Extracurricular work in biology at the present stage. Principles of organizing extracurricular activities

Lecture Extracurricular, extracurricular and extracurricular work in biology.

Today we need to understand these three concepts. How do they differ, what types of work are there. Let's think about it together first.

Extracurricular work is a form of organizing students to perform outside of class mandatory related to the study of the course practical work on individual and group assignments given by the teacher. Extracurricular work is mandatory for all students, it is assigned, and most importantly, then checked by the teacher. The organization of this kind of work is dictated by the need to conduct long-term observations of natural objects. It happens that in order to see the results of experiments, they need to be laid several days before the lesson. The teacher gives assignments to students in a timely manner. Examples of such experiences:

Botany

- germination of pea seeds – 2 days

- germination of wheat grains – 4-5 days

- pumpkin seed germination – 5-6 days

- formation of starch in the leaf during photosynthesis – 2-3 days

- movement of water with mineral salts along the stem – 3 days

- development of roots in the stem cuttings of Tradescantia – 5-7 days

- development of roots on a begonia leaf – 2 months

- growing a moss seedling from a spore – 15-20 days

- disintegration of the lichen thallus into algae and fungus - 7 days

In zoology

- various phases of development (metamorphosis in beetles - mealworms)

- development of the fruit fly Drosophila

- reproduction of aquarium fish

- behavior of domestic animals (cats, dogs, parrots)

- spider behavior

- development of reflexes in birds (using the example of winter feeding of tits and sparrows)

Such observations can be carried out in a living area, at home or in nature. Sometimes tasks need to be rescheduled for the spring-summer period, then they need to be accompanied by clear instructions. Students should keep their entries in a journal.

Extracurricular work is of great importance:

- develops independence

- instills interest in biological objects and natural phenomena

- schoolchildren master research skills

- develops accuracy and hard work

The teacher has the opportunity to enrich the biology classroom with various objects by giving students individual assignments for the summer. But summer assignments should not just be the collection of any biological material. Students must have a task and reflect on its completion. The teacher explains that we need to strive for the quality of the collected material, and not for its quantity. It is necessary to prepare well and correctly (fix or dry the object).

In the modern curriculum, biology lessons are given only one hour a week, but there are schoolchildren who are interested in biology. And their interests are much broader than software. It is the teacher’s task to maintain such interest, consolidate and develop it. It is difficult to do this within the framework of academic classes, so extracurricular naturalistic and environmental work is carried out, which is voluntary.

Extracurricular activities is a form of various organization of voluntary work of students outside the lesson under the guidance of a teacher to stimulate and demonstrate their cognitive interests and creative initiative in expanding and supplementing the school curriculum in biology.

What do you think extracurricular activities in biology should be like?

The use of tasks related to conducting observations and experiments in extracurricular activities contributes to the development of research skills. At the same time, it is necessary to orient children to clearly document the progress of observations and their results.

Properly organized extracurricular activities does not overload students. At the same time, it is necessary to warn teachers against making mistakes in organizing extracurricular activities like school lessons and other compulsory classes, and against turning extracurricular activities into a kind of additional biology lessons. Extracurricular activities should arouse naturalistic interest among schoolchildren, activate their creative abilities and at the same time contribute to their relaxation. That's why Extracurricular work should be varied, versatile and not duplicate academic work at school.

A significant place in extracurricular activities is given to labor: making collections, herbariums, crafts from natural materials, etc., which is of great educational importance. It introduces schoolchildren to various feasible labor: preparing the soil, conducting experiments and observing plants, caring for them, planting trees and shrubs. preparing food for feeding birds, caring for farmed animals, which, in turn, instills in them a sense of responsibility for the assigned task, the ability to complete the work started, and contributes to the development of a sense of collectivism.

The great importance of extracurricular work in biology is due to the fact that it distracts schoolchildren from wasting time. Students who are interested in biology devote their free time to observing interesting objects and phenomena, growing plants, caring for sponsored animals, and reading popular science literature.

Extracurricular activities can be classified according to different principles:

ü taking into account the number of participants in extracurricular activities, individual, group and mass (frontal) types of extracurricular activities are distinguished (Table 5);

ü on the implementation of classes within a time frame - episodic (evenings, hikes, Olympiads, conferences) and permanent (clubs, electives, societies);

Table 5. Extracurricular activities in biology

Organization of the lesson	Types of activities
Group classes	Circle work. Expeditions. Hiking in nature. Electives
Mass classes	Watching movies. Participation in the Olympiads. Excursions and hikes into nature. Scientific evenings, conferences. Exhibitions of student work. School-wide campaigns: “Harvest Day”, “Bird Day”, “Biology Week”, “Ecology Week”. Publishing magazines, wall newspapers, albums
Individual sessions	Scientific research and experiments on the topic (for example, “Phenological phenomena in the life of birds”, “Study of pollution in the area adjacent to the school”). Preparation for the Olympics. Extracurricular reading. Research work in nature, in a corner of wildlife

It is important to ensure a comprehensive combination of various forms in an appropriate sequence.

Customized form extracurricular activities take place in all schools. Trying to satisfy the needs of individual schoolchildren interested in biology, the teacher invites them to read one or another popular science book, conduct observations in nature, make a visual aid, and select material for a stand. Sometimes, while satisfying the curiosity of individual schoolchildren, the teacher does not set any goal for himself, does not direct this extracurricular work in a certain direction, and does not even consider that he is carrying it out. This picture is often observed among teachers who do not have sufficient work experience.

Experienced teachers find out the biological interests of schoolchildren, constantly keep them in their field of vision, set themselves the task of developing their interests in biology, select appropriate individual lessons for this purpose, gradually complicating and expanding their content. Some students create their own home wildlife corners. The teacher gives such students instructions for conducting experiments at home. Individual extracurricular activities are essentially a voluntary variety of domestic and extracurricular work.

The most common types of individual extracurricular work include experiments and observations of plants and animals in nature, at a training and experimental site, in a corner of wildlife, making artificial nests and observing their settlement, self-observation, making visual aids, preparing reports, abstracts, and much more. other.

When conducting individual work, it is very important to take into account the individual characteristics of students in order to deepen and develop their interests in relevant areas. Extracurricular activities can also contribute to the choice of a future profession and have a direct impact on the profile of study at school, on the choice of specialty and on post-school education.

Mass episodic classes are organized on the initiative of a biology teacher and are carried out with the active participation of a circle of young naturalists, school student activists, school administration, and subject teachers. Plans for holding public events are approved by the school’s teaching councils.

Involved in mass work large number of students- parallel classes, the whole school. It is characterized by a socially useful orientation. Typically, schools carry out such types of mass work as school biology olympiad, (School biology olympiads are held annually in several rounds. A week before the appointed date, an announcement about the procedure for holding it, a list of recommended literature and requirements for written works that are submitted to the Olympiad are posted.)

Biology Weeks, (Biology week at school is a complex event that combines various forms of extracurricular work: evenings, conferences, assignment competitions, newspapers, essays. Holding a biology week at school allows you to show how academic and extracurricular work in the subject is organized at school. This is a display of achievements in the subject, as well as the promotion of biological knowledge.)

Health Week, Bird Day holiday, "Earth Day", campaigns for planting trees and shrubs, collecting seeds and other food for winter feeding of birds; making and hanging bird nests.

Occasional events may also be group. To carry out such work, the teacher selects a group of students interested in biology, instructs them to select certain material, publish a thematic wall newspaper, prepare and conduct reports, artistic performances for the holiday. Usually, after the completion of any public event, the work of the episodic group ceases. To conduct another public event, the teacher attracts students from the previous occasional group or creates a new one.

Occasional group extracurricular work is also organized in connection with the teacher’s desire to study more deeply the living nature of his region, for example, to conduct an inventory of tree and shrub vegetation, to find out the species composition of birds inhabiting areas near water bodies; study the daily activity of animals of various species, the “biological clock” of plants. The need to organize such occasional group work usually arises when there is no circle of young naturalists at school.

One of the important group forms of extracurricular education is biological circles.

Biology club is an organizational center for extracurricular activities.

Principles of organizing youth circles

Accept everyone into the circles, including those with low academic achievements and those who are not sufficiently disciplined. The latter often begin to take an interest in biology and behave much better than in class. Therefore, work in a circle should also be considered as a means of education.

The number of students in a circle should not exceed 15 people. If there are more people willing, then 2 groups will be organized.

The work of the circle should be carried out by student self-government. Therefore, it is necessary to elect the active members of the Council for self-government: a headman, 3-4 level assistants to the headman, an editorial board for publishing a newspaper, newsletters, announcements about the start of a circle, etc.

The leaders of the circles should be subject teachers, and in the lower and middle grades there could be high school juniors in grades 10-11.

Drawing up a work plan for the circle, taking into account local history, ecology, environmental protection and especially nature-enhancing activities.

The number of club classes is from 2 to 4 per month.

Summing up the work of the circle after studying the topic, or for a quarter, half a year, or a year. The most effective and visual is reporting and summing up in the form of scientific evenings, conferences, role-playing games, exhibitions, competitions, olympiads, writing and defending abstracts, reports, naturalistic campaigns, etc. So, when summing up the results, group youth work turns into mass and into socially useful work.

Planning the work of the circle.

When drawing up a plan, one should proceed from the protection, enrichment and study of native nature and conducting research activities in the form of experimentation with plants. In this regard, it is advisable to plan the following topic sections:

Nature conservation of the native land:

a) identification of natural objects to be protected (century-old oaks, rare plants, animals, protected parks, etc.);

b) protection of birds, fish, animals (making feeders and feeding birds and animals in winter - 7-8 tits out of 10 die in winter);

c) the work of “green” and “blue” patrols.

