The manual examines the goals and content of biological education, methods, means and forms of teaching biology in secondary schools. The ideas of developmental education, issues of ecologization and humanization, systemic and integrated approaches to the implementation of biological education, the development of a personality-oriented orientation of education, a materialistic worldview and an emotional-value attitude to the world, nature, society and personality are revealed.
For students of pedagogical universities. It can be used by practicing teachers and methodologists of advanced training institutes.

METHODS OF TEACHING BIOLOGY AS A SCIENCE.
The methodology of teaching biology examines the content of the educational process in this subject and the patterns of assimilation of biological material by schoolchildren. The methodology is built according to the goals and objectives general education and education, based on common for all school subjects the foundations of pedagogical science, taking into account the specifics of the study of biology, considers the problems of theories of education and upbringing associated with the teaching of the subject "Biology".

The method of teaching biology is the science of the system of the process of teaching and upbringing, due to the characteristics of the school subject.

Science is a field of research activity aimed at obtaining new knowledge about objects and phenomena. Science includes knowledge about the subject of study, its main task is to know it more fully and deeper. The main function of science is research. The subject of the study of teaching methods in biology is the theory and practice of teaching, upbringing and development of students in this subject.

CONTENT
Foreword
Chapter 1. Methods of teaching biology as a science and academic subject
1.1. Biology teaching methodology as a science
1.2. The relationship of teaching methods of biology with other sciences
1.3. Biology teaching methodology as an academic subject
Chapter 2. Brief history of the formation and development of methods of teaching biology
2.1. The origin of biology teaching methods in Russia
2.2. The beginning of school science in Russia and the methods of teaching it
2.3. School science and teaching methods in the first half of the 19th century
2.4. School science and teaching methods in the second half of the 19th century
2.5. Methodology of teaching natural science in the first half of the XX century
2.6. Biology teaching methodology in the second half of the XX century
Chapter 3. Modern problems of methods of teaching biology
3.1. Aims and objectives of the methodology of teaching biology in teacher education
3.2. Regularities and principles of biology teaching methods
3.3. Types of biology training
3.4. Technology and learning theory
Chapter 4. Content of the subject "biology" in secondary school
4.1. Basics of the content of biological education in secondary school
4.2. The content and structure of the subject "biology" in modern secondary school
4.3. Components of the content of biological education
4.4. Goals and objectives of biological education
4.5 Mandatory minimum content of biological education
4.6. New (competence) approach and biological education of schoolchildren
Chapter 5. Development biological concepts on a school subject
5.1. Concept as basic didactic unit knowledge in the school subject "biology"
5.2. The role of concept content in a school subject
5.3. Concept development theory and its meaning
5.4. System and development of ecological concepts in the school subject "biology"
5.5. Methodology for the development of concepts in the process of teaching biology
Chapter 6. Activities in the content of biological education
6.1. Activity as a component of the content of biological education
6.2. Management of mental development of students
6.3. Modes of activity in the content of biology education
6.4. Methodology for the formation of skills and abilities in the process of teaching biology
Chapter 7. Education in the process of teaching biology
7.1. Upbringing education system
7.2. Education of the worldview
7.3. Environmental education
7.4. Labor, aesthetic, ethical, patriotic and civic education
Chapter 8. Methods of teaching biology
8.1. Biology teaching method system
8.2. Characteristics of individual methods of teaching biology
8.3. Choice of methods and their development
8.4. Biology multimedia teaching methods
Chapter 9. Biology teaching tools
9.1. Learning Tools System
9.2. Visual aids in biology, their types and classification
Chapter 10. Forms of organization of teaching biology in secondary school
10.1. General characteristics and system of forms of teaching biology
10.2. Biology lesson
10.3. Excursion as an important form of teaching biology
10.4. Extracurricular work and its place in the system of teaching biology
10.5. Homework pupils
10.6. Extracurricular activities in biology
Chapter 11. Control over the achievements of students in the process of teaching biology
11.1. Control and its importance in teaching biology
11.2. Types and methods of control of knowledge in biology
Chapter 12. Material base of teaching biology
12.1. Biology class
12.2 Wildlife Corner
12.3. Educational and experimental site
Bibliography.

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1.1. METHODS OF TEACHING BIOLOGY AS A SCIENCE

Science is a field of research activity aimed at obtaining new knowledge about objects and phenomena. Science includes knowledge about the subject of study, its main task is to know it more fully and deeper. The main function of science is research. The subject of the study of teaching methods in biology is the theory and practice of teaching, upbringing and development of students in this subject.

The methodology as a science is faced with the task of identifying the patterns of the process of teaching biology in order to further improve it, increase the effectiveness of training students as highly conscious, comprehensively developed and biologically literate members of society.

Based on the foundations of didactics, the methodology solves the most important tasks of developmental education.

In contrast to didactics, the methodology of teaching biology has its own specificity, determined by the content and structure of biological science and the academic subject. The methodology develops rational methods, means and forms of education for mastering students' knowledge of biology and the ability to apply them to

practice, for the formation of a scientific worldview and understanding of the value of life.

