Psychological and pedagogical foundations of profile teaching of biology. Implementation of pre-profile training and profile training by a biology teacher. Implementation of pre-profile training and profile training by a biology teacher

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Development cognitive activity in biology lessons for high school students of a specialized school.

Eremkina E.V. - teacher of biology, secondary school No. 3, Volsk, Saratov region. 03/26/2013

Our school has been teaching biology in specialized groups for the fourth year.

The introduction of profile education in biology provided an opportunity for the student to form an individual educational trajectory and provide in-depth training in selected disciplines, which makes it possible to unload them in non-core subjects. The transition to specialized education, in my opinion, in addition to an in-depth study of a certain subject, should also contribute to the development of students' skills for self-mastery of knowledge, and is also designed to ensure a high degree of readiness not so much for passing the exam, but for continuing education in higher educational institutions. This means that in the course of specialized training, the necessary basis for understanding university courses and scientific literature. And this seems to me unlikely without the use of special forms and methods of lesson and extracurricular work in profile groups aimed at developing cognitive activity.

A student will not show cognitive activity if he does not receive satisfaction from the results obtained, does not see or does not know how to apply knowledge in practice.

As a rule, the teacher uses various forms of the lesson, however, in each specific case, he should strive to choose such a method or methodological technique that would maximally stimulate the development of students' cognitive activity.

The most effective are technologies that implement the idea of individualization of learning and give scope for creative self-expression and self-realization.

In my work, I use technology as the main problem learning, since the student's transformative activity can be effectively implemented only in the process of independent work on completing a task of a problematic nature.

The problem approach in teaching is considered as a means of controlling the thinking of students, and its goal is to activate cognitive activity schoolchildren, the development of interest in knowledge.

Problem-based learning technology avoids mechanical memorization of the studied material. In the process of solving an educational problem, the student overcomes difficulties, which contributes to the development of his thinking, the awakening of cognitive interest, and the development of will.

The development of cognitive activity in students is carried out using the technology of modular education.

Modular learning in general, and in terms of profiling in particular, has a number of advantages. It provides students with the opportunity to work at their own pace. In addition, modular training also provides "soft" forms of control in the process of mastering the content of educational material.

The most complete disclosure of biological theories, patterns of scientific facts is facilitated by the use of lecture-seminar training system. The educational function of this technology is realized if the lecture is logical, evidence-based, emotionally colored, contains scientific interpretations, evaluation of results. scientific research. Since a lecture in its purest form is tedious, it is best to use lecture-conversations. Saturating the conversation with new factual material, offering students leading questions, I try to lead them to independently form conclusions. Lecture-conversation seems to me effective also because this form of organizing lesson activities allows for closer contact between the teacher and students. Dozens of topics of school lectures can be cited as an example. I will name just a few of them: "History of the development of the science of genetics", "Development of ideas about the evolution of living organisms", "Mutational variability", "Ecological factors of the environment".

Seminars are another form of work in the classroom in specialized groups that develop cognitive activity. As a rule, I organize them according to topics that schoolchildren can sort out on their own with the help of literature. For example: “Non-cellular forms of life”, “Reproduction of biological systems”, “Origin of life on Earth”, “Theory of anthroposociogenesis”, “Chemical organization of living matter”, etc. As experience shows, seminar lessons allow to activate the cognitive activity of students, as they provide for independent work on educational and additional literature, which encourages them to a deeper understanding of knowledge on the topic under study.

In addition to review seminars, I also conduct control and general seminars: “Human Genetics”, “Main Features of the Evolution of the Animal and Plant World”, “ Global problems humanity”, “Embryonic development of animals” and research seminars “Study of the main stages of the life cycle of gymnosperms and angiosperms”, “Studying the methods of vegetative propagation of indoor plants”, “Studying the patterns of inheritance of traits when crossing different plants”.

In separate lessons, I also use such a method as independent study of basic and additional literature. This, in my opinion, serves as an important source of knowledge for students in specialized classes. The biological cabinet contains a fairly large number of books that can be used in preparation for various types of classes.

The next direction in the development of cognitive activity is the writing and defense of essays, which contribute to a significant expansion and deepening of the knowledge of schoolchildren, the development of independence.

Abstracts performed by students of specialized grades X-XI are, as a rule, more serious in nature and require the skill of a research culture from a high school student. The list of essay topics is presented in the textbook after each chapter. The children choose their own topic. A necessary requirement is two abstracts per semester for each student. Abstracts are defended at the last 3 lessons of the semester.

Undoubtedly, students develop cognitive activity through laboratory and practical studies and independent research, the topics of which are offered by the textbook.

Laboratory and practical classes are an important form of lesson work, an obligatory part of the programs. Such classes are held in the classroom with the maximum possible independence of high school students.

Independent research is carried out outside the school curriculum. The study was conducted on the following topics: “The Ministry of Health warns about the dangers of passive smoking”, “Would a pussy “Whiskas” buy?”, “History and biology of a protected plant species in our region”, “Alcohol with your character”, “Biological diversity is nearby with my home (school)”, “What is the state of the problem of biodiversity conservation in Russia”, etc.

