacher, became disillusioned with A. Luben's method and began to look for ways to revive the teaching of natural science. The study of nature through “communities,” according to Junge, was a means of concretizing the idea of the unity of nature. He wrote that students should study nature, and not memorize laws about it, look for and understand these laws on the material that is accessible to children’s understanding; In this way, children will learn the laws of living nature and rise to an understanding of its connections and unity. This idea of Junge was accepted by natural scientists who took an active part in the development of school natural science - V.V. Polovtsov and D.N. Kaigorodov, but each of them took from Junge different aspects of his teaching. Polovtsov - biological direction, Kaigorodov - grouping of educational material, i.e. the idea of dormitories.

Positive for their time and oriented towards German schools Junge's ideas were transformed by Kaigorodov in a distorted form for the natural history curriculum. It should be remembered that the climatic conditions of Germany and Russia have significant differences. In addition, the program was based on anthropomorphic, theological and teleological interpretation of natural phenomena. This was a significant step back for Russian schools with an already established natural science and biological orientation in the content of education. Under the pressure of criticism, the Ministry of Public Education was forced to revise the program of D. N. Kaigorodov. With the participation of a number of biology professors and methodological teachers, the program for grades 1 - 3 was revised in 1904. It was based on a scheme developed by A.Ya. Gerdom in 1787

It should be noted that Kaygorodov’s program was unsuccessful in content, as well as in methodological and methodological terms, therefore the pedagogical community deservedly criticized it. However, the idea of studying organisms in their natural environment, which Kaigorodov adhered to, turned out to be very fruitful, revitalizing school natural science. In this regard, botanists, zoologists, and soil scientists issued recommendations for teachers on conducting excursions into nature. Such material methodically enriched the study of biological and environmental issues course, identified a new component in the content of school natural science - biocenological. In 1907, the first domestic general methodology of natural science was published by Valerian Viktorovich Polovtsov - “Fundamentals of the General Methodology of Natural Science,” in which the author outlined a holistic system of knowledge on the methodology. The scientist described in detail the educational significance of excursions and practical classes, substantiated and developed the “biological method” in teaching natural science. In selecting the content of an academic subject, Polovtsov suggests being guided by three principles (he called this the “biological method”):

The lifestyle of an animal or plant must be studied in connection with its habitat.

To study at school, we must choose those organisms that provide rich biological material.

In his methodology, V.V. Polovtsov for the first time collected all the experience accumulated by many generations of scientists and teachers in the field of the theory of teaching natural science, substantiated and developed a number of methodological provisions. He was the first to identify a number of questions that determined the directions of research for natural science methodologists: about the difference between a scientific discipline and an academic subject, about the idea of expediency in school teaching, about the role of hypothesis in an educational subject, about the study evolutionary theory, about sex education, about the teacher training system, about what a science teacher should be, etc. As a botanist, Polovtsov actively defended materialistic approach in explaining natural phenomena. He's writing: "

Designed by V.V. Polovtsov’s “biological method” essentially focused on an ecological approach in teaching natural science.

V.V. Polovtsov believed that environmental materials contribute to the understanding of the causal dependence of natural phenomena and, on this basis, to the formation of a materialistic worldview. Polovtsov includes issues of ecology of organisms and biogeocenology in the school curriculum.

V.V. Polovtsov distinguishes materials of autecological and synecological content in their pedagogical significance. He recommends considering the former together with morphological, physiological and other data about organisms, with the indispensable condition of becoming familiar with the organisms as living beings. To achieve this task, the scientist advises to carry out practical work With handouts, experiments and observations. Recognizing the educational significance of these environmental materials, Polovtsov notes that knowledge about communities is somewhat complex, and recommends studying them at the end of the course or using them as a generalization when repeating. That is, it shows a more correct approach to studying materials about “dormitories” in comparison with the recommendations of Kaigorodov and some other natural methodologists of that time.