The methodology of teaching biology, like any science, learns the objective laws of the processes and phenomena that it studies. Revealing their common patterns allows her to explain and predict the course of events and act purposefully.

The main features of science, as a rule, are the goals, the subject of its study, methods of cognition and forms of expression of knowledge (in the form of fundamental scientific provisions, principles, laws, laws, theories and facts, terms). The history of the formation and development of science, the names of scientists who enriched it with their discoveries are also important.

The goals facing the methodology of teaching biology are in line with the general pedagogical goals and objectives. Therefore, this technique is a special area of ​​pedagogy, due to the specifics of the subject of research.

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

The methodology of teaching biology determines the goals of education, the content of the academic subject "Biology" and the principles of its selection.

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

The subjects of scientific knowledge are various aspects, properties and relations of an object, fixed in experience and included in the process of practical activity. The object of the study of the methods of teaching biology is the teaching and educational (educational) process associated with this subject. The subject of the research methodology is the goals and content of the educational process, methods, means and forms of teaching, upbringing and development of students.

In the development of science, its practical application and the assessment of achievements, a rather significant role belongs to the methods of scientific research. They are a means of knowing the subject under study and a way to achieve the goal. The leading methods of teaching biology are as follows: observation, pedagogical experiment, modeling, forecasting, testing, qualitative and quantitative analysis of pedagogical achievements. The named methods are based on experience, sensory cognition. However, empirical knowledge is not the only source of reliable knowledge. Such methods of theoretical knowledge as systematization, integration, differentiation, abstraction, idealization, system analysis, comparison, generalization help to reveal the essence of an object and a phenomenon, their internal connections.

Building a theory of teaching biology at school requires a combination of empirical and theoretical knowledge. On the one hand, it is necessary to rely on the facts of direct observation of the pedagogical phenomena of the educational process, the study and understanding of the experience (advanced and negative) of teaching practice. On the other hand, generalization, scientific abstraction of signs, facts and relationships, forecasting and constructing the positive aspects of teaching, proposing ideas for updating and optimizing the educational process are required. But the ideas put forward must again be tested by observing and comprehending experience, new facts, actions and phenomena. Without such a combination, the construction of a methodological theory of teaching biology at school either remains empirical and subjective, or leads to pointless theorizing. Only with the help of experimental means of evidence hypothetical ideas and constructions can be realized in theory and practice.

In the methodology of teaching biology, almost all theories are formulated based on a natural pedagogical experiment, the testing of ideas in mass teaching practice, in a close combination of empirical and theoretical knowledge.

The general methodology of teaching biology considers the main issues of all biological courses at school: the concept of biological education, goals, objectives, principles, methods, means, forms, models of implementation, content and structures, stages, continuity, history of the formation and development of biological education in the country and the world ; ideological, moral and eco-cultural education in the learning process; unity of content and teaching methods; the relationship between the forms of educational work; integrity and development of all elements of the biological education system, which ensures the strength and awareness of knowledge, skills and abilities.

The general methodology of teaching biology is closely related to all private biological methods. Her theoretical conclusions are based on basic methodological research. And they, in turn, are guided by general methodological provisions for each training course. Thus, the methodology as a science is one, the general and special parts are inextricably combined in it.

1.2. CONNECTION OF BIOLOGY LEARNING METHODS

WITH OTHER SCIENCES

The methodology of teaching biology, being a pedagogical science, is inextricably linked with didactics. This is a section of pedagogy that studies the patterns of assimilation of knowledge, abilities and skills and the formation of students' beliefs. Didactics develops the theory of education and teaching principles common to all school subjects. The methodology of teaching biology, which has long been established as an independent area of ​​pedagogy, develops theoretical and practical problems of the content, forms, methods and means of teaching and upbringing, due to the specifics of school biology.

The methodology of teaching biology is closely related to psychology, since it is based on the age characteristics of children. The methodology emphasizes that upbringing education can be effective only if it corresponds to the age development of students.

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

Biology teaching methodology is closely related to philosophy. It contributes to the development of human self-knowledge, understanding of the place and role of scientific discoveries in the system of general development of human culture, allows you to link disparate fragments of knowledge into a single scientific picture of the world. Philosophy is the theoretical basis of the methodology, equips it with a scientific approach to the diverse aspects of teaching, upbringing and development of schoolchildren.

1.3. BIOLOGY TEACHING METHODS

AS A LEARNING SUBJECT

Biology teaching methodology as an academic subject is of paramount importance for the preparation of a secondary school biology teacher. In the learning process, students' professional knowledge and skills are formed, they master the ability to teach.

The academic subject does not contain all the knowledge accumulated by science in the course of research, but only their foundations. They are specially selected based on the learning objectives, age and preparation of the students. Unlike science, the main function is academic subject- educational. The subject matter is not an exact copy of science. In the design of the academic subject, the dominant tendency is to convey to students the system of knowledge and experience accumulated by science. This is not only a simple reproduction of scientific data, but also a generalization, clarification of concepts, systematization scientific facts and judgments.