Knowledge control is one of the important means of efficiency educational process. Test work is carried out upon completion of the study of each program section. They allow you to identify the degree of assimilation of the material, identify gaps in students and adjust their knowledge in the future. The level of difficulty of the tests should correspond to the profile training. I use Various types test tasks and an automated test control system.

continuation learning activities serves as extracurricular work, which is aimed at systematic education, development of schoolchildren creativity and cognitive activity. Students of profile groups are active participants scientific and practical conferences, olympiads of various levels. Extracurricular and classroom work act in specialized groups as equal sides of a single upbringing and educational process. It is my deep conviction that only in this case it is possible to achieve the goals of profile education.

For several years I have been doing research work with schoolchildren, and profile groups are no exception. Research activity contributes to the development of cognitive activity, allows each student to experience, try out his abilities.

Olympics among all forms and methods extracurricular activities occupy a special place in professional education. The main task of the Olympiads is to increase the interest of students in the study of specialized disciplines and the identification of talented children. For a successful performance at the Olympiad, preparation is needed separate from lesson activities, because the proposed tasks go far beyond the scope of even specialized training. Of course, the work of preparing for the Olympiad is not limited to the work of a teacher. It involves a huge independent work of students with a variety of additional literature, and if the child shows cognitive activity, then he achieves certain results.

One of the main tasks of creating specialized groups is to keep the emerging interest in science, to consolidate it, to develop cognitive activity, to help students choose professions.

The development of cognitive activity through the forms and methods that I use allows me to achieve certain success in the educational achievements of students.

Learning outcomes in 2012: academic performance - 100%, quality of knowledge - 88%, 2 students of the profile group became winners of the Olympiad in biology and ecology at the municipal level.

Every year, starting from 2005, students of the profile group are active participants in the All-Russian competition "First Steps into Science", projects "Intellectual and Creative Potential of Russia", Distance Olympiads "Growth Factor".

One of the tasks of profile education is to assist high school students in choosing professions. I believe that this task in our school is being successfully implemented:

Professional definition for the period 2009 - 2012
Saratov State Medical University	5 people
Saratov State University N.G. Chernyshevsky	4 people
Saratov State Agrarian University. N.I. Vavilov	11 people
GOU SPO "Volsk Medical School"	5 people
FGOU SPO "Volsky Agricultural College"	1 person

Technology for the organization of specialized education using IEP for schoolchildren in chemistry and biology lessons

Federal Law "On Education in Russian Federation» (2012) defines profile education as a form of organization of the educational process, based on the differentiation of the individualization of the content of the main general education program of the secondary general education taking into account the educational needs of the interests of students.

Based on content selection formations during its differentiation, it is possible to distinguish profile and level differentiation.

Level differentiation is defined as "an organization of education in which schoolchildren, studying according to one program, have the right and opportunity to learn it at various planned levels, but not below the mandatory requirements." With level differentiation, it is essential that all students study according to one program.

Profile differentiation is based on the voluntary choice of a profile by schoolchildren, based on their cognitive interests, abilities, achieved learning outcomes and professional intentions. At the same time, the subject approach to differentiation is recognized as the main method of profile differentiation of the content of education, providing for the possibility of various combinations of subjects of the curriculum. high school: basic general education, profile general education and elective.

The student chooses the profile subjects independently.

Since our school does not have the opportunity to open specialized classes, we organize specialized education for high school students not within the framework of a whole class, but in a differentiated approach, within a small group, and we also build individual educational routes.

The individual curriculum is built on the basis of the basic curriculum. The basic curriculum of the upper level reflects the mandatory minimum content of education for all profiles of education.

The choice of the path depends on the characteristics of a particular student, and the educational program itself, denoting an individual route for the student's advancement in education, orients the teacher to the search for the most favorable conditions that contribute to the student's achievement of educational results, to the development and implementation of the necessary types of pedagogical assistance to the student.

The use of an individual curriculum in profile training allows you to meet the various educational needs of students, their families, employers, institutions vocational education and general educational institutions various types.

The curriculum does not set a rigid set of subjects for each of the possible directions and profiles of education. Each student has the right to independently indicate the set of subjects of interest to him (basic, profile, elective), both from among the mandatory ones and those offered by the school within the allowable teaching load. This approach allows each student to form an individual curriculum, practically his own strictly individualized educational program and an individual educational route.

Individual curriculum (hereinafter - IEP) - a set of subjects (courses) selected for mastering by students from the curriculum of a general education school, compiled on the basis of the basic curriculum of general secondary education organizations.

The individual curriculum performs the following functions:

Ensures the implementation of the student's choice of profile;

Records the set of academic subjects (basic, specialized, elective) chosen for mastering by students, and the hours for their mastering;

Determines the specific educational result that the student must achieve by the end of school;

Promotes student self-determination.

An individual educational program (hereinafter - IEP) is a document that gives an idea of the content of the activities of an educational institution aimed at realizing its stated goals.

The educational program is designed by a team (group) of teachers and is further adjusted in joint activities with students in accordance with the following requirements:

Compliance with the social order;

Providing students with the opportunity to achieve the level of education that is necessary for the implementation of the social order;

Compliance with the educational standard;

Ensuring the development of students.

