Methodical recommendations for the implementation of practical exercises

Theme №1 Calendar - thematic planning of school course "Plants". Analysis of the textbook and program. Drawing up a summary and pourochnogo plan.

Objective: To teach to plan biology training in school.

Form of conducting: classroom work.

Main questions:

1. To get acquainted with the school program, to make an analysis of the new generation of school textbooks.

2. Create an annual plan for the course "Plants."

3. Answer the questions.

Tasks:

1. To get acquainted with the methodical apparatus of the school textbook of the new generation.

2. Make short notes in notebooks.

Main questions:

1. Why is the BCH a pedagogical science?

2. Relationship of the BCH with other items.

3. Why do we need an annual work plan?

4. Why should the out-of-class work be planned?

Literature: School books, № 2, 7.

Theme № 2 The method of teaching the course "Plants." Methodology of lessons with morphological content.

Purpose: To familiarize students with the methods of conducting lessons with morphological content in the course "Plants".

Form of conducting: Conducting a trial lesson with morphological content in the course "Plants" (at the student's choice).

1. Make an analysis of this lesson.

2. Summarize, draw conclusions.

Tasks:

1. To get acquainted with the school program, to make an analysis of the new generation of school textbooks.

Main questions:

1. What does the morphology of plants study?

2. What is the source of knowledge in the formation of morphological concepts?

Literature: School books, № 1, 2, 7.

 

Theme №3 The technique of lessons with the physiological content of the course "Plants". Organization and conduct of practical work in these lessons.

Objective: To familiarize students with the methodology for conducting lessons with the physiological content of the "Plants" course.

Form of conducting: Conducting a test lesson (at the student's choice) with the physiological content of the course "Plants".

1. Make an analysis of this lesson.

2. Summarize, draw conclusions.

Tasks:

1. Prepare experiments that clarify the conditions necessary for the germination of seeds.

Main questions:

1. What is an "experimental variant" and a "control variant"?

Literature: School books, № 1, 2, 7.

 

Theme number 4 The methodology of lessons on the study of plant taxonomy (taxa). Methods of conducting excursions.

Purpose: To familiarize students with the methodology of conducting lessons on the study of plant taxonomy (taxa).

Form of conducting: Carrying out a test lesson on studying taxa of the course "Plants" Make an analysis of this lesson.

1. Summarize, draw conclusions.

2. Develop one choice of thematic excursions.

Tasks:

1. Record the path of plant identification, using the school determinant.

Main questions:

1. What is a "taxon"?

1. What taxa do you know from plants?

2. What is the difference from animal taxa?

Literature: School books, № 1, 2, 7.

 

Theme № 5 The technique of studying invertebrate animals. Analysis of the textbook and program.

Purpose: To teach students the technique of lessons on the study of invertebrate animals.

Form: Conducting a test lesson on invertebrate animals.

1. Make an analysis of this lesson.

2. Summarize, draw conclusions.

Tasks:

1. Create a summary table "Comparative characteristics of protozoa."

Main questions:

1. What are the features of euglena green?

2. Is autoinvasia possible with ascariasis?

3. What is the "intermediate master"? And how can this concept be conveyed to students?

Literature: School books, №1, 2, 11.

Theme # 6 Formation and development of systematic and ecological concepts on the example of studying themes "Fish class", "Class amphibians".

Purpose: To teach students how to teach the themes "Fish class", "Amphibian class" for the purpose of formation and development of systematic and ecological concepts.

Form of conducting: Conducting a test lesson on studying the themes "Fish class", "Class amphibians".

1. Make an analysis of this lesson.

2. Summarize, draw conclusions.

Tasks:

1. Prepare a technique for manufacturing the skeleton of fish, amphibians.

Main questions:

1. Why is the shape of the fish body diverse, although the environment is one - water?

2. What allows amphibians to live in two environments?

Literature: School books, №1, 2, 11.

1. Form of conducting: Carrying out a test lesson on the study of taxa of the course "Plants" Make an analysis of this lesson.

 1. Summarize, draw conclusions.

2. Develop one's choice of thematic excursions.

Tasks:

1. Record the path of plant identification, using the school determinant.

Main questions:

1. What is a "taxon"?

1. What do you know from plants?

2. What is the difference from animal taxa?

Literature: School books, No. 1, 2, 7.

Theme No. 5 The technique of studying invertebrate animals. Analysis of the textbook and program.

Purpose: To teach students in the study of invertebrate animals.

Form: Conducting a test lesson on invertebrate animals.

1. Make an analysis of this lesson.

2. Summarize, draw conclusions.

Tasks:

1. Create a summary table "Comparative characteristics of protozoa."

Main questions:

1. What are the features of euglena green?

2. Is autoinvasia possible with ascariasis?

3. What is the "intermediate master"? And how can this concept be conveyed to students?

Literature: School books, №1, 2, 11.

Theme # 6 Formation and development of the "Fish class", "Class amphibians".

Purpose: To teach students how to teach the themes "Fish class", "Amphibian class" for the purpose of formation and development of the systematic and ecological concepts.

Form of conducting: Conducting a test lesson on studying the themes "Fish class", "Class amphibians".

1. Make an analysis of this lesson.

2. Summarize, draw conclusions.

Tasks:

Prepare a technique for manufacturing the skeleton of fish, amphibians.

Main questions:

1. Why is the shape of the fish body diverse, although the environment is one-water?

2. What can amphibians to live in two environments?

Literature: School books, № 1, 2, 11. What is the methodology for disclosing these concepts?

Literature: School books, № 1, 5, 6.

 

Theme № 10 The use of innovative technologies in the study of the topic: "Organs of the senses."

Objective: To master the methodology of applying innovative teaching technologies while studying the topic: "Sense organs".