The academic subject, taking into account its main educational function, is built according to a certain system. It integrates everything that is most productive, revises individual problems.

1.The ideas of F. Jung and O. Schmeil, their influence on the Russian method of biology

Already in the early 60s, immediately after the appearance of "The Origin of Species" by Darwin, the voluminous "Zoology and Zoological Reader" by prof. A.P. Bogdanov - a student of K.F.Rulier and his successor in the university department.

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

On a biological basis and also in ascending order, the textbooks of the classic of our domestic methodology A. Ya. Gerd were built, who, however, had to reckon with the requirements of the censorship that had already come to his senses and only hints, in Aesopian language, to carry out the idea historical development animal world.

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

"Biological Method" is associated with names German teacher F. Junge and prof. O. Shmeil. Junge tried to replace the courses of botany and zoology with the study of living communities, or biocenoses, borrowing this concept from prof. Mobius and developed it "on the example of a school study of an ordinary village pond. Passion for this idea would be short-lived, since its implementation met with great difficulties, primarily in climatic conditions. Much more viable was the" biological method "in the form it was developed by Schmeil for courses of botany and zoology.

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

Teaching from Schmeil's textbooks revived school biology, but the "biological method" he pursued was fundamentally flawed, since it distorted the actual relationship between the organism and the environment. In his methodological guide, Schmeil did not hide his negative attitude towards Darwinism, and in his textbooks he diligently passed over in silence the relativity and historicity of the fitness of organisms. Deliberately selecting vivid examples of adaptation, and in other cases resorting to obvious exaggerations, Schmeil unswervingly led students to a teleological concept of perfect and pre-established expediency in the structure of organisms. And although, taking into account the trends of the times, he does not refer to the wisdom and goodness of the “creator”, ideologically his textbooks remain at the level of “The spectator of God, their deeds in the universe”. This provided the "biological method" of German authors with a favorable attitude from the tsarist ministry of education.

The biological principle in the textbooks of Russian Darwinist authors. On a different methodological basis, completely independently of Jung and Schmeil and, as we have seen, long before them, the biological direction developed in the advanced Russian textbooks of the 19th century. This biological, or ecological, principle found a clearer expression already at the beginning of our century in the textbooks of Moscow zoologists - prof. M.A.M e n-zbira and priv.-assoc. V. N. Lvov; a little later, a textbook written in the same spirit by prof. S. I. Ogne-in a. The publication of the textbook by M.A. the doctrine of the relationship between organization and way of life in the spirit of teleology. ... Therefore, - continues M. A. Menzbier, - if at first glance my textbook may seem similar to the textbook of a German author, this similarity should disappear upon closer acquaintance. "

Thus, it is necessary to strictly distinguish between the "biological method" of Jung and Schmeil and the biological direction, which originates from KF Rulier and was developed in the works of Russian Darwinist authors. Using the usual expression for biologists, one could say that in these two directions we meet an example of a kind of "methodical convergence", where a similar appearance hides a deep difference in essence, like the difference between a shark and a dolphin.

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

2. What is the essence of the upbringing education developed by V.V. Polovtsev. What method did the scientist develop and what is its essence

teaching learning biology

Content teaching material in biology gets more complex from class to class as the student's personality develops. Excluding age characteristics teaching biology will be either overwhelming, or too elementary, not corresponding to the mental and mental capabilities of the student. Children study biology from 11 - 12 to 17-18 years old. Therefore, in grades 6 - 7, the teacher uses several different methods in one lesson, ensuring the change in the types of student activities necessary for children of this age. In high school, the lesson is often conducted using 1 - 2 methods for the stability of perception.

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

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

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

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

One of the first books of the 15th century, according to which children were taught in Russia, is a collection of stories "Physiologist" about real and fantastic animals. This work was created in the II - III centuries. n. NS. based on ancient and oriental sources. In the Middle Ages in Russia and other countries, the "Six-Day" was popular as a textbook. In it, the author outlined the biblical story about the creation of the world, gave separate explanations of the naturalistic plan and gave geographical, zoological and botanical information about the diversity of animals and plants, about their properties.

In the XVII century. in Russia, a work by an unknown Latin author of the early 16th century was very popular. "Problem". This multivolume treatise expounded the ideas of Aristotle and Hippocrates with great distortions. Another monument of this period, containing only zoological information, was the treatise "Bestiary". It is characteristic that in the presentation of factual material about animals in the "Bestiary", in contrast to "Physiologist", "Explanatory Paleya" there are no moralistic comparisons and teachings. However, as in all the above-named works intended for naturalistic enlightenment, in the Bestiary, truth is very densely mixed with fiction without analysis and verification of facts, without correlating them with scientific data.