Thus, at the beginning of the 20th century. mainly through the works of V.V. Polovtsov, an ecological element began to develop in the content of school natural science as a means of instilling a materialistic worldview in children.

What is the contradictory nature of V.V.’s relationship? Polovtsev to the ideas of Junge and Shmeil

V.V. Polovtsov was somewhat influenced by the ideas of F. Junge and had a very negative attitude towards O. Schmeil’s idealistic interpretation of organic expediency.

V.V. Polovtsov considers it possible to answer only the question “why?”, leading to the establishment causation and the relativity of expediency and harmony. V.V. Polovtsov implemented his theoretical principles of the methodology in a number of carefully developed manuals: “School Botany Program” (1894), “a short textbook of botany” (1914), “Practical lessons in botany” (1910), “Botanical spring walks and the surrounding area” Petersburg" (1900).

In the first programs, the main attention was paid not so much to the content, but to the advanced teaching methods of that time. However, methods alone cannot ensure the communist education of younger generations. The content of learning should be the driving force, not the methods of presenting it to students. In addition, a serious gap has emerged between the methods being advocated, such as “research”, and the means of implementing them. Thus, a survey of Leningrad schools (1924/25 academic year) showed that only 50% of them had separate science classrooms, and only 3.2% were fully equipped for laboratory work (in 9 schools out of 206). It was considered necessary to carry out observations and research not only experimentally in laboratories, but also directly in nature - on excursions. To help schools conduct excursions around Petrograd, 12 biological excursion stations were organized (1919). Later the number of these stations economic reasons decreased. Many excursions were held during these years. For example, in grade V there were from 5 to 10 excursions per year, and in some schools - up to 20. The passion for excursions led to their reduction, since a lot of time was spent on travel and transitions. Excursions were not always connected to lessons, and students gained less knowledge than in lessons.

Along with excursion stations, pedagogical biological stations were organized in Moscow by V. F. Natali (1918) and in Leningrad by B. E. Raikov (1924); In 1918, in Sokolniki (Moscow), B.V. Vsesvyatsky founded a biological station for young naturalists named after K.A. Timiryazev, which marked the beginning of the Young Naturalist movement. However, at the initial stage the Yunat movement was not associated with schooling biology and was even opposed to it, since any guidance from the teacher was denied. The Central Bureau of the Young Natists called for “giving the Yunnat movement into the hands of the Young Nats themselves.” At this time, the dialectical inconsistency was especially clearly revealed. pedagogical process with one-sided enthusiasm for certain methods and forms.

Another important factor influencing the target component of the methodology course is the extreme variability and objectively existing instability in the field of natural science education. In this regard, the goals of professional and methodological training include preparing students for the implementation of professional comparative analysis various pedagogical concepts of the author's curricula, textbooks, effective ways their implementation in the conditions of diversification of the biology teaching process.

Finally, a methodology course (as an interdisciplinary one) in the context of the implementation of new educational standards, existing and actively designed and implemented programs of basic and additional education forced to take on previously unusual functions:

correction and integration of students’ knowledge and skills acquired while studying various blocks of the professional educational program;

assistance in drawing up an individual educational trajectory of a student in the system continuing education.

These new challenges undoubtedly require attention and separate study in methods of teaching biology.

However, when talking about a “new” methodology for teaching biology, we cannot limit ourselves to setting updated goals. It is necessary to determine the leading approach and group the goals into a certain hierarchy. This approach, in our opinion, is the psychological-methodological approach as the most appropriate modern challenges posed to educational systems comprehensive development personality.

The selected methodological guidelines allow us to consider the theory and methodology of teaching biology as a special educational space and environment for individual professional and personal self-determination of students, training course development of methodological creativity, and the student’s personality itself as an absolute value, focused on freedom of choice and decision-making, self-realization. With this approach, the content loses its alienated character and is brought to the personal level.