The form: Conducting a test lesson on the topic: "Organs of the senses."

1. Make an analysis of this lesson.

2. Summarize, draw conclusions.

Tasks:

1. Choose interesting material for studying the topic.

Main questions:

1. To reveal the methodology of using the demountable model "The Eye of Man".

Literature: School books, № 1, 4, 8.

 

Theme # 11 Introduction to a new generation of textbooks on general biology with the example of the lessons of the theme "Teaching about the Cage".

Purpose: To master the methodology of conducting lessons on the topic "Teaching about the cage".

Form: Conducting a test lesson on the topic "Teaching about the cell."

1. Make an analysis of this lesson.

2. Summarize, draw conclusions.

Tasks:

1. Make a model of the cell on the glass of plasticine.

Main questions:

1. To name one-membrane organelles of a cell.

2. Identify two membrane organelle cells.

Literature: School books, № 1, 5, 10.

 

Theme №12 The technique of the lesson "Biosynthesis of Protein".

Purpose: To master the methodology of the lesson "Biosynthesis of Protein".

Form: Conducting a pilot lesson on the study of "protein biosynthesis."

1. Make an analysis of this lesson.

2. Summarize, draw conclusions.

Tasks:

1. Prepare alternative tests.

Main questions:

1. What is "replication", "reduplication", "translation"?

2. What is the method of filing these terms?

Literature: School books, №1, 10, 12.

 

Theme № 13 Laboratory and practical work in the topic "The fundamentals of genetics and breeding."

Purpose: To master the methodology of organization and conducting laboratory and practical work while studying the topic "Fundamentals of Genetics and Breeding".

Form: Conducting a test lesson on the topic "Fundamentals of Genetics and Breeding".

1. Make an analysis of this lesson.

2. Summarize, draw conclusions.

Tasks:

Main questions:

1. What are "alleles", "genotype", "phenotype"?

2. What is the methodology for studying these terms?

Literature: School books, №1, 9, 10,11

 

 

METHODOLOGICAL GUIDELINES ON THE STUDY OF DISCIPLINE "METHODOLOGY OF TEACHING BIOLOGY"

 

Independent work of students on distance learning technologies presupposes the students studying the content of the course, which is not studied during the classroom, or the study of which is of an overview nature. Subjects of independent work of students are determined depending on the specialty and volume of hours allocated for independent work of students of this specialty.

After passing the topics number 1,2,3 students must complete and send the teacher Self-study number 1.

After passing the topic number 4,5 students need to do Self-study number 2.

After passing through Topics No. 6,7, students need to do Self-study No. 3.

After passing the topics No. 8,9,10 students need to perform Self-Employment No. 4.

Students of distance learning form should independently study theoretical material, perform seminary and laboratory-practical work, assignments of SR, answer questions of testing or self-control.

After examining topics No. 1,2,3,4,5 - it is necessary to pass the Boundary Control No. 1.

After studying the topics № 6,7,8,9,10,11 it is necessary to pass the Border control №2

Study of the course should begin with the selection of literature, and it must be borne in mind that the list of recommended literature (see Sillabus) does not exhaust all available today's manuals on computer science. Therefore, it is allowed to use any available literature, which covers the issues contained in the course program.

Below are the recommendations for studying specific topics of the course with the literature on each topic.

Theme 1 - "Subject, research methods and tasks of the methodology of biology" The subject of the methodology of teaching biology. The subject of the methodology of biology, the connection of the methodology of teaching biology with other sciences.

The objectives of the methodology of teaching biology: the definition of goals and objectives of teaching biology in secondary school and the content of the school course of biology, the forms of organization of the educational process, the improvement of teaching methods, the study of the patterns of learning in the learning process, the peculiarities of upbringing and development of students in the teaching of biology.

Methods of scientific research: analysis of creative heritage; studying and summarizing the best practices of teachers; pedagogical observations and pedagogical experiment; analysis of school documentation; generalization and we are oxen.

Characteristics of the system of methodical preparation of students.

References: [1,9]

Questions for self-control:

1. TOB - as a science, an object, its meaning.

2. The value of the methodological works of A.Ya. Gird in the development of the methodology of natural science.

3. Excursions for the purpose of environmental education, their role and importance.

4. General and private methods of teaching biology. Relationship of the TOB with other sciences.

5. Organization and equipment of a corner of wildlife.

Theme 2 - "The situation of natural science in the Russian pre-revolutionary school." The history of the emergence and development of the national methodology of biology. Pre-revolutionary period. The reasons for the introduction of natural science as a subject in school. V.F. Zuev is the author of the first textbook on natural science.

Methodical recommendations of Academician V.F. Zuev.

School reform in 1804. Descriptive-systematic direction in school natural science. Reflection in its content of the Linnaeus system. The exclusion of natural science from the curricula of gymnasiums in 1828 and the social causes of this phenomenon. School science in the second half of the XIX century. The restoration of natural science as an academic subject in 1852 with the preservation of a descriptive-systematic direction.

Socio-economic conditions in Russia in the late 50's and early 60's.

School reform in 1864.

Ljubenovskoe and evolutionary-biological directions in a technique of teaching of natural sciences.

The significance of the works of K.F. Ruder and discoveries of Charles Darwin in the struggle against idealistic and metaphysical views on nature in school natural sciences.

Development A.Ya. Gerd evolutionary-biological direction in the technique under the influence of works of Charles Darwin. The value of methodological works A.Ya. Gerda in the development of the national methodology of natural science.

References: [2,4,22]

Questions for self-control:

1. Problems of science of science in the early XX century. Solving these problems.

2. Features of school biology and methods of its study.

3. Methodology for the development of a calendar-thematic plan for biology.

4. The theory of the development of biological concepts, the conditions for their formation. Methodology for the development of concepts.