Enriching the nature of the native land:

a) the spread of beneficial animals to new habitats (but not ants, bedbugs and the Colorado potato beetle!);

b) growing less common plants in their gardens and the school educational and experimental site (varieties of cabbage, Japanese Daikon radish, etc.);

c) landscaping of the native land (planting gardens, public gardens, parks, flower beds near the school, in the village).

Studying the nature of your native land:

a) excursions, hiking trips, travel around the native land (all clubs at all times of the year, especially during the summer holidays);

b) collecting literary information about the nature of the native land and studying it;

c) creation of school local history museums;

d) research activities in the form of experimentation at the school educational and experimental site, in individual vegetable gardens, garden plots.

The work plan for the circles is drawn up for six months or a year.

Requirements for the work of youth circles.

In order for youth work to be pedagogically effective, the teacher must remember the requirements that must be presented to it:

a) work started should always be completed, analyzed and summarized.

b) young people must always and purposefully be interested in this work.

c) leaders of youth circles must always and in everything be a positive example for youth.

It is very useful to end many topics of youth activities with socially useful work (forest and garden week, Bird Days, To develop social and labor skills, it is advisable to conduct mutual visits to youth circles from different schools, hold conversations, show the work of the circle, exchange experiences, hold joint youth evenings, exhibitions, expeditions, hikes, etc. Interesting and valuable results are obtained by correspondence with circles in other districts, regions of the country and the exchange of stepsons with seeds and cuttings of especially new, valuable, rare, and exotic plants for a given area.

Biological circles can be divided into groups according to their content:

1. Entertaining. Their main task is to attract students to study biology and instill interest in the subject. They form only a superficial interest in biology, without in-depth study of any issues.

2. Clubs, the content of which corresponds to the main course program. The task of these clubs is to improve the knowledge and skills of students acquired in class.

3. Mugs. At which students are given practical tasks related to the formation of skills, abilities and knowledge on certain issues (flower growers, phenologists, aquarists).

4. Clubs devoted to special issues of biology studied in lessons (ornithologists, entomologists). These circles promote in-depth study of some narrow section of biology.

In recent years, there have been increasing trends in the development of circle work environmental and local history work; their scientific level has increased.

A special type of extracurricular activity is electives. Small groups of students of 15–17 people work according to programs or according to the teacher’s original programs. The purpose of elective classes is to give students a deeper knowledge of certain topics in biological science, significantly exceeding the scope of the school curriculum.

Optional classes, the second type of group classes, are also based on a voluntary basis. They differ from youth circles in that they must be conducted with small groups (no more than 10-15 people) of students according to special, more complex, in-depth and expanded programs of the Ministry of Education or according to programs drawn up by the head (teacher or specialist) of the elective.

The purpose of optional training is to give students knowledge and practical skills in various sections of biological, agricultural, methodological, and pedagogical science in a volume significantly exceeding the school curriculum. It is also of great importance for the professional guidance of students, since only those who intend to work in agriculture or continue their education in special educational institutions (agricultural, pedagogical, biological, medical, etc.) are enrolled in elective classes. In other words, the most appropriate electives now are the following profiles: biological, pedagogical, agronomic (field growers, vegetable growers, gardeners, beekeepers, machine operators, farmers, entrepreneurs, managers, livestock breeders), medical, environmental.

Class attendance is required for registered students. They are held according to a fixed schedule and the work of the leader-teacher of extracurricular activities is paid. It is very advisable that elective activities are carried out not only by school subject teachers, but also by invited scientists from universities and research institutes, experimental stations, highly professional production specialists - agronomists, livestock specialists, engineers, doctors, etc. The results of the elective activities may not be only the training of field farmers, livestock breeders, machine operators, drivers, projectionists, photographers and other specialists, but also the production of equipment for a biology classroom, a living corner, a school educational and experimental site. In short, the forms of extracurricular and youth work are diverse, voluminous and significant from an applied and pedagogical point of view, because here there is not only the deepening and expansion of knowledge and the formation of skills, but also education in labor, moral, aesthetic, as well as instilling a sense of pride in oneself, one’s school, etc. Elective classes impose increased responsibility on the teacher, because here particularly interested and gifted students are eager to gain new, relevant, original knowledge. It is bad and unacceptable for electives to turn into additional extracurricular activities, for example, solving problems, examples, exercises, preparing for tests, tests, exams. In contrast to ordinary subject-based classroom lessons, elective classes should be dominated by more active forms of preparation: lectures, seminars, business and role-playing games, independent laboratory and practical work with literature, not only educational, but also special additional, writing and defending abstracts and, finally , independent implementation of practical and especially research experimental work. All this together contributes to the development and formation of skills to independently and creatively apply the knowledge acquired in the elective course in practice, in life.

Students cannot be forced to attend subjects that they have not chosen themselves. But some teachers force students to attend their electives. Often such teachers do not give high grades (4 and 5) in the quarter to students who do not attend their extracurricular classes. The reason is that he doesn’t take electives, which means he’s not interested in the subject, and therefore doesn’t deserve more than a C. This is unacceptable and unpedagogical.

A group of “assistants” is created in order to equip and maintain in proper order a biological laboratory, a living corner, and a school educational and experimental site. Undoubtedly, they should do what is within their power and is organically connected with the process of teaching biology. In particular, they produce teaching aids, devices, instruments, equipment, and tables. Prepare handouts, cages for small animals (rabbits, birds, etc.), shelves for indoor plants - Environment Day;

The effectiveness of any environmental action depends on the quality of its implementation on the ground using local history material.

All of the above forms and types of extracurricular work in biology are interconnected and complement each other. There is a certain pedagogical pattern in the emergence and development of the relationship between them. An interest in working with living organisms usually arises among schoolchildren when completing individual assignments. Having successfully completed certain teacher tasks, they usually ask for additional extracurricular work. If there are several such schoolchildren in the class, the teacher unites them into temporary naturalistic groups, and subsequently into circles of young naturalists, working in which they take an active part in the preparation and conduct of mass naturalistic events.

The use of the results of individual, occasional group and circle work in lessons (for example, demonstrations of manufactured manuals, reports of observations, reports prepared on the basis of extracurricular reading) contributes to the involvement of students in extracurricular activities who have not previously shown sufficient interest in it. Often, some schoolchildren who initially took passive part in mass extracurricular work on landscaping the school grounds, making bird houses, as listeners, subsequently become either young naturalists, or are actively involved in individual or group episodic work carried out on the instructions of the teacher.

A study of the experience of schools shows that extracurricular work in biology is carried out in all its forms. Almost every school has a naturalistic club, various public events are held, and individual and group occasional lessons are organized. However, extracurricular work often comes down to organizing exhibitions of students’ summer work, holding competitions, Biology Week, and Bird Day. The rest of the time is usually spent caring for indoor plants, issuing newsletters based on the use of materials from popular science periodicals, and holding “Entertaining Biology Hours.” Meanwhile, the specificity of extracurricular work in biology - the science that studies living things - is associated with such types of work that include independent research by schoolchildren, put them in the position of discoverers, and arouse real interest in the knowledge of nature.

All types of extracurricular activities go beyond the scope of biology curriculum. However, they are an integral part of the entire educational process, the most important means of educating and developing students of different classes. The organization of this work in school serves as one of the criteria for the creative work of a teacher, an indicator of his pedagogical skills and professional responsibility.

MBOU "Basic secondary school No. 15"

Extracurricular activity in biology

for students in grades 7-8

“Health is great!”

Biology teacher

Korotina Svetlana Nikolaevna

Stary Oskol

2013-2014 academic year

Target: formation of students’ value attitude towards their health. Tasks:– expand students’ understanding of a healthy lifestyle; contribute to the formation of a positive attitude towards health as the greatest value; - modeling a life perspective from the standpoint of a value-based attitude towards health.

Progress of the lesson

Conversation “What is health? »

The topic of our class hour “Health is great.” Since ancient times, when people met, they wished each other health: “Hello,” “Good health!” And this is no coincidence. After all, even in Ancient Rus' they said: “Health is more valuable than wealth,” “You can’t buy health,” “God gave health, but we will find happiness.” Indeed, health is necessary for every person. What meaning do you give to the concept of “health”? ( Students' judgments). Thank you for the interesting definitions, it feels like the health problem is in your field of attention. Every adult will tell you that health is the greatest value, but for some reason today’s youth name money, career, love, fame among their main values, and put health in 7-8 place. It has long been established that health should be monitored from childhood. Let's do a little testing about your health; you are offered a list of statements, each of which requires a “yes” or “no” answer. This information will be useful, first of all, to you.

Test "Your health".