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

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

And at the same time, already in the 17th century. changes in social and economic development begin to manifest themselves. The transformations did not arise by chance, they were prepared by the entire course of the historical development of Russia. Peter's reforms were predetermined. Peter I moved these transformations consistently and energetically. The state felt an acute need for competent specialists. At the end of the 17th - beginning of the 18th century. the first secular schools were created, which provided the initial practical knowledge necessary in an atmosphere of reform. In addition to teaching literacy and numeracy, schoolchildren received information on natural science, which provided the professional training necessary for geological surveys, subsoil exploration, and the organization of various industrial production.

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

In 1786, without specifying the name of the author, the first Russian textbook of natural history was published under the title "Inscription of Natural History, Published for the Public Schools of the Russian Empire at the Highest Command of the Reigning Empress Catherine Vtoria". It can be considered that this year began the history of the domestic methods of teaching biology. V.F.Zuev had to solve all the main methodological tasks teaching a subject that is being introduced for the first time (selection of educational content, its structure, style of presentation), to realize the learning goals in accordance with the needs of society, to determine the methods and means of teaching.

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

The first part describes lands, stones, salts, combustible substances, semimetals and fossils. The botanical part begins brief outline about the life and structure of plants, here also their "cellular" structure is mentioned, then a scientific description of individual representatives of the plant kingdom follows. Interestingly, the division of plants into groups was based not on the dominant system of K. Linney at that time, but on the grouping of plants according to their practical significance for humans. The zoological part is also presented in a scientific sense, while a very lively story about individual animals is being conducted with elements of describing their way of life and habits. The book provides information about the structure of the human body. About the person V.F. Zuev writes: "According to the structure of the body, man is an animal similar to other animals."

In the textbook, the predominant interest in local material is well expressed, although there is information about some representatives common in other regions of the Earth. This text is easy to read, as it is presented in simple language with the involvement of interesting biological and practical (applied) material.

It should also be emphasized that Zuev was able to include in the school textbook, along with morphology and taxonomy, a large amount of factual material about the ecology of plants and animals, the environment and respect for plants and animals, i.e. information from the field of environmental science, which was at that time only at the initial stage of its development.

Undoubtedly, this was due to the direction of V.F. Zueva. It should be noted that in 1783 he conceived to create a work for the Academy of Sciences entitled "On the body temperature of animals depending on environment"However, in connection with the survey of Russian schools and work on the textbook, the conceived ecological work was not written, but its content can be judged by the program preserved in the archives of the Academy.

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

VF Zuev's textbook "The Outline of Natural History ..." became the main and only manual for students and teachers in the study of nature. The content of the textbook, the style of its presentation, rightfully deserved the high appraisal of scientists (contemporaries of the author) and methodologists of our day.

This textbook was both the first natural science curriculum at school and the first teaching aid. It contains a number of instructions on how to carry out the teaching process (the author recommends building lessons in the form of a conversation), what means of visualization to use, how to organize a subject room. The scientist published a zoological atlas, made up of 57 separate tables on thick paper in 1/2 printed sheet format. These tables have been widely used in Russian schools for over 40 years.

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

students to life), developed an interest in biological knowledge, introduced the ecological characteristics of organisms living in different conditions, with the habits of animals, convinced of the need to respect natural objects of the environment. With these ideas V.F. Zuev was guided by the training of teachers for public schools in the teacher's gymnasium.

Solving practical issues of teaching natural history, V.F.Zuev identified a number of the most important problems of the methodology: the relationship between science and the academic subject, the scientific nature of the content, the structure of the academic subject (from simple to complex, from inanimate nature to plants, and then to the consideration of animals and humans) , a monographic description of the studied objects, the role of natural and pictorial visualization in teaching, the development of interest in the studied material, the practical value of natural science knowledge (the connection between learning and life), finally, the relationship of teaching methods in secondary and high school.

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

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

These circumstances have identified new methodological problems - the correspondence of the content of the school course in natural science to the modern level of development of biological science and the correspondence of teaching methods to the content of the school subject.

The activities of the remarkable natural scientist Alexander Yakovlevich Gerd (1841-1888) were aimed at solving these problems.

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

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

AND I. Gerd is the greatest methodologist of natural science at the end of the 19th century. His great merit is associated with the development of scientific foundations of teaching methods of this subject and the creation of textbooks based on the ecological and biological ideas of V.F. Zuev and Darwinism. The main goal of studying natural science at school, he considered the development of students, the formation of a materialistic worldview and independence in knowledge.