 

Theme 3 - "The objectives of the BCH." The tasks of teaching and educational work in biology. The arming of students with a solid, conscious knowledge of the fundamentals of biological science, the foundations of agricultural production and other branches of the national economy associated with biological sciences. The development of skills and skills necessary for self-education.

Moral education, education of patriotism, internationalism, humanism, a conscious attitude to nature.

Labor education. Ethical and aesthetic education of students. Development of students' personal qualities: interest in nature, aspiration to protect and multiply its resources; labor discipline; memory, attention, etc.

References: [3,6,25]

Questions for self-control:

1.Material and technical base of teaching biology.

2. Methods of teaching biology and their classification.

3. Interdisciplinary and successive links in the educational work on biology.

Theme 4 - "Methods of teaching biology. Verbal methods. " Content, system and basic principles of building a modern school course in biology. The concept of "academic subject". System of subjects in the biological cycle. Analysis of the program and textbooks of the secondary school. Features of the content and structure of subjects of the biological cycle, their continuity. Intersubject and intrasubject connections of the school biology course.

References: [7,11]

Questions for self-control:

1. The impact of practical exercises for the development of mental activity of students.

2.Uchebno-educational tasks of the school course of biology.

3. The relationship of the elements of upbringing in the teaching of biology.

Theme 5 - "Homework. Homework on the textbook. " Means of teaching biology. Classification of visual aids: natural, visual, technical. Complex use of teaching aids. The influence of natural means of learning on the assimilation of biological concepts.

References: [9,14].

Questions for self-control:

1. Methods of checking students' knowledge of biology.

2. The organization of the school teaching and experimental site, its departments.

3. Non-standard forms of organization of the lesson (business game, brain-ring, lesson-court) on a concrete example.

 

Theme 6 - "Forms of organization of educational work on biology." The lesson is the basic form of organization of educational work in biology. Requirements for biology lessons. Types of biology lessons, their structure. Non-traditional lessons.

Preparation for the lesson. Educational, educational and developmental tasks of the lesson, the content and methods of its conduct.

Scientific organization of teacher's work in preparation for lessons: analysis of methodological literature; definition of the tasks of the lesson; the identification of a system of concepts and skills of educational work, the development of methods for their formation and development.

Activation of cognitive activity of students. Problem training. Verification of students' knowledge. Requirements for students' answers. Methods of testing knowledge (oral, written, graphic). Testing as one of the methods of controlling students' knowledge, skills and abilities. Its advantages and disadvantages. Basic forms of test tasks.

References: [6,24,29].

 

Questions of self-control:

1. Criteria for assessing students' knowledge in biology lessons.

2. The role and importance of notebooks and albums in biology lessons.

3. Types of oral interview. Methodology, organization and conduct of the survey.

4. Types of visual aids in the study of biology, their placement and storage.

 

Theme 7 - "Methods of organizing excursions." Excursions to the natural habitats of plants are one of the most important forms of teaching and educational work on biology in school. The excursion is one of the forms of teaching botany and is an open-air lesson; therefore, it is necessary to show the same high requirements to it as are required for the lesson. The main advantage of botanical excursions is that on the excursion the students study plants at the same time as their habitats.

The task of the manager is to develop the tasks available to the students, in accordance with their age and available knowledge. A very good result is given by tasks that serve as material for practical conclusions, for example, counting the number of seeds formed on a single plant, measuring the length of rhizomes, etc.

Methods of preparing excursions. The method of the excursion depends on its theme and purpose, age and knowledge of the students. In the first excursions, the teacher is the most active person, he demonstrates plants and other objects, draws the attention of students to the characteristic details, gives small simple tasks during the excursion. The excursion in this case is of an illustrative nature. If students have the skill of naturalistic work, and they go on a tour not for the first time, one can strengthen an element of independent research work in the excursion.

Questions of self-control:

1. Content, organization and methodology of practical classes.

2. Methodology of conducting excursions in the process of teaching biology.

3. Normative documents in the school of general education and requirements for their completion.

4. Cabinet of biology: the requirements of the state standard.

5.New pedagogical technologies of teaching in the course of teaching biology.

 

Theme 8 - "Teaching Teaching Technologies". Technology TTGaliev. The technology of training on the basis of the system approach with use of the block system structured representation of the studied material is developed by Dr.Sc. Temir Tlekovichem Galliev and approved in Taraz, and then cp Zoya Alexandrovna Kuttykozhanova in Shymkent.

Erdniev's method. Erdniev's method is the consolidation of didactic units (UDE). Logically related topics from different chapters of the textbook, from different courses to give on one lesson with the subsequent fixing of educational material.

Questions of self-control:

1Methodical apparatus of the textbook of biology on a concrete example.

2. In-class work in biology, and its importance in the system of teaching biology.

3.Methodics of testing in the school course of biology.

4. The game as a means of developing interest in biology.

 

Theme 9 - "Aesthetic education of schoolchildren" The essence of aesthetic education. The term "aesthetics" comes from the Greek "aisteticos" (perceived by feeling). Philosophers-materialists (D.Didro and NGChernyshevsky) believed that the object of aesthetics as a science is the beautiful. This category also formed the basis of the system of aesthetic education.

In our time, the problem of aesthetic education, the development of the personality, the formation of its aesthetic culture is one of the most important tasks facing the school. This problem has been developed quite fully in the works of domestic and foreign teachers and psychologists. Among them are D.N.Jolah, D.B.Kabalevsky, N.I.Kiyashchenko, B.T.Likhachev, A.M. Makarenko, B.N.Nemensky, V.A. Sukhomlinsky, M.D. Taboridze, VN Shatskaya, AB Shcherbo and others.