Revealing subjective experience by means academic discipline“Methods of teaching biology” must certainly be carried out by students in situations of educational dialogue, game and project activities, real immersion in the educational environment of various educational institutions, as well as in solving specific problems that create a value-semantic field of intersubjective communication, productive dialogue, developing professional and personal experience future biology teachers.

The biology teacher training methodology is aimed at students mastering pedagogical technologies focused on the positions of kindness, empathy and trust, the right of schoolchildren to make mistakes, and the formation of the teacher’s internal personal conviction in the capabilities and abilities of students.

Practical implementation a comprehensive psychological-methodological and personal-active approach involves multi-level design and analysis of the educational process in subject teaching. In relation to the biology teaching methods course, multi-level design is:

the level of modeling and reflection of objects of knowledge, the isolation of which is due to the specifics of the objects of study of biology, its belonging to the macro- and microworlds and the huge role of abstract clarity in teaching; this level involves students studying the methodological principles of using biological experiments in teaching, corresponding graphics and symbols;

the level of intra- and interdisciplinary integration of knowledge, the connection of theory with practice and personal life experience of students;

level of readiness for the development of students’ personalities in subject teaching, which presupposes that students master target methodological programs, organization of developmental training for subjects of the educational process, creation of an emotionally comfortable environment in learning, development intrinsic motivation learning and adequate self-esteem among students, etc.;

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Methods of teaching biology as a science, subject, goals and objectives of MOB. Relationship between MOB and other sciences.

LECTURE No. 1.

Purpose of the lecture: to form concepts about the methodology of teaching biology as a science and subject, about the object, subject and methods of this science; study the connections between biology teaching methods and other sciences.

Lecture outline:

1. Methods of teaching biology as a science

2. Connection of biology teaching methods with other sciences.

3. Methods of teaching biology as an academic subject.

The methodology for teaching biology examines the content of the educational process in this subject and the patterns of assimilation of biological material by schoolchildren.

Methods of teaching biology is the science of the system of the process of teaching and upbringing, determined by the characteristics of the school subject.

Science is a field of research aimed at obtaining new knowledge about objects and phenomena. The technique produces rational methods, means and forms of education for students to acquire knowledge in biology and the ability to apply it in practice, to form a scientific worldview and understand the value of life.

The methodology for teaching biology is based on common school subjects pedagogical provisions in relation to the study of biological material. At the same time, it integrates special (natural science and biological), psychological, pedagogical, ideological, cultural and other professional and pedagogical knowledge, skills and attitudes.

The methodology for teaching biology determines the goals of education, the content of the subject “Biology” and the principles of its selection. Methodists believe that the formation of the target component of modern school biological education depends on the value system, which is determined by:

Level of education, that is, mastery biological knowledge, skills and abilities that contribute to the active and full inclusion of schoolchildren in educational, labor, social activities;

Level of education, characterizing the system of worldviews, beliefs, attitude towards the surrounding world, nature, society, personality;

The level of development of the student, which determines his abilities, the need for self-development and improvement of physical and mental qualities.

The goal of general secondary biological education is determined taking into account these values and factors such as:

Integrity human personality;

Predictiveness, that is, the orientation of the goals of biological education towards modern and future biological and educational values;

Continuity in the system of lifelong education.

The methodology for teaching biology also notes that one of the most important goals of biological education is the formation in schoolchildren of a scientific worldview based on the integrity and unity of nature, its systemic and level construction, diversity, and the unity of man and nature. School biology is also focused on developing knowledge about the structure and functioning of biological systems, about sustainable development nature and society in their interaction.

Among the main objectives of the methodology for teaching biology as a science are the following:

Determining the role of the subject of biology in common system training and education of schoolchildren;

Development of proposals for compilation and improvement school programs and textbooks and testing these proposals in practice at school;

Determining the content of the academic subject, the sequence of its study in accordance with the age of the students and the program for different classes;

Development of methods and techniques, as well as organizational forms teaching schoolchildren taking into account the specific features of biological sciences;

Development and testing in practice of the equipment of the educational process: organization of the classroom, a corner of wildlife, a school educational and experimental site, the presence of wildlife objects, educational visual aids, work equipment, etc.