1. I often have poor appetite. 2. After several hours of work, my head starts to hurt. 3. I often look tired and depressed, sometimes irritated and gloomy. 4. From time to time I have serious illnesses when I have to stay at home for several days. 5. I hardly do any sports. 6. I've gained some weight lately. 7. I often feel dizzy. 8. Currently I smoke. 9. As a child, I suffered several serious illnesses. 10.I have poor sleep and discomfort in the morning after waking up. For each “yes” answer, give yourself 1 point and calculate the total.Results.1-2 points. Despite some signs of deterioration, you are in good shape. Under no circumstances give up efforts to maintain your well-being. 3-6 points. Your attitude towards your health can hardly be called normal; you can already feel that you have upset it quite thoroughly. 7-10 points. How did you manage to get yourself to this point? It's amazing that you are still able to walk and work. You need to change your habits immediately, otherwise... Drawing up a diagram« Healthy lifestyle" Now let's think about our lifestyle and draw up a “Healthy Lifestyle” scheme. To live your life wisely, you need to know a lot. Remember two main rules for starters: You’d better starve than eat anything, And it’s better to be alone than with just anyone.
- What makes up a healthy lifestyle? (Students express their opinions) 1. Healthy eating; 2. Daily routine; 3. Active activity and active recreation; 4. No bad habits. So, what is a healthy diet and what do you eat it with? (Student speeches ). The floor is given to a creative group of students "Healthy nutrition". 1. Proper nutrition is the basis of a healthy lifestyle . With a healthy diet, the incidence of illness decreases, the psychological state improves, the mood rises, and most importantly, performance and interest in educational activities increase.After a big break, there are empty soda bottles in the trash can, let's talk a little about what are we drinking? Soda contains acid, which eats away tooth enamel and promotes tooth decay. For example, apple juice contains many times more acid. The only difference is that there it is natural, although it corrodes tooth enamel, but does not wash away calcium, as it does orthophosphoric acid(E338). Most often it is used in sodas. Sodas also contain carbon dioxide, which stimulates gastric secretion, increases acidity and promotes flatulence. Well, of course caffeine. If you abuse the drink, you can get caffeine addiction or intoxication. Its signs are anxiety, agitation, insomnia, stomach pain, cramps, tachycardia. In some doses, caffeine can be fatal. Perhaps the most insidious thing about sparkling water is container. Aluminum cans help spread dangerous, contagious diseases. When the jar is opened, various types of staphylococci, as well as bacteria that cause salmonellosis and enterocolitis, come into contact with its contents; the liquid spills over the lid and, along with all the bacteria, ends up inside us. To reduce the harm from any soda you need to follow simple rules: 1. Drink it cold. The destruction of tooth enamel also depends on the temperature of the drink. In America, people drink more soda than in Europe, but it is always served with ice, and American children have less dental damage. 2. Drink through a straw to avoid contact with the can. 3. Limit yourself to one glass 1-2 times a week. 4. Avoid soda if you suffer from obesity, diabetes, gastritis, or ulcers. Now let's talk about the problem of our class, these are bags of chips and crackers that are always lying around and in quite large quantities, so we cannot help but focus on the fact that hthen we eat? The taste of chips and crackers is achieved through the use of various flavorings (although for some reason manufacturers call them spices). There are also chips without flavors, i.e. with its own natural taste, but according to statistics, most of our compatriots prefer to eat chips with additives: cheese, bacon, mushrooms, caviar. Needless to say today that in fact there is no caviar - its taste and smell were added to the chips with the help of flavorings. The best hope is that the taste and smell were obtained without the use of synthetic additives if the chips smell of onion or garlic. Although the chances are still slim. Most often, the taste of chips is artificial. There are known codes of food additives, which, based on their effect on the human body, can be given the following characteristics:
Prohibited – E103, E105, E111, E121, E123, E125, E126, E130, E152.
Dangerous – E102, E110, E120, E124, E127.
Suspicious - E104, E122, E141, E150, E171, E173, E180, E241, E477.
Crustaceans – E131, E210-217, E240, E330.
Causing intestinal upset – E221-226.
Harmful to the skin – E230-232, E239.
Causing pressure disturbances – E250, E251.
Those that provoke the appearance of a rash are E311, E312.
Cholesterol-increasing – E320, E321.
Causing stomach upset – E338-341, E407, E450, E461-466
We talked to you about poor nutrition, and now we’ll name foods that are good to eat to stay healthy: fruits, vegetables, fish, legumes. Now I will name the useful qualities of the product, and you guess what they belong to.

Lettuce, dill, parsley.

Greens are good for preventing heart attacks, improve water balance, and have a beneficial effect on anemia and vitamin deficiency.Celery.The ancient Greeks and Romans could not do without it either on weekdays or on holidays. The high nutritional and healing benefits of this plant are determined by more than forty flavoring, vitamin and biologically active substances. Research by American scientists has shown that the roots of this plant are an ideal remedy for lowering blood pressure.

Carrot

Eating this vegetable is very beneficial for vision and for the prevention of cancer.

Cabbage

This vegetable improves cholesterol metabolism and is a strong anti-allergen.

Beet

And this vegetable improves intestinal function and lowers blood pressure. The presence of iodine in this root vegetable makes it valuable for preventing thyroid disease and strengthening the immune system. Provides the body with phosphorus, potassium, calcium, sodium and chlorine.

Eggplant

This vegetable is low in calories, but it is high in folic acid, which means that it accelerates the removal of cholesterol, excess water and table salt from the body, enhances the ability of insulin to lower sugar levels and promotes the formation of red blood cells in the blood.

Apples

They have a general strengthening effect. Good for the kidneys and cardiovascular system. Metabolism.

Pears

They increase the strength of capillary vessels, have an anti-sclerotic effect, and promote the removal of water and table salt from the body.

Cherry

General strengthening fruits, useful for anemia.

Raspberries

Improves digestion in atherosclerosis and hypertension.

Black currant

Rich in vitamin C.

2. The floor is given to the creative group of students “ Daily regime" If you strive to follow the routine, you will study better, you will rest better. Dream has a very positive effect on the human body. There is a lot of controversy around how much sleep a person needs? Previously, it was stated that a child - 10-12 hours, a teenager - 9-10 hours, an adult - 8 hours. Now many people come to the conclusion that it’s all individual, some need more, some need less. But the main thing is that a person should not feel tired after sleep and be cheerful all day. I start the proverb, and you finish it.

Proverbs:

1. From a good sleep... You become younger 2. Sleep is the best... Medicine 3. If you get enough sleep -... You will become younger 4. When you get enough sleep, it’s like being born again...
Many of us do not know how to follow a daily routine, do not save time, and waste not only minutes, but also entire hours. 3.The floor is given to a creative group of students "Active activity and active recreation." Alternation of work and rest is necessary. Statistics: a sedentary lifestyle is one of the leading 10 causes of death and disability worldwide. Lack of physical activity is the cause of 2 million deaths per year. Less than 30% of young people lead an active lifestyle sufficient to maintain their health in the future. increases life expectancy. It has been established that people who play sports 5 times a week live 4 years longer than those who turn to sports occasionally. Only walking, running, cycling, skiing, skating, swimming can set your life in motion, and where is movement? there is health. 4. Creative Group "Bad habits". What habits do we call bad?

SMOKING

From the history

Smoking tobacco dates back to ancient times. Having landed on the shores of America, Columbus and his companions saw the natives holding bunches of smoking grass in their mouths. Tobacco came to France from Spain; it was brought by Ambassador Jean Nicot as a gift to Queen Catherine de Medici. The word “nicotine” comes from the surname “Niko.” Punishment was applied for smoking in many countries, for example, in China, a student caught smoking will face a grueling punishment - training on an exercise bike. At the end of the 16th century in England people were executed for smoking, and the heads of those executed with a pipe in their mouth were displayed in the square. In Turkey, smokers were impaled. During the reign of Mikhail Romanov, smoking was punishable by death. Anyone found with tobacco “should be tortured and beaten on a goat with a whip until he admits where he got it from...”. ALCOHOLISM - a chronic disease caused by systematic consumption of alcoholic beverages. It manifests itself as physical and mental dependence on alcohol, mental and social degradation, pathology of internal organs, metabolism, central and peripheral nervous systems. Alcoholic psychoses often occur.

ADDICTION

According to the internationally accepted definition, drug addiction is a mental disorder consisting of a strong desire to take a certain substance (or a substance from a certain group) to the detriment of other activities and persistent continuation of the use of the substance despite the harmful consequences. A synonym for the term drug addiction is the concept of “addiction” . A group of drugs in the narrow sense of the word consists of the so-called opiates - substances that are extracted from poppy seeds: morphine, codeine, heroin. When we talk about drug addiction, we mean substances that form a mental dependence on their consumption. Thus, at present, the term “narcotic substance” (drug) is used in relation to those poisons or substances that can cause a hypnotic, analgesic or stimulant effect. According to the internationally accepted definition, drug addiction is a mental disorder consisting of a strong desire to take a certain substance (or a substance from a certain group) to the detriment of other activities and persistent continuation of the use of the substance despite the harmful consequences. A synonym for the term drug addiction is the concept of “dependence.”4 . Final word Guys, today we talked about the fact that health is the greatest value for a person. I wish you:

- never get sick; -Healthy food; -be cheerful; -do good deeds.

Individual lessons - work in a corner of wildlife, work at a school experimental site, work in nature, extracurricular reading.

Group classes - a circle of young naturalists, the work of “assistants” of the office on its equipment.

Mass activities - lectures and film demonstrations, excursions and nature trips, scientific evenings and conferences, exhibitions of the work of Olympiad students, campaigns: Harvest Day, Garden Week, Bird Day, Biological KVN, etc.

Occasional group, circle and mass classes can be combined into a group of forms of collective extracurricular work.

An individual form of extracurricular work in biology is carried out in almost every school. Trying to satisfy the needs of individual students interested in biology, the teacher offers to make some observations in nature, read this or that popular science book, make a visual aid, select material for a stand, etc.

But in this case, it is necessary to find out the biological interests of schoolchildren, constantly keep them in sight, set a task - to develop their interests in one direction or another, select appropriate individual tasks for the implementation of this task, complicate and expand their content. Occasional group work is usually organized in connection with the preparation and holding of school public events, for example, a holiday dedicated to Bird Day, Forest Day, Garden Week, Health Week, etc.

To carry out such work, the teacher selects a group of students interested in biology, instructs them to find the necessary material, publish a wall newspaper, prepare reports, amateur artistic activities, etc.