Aesthetic education contributes to the formation of human morality, expands its knowledge of the world, society and nature. Various creative activities of children contribute to the development of their thinking and imagination, will, perseverance, organization, discipline.

The second task of aesthetic education is "the formation on the basis of the acquired knowledge and development of the abilities of artistic and aesthetic perception of such social and psychological qualities of a person that provide it with the ability to emotionally experience and evaluate aesthetically significant objects and phenomena and enjoy them."

This problem suggests that it happens that children are interested, for example, in painting, only at the general educational level. They hastily look at the picture, try to memorize the name, the artist, then turn to the new canvas. Nothing causes them astonishment, does not make you stop and enjoy the perfection of the work.

Features of aesthetic education in school age. We have already noted that it is very difficult to form aesthetic ideals, artistic taste, when the human personality has already taken shape. Aesthetic development of personality begins in early childhood. For an adult to become spiritually rich, special attention should be paid to the aesthetic education of school-age children. B.T. Likhachev writes:

Perhaps the reason for this is a lack of life experience of the child, insufficient knowledge in the field of literature and art, which limits the possibility of forming an ideal.

Ways and means of aesthetic education of schoolchildren

References: [9,14,15,17,26].

Questions for self-control:

1. Laboratory work in the teaching of biology, the requirements for their conduct and design.

2.Uchebno-educational tasks of the course of general biology.

3.Uchebno-educational tasks of the course of anatomy, physiology and hygiene of a person.

Theme 10 - "Moral education: an essential characteristic."

At one time Socrates was amazed that many people who know what is good do evil. Therefore, secondly, an exceptionally important level that ensures the internal adoption of moral goals and means, the internal readiness for their implementation, is a culture of moral feelings.

Thirdly, the culture of behavior, through which the set and achieved moral goals are realized, become an active life position.

The teacher teaches schoolchildren to analyze, evaluate the moral phenomena perceived by them, to correlate them with their actions, to carry out the choice of moral decisions. Thus. he translates children's attention from the general notions of morality and moral concepts to reality. The forms of such work are: a conversation, a round table, a discussion, discussion of the materials of the periodical press, a specific case, the results of the interview.

The main sources of moral experience. The sources of the moral experience of children of school age, above all, are educational activities. It is important for a teacher to know that the moral development of pupils in the lessons is carried out through the content of the program and didactic material, the organization of the lesson, the personality of the teacher.

References: [12,24,38].

Questions for self-control:

1.Uchebno-educational tasks of the course of biology (on the example of the textbook IY class).

2.Uchebno-educational tasks of a course of biology (on an example of the textbook YI I class).

3. Aesthetic education in the teaching of biology.

 

Theme 11 - "Methodology of organization of electives".

Electives are subjects taught by students of their choice and desire for knowledge and the expansion of scientific and technical knowledge and practical skills.

Electives are an effective form of grouped differential education, designed to expand the knowledge acquired in the study of school curricula, the development of cognitive interests, abilities and vocational guidance of students.

Optional classes expand the mental outlook of schoolchildren, develop their cognitive interests. Therefore, elective classes are one of the forms of professional orientation, to a certain extent lay the foundation of the future specialty.

Prior to the introduction of the elective school of elective classes in the curriculum, work with students who showed interest in a particular subject was conducted mainly in circles. Between the circle and elective classes there is an important difference, namely that the elective aims to give a system of clearly defined knowledge, skills and abilities provided for by the approved program. The circle does not set such a task. References: [12,24,38].

Questions for self-control:

1. Characteristics of verbal methods of teaching biology.

2. Characteristics of visual methods of teaching biology.

3. Characteristics of practical methods of teaching biology.

4. Ecological education in the teaching of biology.

5. Methodological methods. Method as a collection of techniques.

6. Homework on biology.

 

   Materials for monitoring and evaluating students' knowledge

    Exam Questions

1. BCH - as a science, an object, its meaning.

2. The importance of the methodological works of A.Ya. Gird in the development of the methodology of natural science.

3. Excursions for the purpose of environmental education, their role and importance.

4. General and particular methods of teaching biology. Relationship of the BCH with other sciences.

5. Organization and equipment of the nook of nature.

6. A brief history of the development of the BCH. VFZuev as a methodologist, his methodical recommendations.

7. Problems of science of science in the early XX century. Solving these problems.

8. Features of school biology and methods of its study.

9. Methodology for the development of a calendar-thematic plan for biology.

10. The theory of the development of biological concepts, the conditions for their formation. Methodology for the development of concepts.

11. Material and technical basis of teaching biology.

12. Methods of teaching biology and their classification.

13. Intersubject and successive links in the educational work on biology.

14. The influence of practical exercises for the development of mental activity of students.

15. Educational tasks of the school course of biology.

16. Interrelation of the elements of upbringing in the teaching of biology.

17. Methods of checking students' knowledge of biology.

18. The organization of a school teaching and research site, its departments.

19. Non-standard forms of organization of the lesson (business game, brain-ring, lesson-court) on a concrete example.

20. Lesson - the main form of organization of educational work on biology. Structure of lessons with different content.

21. Criteria for assessing students' knowledge in biology lessons.

22. The role and importance of notebooks and albums in biology lessons.

23. Types of oral questioning. Methodology, organization and conduct of the survey.

24. Types of visual aids in the study of biology, their placement and storage.

9. Content, organization and methodology of practical classes.

10. Methods of conducting excursions in the learning of biology.

11. Normative documents in the secondary school and the requirements for their completion.

12. The Cabinet of Biology: the requirements of the state standard.

13. New pedagogical technologies of teaching in the course of teaching biology.

14. Methodical apparatus of the textbook of biology on a concrete example.

15. Extracurricular work in biology, and its importance in the system of teaching biology.

16. Methodology of testing in the school course of biology.

17. The game as a means of developing interest in biology.

18. "Green Laboratory" and the methodology of its organization.