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

presentation to students of educational material about nature on an evolutionary basis, the formation of their "correct worldview";

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

active development of the independence and initiative of students in the process of teaching natural science;

the use of explanatory and research approaches in teaching schoolchildren;

teaching children based on previously acquired knowledge;

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

mastering in elementary school knowledge "about land, air and water" (Gerda's triad);

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

substantiation of continuity in the study of nature from an initial course on inanimate nature to courses in botany, zoology

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

the introduction of an environmental focus in the content of the educational process;

changing the name of the course "Human Anatomy and Physiology" to a more general one - "Man" and its content, respectively;

The scientist believed that the implementation of the ideas of developing education would contribute to the improvement of general education in the domestic school: "The ultimate goal of the Natural Science course in general education institutions is to lead the student to the correct worldview, consistent with the modern state of natural sciences." For Gerd, a "definite worldview" is Darwin's doctrine of evolution, which he actively promoted in Russia. Speaking about the formation of a worldview, the scientist emphasized that the understanding of the unity of nature "should not be imposed on the student," but can be achieved by a special system of studying the entire course of natural science, contributing to the development of consciousness in students. Of great developmental importance, according to Gerd, are demonstration experiments in the classroom, excursions and practical exercises. The scientist calls for giving students the correct and, if possible, complete ideas about the world around them and the phenomena of adaptation. In fact, he substantiated the need to study environmental material in a natural science course and showed the ways and means of teaching it at school. This is the conduct of excursions, practical work, observations of plants and animals, the setting of experiments, the use of natural objects in the classroom.

Influenced by the ideas of Darwinism and promoting the unity of the content and methods of teaching, A.Ya. Gerd proposed a new structure for the school science course:

and 3 classes - "Inorganic world";

class - "Plant world";

Class - " Animal world";

class - "Man";

class - "History of the Earth".

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

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

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

The name of A.Ya. Gerda and his methodology (except for "Subject Lessons"), as well as the name of VF Zuev, were forgotten soon after their death. It was only in 1914 that Boris Evgenievich Raikov published an article in the journal Natural Science in School, in which he spoke about the natural scientist Alexander Yakovlevich Gerda, the largest methodologist in Russia.

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

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

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

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

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

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

It should be noted that Kaigorodov's program was unsuccessful in content, as well as in methodological and methodological terms, so the pedagogical community deservedly criticized it. However, the idea of ​​studying organisms in their natural environment, which Kaigorodov adhered to, turned out to be very fruitful, reviving school natural science. In this regard, botanical scientists, zoologists, soil scientists issued recommendations for teachers on conducting excursions into nature. Such material methodically enriched the study of biological and environmental issues of the course, designated a new component in the content of school science - biocenological. In 1907, the first domestic general methodology of natural science, Valerian Viktorovich Polovtsov, was published - "The Foundations of the General Methodology of Natural Science", in which the author outlined an integral system of knowledge based on methodology. The scientist described in detail the educational value of excursions and practical exercises, substantiated and developed the "biological method" in teaching natural science. In the selection of the content of the academic subject, Polovtsov proposes to be guided by three principles (he called this the "biological method"):

The lifestyle of an animal or plant should be studied in relation to its habitat.

For study at school, one must choose those organisms that provide rich biological material.

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

Developed by V.V. Polovtsov, the "biological method", in essence, focused on the ecological approach in teaching natural science.

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

V.V. Polovtsov distinguishes between materials autecological and synecological content in their pedagogical meaning. He recommends considering the former in conjunction with morphological, physiological and other data about organisms, with the indispensable condition of familiarization with organisms as living beings. To accomplish this task, the scientist advises to carry out practical work with handouts, experiments and observations. Recognizing the educational significance of these environmental materials, Polovtsov notes that knowledge about communities is of a certain complexity, and recommends studying them at the end of the course or using them as a generalization when repeating. That is, he shows a more correct approach to the study of materials about "hostels" in comparison with the recommendations of Kaigorodov and some other natural scientists of that time.

Thus, at the beginning of the XX century. mainly by the works of V.V. Polovtsov, the ecological element began to develop in the content of school science as a means of educating children in a materialistic worldview.

What is the contradictory nature of V.V. Polovtsev to the ideas of Jung and Schmeil

V.V. Polovtsov felt a certain influence of the ideas of F. Jung and had a very negative attitude towards the idealistic interpretation of organic expediency by O. Schmeil.

V. V. Polovtsov considers it possible to answer only the question "why?", Leading to the establishment of a causal connection and the relativity of expediency and harmony. V.V. Polovtsov implemented his theoretical principles of the methodology in a number of carefully designed textbooks: "The program of school botany" (1894), "a short textbook of botany" (1914), "Practical lessons in botany" (1910), "Botanical spring walks in and around Petersburg "(1900).

In the first programs, the main attention was paid not so much to the content as to the methods of teaching advanced at that time. However, methods by themselves cannot ensure the communist education of the younger generations. The content of the teaching should be the leader, not the methods of its presentation to the students. In addition, a serious gap has emerged between the propagandized methods, for example, "research", and the means of their implementation. Thus, a survey of Leningrad schools (academic year 1924-25) showed that only 50% of them had separate natural science classrooms, and only 3.2% were fully equipped for laboratory work (in 9 out of 206 schools). It was considered necessary to conduct observations and research not only empirically in laboratories, but also directly in nature - on excursions. To help schools in conducting excursions around the outskirts of Petrograd, 12 excursion biological stations were organized (1919). Later, the number of these stations was reduced for economic reasons. During these years, there were many excursions. For example, in the 5th grade, there were 5 to 10 excursions per year, and in some schools - up to 20. The enthusiasm for excursions led to their reduction, since a lot of time was spent on transfers and transitions. The excursions were not always related to the lessons, and the students received less knowledge than in the lessons ..