Usually, after the completion of one or another mass event, the episodic group disintegrates, and then, after a certain period of time, in connection with the preparation and holding of another mass event, it is created again, and its composition changes significantly.

The circle of young naturalists is the main form of extracurricular activity. In contrast to episodic group work, a circle includes schoolchildren who systematically work in it for a year or a number of years. The composition of the circle is usually stable.

A large number of students are involved in mass work - several classes, the entire school. Mass extracurricular activities are characterized by a socially beneficial orientation. Typically, schools organize such types of mass work as holidays, evenings, campaigns, hours of entertaining biology, biological conferences, olympiads, etc.

Biological KVN (club of cheerful and resourceful people) includes two teams selected from several classes, each of which, 2-3 weeks before the start of the resourcefulness competition, prepares greetings for the opposing team, questions, riddles, poems and stories about living organisms. The presenter also prepares for KVN in advance.

A jury is elected to evaluate the teams' work during the competition. The biology teacher - the organizer of KVN - supervises all the work. The teacher recommends relevant literature to the team members, inquires about the progress of preparation, and advises how to implement their plans in the most interesting way possible.

Fans are invited to biological KVN - all interested students. The date of the KVN is announced in advance and an announcement is posted. Fan participation is also assessed and their scores are added to the scores received by the team they are “supporting”. Hours of entertaining biology are usually organized in each class. The duration of one lesson is an academic hour.

Students prepare each hour of entertaining biology in advance. They select the necessary information from the literature recommended by the teacher, arrange it, and prepare visual aids.

When classes are given a playful form (for example, travel), facilitators are trained.

During the lesson itself, the presenter invites the schoolchildren to take a trip, names stopping points, during which pre-prepared youths report certain interesting information about plants (animals), etc.

The presenter invites participants to guess some biological riddles, solve crosswords, teawords, and answer quiz questions.

Various evenings are organized in a similar way.

Each evening is preceded by a lot of preparatory work: the program of the evening is developed, the topics of reports and messages are distributed among the organizers, the entertaining part of it is prepared (quiz questions, biological games, crosswords, chainwords, etc.), amateur performances (poems, dramatizations, songs, musical numbers , dancing), decoration of the hall, exhibitions of students' works.

All of the listed types of extracurricular work in biology are interconnected and complement each other.

In schools where extracurricular work in biology is well organized, there cannot be just one form of it. Carrying out mass events is necessarily associated with either individual or group work in their preparation, or with the work of a circle of young naturalists.

Changes taking place in society determine new requirements for the domestic education system. Successful self-realization of the individual during the period of study and after its completion, its socialization in society, active adaptation in the labor market are the most important tasks of the educational process.

In the school education system, the biological cycle of disciplines occupies a special place, makes a significant contribution to the comprehensive development of the individual, and forms a modern natural science picture of the world in the younger generation. Teaching biological disciplines gives increasingly positive educational results if we connect the educational process with extracurricular activities, the importance of which in the general system of education and upbringing is increasing today. The organization of extracurricular work on the biological cycle of disciplines should be an integral part of the educational and cognitive work of students.

Today it is already difficult to agree with the classics of the methodology (N.M. Verzilin, D.I. Traitak and others) that extracurricular work contributes to the assimilation of knowledge by students and strengthens their developmental function. At the present stage, the paradigm of biological education has changed, new goals and objectives are facing biological education, the main goal of which is the education of biologically and environmentally literate people.

The educational tasks of the school biology course are most fully resolved on the basis of the close connection of the class-lesson teaching system with the extracurricular work of students. The knowledge and skills in biology acquired by students in lessons, laboratory classes, excursions and other forms of educational work find significant deepening, expansion and awareness in extracurricular activities, which have a great impact on the overall increase in their interest in the subject.

The success of extracurricular work in biology is largely related to its content and organization. Extracurricular activities should arouse interest among schoolchildren and captivate them with various types of activities. The formation of students' cognitive interests in the process of extracurricular activities is a holistic, complex, multifaceted and lengthy process that becomes more complex at each stage of schoolchildren's activities. B.Z. Vulfov and M.M. Potashnik believe that the main features of organizing extracurricular activities should be as follows:

Unlike training sessions extracurricular activities are organized and carried out on a voluntary basis. This is its first feature. Students, depending on their interests and inclinations, independently enroll in various clubs and, if they wish, take part in mass and individual work outside of class hours. Consequently, voluntariness means, first of all, the free choice of types of extracurricular activities. The teacher’s task is to involve all students without exception in extracurricular activities. This should be done, of course, without coercion.
The organization of extracurricular activities is that it not bound by compulsory programs. Its content and forms depend mainly on the interests and demands of students and on local conditions. Club programs are approximate and indicative. Based on these programs and instructional guidelines, work plans are drawn up taking into account the specific conditions and wishes of students. This makes it possible to make the content of extracurricular work more flexible, meeting the interests and needs of schoolchildren.
Extracurricular activities covers students of all ages. A mixed age group cannot serve as an obstacle to organizing and conducting extracurricular activities. On the contrary, by uniting students from different classes, extracurricular activities contribute to the unity of the school community, creating favorable conditions for the patronage of elders over younger ones and for the development of comradely assistance.
Independent studies predominate in extracurricular activities. Of course, students’ independent work must be directed to the teacher, but unlike educational activities, it is mainly organized by the students themselves. The older the students, the more fully and comprehensively their initiative and independence manifest themselves. They act not only as participants in various circles and club-type associations, but also as active organizers of extracurricular activities.
The peculiarity of extracurricular work in modern conditions is that now it acquires a greater socially useful orientation. As a result, it acts as a very important and effective means of professional guidance for schoolchildren, especially in high school.
Variety of forms and methods. It is very difficult and, perhaps, impossible to list all the forms and methods of extracurricular activities. The forms of organizing socially useful activities and increasing the cultural horizons of schoolchildren have become more diverse.
Mass character. It covers not only individual lovers of nature and art, but all students. Its mass forms are complemented by group and individual classes. Sometimes not all students are involved in extracurricular activities, but only the active ones. The rest, especially the difficult guys, remain outside the sphere of organized influence. “Involving such children in interesting extracurricular activities helps to re-educate them and increase their interest in joint activities.” (2: pp. 98-99)

Considering the features of the organization of extracurricular activities proposed by Vulfov and Potashnik, we can draw the following conclusions:

Extracurricular activities should indeed be organized on a voluntary basis and should not be associated with the framework of compulsory programs. Extracurricular activities make it possible to take into account the diverse interests of schoolchildren, significantly deepen them and expand them in the right direction.
The mixed-age composition of the groups contributes to the conditions for creating patronage work. Older students help and supervise the work of younger ones. This does not interfere, but often helps - to grow faster, mature, learn to find friends.
The widespread use of various tasks related to conducting experiments in extracurricular activities develops students' research abilities. In addition, the need to describe what is observed, draw conclusions, and talk about the results develops students’ thinking and observation skills. Makes you wonder what they didn't notice before.
Extracurricular activities are indeed becoming more socially useful. In the process of work, students need to make it clear that we have a common Home - this is our city, our country, our Earth. And if we do not learn to guard and defend our Home ourselves, then no one will do it for us.

Forming a modern worldview of children in the process of extracurricular work on the biological cycle of disciplines is a painstaking task and requires great pedagogical efforts, skills and abilities from the teacher. As practice shows, the educational value of extracurricular biology classes and their effectiveness largely depend on compliance with a number of requirements.

One of the most important requirements for extracurricular work is its close connection with life. The work of the circle should promote familiarization with the surrounding life and active participation in its transformation.

The organization of extracurricular activities allows, firstly, to take into account the diverse interests of schoolchildren and significantly deepen and expand their knowledge in the right direction, using both an individual approach and the work of schoolchildren in “small groups”. Secondly, and this is perhaps the most important thing, extracurricular activities allow students to work at different rates of assimilation of educational material, which often contributes to the involvement of students with low academic performance and little interest in biological science.

The content and organization of extracurricular activities must be subordinated to the educational tasks of the school. It is important to select such material that would contribute to the expansion of general educational horizons, moral and labor education, aesthetic tastes and physical strength. The effectiveness of extracurricular activities increases significantly if they are carried out systematically, regularly, and not occasionally.

An important requirement for an organization is accessibility and feasibility. Excessive activities do not give the desired results. They are not interesting for students and do not captivate them. It is especially necessary to ensure their availability in primary grades. In circle and mass work in these classes, a large place is occupied by a variety of games and entertainment, and elements of romance. The main requirement is diversity and novelty. It is known that students do not tolerate monotony and boredom. They do not show interest in monotonous classes and do not attend them. In order for schoolchildren to willingly go to club classes, to a matinee, to a conference, it needs to be exciting, varied, and new. It is no secret that extracurricular activities, which are more relaxed than lessons, sometimes reveal the innermost recesses of a child’s soul more fully. And the variety of forms of extracurricular activities in which schoolchildren can be involved is the most important means of developing not only the cognitive interest of students, but also serves to enhance their civic position in other areas.

In methodological literature and school practice, the concept of “extracurricular work” is often identified with the concepts of “extracurricular work” and “extracurricular work,” although each of them has its own content. Additionally, extracurricular activities are often considered a form of learning. Based on a comparison of these concepts with other generally accepted methodological concepts, “extracurricular work should be classified as one of the components of the system of biological education for schoolchildren, extracurricular work - as one of the forms of teaching biology, and extracurricular work in biology - as part of the system of additional biological education for schoolchildren” (9 : p.254).