The individual educational program performs the following functions: - normative: fixes the student's workload, fixes the order of the curriculum implementation and the choice of the educational route; - informational: informs about the totality of the student's educational activities for two years;

Motivational: determines the goals, values and results of the educational activity of the student;

Organizational: determines the types of educational activities of the student, forms of interaction and diagnostics;

Self-determination function: allows you to realize the need for self-determination based on the implementation of educational choice.

Thus, an individual educational program is a program of educational activities of a student, compiled on the basis of his interests and educational request and fixing educational goals and results for two years (grades 10-11). The design of an individual educational program is carried out on the basis of the interaction of the student and teachers and involves close cooperation and co-creation.

The individual educational route is changing and depends on the dynamics of emerging educational goals. The educational route allows, differently than the curriculum, to construct a temporal sequence, forms and types of organization of interaction between teachers and students.

An individual educational route is a temporary procedure for the implementation of an individual educational program, taking into account the specific conditions of the educational process in an educational institution.

In the process of forming individual curricula, three main stages can be distinguished:

Stage I - preliminary preparation of the basis of the curriculum (March - April); (conduct a survey, study demand)

Stage II - the final adjustment of the curriculum based on the profiles declared by students and the acquisition of groups (July - August);

Stage III - drawing up individual plans for students and completing profile level groups on their basis (August).

In organizational and technical terms, the third stage is the most difficult stage. Here, each student of the 10 (11) profile class must independently draw up his own personal curriculum.

In order for the individual curriculum to be drawn up correctly and really correspond to the profile chosen by the student, it is necessary to attach to each form of the curriculum step by step instructions filling out the curriculum, as well as exemplary samples of possible profiles, that is, each student is given a set of supporting documents. In addition, students require individual counseling. Each of the individual curricula is signed by the student, his parents, class teacher, is approved by the school administration and only then comes into force. If in the process of studying there are questions about changing individual plan(as happened last year, the teacher changed her profile - chemistry to social studies), then at the request of the parents, this issue is considered at the pedagogical council, and in exceptional cases changes can be made up to a change in profile.

Our school offers an educational service to study a subject on profile level in chemistry and biology. When studying these subjects, students master the methods of cognitive, information-communicative and reflective activities. Students acquire knowledge and skills in these subjects for use in practical activities and Everyday life. This will help them adapt in a world where the amount of information is growing exponentially, where social and professional success is directly dependent on positive attitude to innovation.

Profile training in chemistry and biology takes place in grades 10-11 and assumes a level of study of subjects sufficient to continue education in these specialties at universities (in our school it is mainly medical, etc., where these subjects are needed upon admission)

In order to choose chemistry and biology for study at the profile level, it is necessary to have knowledge of the programs of basic general education (grades 8-9 in chemistry, and grades 5-9 in biology), this is the basis on which profile education in chemistry and biology is built, as well as the student must have mathematical knowledge and skills in solving calculation problems and tasks for compliance.

The student should be able to independently find information in various information sources and present it. In the profile study of chemistry and biology, students should be motivated to study and research work and create research projects.

In order for the student's knowledge to meet the requirements of the State Standard, I use modern educational technologies in teaching: information and communication, competence-oriented, cooperation, level differentiation, problem-based learning, consolidation of didactic units.

To put into practice the basic principles of general secondary education: development, humanization, democratization, differentiation, regionalization, it is necessary to change the content and methods of education. The new content of education is distinguished by variability, determined by alternative curricula and textbooks, and the presence of different levels of education, which allows developing the individual abilities of the student, forming a creatively active personality.

Today, biology is of particular importance. In essence, the biological knowledge, skills and abilities that the school is designed to give are the foundation of the culture of the individual. But we are now faced with a light-hearted attitude towards biological education, upbringing ecological culture, approval of hygienic knowledge.

Without a broad knowledge of biological laws, not only the successful development of agriculture, health care, nature conservation, but also our entire society is impossible today. It is necessary to return to the course its deep scientific nature, to “modernize” it, and to give a greater practical orientation to teaching.

Main goal and objectives biological education in the current radically changed conditions - the development of students' biological thinking, the skills of independent development and critical analysis of new information, the ability to build scientific hypotheses and plan the search for evidence to test them. Agree: biological knowledge and abilities develop primarily through direct work with wildlife, analytical analysis of observations - whether it be experiments in the office or on educational and experimental participation or acquaintance with agricultural production, medical institutions, environmental consequences, etc.

Grade 10 students mark biology and chemistry as important subjects in the school list of disciplines and will choose a profile if knowledge is laid down.

However, not all schoolchildren are able to learn these sciences to the same extent, therefore, when creating my system of lessons and developing them, I am based on the technology “Level differentiation of education based on mandatory results”

Teaching biology in our school follows the program (author _ D.I.Traytak) Programs of basic and specialized general education courses have their own characteristics.

The number of hours devoted to the study of educational topics is not strictly regulated and may vary at the discretion of teachers, depending on the profile and specialization of high school students.