19. TSS: their classification, role and importance in the teaching of biology.

20. Laboratory work in the teaching of biology, the requirements for their conduct and design.

21. Educational and educational tasks of the course of general biology.

22. Teaching and educational tasks of the course of anatomy, physiology and human hygiene.

23. Educational and educational tasks of the course of biology (on the example of the textbook IY class).

24. Educational and educational tasks of the course of biology (on the example of the textbook YI I class).

25. Aesthetic education in the teaching of biology.

26. Labor education in the teaching of biology.

27. Characteristics of verbal methods of teaching biology.

28. Characteristics of visual methods of teaching biology.

29. Characteristics of practical methods of teaching biology.

30. Ecological education in the teaching of biology.

31. Methodical methods. Method as a collection of techniques.

32. Homework on biology.

33. Organization and conduct of thematic biological events.

34. Features of teaching biology in a few complete schools.

35. Organization and conduct of elective courses in biology.

36. Organization and conduct of the circle work on biology.

37. Organization and conduct of the Decade on Biology.

38. General educational and educational tasks of the course of biology.

39. Use of didactic material in the lessons while studying the theme "Protozoa".

40. Characteristics of the research work of young naturalists.

41. Practical classes in the school learning and testing area.

42. Methodical analysis of the theme "Teaching about the cell."

43. Methods of studying the topic "Fundamentals of Genetics and Selection”.

44. Organization of independent work of students with handouts.

45. Educational importance of studying the topic "Development of the organic world."

46. ​​Methods of conducting excursions into nature to study variability and heredity, artificial and natural selection.

47. Laboratory work on the topics "Blood", "Blood circulation", "Breath".

48. Methodology of the study of anatomical concepts in the theme "Locomotor system".

49. System and construction of lessons on the topic "Class mammals".

50. Methods of studying the theme "Bird class".

51. Methods of studying the topic "Lower plants".

52. Methods of studying the theme "Plant vegetative organs".

53. Methodology for studying the topic "Plant generative organs".

54. Methods of studying the topic "Multicellular animals."

55. Methods of studying the systematics of flowering plants.

56. System and building lessons on the topic "Sense organs."

57. Bibliographic review of the school course of botany.

58. Bibliographic review of the school course of zoology.

59. Extracurricular reading in biology. Literature review.

Glossary

MP B The science of the system of the process of education and upbringing, conditioned by the peculiarities of the school subject	Biological concepts Morphological anatomical, physiological, ecological, systematic phylogenetic, genetic, cytological, embryological
General biological concepts The notions of biological patterns that apply to all living nature	Methodical technology is a technology for managing the methodological (technological) content of the learning process, the system of the most expedient design and construction of the learning process.
The teaching method The method of transferring knowledge by the teacher and at the same time the way of mastering them by the students	Methodical method The element of this or that method, expressing individual actions of the teacher and students in the process of teaching
MP B The science of the system of the process of education and upbringing, conditioned by the peculiarities of the school subject	Biological concepts Morphological anatomical, physiological, ecological, systematic phylogenetic, genetic, cytological, embryological
General biological concepts The notions of biological patterns that apply to all living nature	Methodical technology is a technology for managing the methodological (technological) content of the learning process, the system of the most expedient design and construction of the learning process.
The teaching method The method of transferring knowledge by the teacher and at the same time the way of mastering them by the students	Methodical method The element of this or that method, expressing individual actions of the teacher and students in the process of teaching
Organizational methods The techniques that direct attention, perception and work of students	Techniques of using various equipment and auxiliary tools and materials
Verbal methods Conversation, story, explanation, lecture	Explanation Clear presentation of the training material on the basis of an analysis of facts and evidence with the formulation of conclusions
Educational means of illustration Training tables, paintings, posters	Practical methods Work on the recognition and identification of natural objects, observations followed by the registration of the phenomenon, the experiment
Observation A purposeful, direct, sensual perception of objects and phenomena of nature in natural conditions, without interference in the course	The lesson of biology The form of organization of educational work with a class - a constant, homogeneous age group of children - according to the state program, a fixed schedule and in the school premises
School excursion Form of organization of educational and educational work with a class or a group of students with
Organizational methods The techniques that direct attention, perception and work of students	Techniques of using various equipment and auxiliary tools and materials
Verbal methods Conversation, story, explanation, lecture	Explanation Clear presentation of the training material on the basis of an analysis of facts and evidence with the formulation of conclusions
Educational means of illustration Training tables, paintings, posters	Practical methods Work on the recognition and identification of natural objects, observations followed by the registration of the phenomenon, the experiment
Observation A purposeful, direct, sensual perception of objects and phenomena of nature in natural conditions, without interference in the course	The lesson of biology The form of organization of educational work with a class - a constant, homogeneous age group of children - according to the state program, a fixed schedule and in the school premises