An analysis of textbooks on the biological cycle shows that they do not fully meet modern requirements. Many textbooks are characterized by a weak connection between the material being studied and practice, an overload of presentation with secondary facts and details without a clear identification of tasks for managing students’ independent work, which ultimately hinders the development of students’ cognitive interests. Therefore, the development of students’ scientific knowledge in biological cycle lessons is impossible without consistent continuation of this work in extracurricular activities.

An important role in extracurricular work is played by scientific and educational evenings, club work, extracurricular homework, and Olympiads, if they are held not occasionally, but systematically. The problem of not only high-quality teaching of academic subjects, but also the revitalization of extracurricular activities is the most pressing today. By playing, answering quiz questions, solving puzzles, rebuses, crosswords, children will not only learn a lot about this amazing world of nature, but will also learn to draw conclusions, come up with hypotheses, and remember the names of plants and animals.

The results of completing extracurricular tasks are used in the biology lesson and are assessed by the teacher (he puts marks in the class journal). Extracurricular activities include, for example: observations of seed germination, assigned to students when studying the topic “Seed” (6th grade); completing a task related to observing the development of an insect when studying the type of arthropods (grade 7). Extracurricular activities include summer assignments in biology (grades 6 and 7) provided for in the curriculum, as well as all homework of a practical nature.

Extracurricular work of students, in contrast to extracurricular and extracurricular activities, is carried out with extracurricular institutions (stations for young naturalists, institutions of additional education) according to special programs developed by employees of these institutions and approved by the relevant public education authorities.

Educational significance of extracurricular activities in teaching biology

In the school education system, according to the concept, the biological cycle of disciplines occupies a special place, makes a significant contribution to the comprehensive development of the individual, and forms a modern natural science picture of the world in the younger generation. But practice shows that in the biological discipline the content (time) is reduced. Therefore, teaching biological disciplines gives increasingly positive educational results if we connect the educational process with extracurricular activities, the importance of which in the general system of education and upbringing is increasing today. Their role is to expand knowledge, develop skills, and foster a responsible attitude towards nature. As a study of the literature on this subject shows, currently the problems of biological and environmental education and upbringing are being studied in various directions:

Issues of environmental education in extracurricular and extracurricular activities of students were developed in the works of A. N. Zakhlebny, S. M. Zaikin, V. D. Ivanov, D. L. Teplov and others. They explored ways to form a responsible attitude towards nature in extracurricular activities. work, forms and methods of organizing extracurricular activities are revealed.

In the research of teachers O. S. Bogdanova, D. D. Zuev, V. I. Petrova, the methodological and general theoretical foundations of the methodology for organizing extracurricular activities for students of different ages were developed, which made it possible to penetrate into the essence of the process of carrying out extracurricular activities and determine effective ways of organization.

The work of A. N. Zakhlebny, I. D. Zverev, I. N. Ponomareva, D. I. Traitak contributes to the improvement and methodological support of environmental education, as well as the greening of educational subjects;

Psychological and pedagogical aspects of the formation of the ecological culture of teachers and students are revealed in the works of such scientists as S. N. Glazichev, N. S. Dezhnikova, P. I. Tretyakov and others;

Problems of theory and practice of introducing students to environmental research work, preparing teachers for environmental education of schoolchildren are considered in the works of S. N. Glazichev, I. D. Zverev, E. S. Slastenina and others;

Well-known psychologists B. G. Ananyev, L. I. Bozhovich, V. A. Krutetsky and others, taking into account the age characteristics of students, studied the conditions and mechanisms for organizing extracurricular work related to the feelings, will and interests of schoolchildren.

The importance of extracurricular work in biology has been proven by both methodological scientists and experienced biology teachers. It allows students to significantly expand, realize and deepen the knowledge acquired in the lessons, turning them into lasting beliefs. This is due, first of all, to the fact that in the process of extracurricular work, not constrained by the specific framework of lessons, there are great opportunities for greening biology, based, as noted, primarily on environmental education.

By conducting experiments and observations of biological phenomena, schoolchildren acquire, on the basis of direct perceptions, specific ideas about objects and phenomena of the surrounding world, about environmental problems, etc. Conducted by students, for example, long-term observations of the growth and development of a flowering plant or growth and the development of the cabbage butterfly, or the common mosquito, or experiments related to the development of conditioned reflexes in animals of a corner of nature, leave deeper traces in the minds of children than the most detailed stories or conversations about this using visual tables and even special videos.

The widespread use of various tasks related to conducting observations and experiments in extracurricular activities develops students' research abilities. In addition, the specificity of the observed phenomena, the need to briefly record what is observed, draw appropriate conclusions, and then talk about it in a lesson or a circle session, contributes to the development of students’ thinking, observation skills, and makes them think about what previously passed their attention. In extracurricular activities, individualization of learning is easily carried out and a differentiated approach is implemented.

Thus, we can conclude that extracurricular activities make it possible to take into account the diverse interests of schoolchildren, significantly deepen and expand them in the right direction, and prepare them for career guidance activities.

In the process of extracurricular work, performing various experiments and making observations, protecting plants and animals, schoolchildren come into close contact with living nature, which has a great educational influence on them.

Extracurricular work in biology makes it possible to more fruitfully implement two principles of learning - the connection between theory and practice, the connection between biology and life. It introduces schoolchildren to various feasible labor: preparing the soil for conducting experiments and observing plants, caring for them, planting trees and shrubs, preparing food for feeding birds, caring for farmed animals, which, in turn, instills in them a sense of responsibility for assigned work, the ability to complete the work started, contributes to the development of a sense of collectivism.

If extracurricular work is related to the production of visual aids from materials collected in nature, as well as dummies, tables, models, the organization of biological Olympiads, exhibitions, the publication of wall newspapers, it causes the need for schoolchildren to use popular science and scientific biological literature, and introduce them to extracurricular reading .

The great importance of extracurricular work in biology is due to the fact that it distracts schoolchildren from wasting time. Students who are interested in biology devote their free time to observing interesting objects and phenomena, growing plants, caring for sponsored animals, and reading popular science literature.

To sum up the importance of extracurricular work, we can conclude that well-organized extracurricular work contributes to the development of:

interest, creativity and initiative of schoolchildren;
observation and independence and decision making;
wider mastery of intellectual and practical skills;
skills to use acquired knowledge in matters of nature conservation;
awareness into deepening the knowledge about nature acquired in the lesson, which allows you to turn it into strong beliefs;
understanding the significance and value of nature in human life, which contributes to the formation of a holistic worldview;
responsible attitude towards nature.

Thus, extracurricular work in biology is of great importance both in resolving the educational tasks of the school biology course, and in resolving many general pedagogical problems facing the secondary school as a whole. Therefore, it should occupy a prominent place in the activities of every biology teacher.

Bibliography

Verzilin N. M., Korsunskaya V. M. "General methods of teaching biology." M.: Enlightenment. - 1983.
Vulfov B.Z., Potashnik M.M. "Organizer of extracurricular and extracurricular activities." M.: Enlightenment. - 1978.
Grebnyuk G. N. "Extracurricular activities on environmental education of schoolchildren: educational and methodological manual for teachers of educational institutions." Khanty-Mansiysk: Polygraphist. - 2005. - P. 313-327
Evdokimova R. M. "Extracurricular work in biology." Saratov. - 2005.
Zaikin S. M. “Improving the environmental education of students in the process of extracurricular work in biology” // abstract. - M.: Moscow Pedagogical University. - 2000. - 19 p.
Kasatkina N. A. "Extracurricular work in biology." Volgograd: Teacher - 2004. - 160 p.
Malashenkov A. S. "Extracurricular work in biology." Volgograd: Corypheus. - 2006. - 96 p.
Nikishov A. I. "Theory and methodology of teaching biology: a textbook." M.: KolosS. - 2007. - 303 p.
Teplov D. L. "Environmental education of high school students in the system of additional education" // Journal "Pedagogy". pp. 46-50
Teplov D. L. "Ecological education in additional education." - M.: GOUDOD FTSRSDOD. - 2006. - 64 p.
Traytak D. I. "Problems of methods of teaching biology." M.: Mnemosyne. - 2002. - 304 p.
Shashurina M. A. "Possibilities of greening the teaching and educational process in a secondary school." - 2001.
Yasvin V. A. "Psychology of attitude towards nature." - M.: Meaning - 2000 - 456 p.

Methodological development

Extracurricular work in biology

Fedorova Sofia Andreevna

Plan

Introduction

1. General characteristics of extracurricular work in biology

1.2 Educational importance of extracurricular activities in teaching biology

2. Forms and types of extracurricular activities

Conclusion

Literature

Application

Introduction.

Biology is perhaps one of the most interesting subjects in the school course. After all, it is in biology lessons that teachers try to instill in students a conscious attitude to work, develop the necessary practical skills, the desire for independent acquisition of knowledge, and, of course, the development of interest in research activities.

School biological disciplines are of great importance in the formation of a comprehensively developed personality. Biology lessons, laboratory classes, and practical work make it possible to equip students with deep and lasting knowledge about living nature, as well as to form their scientific and materialistic views on nature. In the process of teaching biology, schoolchildren develop patriotic feelings and aesthetic tastes. Along the way, schoolchildren develop a love for nature and the living world, and a desire to preserve and conserve them.

In developing students' interest in biology, a significant place is given to extracurricular activities, which are conducted by each biology teacher in different ways. Some work in additional electives and clubs, others give independent biological tasks to students, but the main feature of extracurricular work is its complete design taking into account the interests and inclinations of students. Along with this, extracurricular biology classes provide an unlimited opportunity for the development of creative activity in schoolchildren.