The work program in biology is designed for _ 68 _ teaching hours in grades 10-11, i.e. 1 hour per week and profile 136 teaching hours 2 hours per week.

I teach the basic course for an hour separately, i.e. 10 and 11, and the profile is 2 hours a week together. Profile programs are different.

The principles of selecting the main and additional content in the work program are related to the continuity of the goals of education at various levels and levels of education, the logic within the subject relations, as well as age characteristics student development.

The selection of content at the profile level is also based on a centric approach, according to which students must master the knowledge and skills that make up a sufficient basis for continuing education at a university, providing a culture of behavior in nature, conducting and designing biological research that is significant for a future biologist.

To form a modern naturally scientific picture of the world in the study of biology in the column "Elements of content" of the work program, the following information units (knowledge components) are highlighted: terms, facts, processes and objects, regularities, laws.

The learning outcomes are given in the column "Requirements for the level of training of graduates" and fully comply with the standard.

The requirements at the profile level are aimed at the implementation of activity-oriented, practice-oriented and personality-oriented approaches: mastering the content that is significant for continuing education in the field of biological science; development by students of intellectual and practical activities; mastery of biological research methods. To implement these approaches, the requirements for the Level of training included in the work program are formulated in an activity form. The priorities for the subject "Biology" at the level of secondary (complete) general education at the profile level are: comparison of objects, analysis, assessment, problem solving, independent search for information.

"Biology" (basic level) - the requirements for the subject results of mastering the basic biology course should reflect:

1) the formation of ideas about the role and place of biology in the modern scientific picture of the world; understanding the role of biology in shaping the outlook and functional literacy of a person to solve practical problems;

2) possession of fundamental concepts and ideas about living nature, its level organization and evolution; confident use of biological terminology and symbols;

3) mastery of the basic methods of scientific knowledge used in biological studies of living objects and ecosystems: description, measurement, observation; identification and assessment of anthropogenic changes in nature;

4) the formation of skills to explain the results of biological experiments, to solve elementary biological problems;

5) the formation of one's own position in relation to biological information obtained from various sources, to global environmental problems and ways to solve them.

"Biology" (advanced level) - the requirements for the subject results of mastering the advanced course of biology should include the requirements for the results of mastering the basic course and additionally reflect:

1) the formation of a system of knowledge about general biological patterns, laws, theories;

2) the formation of skills to explore and analyze biological objects and systems, to explain patterns biological processes and phenomena; predict the consequences of significant biological research;

3) possession of the ability to put forward hypotheses based on knowledge about fundamental biological patterns and laws, about the origin and essence of life, global changes in the biosphere; test the hypotheses put forward by experimental means, formulating the purpose of the study;

4) possession of methods of independent setting of biological experiments, description, analysis and assessment of the reliability of the result;

5) the formation of conviction in the need to comply with ethical standards and environmental requirements when conducting biological research.

- profile (11-12th grades of secondary (full) school).

In order to strengthen the educational and developmental potential of biological education, increase its contribution to the general cultural preparation of students, the following should be done:

- expand applied knowledge, including the basics of sanitation and hygiene, which form the basis for understanding the need to maintain a healthy lifestyle, fight bad habits, and the spread of AIDS;

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

- to increase the share of knowledge of an ethical, aesthetic, humanitarian nature, which form the basis for the formation of a value orientation towards objects of wildlife, to a person as one of the objects of wildlife.

feature of the content of specialized training

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

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

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

For a number of subjects - specialized courses - training is expanding and deepening.

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

Profile stage of studying biology, (11-12th grades of secondary (complete) school

In the secondary (complete) school, the principles of democratization and differentiation of education are realized to the greatest extent. Students get the right to choose one of the proposed profiles of education: humanitarian, general education, biological and chemical, physical and mathematical, etc.

The non-biological profile must contain an invariant core of general education in biology. In biology and chemistry, where the time for studying biology has been increased up to 3-4 hours a week, deepening can go in several directions: environmental, medical, agricultural, etc. The profile school is not mandatory for everyone and aims to prepare students for choosing a future profession and continuing education at the university.

The study of biology at the profile stage can be carried out within the framework of systematic courses that include an invariant core of content, but differ in volume and depth of presentation of the material, as well as applied orientation. In accordance with the specifics of educational tasks in the classes of a particular profile, the invariant core of the content is supplemented by its variable component.

A biology course in a senior (profile) school reveals the most important laws of life, the individual and historical development of organisms, introduces remarkable discoveries recent years in the study of biological systems of different levels of organization of living matter, develops in schoolchildren an understanding of the greatest value of life, forms the basis for understanding environmental problems and ways to solve them. It ensures the continuity of the knowledge gained in the course general biology in 10th grade. [...]

The implementation of experimental methods used in teaching biology will be facilitated by the system laboratory work, excursions into nature, acquaintance with local ecosystems, main industries, practical work of students in the educational and experimental area, self-observation. Simulation of situations should be applied along with traditional forms and methods of teaching. scientific research, educational and business games.