 

cognitive goal, conducted outside the school when moving from object to object in their natural environment	Modular training is the organization of the learning process, in which the student works with a curriculum composed of modules.
Homework Form of the organization of students for self-fulfillment at home assignments teacher - practical and textbook-related lessons	Extracurricular Activities Form of the organization of students for self-fulfillment after lessons compulsory, connected with the study of the course of practical work on individual or group tasks of the teacher
Extra-curricular activities The form of the various organization of voluntary work of students outside the lesson under the guidance of the teacher for the initiation and manifestation of their cognitive interests	The naturalistic campaign The form of mass extracurricular work and socially useful work of students
Optional lessons Classes with a small group of students on special programs of the Ministry or author's programs of the teacher	Work in a circle Organized with a voluntary but constant composition of participants according to their interests systematically and according to a certain plan
Socially useful work Productive work of students in combination with scientific and educational	Aesthetic education Development of a sense of beauty, emotions, artistic taste
Patriotic education Development of love for the native nature, for the Motherland	Wildlife Corner A room for storing living plants and animals, as well as for preparing and conducting experiments and then demonstrating them in class. Place for after-hours and extra-curricular activities
TRIZ Theory of Inventive Problem Solving
cognitive goal, conducted outside the school when moving from object to object in their natural environment	Modular training is the organization of the learning process, in which the student works with a curriculum composed of modules.
Homework Form of the organization of students for self-fulfillment at home assignments teacher - practical and textbook-related lessons	Extracurricular Activities Form of the organization of students for self-fulfillment after lessons compulsory, connected with the study of the course of practical work on individual or group tasks of the teacher
Extra-curricular activities The form of the various organization of voluntary work of students outside the lesson under the guidance of the teacher for the initiation and manifestation of their cognitive interests	The naturalistic campaign The form of mass extracurricular work and socially useful work of students
Optional lessons Classes with a small group of students on special programs of the Ministry or author's programs of the teacher	Work in a circle Organized with a voluntary but constant composition of participants according to their interests systematically and according to a certain plan
Socially useful work Productive work of students in combination with scientific and educational	Aesthetic education Development of a sense of beauty, emotions, artistic taste
Patriotic education Development of love for the native nature, for the Motherland	Wildlife Corner A room for storing living plants and animals, as well as for preparing and conducting experiments and then demonstrating them in class. Place for after-hours and extra-curricular activities

Lecture complex

 

Lecture number 1

Subject: The subject of the methodology of teaching biology. BCH - pedagogical science.

Lecture plan:

1. Pedagogy, didactics and methods of teaching biology.

2. The subject of the BCH.

3. The connection of the methodology of teaching biology with other scientific disciplines.

4. Methods of scientific research, applied in the methodology of teaching biology.

Keywords: pedagogy, didactics, research methods, subject of biology teaching methodology.

 

1. Pedagogy, didactics and methods of teaching biology.

In connection with the development of pedagogical science, the branches of pedagogy began to stand out, requiring special research, development, and systematic presentation. So, for example, already 300 years ago in the works of the great Slavic teacher Jan Amos Komensky, the foundations of one of the most important branches of pedagogical science - didactics, which sets forth the theory of education and training - formed.

However, in view of the complexity of the learning process in the school with diverse curricular subjects, which only give together the general education and upbringing for the younger generations, it was necessary to isolate from the didactics for a special study the questions of instruction on individual academic subjects. Therefore, the learning process for each subject has its own distinctive features, which distinguish it from learning in other subjects not only its own content, but also its educational tasks, its own methods and specific organizational forms.

2. The subject of the methodology of biology

The subject of studying the methodology of biology is the learning process

biology in the general education school, taking place in certain historical conditions.

The learning process for each subject, including biology, is subordinated to the tasks of general education and upbringing of the younger generations.

The very process of learning consists of two interrelated parties: 1) the activity of the teacher, called the teaching, and 2) the activities of the student, called the name of the student.

The peculiarity of the content and methods of teaching biological subjects makes certain demands on the material and technical equipment of the teaching of biology. Thus, the methodology of biology, while studying the process of learning biology, is a pedagogical discipline, not a biological discipline, for it establishes pedagogical, and not biological, patterns.

At the same time, the methodology does not regard training as an isolated process, limited only by the school framework. The education is under the constant influence of the political and eco-nomic demands and needs of contemporary society, its ruling classes and the state.

    3. Связь методики биологии с другими научными дисциплинами

The methodology of biology as one of the branches of the pedagogical science is naturally connected with other sections of pedagogy, in particular, with didactics and the theory of education. Most closely, as already mentioned above, it is associated with didactics. This relationship is mutual. General laws of didactics are widely used when establishing the method of specific laws governing the learning of biology. In turn, didactic knowledge of the general patterns of learning draws on concrete material from methodological studies of different methods.

A very important material for the development of methodological issues is the knowledge of the psychological characteristics of children of different age levels. Naturally, in recent years, teachers and methodologists-biologists have been increasingly interested in psychology. This relationship should positively affect both the development of methodology and psychology, especially pedagogical.

Finally, the necessity of linking the methodology of biology with special scientific biological disciplines (botany, zoology, human anatomy, human physiology, Darwinism), as well as with agricultural disciplines: (soil science, agronomy, zootechny) is obvious.

From biological and agricultural sciences, the methodology of biology derives its content for the construction of an academic subject-the fundamentals of biology taught in the general polytechnic school of general education.

The methodological basis of any scientific discipline, in the nature of the methodology of biology, is dichelicheskiy materielizm, which helps correctly solve complex and often contradictory issues of teaching biology in the general education school. Dialectical materialism helps to open and reject idealistic and metaphysical mistakes and distortions that occur in the treatment of individual biological and methodological issues.

The process of teaching biology should be considered in the development from the lesson to the lesson, from one topic to another, from one class to the next: it is necessary to study the development of students' scientific knowledge, the expansion of their scientific outlook, the development and deepening of their outlook. It is also necessary to take into account the historical process of developing the content of the curriculum itself and its teaching at different historical stages.

In the very process of teaching, the main contradiction lies in the fact that the student confronts science with its complexities and difficulties for assimilation. In the process of teaching, the student has to overcome these difficulties. That is why, in determining the content of the educational subject, along with the implementation of the principle of innovation, the implementation of the principle of accessibility is essential. The contradiction between these principles is resolved in the implementation of the unity of the principles of scientific and accessibility.