Along with excursion stations, pedagogical biological stations were organized in Moscow by V.F. Natalie (1918) and in Leningrad by B. Ye. Raikov (1924); in 1918 in Sokolniki (Moscow) B.V. Vsesvyatsky founded the biological station for young naturalists named after K.A.Timiryazev, which laid the foundation for the youth movement. However, at the initial stage, the Junnat movement was not associated with school teaching in biology and was even opposed to it, since any guidance from the teacher was denied. The Central Bureau of Yunnats called for "giving the Yunnats movement into the hands of the Yunnats themselves." At this time, the dialectical contradictoriness of the pedagogical process with one-sided enthusiasm for certain methods and forms was especially clearly revealed.

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

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

correction and integration of the knowledge and skills of students obtained in the study of various blocks of the professional educational program;

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

These new problems undoubtedly require attention and separate research in the methods of teaching biology.

However, speaking of the "new" methodology for teaching biology, one cannot confine oneself to setting updated goals. It is necessary to define a leading approach and group the goals into a specific hierarchy. This approach, in our opinion, is the psychological and methodological approach as the most appropriate contemporary challenges set before educational systems for the comprehensive development of personality.

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

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

The methodology for training a biology teacher is aimed at mastering by students pedagogical technologies focused on the position of kindness, sympathy and trust, the right of schoolchildren to make mistakes, the formation of the teacher's inner personal conviction in the capabilities and abilities of students.

The practical implementation of complex psychological, methodological and personality-active approaches involves multilevel design and analysis of the educational process in subject teaching. In relation to the course of teaching methods of biology, multilevel design is:

the level of modeling and reflection of objects of knowledge, the isolation of which is due to the specifics of the objects of study of biology, its belonging to the macro- and microworlds and huge role abstract visualization in teaching; this level involves the study by students of the methodological patterns of using a biological experiment in teaching, appropriate graphics and symbols;

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

the level of readiness for the development of the personality of students in subject teaching, which involves the development of targeted methodological programs by students, the organization of developmental training for the subjects of the educational process, the creation of an emotionally comfortable environment in learning, development intrinsic motivation teaching and adequate self-esteem among students, etc .;

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Introduction

What should be the pattern for a modern lesson? What should be its structure, form, method? What requirements should he meet? How much talk, noise and controversy around all this ...

The results of the teacher's work are assessed by the skills of his students, the level of students' self-activity in the lesson, the attitude of students to the subject, the teacher, to each other, the educational and developing mobility of the personality that arose during the lesson.

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

Information technology of education is a pedagogical technology that uses special ways, software and technical means(film, audio and video equipment, computers, telecommunication networks) to work with information.

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

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

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

Many biological processes are complex. Children with imaginative thinking find it difficult to learn abstract generalizations, without a picture they are not able to understand the process, to study the phenomenon. The development of their abstract thinking occurs through images. Multimedia animation models make it possible to form a complete picture of the biological process in the student's mind, interactive models make it possible to independently "design" the process, correct their mistakes, and self-study.

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

I use ICT technologies on different stages lesson:

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

2) in case of independent study of educational material by students in the classroom during the execution of a computer experiment according to the conditions set by the teacher (in the form of worksheets or computer testing), with the result that a conclusion on the topic under study is obtained;

3) when organizing research activities in the form of laboratory work in combination with computer and real experiment. It should be noted that when using a computer, the student gets much more opportunities for independent planning of experiments, their implementation and analysis of the results in comparison with real laboratory work;

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

5) home experiments can be performed by a student on a worksheet with appropriate adaptation and if there is a training disk for this course at home.

ICT applications

Digital educational resources

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

Multimedia presentations

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

Presentation is a form of presentation of material in the form of slides, on which tables, diagrams, figures, illustrations, audio and video materials can be presented.

Presentation capabilities:

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

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

Internet resources

The Internet carries an enormous potential for educational services (e-mail, search engines, electronic conferences) and is becoming an integral part of modern education. Receiving educationally meaningful information from the network, students acquire skills:

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

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

It is no longer a secret for any of the teachers that the overwhelming majority of modern schoolchildren use Internet resources rather than literary sources as a source of information. This is great advantage, at least in the fact that the guys save their personal time. The task of the teacher is to teach students how to work correctly with the information found, be able to structure it, draw up logical diagrams, questions for it, and highlight the main thing. For example, when studying the topic "The Origin of Living Matter", children are given a preliminary task to find information on the Internet. Tasks can be both individual and group in nature.

If time permits best works it is possible to mark and invite the children to make presentations on their topics, of course, this form is the result of long-term purposeful work with students on information.

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

Electronic encyclopedias

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

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

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

Didactic materials

Didactic materials - collections of problems, dictations, exercises, as well as examples of abstracts and essays presented in electronic form, usually in the form of a simple set of text files in .doc, .rtf and .txt formats. The disadvantage of this almost traditional control of knowledge is that you still have to independently check the students' handwritten work and give them a point and grade.