Presented by: Voronina Yu.V., Art. Lecturer of the Department of Natural Disciplines
Date: 03.02.2003

In the XX century. the dynamic development of biological knowledge made it possible to discover the molecular foundations of the living and to directly approach the solution of the greatest problem of science - the disclosure of the essence of life. Biology itself has changed radically, as has its place, its role in the system of sciences, and the relationship between biological science and practice. Biology is gradually becoming the leader of natural science. Without a broad knowledge of biological patterns, not only the successful development of agriculture, health care, nature conservation, but also our entire society is impossible today.

Biology is a key subject of today's school, it is important as a subject that contributes to the formation and enrichment of the spiritual world of man. The solution of the problems of modernization of the modern general education school is facilitated by the differentiation of education, which implies the deepening of knowledge in a certain field of knowledge, which causes the greatest interest among schoolchildren, with which they associate their further professional specialization.

The main state document on the development of education in Russia - the Concept of Education Modernization approved by the Government of the Russian Federation (Government Decree of December 29, 2001 No. 1756-r) - speaks of the need to develop and implement a “system of specialized training (professional education) in the senior classes of a general education school focused on the individualization of education and the socialization of students, including taking into account the real needs of the labor market.” ..

To build the initial structure of profile education in high school, it is proposed to distinguish three components in the content of high school students' education:

- basic (invariant, general educational) component : courses studied at the general education, basic level; according to their content and system of requirements for graduates meet basic (general educational) standards;

- profile component : a number of elective courses at an advanced level (this set determines the profile of education);

- elective component (optional component) : a number of elective courses; in terms of their content, these courses should go beyond the core and basic standards. The school can use an elective component for specialization within the profile (which can be determined solely by the school itself, depending on its capabilities and the requests of students and their parents): for example, specializations can line up: Medicine, Industrial Technology, Agricultural Technology, Psychology, Guide-interpreter, Military, Design, etc. (In fact, combinations of profiles and specializations can define individual educational trajectories).

There is a significant connection between the planned profile and the intention to introduce the state standard of general education. The corresponding entry is “The federal component of the state standard of secondary (complete) general education includes basic and specialized levels”(Article 5, paragraph 3) - has already been included in the draft law “On the State Standard of General Education” (introduced to the State Duma of the Russian Federation in the summer of 2001).

The course of biology is an important link in the system of natural science education. The complex general educational tasks of profiling at the senior level can be successfully solved if the study of a systematic course of biology does not prepare students from the first years of schooling, does not focus them on making observations in nature, on getting to know the diversity of plant and animal species, on knowing their own body.

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

The core biological education should be based on a fundamentally new course in biology, built on the basis of the principles of systematic upbringing and developmental education, continuity, wide differentiation with the minimum required educational standards. The course content should reflect the system of concepts of biology, its place in culture, and the structure should correspond to the patterns of development of the cognitive capabilities of schoolchildren. Depending on the direction chosen by schoolchildren, they can receive a biological education of different levels - basic or advanced. Let us dwell in more detail on the content of biological education in specialized chemical and biological classes.

The study of biology at the profile level in high school is aimed at achieving the following goals:

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

· familiarization with the methods of cognition of nature: research methods of biological sciences (cytology, genetics, breeding, biotechnology, ecology); methods of independent biological research (observation, measurement, experiment, modeling) and competent registration of the results obtained; the relationship between the development of methods and theoretical generalizations in biological science;

· mastery of skills: independently find, analyze and use biological information; use biological terminology and symbols; establish a link between the development of biology and socio-economic and environmental issues humanity; assess the consequences of their activities in relation to the environment, their own health; to substantiate and comply with measures for the prevention of diseases and HIV infection, the rules of behavior in nature and ensuring the safety of one's own life in natural and man-made emergencies; characterize modern scientific discoveries in the field of biology;

· development of cognitive interests, intellectual and creative abilities in progress: acquaintance with outstanding discoveries and modern research in biological science, the problems it solves, the methodology of biological research; conducting experimental research, solving biological problems, modeling biological objects and processes;

· upbringing: conviction in the cognizability of living nature, the complexity and intrinsic value of life as the basis of universal human moral values and rational environmental management;

· acquisition of competence in rational nature management (observance of the rules of behavior in nature, maintaining balance in ecosystems, protection of species, ecosystems, biosphere) and maintaining one's own health (observance of disease prevention measures, ensuring life safety in natural and man-made emergencies) based on the use of biological knowledge and skills in everyday life.

To strengthen the ecological orientation of education, along with the syn-variant part - the course of general biology - the content of education may include elective courses on ecology and the biosphere. In the case of strengthening the biomedical orientation of education, along with the course of general biology, it is advisable to conduct the courses “Health and the Environment”, “Fundamentals of Cytology and Hygiene”.

Extracurricular work in biology is the most mobile form of teaching and educating students, the content and methodology of which is determined by the teacher, depending on his experience and capabilities, and the interest of students. This work can be group or individual. In areas where there are specialized institutions of additional education (environmental and biological center, young naturalist station), the conditions for working with schoolchildren are more favorable, because integration of school and additional education. It is in such work that the close connection between basic and additional biological education. At the same time, the nature of value judgments noticeably changes among schoolchildren, habits are developed to follow environmental standards in personal actions and behavior, and there is a need to adhere to a healthy lifestyle.