The development of interest is a complex process that includes intellectual, emotional and volitional elements in a certain combination and relationship.

All teachers know that students' interests are very diverse. They completely depend on the individual characteristics of the individual, as well as on the influence of external factors (school, family, friends, radio, television and the Internet, which has now become firmly entrenched in our lives, etc.). Interests can vary not only in nature, but also in duration, intensity, persistence and focus. Sometimes interest takes on the character of an inclination.

This is often facilitated by extracurricular activities, especially if they encourage students to creative exploration, to the practical application of acquired knowledge (for example, when conducting experiments in a corner of wildlife, on a school site, etc.), to reading popular science literature on biology .

How can we awaken in the younger generation an interest in living things, in caring for their preservation and increase? How to instill from early childhood a caring attitude towards nature, its vast flora and fauna?

This is largely facilitated by non-traditional forms of education (various holidays, themed evenings, role-playing games, quizzes, etc.), which improve self-education skills, practical skills of students, and broaden their horizons.

The development of external feelings was given great importance by the great methodologists of the past in our Russian school. Regarding this, the famous methodologist A.Ya. Gerd wrote: “There are many people with healthy senses, but who have not used them not only for their comprehensive and complete development, but also to obtain a clear, distinct, imaginative idea of the outside world. Is successful activity in the outside world possible without such an idea? A person with subtle external feelings has enormous advantages in comparison with a person with unsophisticated feelings. He is incomparably more insightful and resourceful, delves deeper into everything, and therefore works more thoroughly: he derives greater benefit from everything, finds interest and takes an active part in where others remain completely indifferent.”

Target: study the methods of teaching extracurricular work in biology at school.

Tasks:

Give a general description of extracurricular work in biology at school.
Consider the forms and types of extracurricular activities.
Consider the content and organization of extracurricular work in biology at school.

1. General characteristics of extracurricular activities

In methodological literature and school practice, the concept of “extracurricular work” is often identified with the concepts of “extracurricular work” and “extracurricular work,” although each of them has its own content. Additionally, extracurricular activities are often considered a form of learning. Based on a comparison of these concepts with other generally accepted methodological concepts, extracurricular work should be classified as one of the components of the system of biological education for schoolchildren, extracurricular work as one of the forms of teaching biology, and extracurricular work in biology as part of the system of additional biological education for schoolchildren.

Extracurricular work in biology is carried out during extracurricular hours. It is not compulsory for all schoolchildren and is organized mainly for those who have an increased interest in biology. The content of extracurricular work is not limited to the framework of the curriculum, but goes significantly beyond its boundaries and is determined mainly by schoolchildren by those interests, which in turn are formed under the influence of the interests of the biology teacher. Very often, for example, teachers interested in floriculture engage schoolchildren in studying the diversity and growing of ornamental plants, and teachers interested in bird biology subordinate almost all extracurricular work to ornithological topics. Extracurricular activities are implemented in its various forms.

Extracurricular work, like extracurricular work, is carried out by students outside the lesson or outside the classroom and school, but always according to the teacher’s assignments when studying any section of the biology course. The content of extracurricular work is closely related to the program material. The results of completing extracurricular tasks are used in the biology lesson and are assessed by the teacher (he puts marks in the class journal). Extracurricular activities include, for example: observations of seed germination, assigned to students when studying the topic “Seed” (6th grade); completing a task related to observing the development of an insect when studying the type of arthropods (grade 7). Extracurricular activities include summer assignments in biology (grades 6 and 7) provided for in the curriculum, as well as all homework of a practical nature.

1.2 Educational importance of extracurricular activities in teaching biology

This significance has been proven by both methodological scientists and experienced biology teachers. It allows students to significantly expand, realize and deepen the knowledge acquired in the lessons, turning them into lasting beliefs. This is due primarily to the fact that in the process of extracurricular work, not constrained by the specific framework of lessons, there are great opportunities for using observation and experiment - the main methods of biological science. By conducting experiments and observing biological phenomena, schoolchildren acquire specific ideas about objects and phenomena of the surrounding world based on direct perceptions. Students conducted, for example, long-term observations of the growth and development of a flowering plant or the growth and development of a cabbage butterfly or an ordinary mosquito, or experiments related to the development of conditioned reflexes in animals of a corner of nature, leave deeper traces in the minds of children than the most detailed stories or conversations about this using visual tables and even special videos.

The widespread use of various tasks related to conducting observations and experiments in extracurricular activities develops students' research abilities. In addition, the specificity of the observed phenomena, the need to briefly record what is observed, draw appropriate conclusions, and then talk about it in a lesson or a circle session contributes to the development of students’ thinking, observation skills, and makes them think about what previously passed their attention. In extracurricular activities, individualization of learning is easily carried out and a differentiated approach is implemented.

Extracurricular activities make it possible to take into account the diverse interests of schoolchildren, significantly deepen and expand them in the right direction.

Extracurricular work in biology makes it possible to more closely connect theory with practice. It introduces schoolchildren to various feasible labor: preparing the soil, conducting experiments and observing plants, caring for them, planting trees and shrubs. preparing food for feeding birds, caring for farmed animals, which, in turn, instills in them a sense of responsibility for the assigned task, the ability to complete the work started, and contributes to the development of a sense of collectivism.

2. Forms and types of extracurricular activities

Reasons for identifying forms of extracurricular work.

The comprehensive school has accumulated extensive experience in extracurricular work in biology, which is reflected in special methodological publications, as well as in the chapters of general and specific methods of teaching biology. In some of them, along with revealing the content and organization of extracurricular work, its forms and types are considered.

The circle of young naturalists is generally recognized as the main form of extracurricular work. There are discrepancies in the identification of other forms. Along with the circle, forms of extracurricular work include, for example, extracurricular reading. The most acceptable selection of forms was proposed by N. M. Verzilin. In the book “General Methods of Teaching Biology” (M., Prosveshchenie, 1974), the author classifies individual, group and mass classes as forms of extracurricular work. At the same time, the circle of young naturalists in the proposed system is presented as a type of group form of extracurricular activities.

When identifying forms of extracurricular work, one should proceed both from the number of students taking part in extracurricular work and from the principle of systematic or episodic implementation. Taking into account the above, it would be more correct to distinguish 4 forms of extracurricular work in biology:

1) Individual lessons;

2) Group episodic classes;

3) club activities;

4) mass naturalistic events.

It is hardly advisable to single out extracurricular reading or extracurricular observations, the production of visual aids and other work carried out by students on the basis of their voluntariness as independent forms, since it is used both in individual and in occasional group, circle and mass forms of classes.

Extracurricular work in biology is carried out in most schools in all the forms that we have given above (Diagram 1).

Scheme 1. Forms and types of extracurricular work in biology. (Nikishov A.I.)

Characteristics of forms of extracurricular work in biology.

Customized form extracurricular activities take place in all schools. Trying to satisfy the needs of individual schoolchildren interested in biology, the teacher invites them to read one or another popular science book, conduct observations in nature, make a visual aid, and select material for a stand. Sometimes, while satisfying the curiosity of individual schoolchildren, the teacher does not set any goal for himself, does not direct this extracurricular work in a certain direction, and does not even consider that he is carrying it out. This picture is often observed among teachers who do not have sufficient work experience.

Experienced teachers find out the biological interests of schoolchildren, constantly keep them in their field of vision, set themselves the task of developing their interests in biology, select appropriate individual lessons for this purpose, gradually complicating and expanding their content. Some students create their own home wildlife corners. The teacher gives such students instructions for conducting experiments at home. Individual extracurricular activities are essentially a voluntary variety of homework and extracurricular activities.

Group episodic classes usually organized by a teacher in connection with the preparation and holding of school public events, for example, the school biology Olympiad, Biology Week, Health Week, and the Bird Day holiday. To carry out such work, the teacher selects a group of students interested in biology, instructs them to select certain material, publish a thematic wall newspaper, prepare and conduct reports, and artistic performances for the holiday. Usually, after the completion of any public event, the work of the episodic group ceases. To conduct another public event, the teacher attracts students from the previous occasional group or creates a new one.

Circle of young naturalists - the main form of extracurricular activities. Unlike an episodic naturalistic group, circle activities bring together schoolchildren who systematically carry them out over the course of a year or even several years. The composition of the circle is usually stable and can include both students of the same class or parallel classes, as well as students differing in years of study. Often students are united in a circle not by age or level of preparedness, but by their inclinations and passion for youth activities.

The naturalistic circle is characterized by such types of work as experiments and observations (in a natural setting, at a training and experimental site, in corners of wildlife); excursions in nature and agricultural production; participation in nature conservation; publishing handwritten journals; production of visual aids. The circle of young naturalists is the organizer of all extracurricular mass biological events.

In the practice of schools, various naturalistic circles take place. Some of them include a variety of biological topics, others are quite narrow in the content of the work. Thus, along with circles for young botanists or experienced plant growers, there are often indoor floriculture circles or even cactus clubs.

When determining the content of the circle’s work, it is most advisable to proceed from the fact that every schoolchild who is interested in biology should have a comprehensive knowledge of living nature. Therefore, narrow specialization at the very beginning of circle work is premature. The practice of many teachers shows that circle work at school is more successful if the circle members, who first become familiar with the various possible problems, then, during the course of classes, consciously choose a direction for themselves that is more consistent with their interests.

Mass naturalistic events are organized on the initiative of a biology teacher and are carried out with the active participation of a circle of young naturalists, school student activists, school administration, and subject teachers. Plans for holding public events are approved by the school’s teaching councils.