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

"Test Constructor" is a universal knowledge testing system. The program has the following features:

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

Simulator programs

Simulators function as teaching materials and can track the progress of the solution and report errors.

Preparation for the exam is becoming an important point in the use of computer technology. There are a large number of e-tutors available for preparation.

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

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

Virtual Experiment Systems

Virtual experiment systems are software packages that allow a student to conduct experiments in a "virtual laboratory". Their main advantage is that they allow the trainee to carry out such experiments that in reality would be impossible for reasons of safety, timing, etc. The main disadvantage such programs are a natural limitation of the model embedded in them, beyond which the learner cannot go within the framework of his virtual experiment.

When studying the topic "Ciliates" in the 7th grade, I have planned a laboratory work "The structure and movement of ciliates-shoes", but the culture of ciliates is not always possible to grow. Therefore, as a virtual experiment, you can show the finished work from the disc "Open Biology 2.5"; LLC "Physicon", 2003.

Electronic textbooks and training courses

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

Published by Cyril and Methodius "Virtual School: Biology Lessons" for grades 6-11 contain more than 180 topics and lessons for study, more than 2,600 media illustrations, more than 80 interactive simulators, more than 2,340 terms and concepts in the reference book, more than 1,230 tests and tests and more 30 interactive models and diagrams. All this just needs to be used by the teacher in the lesson.

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

Textbooks fully cover the topics of the school course and contain a large amount of additional information, often beyond the scope of the school curriculum.

Control software systems

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

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

Video and audio materials

Teaching lessons using a video player creates student interest in the subject. Foreign manufacturers popular science documentaries such as National Geographic, Discovery, and the like, have a colossal set of plots to be shown in biology lessons. In grades 6-7, I use the Life series of films for lessons on animal and plant diversity, which cover the life of reptiles, amphibians, mammals, fish, birds, insects and plants.

There are currently few audio materials available that can be used in biology lessons. The most popular are the audio courses of the IDDK company: “Biology, 6”, “Botany and Zoology, 7”, “Biology: Human, 8”, “Lectures for schoolchildren: The flora of Russia”, “Lectures for schoolchildren: The animal world of Russia”. All presented records are in mp3 format. Each collection of audio materials contains lectures, some of which repeat the text of the textbook.

Conclusion

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

Advanced video filming technologies and the use of specially developed computer graphics make it possible to trace the work of organisms as if "from the inside", to reveal their peculiarities and mysteries. This causes a great emotional uplift and increases the level of assimilation of the material, stimulates initiative and creative thinking. And the result is the prize-winners at the Olympiads and rallies.

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

The use of ICT in biology lessons allows me, as a teacher, to keep abreast of trends in the development of pedagogical science. Raise the professional level, broaden the horizons and most importantly, it allows you to strengthen the motivation of learning through an active dialogue between the student and the computer, by orienting the teaching towards success; assimilate basic knowledge in biology, to systematize them; to form the skills of independent work with a textbook and additional literature. With the use of ICT, the source of information is not only the teacher, but also the student himself.

This manual for teachers examines the biological education system modern school, education and development of students in the learning process, methods and methodological techniques of teaching, the main traditional and innovative forms of organizing the educational process, optional and elective classes, forms and types extracurricular activities, the material base of teaching biology.

* * *

The given introductory fragment of the book Methodology for teaching biology at school (A.I. Nikishov, 2014) provided by our book partner - Liters company.

Chapter 1. Methods of teaching biology as a science and as an academic subject

The methodology of teaching biology * belongs to the social sciences, and of them it is closest to such areas of knowledge as the theory of education and didactics. The emergence of the domestic methodology of teaching biology is associated with the introduction of "Natural History" (1786) into the school, the need for the preparation of teachers for teaching it. At the first stages of its existence, young science developed on the basis of the ideas of the authors of programs and textbooks, the work experience of creative teachers, who, in turn, relied on the ideas of the largest domestic and foreign teachers of that time. Then there was a transition from pedagogical skills, subjective creativity to objective scientific theory, based on methodological research, and it began to meet all the requirements of science.

The methodology of teaching biology as a science has many problems, in the development of which the object, subject, goals and objectives of the study are determined, hypotheses are formulated, methods for solving the problems posed are selected, the results are processed and the corresponding conclusions are drawn. The object of the study, for example, can be the process of formation and development of biological concepts in schoolchildren, and the subject - the methodological conditions for the formation and development of phylogenetic concepts in schoolchildren in the process of studying the section "Animals". The formulation of the research hypothesis includes the identification of contradictions and ways to overcome them. Research methods are selected taking into account the goal, objectives and hypothesis of the research.

The methodology of teaching biology as a science establishes educational, upbringing and developmental tasks of teaching biology in a general education school, develops the content of general secondary biological education, forms, methods and methodological methods of teaching and development of schoolchildren, determines the composition of the educational material base of teaching biology, principles for selecting visual teaching aids , the methodology for their use. In other words, it answers three basic questions: "Why teach?", "What to teach?" and "How to teach?"