Therefore, reasonable use capabilities of all components of the core curriculum schools creates the best, and most importantly, realistic opportunity to achieve the goals of modernizing the biological education of the younger generation in our region.

Literature:

1. Akhrenov V. Providing state educational guarantees at the regional level // Teacher. - 1999. - No. 5. - P.7-9.

2. Grabilenkov M. Who needs Newton's laws? // Russian Journal / Uncategorized / Twilight of Education www.russ.ru/ist_sovr/sumerki/20020924_mg.html

3. Momot A.I., Lenkov R.V., Romankova L.I. Evolution of the system for coordinating scientific activities on higher education issues. / Under scientific. ed. AND I. Savelyeva - M., 1999. - 64 p.

4. Pinsky A. Towards the concept of a specialized high school // Report at the Seminar at the Higher School of Economics, 01/23/2002

5. Experiment: Profile training / ed. A. Kiseleva.- M., Vlados, 2001

6. The concept of modernization of education (Decree of the Government of December 29, 2001 No. 1756-r)

7. The concept of specialized education at the senior level of general education (Government Decree of July 18, 2002 No. 2783) // Teacher's newspaper. -2002. - №42.

Introduction

Chapter I. The history of the formation and development of the problem of profile differentiation in pedagogy, psychology and methods of teaching biology.10

1.1. Historical aspects of the formation of specialized education in the Russian school 10

1.2. The problem of specialized education in the practice of biological education in Russia 26

1.3. Features of the organization of specialized training in the practice of foreign education 42

1.4. Psychological pedagogical foundations profile training 56

Chapter 1 Conclusions 72

Chapter II. Theoretical and methodological foundations of profile teaching of biology in a secondary school 75

2.1. Principles of specialized education in biology 75

2.2. Model of the methodology of profile teaching of biology in grades 10, 11 of the natural science profile 97

Conclusions on Chapter II 113

Chapter III. Experimental study of the methodology of profile teaching of biology in grades 10 and 11 of a general education school with a natural science profile 116

3.1. The state of the problem of the implementation of profile education in biology in the practice of modern school biological education 116

3.2. Methods of teaching biology in grades 10, 11 of the natural science profile in the conditions of a pedagogical experiment 126

3.3. The results of an experimental study of the methodology of profile teaching of biology in the senior classes of the natural science profile 141

Conclusions on Chapter III 158

Conclusion 160

References 163

Applications 185

Introduction to work

The relevance of research. The main idea of updating the senior level of general education is to strengthen its individualization, increase functionality and efficiency. According to the "Concept of modernization Russian education for the period up to 2010", at the senior level of a general education school, specialized education is provided and the task is to create a "system of specialized training (professional education) in the senior classes of a general education school, focused on the individualization of education and the socialization of students, including taking into account the real needs of the labor market ", as well as "to work out and introduce a flexible system of study profiles in high school, including through cooperation of the senior school with institutions of primary, secondary and higher professional education" . The transition of the Russian education system to specialized education requires a change in the goals and objectives of secondary biological education, which must be aimed at meeting the cognitive interests and needs of students, at developing the student's personality, shaping his motivational sphere, intellectual and creative abilities.

The achievement of new goals of education can be fully facilitated by profile education, which is a means of differentiation and individualization of education and allows you to create conditions for the education of high school students in accordance with their professional interests and intentions in relation to continuing education.

Didactists, methodologists, psychologists considered the problems of individualization and differentiation, the definition of goals that promote differentiation, as well as the formation of the content of specialized education, the choice of criteria for selecting students for specialized classes, the choice of profiles, etc. (G.D. Glazer, I.D. Zverev, L.Ya. Zorina, G.S. Kalino-

4 wa, B.D. Komissarov, V.V. Kraevsky, I.Ya. Lerner, V.N. Maksimova, A.V. Marina , A.N. Myagkova, I.M. Osmolovskaya, E.S. Rabunsky, L.N. Rozhina, I.E. Unt, N.M. Shakhmaev and others).

However, the process of specialized education in a general education school is still organized to some extent intuitively, without proper theoretical and methodological justification. In the past, profiling and deepening led to a learning overload of students, a one-sided development of students' abilities, and a decrease in cognitive interest in non-core subjects.

To date, a contradiction has arisen between the need to change the structure and content of biological education in the changing socio-economic, scientific, technical and environmental conditions, on the one hand, and the insufficient theoretical and methodological development of specialized biology education in high school, on the other.

Problem Our research is to find effective ways to improve the quality of specialized biology education in high school.

The aim of the study is to develop effective methodology specialized education in biology at the senior level of a comprehensive school.

The object of the study is specialized biology education at the senior level of secondary school.

Item research - a methodology for specialized teaching of biology to high school students in the classes of a natural science profile.

Research hypothesis consists in the assumption that profile teaching of biology to students in science classes will be effective if:

the goals of profile education in biology are determined, aimed at strengthening its individualization and profile;

the principles of profile education are revealed;

in accordance with the goals and principles, the structure and content of specialized biology education are determined;

the forms, methods and means that contribute to the individualization and profile of education are determined.