4. Methods of scientific research, applied in the methodology of teaching biology.

Each science is characterized not only by its subject and tasks, but also by its methods of investigation.

When developing methods for researching any scientific discipline, and in particular the methodology of biology, one should be guided by the most advanced worldview - dialectical materialism. This means that all aspects of the learning process of biology should be considered, and their mutual connection and conditionality, in their development, in the struggle and unity of opposites.

The method of pedagogical observation over the process of teaching in school makes it possible to study and accumulate facts from the experience of teaching biology in a modern school. On the basis of observations of school practice, it is possible to compile a concrete picture of the state of the teaching of biology in schools, the main achievements and shortcomings of teaching and their causes, the methods and methods of teaching used by the teacher in connection with the study of specific biological material, the results learners of biological knowledge.

The method of psychological observation over the manifestation of various aspects of mental processes in students (in teres, attention, observation, activity, consciousness, memory, and other aspects) in connection with the study of biology is carried out both during training sessions in combination with me the type of pedagogical observation, and outside of classes in the special organization of group or individual conversations with students, with the setting up with them of a series of experiments and observations on natural phenomena or in the solution of the biologists proposed by the researcher eskih tasks. Conversations and observations are carefully recorded by the researcher with the subsequent conduct of their analysis. The pedagogical experiment is conducted in the usual (natural) conditions of the school's work and is therefore often called a natural experiment. The experiment is made either by the researcher himself, who takes on the performance of the function of the teacher, or together with the teacher who leads the teaching.

Theoretical research accompanies the application of other methods of research. It includes studying the literature, analyzing the pedagogical experience of teachers, generalizing experience, developing a hypothesis or theory on this issue.

Literature:

1. № 5 page 3-12.

2. № 7 page 3-7.

3. www.bilim.kz/education

Lecture No. 2

Theme: The history of the emergence and development of the domestic methodology of biology.

Lecture plan:

1. The situation of natural science in the Russian pre-revolutionary school.

2. Introduction of natural science in the Russian school.

3. The first methodologist of natural science is academician V. F. Zuev.

4. School science in the first half of the 19th century.

5. Natural science in the school after the reform of 1864.

Keywords: Natural science, reform, methodologist, textbook.

 

1 The situation of natural science in the Russian pre-revolutionary school.

The laws governing the development of school natural science are conditioned by the state of the natural sciences, which, in turn, is determined by the development of the productive forces and the form of social relations.

Even Marx and Engels showed that the development of commercial and industrial capital necessitated the development of natural sciences. Developing industry required the ability to find raw materials in nature, the ability to process this raw material into a product, for which it was necessary to know the phenomena of nature. The demand for natural science in the life of society was also caused by teaching about nature in the school.

The fate of natural science in the Russian school was unique.

Throughout the history of the Russian pre-revolutionary school, since the time of MV. Lomonosov, there is a continuous struggle of the progressive Russian public and advanced teachers for school natural science, to which the small and scattered enthusiasts were opposed by the entire power of the reactionary tsarist state and the Orthodox Church.

In these difficult conditions, a significant part of the teachers of natural science was forced to conduct their work formally, telling the children only a narrow minimum of knowledge allowed by the government program.

However, along with this, in the teaching of natural science in the Russian school there was also a different, creative course, the beginning of which was laid in the late 18th century. V.F. Zuev. Later, in the 19th century, the brightest representative was the largest Russian methodologist, naturalist A. Ya. Gerd. Despite the most difficult conditions for the work of these progressive teachers, they succeeded in laying the foundations of the school methodology of natural science.

2.Introduction of natural science in the Russian school.

Natural science as a subject was included in the Russian secondary school in accordance with the school regulations on August 5, 1786.

According to the charter, there were 2 types of schools: small national schools (in county cities) - with two-year education (2 classes) and the main folk schools in provincial cities - with a five-year course (4 classes, and 4 class two-year).

V.F. Zuyev compiled the first Russian textbook on natural science for public schools "The Inscription of Natural History", which included three sections: "Fossil Kingdom", "Wastedцарство», Animal kingdom". The last part includes a description of the human body. In this textbook, an interesting, school-friendly material has been chosen, which gives a living description of plants and animals in Russia. The main idea, which will penetrate the entire textbook of Zuev, is the idea of ​​utility.

4. School science in the first half of the 19th century.

The development of capitalist relations with the collapsing serfdom, the expansion of markets, the growth of industry, and the well-known influence of democratic bourgeois tendencies, borrowed from France in the reign of Alexander the first, prompted the government to carry out measures that would improve the quality of schoolwork. School Reform 1804g. established three types of schools: parochial schools with a one-year grammar school term with a four-year period of study. On the reform of 1804g. Natural science entered as an academic subject in all three types of schools.

Parish schools were to be supported by local funds; They were opened in small numbers, since the government was afraid of the penetration of enlightenment into the people.

However, which began after the war of 1812. The period of reaction was immediately reflected in the matter of public education. The course of natural science in gymnasiums is halved. Instead of a live, interesting textbook for Zuyev, dry textbooks begin to be applied in schools, saturated with naked taxonomy. For example, the textbook of botany Teryaev represented an almost complete translation of Linnaeus' "Botany Philosophy." Students had, usually without any visual aids, to study taxonomy with a huge number of taxonomic units.

In the course of the course of natural science, just like half a century ago, the study of taxonomy prevailed. With reference to these programs, official textbooks were published. One of them was a textbook of zoology Simashko, which is a detailed systematic review of classes, orders, families (about 400), genera (about 2000) and animal species, set out in descending order. Dry, filled with a bare nomenclature, he could not provoke interest in zoology.