Taking into account the problems studied by the methodology of teaching biology, there are various definitions of it as a science. In the very short form we can say that the methodology of teaching biology is a science that clarifies the patterns of teaching biology at school at every stage of its development and the prospects for school biological education.

The solution to the main problems of teaching biology highlighted above is associated with a multitude of factors. So, when clarifying the educational tasks of teaching biology, the following conditions are taken into account: a) the requirements of society for the general secondary education of the younger generation; b) the level of development of biological and related agricultural sciences; c) the position of biology in the curriculum of a general education school; d) age-related cognitive capabilities of schoolchildren, etc.

Taking into account many factors, the solution of the second most complex problem of the methodology of teaching biology is connected, including the definition of the system of secondary biological education, the content and structure of the academic subject and its sections, the composition of general biological and particular biological concepts, the sequence of their formation and development.

No less difficult is the third problem, which is connected with the elucidation of the methods of transferring biological knowledge and skills and their assimilation by students, since the quality of the knowledge acquired by students is associated with the forms of teaching, methods and methodological techniques, visual aids, verification and control of the assimilation of knowledge, etc.

One of important criteria any science - a connection with other sciences. Biology teaching methodology is associated with philosophy, biology, pedagogy, psychology and some other sciences (Fig. 1). Philosophy - methodological basis any science. The methodology of teaching biology is most closely related to dialectics. For teaching the younger generation, she selects those scientific principles, ideas and theories that correctly reflect objective reality and on the basis of which a truly natural-scientific worldview can be formed in schoolchildren. The use of dialectical materialism makes it possible to avoid various methodological errors: the selection of educational material, for example, cannot be made dependent on teaching methods; the content of any section of a school biology course should be considered depending on its educational tasks, teaching methods - depending on the educational tasks and the content of the educational material, the form of training and equipment - depending on the content and methods. At the same time, the definition of the tasks and content of the course in biology should be considered depending on the needs of society, the development of biological science, the possibilities for students to assimilate the proposed knowledge in accordance with their age and development. The learning process must be built in the development from lesson to lesson, from topic to topic, from one section of the program to the next.

Knowledge of dialectical materialism as a method allows one to see various contradictions, for example, between the growth of scientific information and the limited capabilities of the academic subject, and eliminate them in the learning process.

Biological (botany, zoology, human anatomy and physiology, evolutionary doctrine, cytology, genetics, etc.) and agricultural sciences (soil science, agronomy, zootechnics, etc.) serve as the main source of selection of educational material for the methodology of teaching biology. The main theories, laws, concepts and factual material aimed at their disclosure are selected from them.

Rice. 1. The structure of biology teaching methods

Pedagogy for the methodology of teaching biology is a source of knowledge of the general laws of teaching, upbringing and development of schoolchildren. Using pedagogical knowledge, the methodology of teaching biology concretizes them, fills them with a certain content. So, using the principle of didactics, which is that learning should go "from the familiar to the unfamiliar," the methodology of teaching biology establishes which objects and to what extent are familiar to students of a particular age, what methodological conditions contribute to the application of this principle, etc. The connection between the teaching methods of biology and pedagogy is two-sided, since the theory of education and didactics, in the cognition of general laws, use the results of methodological research, including the methods of teaching biology.

Knowledge from the field of psychology is used in the methodology of teaching biology in solving many problems and, first of all, such as the processes of assimilation and memorization of knowledge by students, attention and interest in the studied material, the development of observation and thinking, the formation and development of ideas and concepts about biological objects and phenomena, and So, for the development of problems related to the development of thinking in schoolchildren in the process of teaching biology, you need to know what thinking is, what types of thinking are distinguished, what are the general patterns of development of thinking, and to work out the problems of the development of cognitive activity of students in the learning process biology - what is activity, cognitive activity, what are its motives, etc. For generalizations, psychology receives important material from teaching methods in the form of the results of experimental work on these and other problems.

The teaching methodology of biology, like other sciences, is divided into a general methodology of teaching biology and private teaching methods related to the problems of the main sections of the course of biology. The general methodology of teaching biology examines such problems as the content and structure of the school biology course, the continuity between the studied sections of the course, education in the process of teaching biology, the unity of the content and teaching methods, the relationship between the forms of educational work, etc. their section) clarify the teaching and educational tasks of the section, each of the topics included in it, the principles of selection of educational material and its structuring, the formation and development of knowledge on certain issues of biology, methods and methodological techniques for teaching particular problems, etc. General methodology of teaching biology closely related to private. Its theoretical conclusions are based on particular methodological studies, and they, in turn, make it possible to draw general methodological conclusions. Thus, the methodology of teaching biology as a science is one: it combines both general and special parts.

The specificity of the methodology of teaching biology, in contrast to the methods of teaching other subjects (geography, physics, chemistry), lies in the fact that it explores the laws of teaching the basics of sciences dealing with living objects, complex forms of motion of matter, and special methods of studying them.