Research objectives:

Find out the historical aspects of the formation of specialized education in a comprehensive school.

To identify the main essential characteristics of specialized biology education in modern domestic and foreign general education schools.

To construct a model of the methodology for profile teaching of biology.

Formulate and substantiate the goals of specialized biology education.

To formulate the principles of formation of the content of a profile course in biology and the principles of organizing the process of profile teaching of biology in classes of a natural science profile.

Determine the structure and select the content of the specialized biology course.

To select the optimal forms, methods and means of profile teaching of biology.

Experimentally test the effectiveness of the developed methodology for specialized teaching of biology.

To solve the tasks set, the following research methods:

theoretical: analysis, synthesis, comparison and generalization; modeling;

experimental: direct and indirect pedagogical observation, written survey of teachers and students, conversation, pedagogical experiment;

Statistical Methods mathematical analysis experiment data.
Methodological and theoretical basis of the study serve methodology

and theory of knowledge; activity theory; theories of personality development (L.I. Antsiferova, L.I. Bozhovich, A.N. Leontiev, S.L. Rubinshtein); methodology

dark approach (I.V. Blauberg, B.V. Vsesvyatsky, V.N. Sadovsky, G.P. Shchedrovitsky, E.G. Yudin), integrative approach (A.P. Belyaeva, M.N. Berulava , V.P. Solomin, G.P. Shchedrovitsky); personality-oriented, activity-based (I.S. Batrakova, A.N. Leontiev, I.Ya. Lerner, S.L. Rubinstein, A.P. Tryapitsyna, I.S. Yakimanskaya, etc.), problematic (A.M. Matyushkin, M.I. Makhmutov, etc.), differentiated (I.E. Unt, I.M. Osmolovskaya, etc.) approaches; ideas of humanization, ecologization of natural-science biological education (N.M. Aleksandrova, I.Yu. Aleksashina, S.V. Alekseev, N.D. Andreeva, N.M. Verzilin, A.N. Zakhlebny, I.D. Zverev, V. M. Korsunskaya, N. E. Kuznetsova, I. N. Ponomareva, N. A. Rykov, V. P. Solomin, I. T. Suravegina, V. D. Sukhorukoe, D. P. Finarov and others. ).

The main stages of the study:

At the first stage(2002-2003) an analysis of the philosophical, psychological and pedagogical and methodological literature on the research problem, the concept of "professional education" in the context of biological education has been clarified and concretized, the state of the problem under study in the history, theory and practice of school biological education has been identified, directions for researching the problem of profile education in biology have been identified, a methodology for the ascertaining stage of the experiment has been developed, a ascertaining experiment has been carried out and generalized his results.

At the second stage(2003-2005) the principles of formation of the content of a profile course in biology and the principles of organizing the process of profile teaching of biology were determined, a theoretical model of the methodology of profile teaching of biology for classes in the natural sciences was built, a methodology for profile teaching of general biology was developed: the content of the profile course was selected, forms were determined, methods and means that contribute to the profiling and individualization of biology teaching. The formative stage of the experiment was organized.

At the third stage(2005-2006) the experiment was completed, the analysis and interpretation of the research results were carried out; finalization of the text of the dissertation.

Experimental research base: general education schools No. 369, 374, 375 of St. Petersburg.

Scientific novelty of the research consists in clarifying, concretizing and defining the concepts of "profile training in biology", "elective course in biology", classification of elective courses (special and non-special purpose); creation of a theoretical model of the methodology of profile teaching of biology; development of an effective methodology for teaching general biology in science classes, which includes student-centered learning goals; content that promotes the development and professional orientation of the student's personality; forms, methods and means that contribute to the individualization and profiling of education.

Theoretical significance of the study consists in substantiating the principles of formation of the content of a profile course in biology (humanization, integration, cultural conformity, scientific and historical, profile differentiation, the fundamental nature of scientific biological knowledge, the unity and interdependence of professional orientation and polytechnics); the principles of organizing the process of profile education in biology (individualization, intensification, problem-based learning, interactive learning, the unity of the collective and individual activities of students, independence, satisfaction of cognitive needs and motives of students). Specific principles of specialized education are proposed: the unity of educational and research cognitive activity, the creative activity of students. A model of the methodology for profile teaching of biology has been constructed.

Practical significance research consists in developing an effective methodology for teaching biology to students in science classes, in identifying effective forms of organizing specialized education

8 (types of lessons: problematic lectures, lectures with elements of heuristic conversation, seminars (disputes, round tables), workshops, combined lessons, educational games), home creative work with the inclusion of elements research work, extracurricular work ( independent work for the study of scientific literature, scientific themed evenings, scientific conferences, scientific student society in biology), excursions into nature, museums. The forms of organizing the control of knowledge and skills (tests, defense of abstracts, presentations of the results of practical work, biological experiments and experiments, portfolios) individual achievements student) and methods that affect the increase in the student's independent activity: informational, research.