The botanist's textbook, compiled by Shikhovsky, was not inferior in the dryness to the textbook of zoology. In addition to presenting the systematics of plants, the author pursued three more goals: 1) religious and moral - to teach the worship of God, 2) linguistic - to help students understand the significance of linguistics, for which he added French, German and Polish to the Latin names of plants, and 3) historical and patriotic to capture the names of government figures and scientists in the names of plants.

5.Estestvoznanie in school after the reform of 1864.

The epoch of the 60s was a time of considerable revival of social thought, including pedagogical thought, which was reflected in the teaching of natural science.

This enlightening work of natural science was stressed in the 1940s by the revolutionary democrats V.G. Belinsky and A.G. Herzen. In the 1960s, the propaganda of natural science intensified. N.G. Chernyshevsky and N.A. Dobrolyubov acquainted wide circles of readers with the development of natural sciences. A hot champion of the propaganda of natural science was DI Pisarev, who considered natural science a means of cultural education of people.

In these years, thanks to the activities of teachers K.D. Ushinsky, N.I. Pirogova, V.I. Vodovozova the government had to open secondary women's educational institutions, where for the first time children of all classes were admitted. In the curricula of women's schools with a six-year training was included and natural science. In the 1860's. in St. Petersburg on the initiative of KD Ushinsky, P.P. Ryadkina and others, the Petersburg Pedagogical Society arose, and with it the branch on natural science was also opened.

A great deal contributed to the propaganda of the ideas of Darwinism teacher KA. Timiryazev is an outstanding Russian botanist N. Beketov (1825 - 1902), who, like K.A. Timiryazev, was a remarkable popularizer of science.

 

Literature:

1. № 5 page 12-15.

2. № 7 page 7-10.

3. www.bilim.kz/education

4. www.informatika.ru

 

 

Lecture No. 3

Topic: Tasks of educational work on biology.

Lecture plan:

1. General tasks of the methodology of teaching biology.

2. Development of the content of the subject of biology.

Key words: methods of extracurricular and extracurricular work in biology.

 

1. General tasks of the methodology of teaching biology.

From the previous presentation it is clear that the methodology of biology is a pedagogical science in which scientific theory is combined in unity and its application to pedagogical practice.

The methodology of biology as a science establishes the regularity of the teaching of biology. At the same time, she considers the process of historical development of the school experience in teaching biology and related methodological ideas, as well as the state of the art and achievements in the teaching of biology in the general educational labor polytechnic school and on the basis of studying and generalizing the experience of advanced biology teachers, conclusions. Based on the generalization of the experience of schools and open laws, the methodology of biology gives practical advice to teachers - methodological advice and develops rules for teaching in order to improve the learning process of biology.

Of these general tasks of the methodology of biology, a number of particular problems follow.

First of all, the method of teaching the educational and educational tasks of teaching biology in secondary school. In different countries, in different historical periods, the tasks of the general education school as a whole and the tasks of teaching certain subjects, in particular natural knowledge or biology, varied depending on the political and economic conditions of society and the resulting requirements for the school.

Proceeding from the needs of the development of the country's economy and culture at different historical stages, to the school and to the teaching of individual subjects, new requirements were set and new tasks were set. Hence the need for a broad implementation of polytechnical education in the subjects of the natural history cycle, in particular biology, and the establishment of a closer connection between biology and the practice of socialist construction. The next task facing the methodology is to develop the content of the subject of biology. Proceeding from the study and generalization of the experience of teaching biology, as well as from didactic principles (science and accessibility, communist ideology, systemativeness, unity of theory and practice), the methodology outlines the selection of teaching material for the basics of biology, determines the scope of knowledge for each biological discipline, develops the sequence and system of biological knowledge (the basics of yoke), explains their ideological and educational significance, determines the content of polytechnical training in connection with the course of biology. On the basis of the developed theoretical provisions on the question of the content of the foundations of biological science, the methodology makes practical suggestions for the compilation and improvement of school curricula and textbooks and verifies these proposals on the practical experience of the school.

Depending on the specific content of the school course of biology, on the basis of studying the patterns of mastering students' knowledge and practical skills in the field of biology and agriculture, studying and generalizing the experience of teachers, biologists, the methodology develops the most expedient methods, techniques and forms of organization of teaching and educational work on biology in secondary school. In connection with the results of this theoretical research work, the methodology makes practical suggestions in the form of methodological development of lessons, laboratory exercises, excursions, practical classes at the school training and experimental site and in agricultural production, and home-based independent work of students.

Of no small importance in the methodology of biology is the theoretical and practical development of tasks, content, organization and methods of extracurricular and extracurricular work in biology and agriculture.

Finally, depending on the content and methods of teaching, based on the study and generalization of the creative experience of teachers and constructors of educational instruments, the methodology develops and tests in practice the material equipment of the teaching of biology: the organization of the biological cabinet, the nook of wildlife and the school training and testing site and equipping them objects of wildlife, training aids and work tools.

Hence, it is clear how extensive and versatile are the tasks of the methodology of biology. Proceeding from the study of the practical experience of advanced biology teachers, the methodology of biology theoretically develops the regularities of the process of teaching the basics of biology in the general education school and solves new problems that arise in connection with the new needs of a developing socialist society, in connection with the development of biological science and practice of agricultural production, in connection with the improvement of school practice. Thus, the methodology of biology as a pedagogical science, associated with practice, promotes the mastery of the teacher methods and methods of teaching the basics of biology and improving the skills of teaching.

So, the general tasks of the methodology of biology consist in the scientific development of the laws of the teaching of biology in the general education school and the applications of these regularities to the school practice in order to improve the educational process.

Particular tasks are reduced to the definition of the tasks of teaching biology, to the development of the conten