Object of study methods of teaching biology – an educational process related to the subject “Biology”. Science involves knowledge about the subject of study. Subject of research Methods are the goals and content of the educational process, methods, means and forms of teaching, education and development of students.

In the development of science, a fairly significant role belongs to methods scientific research. Presenters methods teaching biology are as follows: 1) empirical– observation, pedagogical experiment, modeling, forecasting, testing, qualitative and quantitative analysis of pedagogical achievements; 2) theoretical knowledge – systematization, integration, differentiation, abstraction, idealization, system analysis, comparison, generalization. Building a theory of teaching biology at school requires a combination of empirical and theoretical knowledge.

Scientifically based structure content of biology teaching methods. It is divided into general and private, or special, teaching methods: natural history, courses “Plants. Bacteria. Fungi and lichens", "Animals", "Man", "General Biology".

General technique teaching biology examines the main issues of all biological courses at school: concepts of biological education, goals, objectives, principles, methods, means, forms, models of implementation, content and structures, phasing, continuity, history of the formation and development of biological education in the country and the world; worldview, moral and eco-cultural education in the learning process; unity of content and teaching methods; relationship between forms academic work; the integrity and development of all elements of the biological education system, which ensures the strength and awareness of knowledge, skills and abilities.

Private methods explore educational issues specific to each course, depending on the content of the educational material and the age of the students. They present the methods of lessons, excursions, extracurricular activities, extracurricular activities, that is, the teaching system specific course in biology. General methods of biology are closely related to all particular biological methods.

Methods of teaching biology is the science of the system of the process of teaching and upbringing, determined by the characteristics of the school subject.
The methodology for teaching biology is based on pedagogical principles common to all school subjects in relation to the study of biological material. At the same time, it integrates special, psychological, pedagogical, ideological, cultural and other professional and pedagogical knowledge, skills and attitudes.
Among the main objectives of the methodology for teaching biology as a science are the following:

Determining the role of the subject of biology in the general system of education and upbringing of schoolchildren;

Development of proposals for the preparation and improvement of school programs and textbooks and testing of these proposals in practice at school;

Determining the content of an academic subject, the sequence of its study in accordance with the age of students and programs for different classes;

Development of methods and techniques, as well as organizational forms of teaching schoolchildren, taking into account the specific features of the biological sciences;

The object of study of biology teaching methods is the educational process associated with the subject “Biology”. Science involves knowledge about the subject of study. The subject of the research methodology is the goals and content of the educational process, methods, means and forms of teaching, education and development of students.

The methods of teaching biology are the following: 1) empirical - observation, pedagogical experiment, modeling, forecasting, testing, qualitative and quantitative analysis of pedagogical achievements; 2) theoretical knowledge - systematization, integration, differentiation, abstraction, idealization, system analysis, comparison, generalization. Building a theory of teaching biology at school requires a combination of empirical and theoretical knowledge.
Methods of teaching biology in the system of pedagogical sciences.

The methodology of teaching biology, being a pedagogical science, is inextricably linked with didactics. Methodology for teaching biology develops theoretical and practical problems content, forms, methods and means of training and education, determined by the specifics school biology.
The methodology of teaching biology is in close relationship with psychology, since it is based on the age characteristics of children. The content of biology educational material becomes more complex from class to class as the student’s personality develops.
The methodology of teaching biology is closely related to philosophy. It promotes the development of human self-knowledge, understanding the place and role of scientific discoveries in the system of the overall development of human culture, and allows us to connect disparate fragments of knowledge into a single scientific picture of the world.

Biology teaching methods are related to biological science. The subject "Biology" at school is synthetic in nature. There is a big difference between a school subject and biological science. The goal of biological science is to gain new knowledge about nature through research. The purpose of the school subject “Biology” is to give students knowledge (facts, patterns) obtained by biological science.