A large number of students are involved in mass work - parallel classes, the entire school. It is characterized by a socially useful orientation. Typically, schools conduct such types of mass work as biological olympiads; themed evenings dedicated to Health Day, Bird Day, Garden Week, Forest Week; campaigns for planting trees and shrubs, collecting seeds and other food for winter feeding

birds; making and hanging bird nests.

In schools where extracurricular work in biology is well established, all its existing forms take place. Carrying out public events is necessarily associated with both individual and group episodic and circle work of students.

Types of extracurricular activities are also interconnected and complement each other. Thus, in the process of conducting observations and experiments on plants and animals or self-observations, schoolchildren have various questions, the answers to which they find in popular science and scientific literature, and then after working with it (extra-curricular reading) they again turn to experiments and observations for clarification, visible reinforcement of knowledge obtained from books.

Main directions of extracurricular activities.

The success of extracurricular work in biology is largely related to its content and organization. Extracurricular activities should arouse interest among schoolchildren and captivate them with various types of activities. Therefore, it cannot be turned into additional lessons for students in the sections of biology studied at school, or conducted like classroom lessons, laboratory and other compulsory classes. To a certain extent, extracurricular work in biology should be a break for schoolchildren from compulsory classes. When organizing extracurricular activities, you should always take into account the age characteristics of children. “A child demands activity incessantly and gets tired not of activity, but of its monotony and one-sidedness,” wrote K. D. Ushinsky.

The accumulated experience of extracurricular work in a comprehensive school shows that it should be based on independent, predominantly research-based activities of students, conducted under the guidance of a teacher: independent experiments and observations, work with reference books, keys, magazines, popular science literature.

Extracurricular work with botanical content, carried out primarily with students in grades V-VI, should include observations and experiments on the study of the structure and physiology of plants; familiarization with the diversity of the plant world and the importance of wild plants in human life, with seasonal phenomena in the life of plants, classes in indoor floriculture, etc. Among public events of a botanical nature, Garden Week, Forest Day, Harvest Festival, etc. are of great importance.

The main content of zoological extracurricular work should be associated with classes for schoolchildren to study the species composition of the most common animals of the local region, identify animals that harm agriculture and forestry, and measures to combat them, familiarize themselves with rare animals and methods of their protection. Of great interest is the work on creating a zoological corner of wildlife, caring for and observing their inhabitants, and taming them. Among the mass events of a zoological nature, children are of great interest in the work of attracting and protecting birds and protecting anthills.

Extracurricular work on human anatomy, physiology and hygiene, carried out mainly with students of the VIII grade, usually includes: experiments and introspection, clarifying the importance of organ exercises on their development; experiments elucidating the influence of various environmental factors on the activity of organs; carrying out propaganda among schoolchildren and the population of a healthy lifestyle; explanation of the emergence and spread of various types of superstitions.

Extracurricular work in general biology is associated with the study of heredity and variability, the struggle for existence in the plant and animal world, the interrelations of organisms in specific habitats, etc. When specifically determining the content of extracurricular work in biology, first of all, preference should be given to those types of work that have useful significance and make it possible to carry out connection between theory and practice, implement the research principle. The content of extracurricular activities should be accessible to each age group of students.

The right to participate in extracurricular activities. Schoolchildren interested in biology do extracurricular activities.

According to many teachers and methodologists, less than satisfactory performance in some subjects cannot be an obstacle to admission to the club. There are many examples when schoolchildren do not participate in any subject clubs and do not perform well in one or more subjects. They devote all their free time to the street. Students who perform poorly in any subject, but are interested in extracurricular work in biology, may not become biologists in the future; it is important that they become people who love their native land and nature. A person of any specialty should treat nature with interest and love and show a desire to protect it.

Organization of individual and group episodic extracurricular work in biology.

Schoolchildren's extracurricular work in biology can be successful if it is constantly guided by the teacher. Management individual work individual students interested in biology is that the teacher helps them choose or clarify the topic of classes, recommends reading relevant literature, developing a methodology for conducting an experiment or observation, is interested in the progress of the work, advises how to overcome certain difficulties encountered, etc. Results Experienced teachers then use individual work as an illustration when presenting new material in biology lessons, in notes on wall newspapers on biology, and on stands in the biology classroom.

The activation of individual extracurricular work is facilitated by specially issued bulletins under the guidance of the teacher: “What can be observed in nature in spring”, “Entertaining experiments with plants”, bulletins with annotations of popular science literature, exhibitions of books, the best works of students.

In biology lessons, the teacher can invite students to observe this or that phenomenon outside of class time, provide additional information about the animal or plant and tell them where they can read more about them. At the same time, in the next lessons you should always find out which of the students carried out the recommended observation, read the book, made a visual aid, etc., encourage them and involve them in other work.

For group episodic work The teacher attracts several students interested in biology at the same time, often from different classes. He sets a task for them, for example, to prepare and conduct Bird Day, and then gives them various assignments: one - to compile reports on the importance of birds in nature and the need for their protection, quiz questions; for others - to select drawings depicting birds and design montages; the third is to compose a literary montage of their poems about birds, etc. Then the teacher monitors the completion of the assigned work and helps in its completion. The result of this work is holding a holiday.

In a similar way, classes are organized for a sporadically working group of students to prepare and conduct biological KVN, hours of entertaining biology and other mass biological events.

Organization of extracurricular club activities.

Club work can unite, for example, botanists, zoologists, physiologists, and geneticists. Circles for young naturalists are organized in different ways. In some schools they bring together schoolchildren who have already been involved in individual or group episodic work, in others - students who have not previously participated in any forms of extracurricular work. The organization of a circle can be preceded by a well-organized excursion into nature, after which the teacher invites interested schoolchildren to unite in a youth circle. The desire of schoolchildren to work in a youth circle often manifests itself after they have completed extracurricular activities or an interesting public event, for example, the Forest Festival or Bird Day.

Charter of the circle. The Young Naturalists Club is a voluntary organization. However, having joined it, students must follow certain rules (the charter, the commandments of the youth), which are developed and accepted by the circle members themselves at one of the first gatherings. The content of such a youth document may vary.

Active circle. The success of the circle largely depends on its assets (headman, secretary, those responsible for the household, wall seal), which are chosen at one of the first circle lessons.

The head of the circle convenes youth meetings, presides over them, monitors duty in the corner of wildlife, maintains a general diary of work, and monitors the performance of duties by other members of the circle activists.

The circle secretary compiles and posts duty lists, notes the presence of youth members at circle meetings, finds out the reasons for absence, and keeps brief minutes of meetings.

The person responsible for the circle’s economy monitors the availability of animal feed, its correct consumption, is responsible for the safety of equipment, the youth library, etc.

The person responsible for wall printing, together with members of the editorial board, selects material for a wall newspaper or handwritten magazine and monitors their timely release.

The leader of the circle should develop in every possible way the initiative and independence of the circle’s active members, and consult with them in resolving certain issues.

Diversity of naturalistic clubs by age and number of students. The youth circle should unite mostly students of the same age. If students of different classes work in a circle, then it is advisable to divide them into sections. Thus, circle members from class VI can be combined into a section with a botanical content of work, circle members from class VII - into a section with a zoological content of work. If the school has one biology teacher, then it is better to organize a general naturalistic circle with sections. You can have one club at school with sections that differ in the complexity of the content of the work.

Planning the work of the circle. Of great importance in the activities of the circle is the careful development of a work plan, which can be drawn up for a year, six months or a quarter. It should reflect all types of work of the circle. When drawing up such a plan, circle leaders usually take into account the interests of young people, their cognitive research abilities and capabilities.

It is advisable to reduce any work of the circle members to a specific topic. For example, if a group decides to start landscaping a school, then the topic “Propagation of indoor plants and caring for them” should be taken, and if there is a desire to purchase any animals for the wildlife corner, the work plan includes the topic “Keeping small mammals in captivity.”

Organizing the work of circle members on planned topics.

When organizing the work of circle members on any topic, many teachers adhere to the following order of work.

An introductory (orientation) lesson, usually of a theoretical nature.
Independent work of circle members (mainly research-oriented).
Reporting lesson.
Publishing a wall newspaper, organizing an exhibition based on the results of the work.

Scheme of work of the Youth Circle (Verzilin N.M., Korsunskaya V.M.)

At the introductory lesson, the goal of the upcoming work is set for the young nativists and its content is revealed. In this case, you can use educational films, filmstrips, name available literature related to the topic under consideration, etc. After preliminary familiarization work, individual or group tasks for independent research work are distributed among the young students, and instructions are given for completion.

Independent work of young people on the topic under consideration consists of conducting experiments and observations in nature, corners of wildlife, working with popular science literature, followed by compiling abstracts, and producing visual aids. Although the circle members then complete the tasks taken during the introductory lesson independently, they can always get additional clarification from the circle leader, who should be interested in the progress of their independent work.

At the reporting lesson of the circle, the young natists report on the work done, show collections, photographs of the objects being studied, and read out the records of the observations carried out. At the same lesson, the editorial board of the circle is entrusted with publishing a newspaper based on his materials.

General meetings of the circle at school are usually held once a month, and independent individual or group work of young nativists on tasks chosen by them - for the entire time necessary to complete them.

Extracurricular work remains interesting for students only if they do not feel stagnation or monotony in it. Therefore, it is necessary to gradually lead the circle members from performing simple experiments and observations to conducting more complex ones of a research nature.

Of great importance in the development of circle work at school is the organization of encouraging young people, which is expressed primarily in recording the completion of useful tasks by them in the general diary of the circle and the systematic “publication” of records in the press.

Massive extracurricular activities.

These are, for example, biology Olympiads, evenings, holidays, hours of entertaining biology, nature conservation work. They are organized by a biology teacher with the help of circle members or a group of students not formalized in a circle, the student activists of the school.

School biology olympiads are carried out in two rounds. Usually, a month before the Olympiad, a group of young people publishes a bulletin about the procedure for holding it, and posts a list of recommended literature.

The first round of the Olympiad takes place in writing using several options, including 2-3 questions each requiring short, specific answers. For the second round of the Olympiad, the young people prepare living and fixed natural objects, stuffed animals, tables, drawings and photographs of plants and animals, and anatomical preparations. All this is placed in departments: “Botany”, “Zoology”, “Human Anatomy and Physiology”, “General Biology”.

In each department, Olympiad participants take tickets with one question or task, requiring them to name a plant, animal, or say whose footprints are shown in the picture, or to briefly talk about some object or phenomenon.

The first round of the Olympiad can also be held in absentia. At the same time, in a specially issued bulletin, students are asked to name biological objects depicted in drawings and photographs, indicate, for example, what types of animals the tracks, chews or other manifestations of life belong to, name certain organs and talk about their functions in the body. The literature is indicated in the bulletin. Students put written answers to questions in a box, and then they are evaluated by a teacher and a jury selected from the youth students.

The winners of the school Olympiad are candidates for participation in the regional or district Olympiad.

Biological KVN, which have become widespread in schools, are carried out following the example of television KVN. To conduct KVN, two teams are usually selected from several classes (preferably parallel), each of which, 2-3 weeks before the start of the competition, prepares a biological greeting for the opposing team, questions, riddles, poems and stories about wildlife.

The presenter from among the youth members also prepares for KVN in advance. To evaluate the work of the teams during the competition, a jury is elected, which includes the leader and activists of the youth circle, class teachers of students who take an active part in KVN, and the chairman of the school’s student team. The teacher - the organizer of KVN - supervises all the work. He recommends relevant literature to the participants, inquires about the progress of the preparation of the game, conducts consultations, and gives advice on how to implement certain ideas of the teams in the most interesting way possible.

Fans are invited to biological KVN - all interested school students. The date of the KVN is announced in advance: a colorful announcement is posted in the school lobby.

Hours of entertaining biology usually organized by classes or in parallel classes. The duration of one lesson is an academic hour.

Each hour of entertaining biology (botany, zoology, etc.) is prepared in advance by club members or individual students under the guidance of a teacher. They select the necessary information from the recommended literature, compile it, and prepare visual aids. When classes are given a playful form (for example, in the form of a trip), facilitators are trained.

During the lesson itself, the presenter invites the schoolchildren to take a trip, names stopping points, during which pre-prepared circle members provide interesting information about plants (for entertaining botany), about animals (for entertaining zoology), etc.

The presenter can invite class participants to guess some biological riddles, solve crosswords or teawords, or answer quiz questions.

Various biological evenings, for example, “Forest Treasures”, “Journey to the Homeland of Houseplants”, “How Superstitions Are Born”, etc. Each evening is preceded by a lot of preparatory work: a program for the evening is developed, topics for reports and messages are distributed among the organizers, its entertaining part (questions) is prepared quizzes, biological games, crosswords), amateur performances (poems, dramatizations), decoration, exhibition of naturalistic works of students.

The value of such preparation for evenings lies primarily in the fact that schoolchildren are introduced to independent work with various popular science and reference literature (at the same time their biological horizons are expanded), they comprehend and creatively process the information they find. It is important that at the same time one of the most important tasks of the school is realized, related to the development of creative activity and independence of adolescents, the ability to navigate the flow of modern information. In cases where the teacher uses ready-made scripts and invites students (speakers, presenters) to memorize this or that text and retell it in the evening, the educational effect of the evenings is small.

In conducted by the school mass socially useful events All schoolchildren take part in nature conservation and landscaping of the school grounds. This work is organized by the school administration, biology teacher, class teachers, youth teachers, and school student activists.

Before each mass socially useful campaign, members of the circle find out the volume and nature of the work, receive the necessary instructions, acquire the appropriate skills, and then, having been distributed among classes, introduce schoolchildren to the upcoming work and help them during it.

Observation diary. In the process of extracurricular work, it is necessary to develop among the circle members the ability to conduct and make sketches of observed phenomena. The diary should be the property of every observer, both those conducting individual experiments and observations, and those working on any general topic.

Observation records make it possible to thoroughly understand the observed material, identify unclear issues, allow you to find mistakes made, and draw the necessary conclusions.

Keeping a diary is difficult, especially for a novice nature researcher. Many schoolchildren cannot, and therefore do not like, write down observations. More often this happens due to ignorance of what needs to be noted in the observation diary.

Particular attention should be paid to keeping an observation diary. To do this, the instructions in the assignments need to indicate what exactly they should write down. It is useful to get acquainted with observation diaries as often as possible and note what is missing in them, what notes could be made based on what you saw. During club classes, it is advisable to read out entries from good observation diaries. This work is also facilitated by the organization of special competitions for the best observation. Participants in the competition are asked to observe one animal in a corner of wildlife or the development and growth of a plant grown in a biology classroom, and write a story based on the observation.

Good records of observations should be constantly placed in the Yunnat wall newspaper.

Extracurricular activities are varied and therefore no single form of journaling can be adopted.

While working, it is often difficult to describe what you see. Therefore, it is useful to recommend that schoolchildren make sketches along with recording observations. It is very useful to place photographs of observed objects in your diaries.

Wall newspaper, newsletters, montages.

A large role in the organization of extracurricular work in biology and the connection of the circle members with other schoolchildren belongs to the Yunnat wall press - Yunnat newspapers, bulletins, and montages. The main drawback in this type of activity of the circle members is often manifested in the fact that they copy interesting information from magazines and other popular science literature into “their newspapers,” almost without reflecting in the wall press the work of the circle as a whole and the work of individual youth members. At the same time, information about the activities of the biology club must be included in the school seal. If, for example, work is planned to collect seeds and fruits of trees and shrubs, then the press should contain notes about its socially useful significance. Then, in the next issue of the newspaper, a series of notices should be given about the achievements of the school and the diligence of individual students in this type of activity. The school press should also reflect the results of all independent research of the circle members.

Exhibitions of student work.

Exhibitions of the best works of students are of great importance in developing interest in extracurricular work in biology. It is most advisable to organize them to coincide with some biological evening (or holiday), the final lesson of the circle, or the beginning of the school year.

The exhibition may include diaries of student observations, photographs taken in nature, collections and herbariums, grown plants, etc. The exhibition can be called, for example, “Summer work of students,” “Gifts of Autumn,” “Work of young naturalists in a forest nursery,” etc. . p. Exhibits selected for the exhibition must be provided with labels indicating the name of the work and its artist.

The exhibition is organized in the biological laboratory or in the school hall. It should be open to everyone (both students and parents) after school hours. Young people should be on duty at the exhibition. To get acquainted with the work of students, it is useful to select guides from among the best young people. It is useful to have a book of reviews in which the work of the circle of young naturalists and individual circle members will be assessed.

Conclusion

“Extracurricular activities are a form of various organization of voluntary work of students outside the lesson under the guidance of a teacher to stimulate and demonstrate their cognitive interests and creative activities in order to expand and complement the school biology curriculum.” The extracurricular form of classes opens up wide opportunities both for the manifestation of the teacher’s pedagogical creative initiative and for the diverse cognitive initiative of students and, most importantly, for educating them. In the process of extracurricular activities, students develop creativity, initiative, observation and independence, acquire labor skills and abilities, develop intellectual and thinking abilities, develop perseverance and hard work, deepen knowledge about plants and animals, develop interest in the surrounding nature, learn to apply acquired knowledge to practice, they develop a natural-scientific worldview. Extracurricular activities also contribute to the development of initiative and collectivism.

In all types of extracurricular activities, a single principle of educational training is carried out, carried out in the system and development. All types of extracurricular activities are interconnected and complement each other. During extracurricular activities, there is direct and feedback communication with the lesson. Types of extracurricular work make it possible to lead students from individual work to team work, and the latter acquires a social orientation, which is of great importance for education.

Extracurricular activities, conducted as part of the entire teaching process, develop students’ multifaceted interests, independence in work, practical skills, their worldview and thinking. The forms of such activities are very diverse, but in terms of content and methods of implementation they are related to the lesson; During the lesson, students develop an interest that finds its satisfaction in one form or another of extracurricular activities and again receives development and consolidation in the lesson.

Students' interests are often extremely narrow, limited to collecting and an amateur attitude towards individual animals. The task of the teacher is to expand the interests of students, to raise an educated person who loves science and knows how to explore nature. When conducting experiments and long-term observations of natural phenomena, schoolchildren form specific ideas about the material reality around them. Observations made by the students themselves, for example, of the development of a plant or the development of a butterfly (for example, the cabbage white butterfly), leaves a very deep imprint and strong emotional impressions in their minds.

Literature

Verzilin N.M., Korsunskaya V.M. General methods of teaching biology. - M.: “Enlightenment”, 1983.
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Nikishov A.I., Mokeeva Z.A., Orlovskaya E.V., Semenova A.M. Extracurricular work in biology. - M.: “Enlightenment”, 1980.
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Ushinsky K. D. Selected pedagogical works. - M., 1954. - vol. 2. - p. 111

Verzilin N.M., Korsunskaya V.M. - M.: “Enlightenment” 1983. - p. 311

Shirokikh D.P., Noga G.S. Methods of teaching biology. - M., 1980. - p. 159.

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Updated: 03/28/2019 21:49

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