Recommendations on the use of scientific results. The methodology of profile teaching of biology can be applied in the mass practice of the work of biology teachers and other subject teachers of the natural science cycle in a general education school and in the system of secondary vocational education, in the training of biology teachers in pedagogical universities, in the system of advanced training of teaching staff.

Reliability and validity of the research results provided with the integrity of the work, taking into account modern trends in the development of education and based on the methodology of the systemic, integrative; personally-oriented, activity-based approaches; the adequacy of the methods used to the goals and objectives of the study, the qualitative and quantitative analysis of the factual material, the introduction of modern pedagogical and methodological ideas in the educational process, data statistical processing the results obtained.

Testing and implementation of research results were carried out in the educational process in biology in the schools of St. Petersburg. The main provisions and results of the study were discussed at meetings of the Department of Methods of Teaching Biology and Ecology of the Russian State Pedagogical University them. A.I. Herzen and round tables for teachers

The main provisions for defense:

Principles of profile teaching of biology.

A model of the methodology of profile teaching of biology in science classes, including target, procedural, content, and resultant components, based on the ideas of humanization, individualization of education and the ideas of profile education.

Methodology for teaching biology in science classes, including individually oriented goals; content with increased theoretical aspects and an increase in its activity and creative components; forms, methods and means that contribute to the individualization and profile of education.

Positive results of the study obtained during the implementation of the developed methodology, consisting in improving the quality of assimilation of biological knowledge and knowledge about professions in the field of biology; in the mastery of methodological, intellectual, practical skills by students and the development of interest in the study of biology and biological specialties.

Historical aspects of the formation of specialized education in the Russian school

The coverage of the historical aspect of the emergence of specialized education in the Russian school should begin with a description of the contradiction that has developed between classical and real education, and is directly related to the topic of this study.

Classical education is the legacy of ancient culture, which is a unity of science, art and craft. At the same time, the content of training reflected elements of the disciplinary structure of knowledge.

In the 18th century, in contrast to the classical, a real education arose, which was enriched with ideas for the practical reorganization of life.

The first attempts to combine classical education and real education were made at the beginning of the 19th century and were unsuccessful: the gap between theoretical and practical, humanitarian and natural sciences was obvious.

In the second half of the 19th century, a solution was found - to combine the general education minimum, in particular in natural science, with differentiation in the classical and real areas.

In the 20th century, the conflict between classical and real education developed into a conflict between academic and utilitarian education. Academism has spread widely in educational institutions that prepare their students for admission to the university, and was characterized by the predominance of theoretical knowledge above the practical, generalization and conventionality, separation from the demands of everyday life. Wherein school courses of an academic nature were minimal copies of the corresponding subjects at universities.

We agree with the opinion of B.D. Komisarov, who believed that utilitarianism focused on those students who could not or had no intention of continuing their education at the university. They were offered a set of information of an applied, practical nature. The utilitarians believed that it was inappropriate for those who were not oriented to continue their education at the university to study life cycles protozoa, algae, mosses and ferns, memorize an extensive set of terms on the taxonomy of plants and animals. These students need first of all knowledge actual problems personal and social life (nutrition, illness, behavior, racial studies, etc.).

Since the end of the XVII - early XVIII century, in the Russian school, the conflict between academism and realism (utilitarianism) began to manifest itself more and more clearly. The first attempts at profiling education were carried out under Tsar Alexei Mikhailovich by Silion Poloukh at the Spassky School, which had the goal of training literate people for civil affairs and for state administration.

More clearly, the trend of profiling education begins to manifest itself in the era of Peter's reforms. In the first quarter of the 18th century, Peter's reforms took center stage in the history of Russia. If in the 17th century the school was not connected with the solution of problems of a practical nature, then in XVIII education becomes a matter of state and with a "bias to applied bias", because the state wanted to have knowledgeable shipbuilders, good officers and sailors, engineers.

V.V. Grigoriev, who studied the history of the Russian school, noted that from the beginning of the 18th century, Peter I began reforms in the field of education, paying special attention to the creation of secular schools to train the specialists necessary for the country. In 1701, by decree of the tsar, a school of mathematical and navigational sciences was opened in Moscow in the chambers of the Sukharev Tower, where they begin to teach "voluntarily wanting more but with compulsion recruited" young people "mathematical and navigational, i.e. nautical, cunning arts ". It combined special education with general education. The school taught arithmetic, flat and spherical trigonometry, navigation, marine astronomy, and taught brief information from the field of geography, mainly mathematical: “Young people were taught sciences exclusively related to navigation, such as: arithmetic, geometry, trigonometry with their practical applications to geography and navigation, navigation, with a part of astronomy, as well as rapier science (fencing) ".

After the establishment of the navigation school, a number of technical schools arose. So, in 1712, an engineering school was established in Moscow. In the same year, an artillery school was opened.

title2 Principles of profile education in biology

During the determination theoretical foundations profile education in biology in the natural science profile, the essence of the concepts of "profile education", "professional education in biology" was clarified.

The transition to profile education pursues the provision of an in-depth study of individual subjects of the program of complete general education; creation of conditions for a significant differentiation of the content of education for high school students with wide and flexible opportunities for building individual educational programs by schoolchildren.

The basic curriculum for the senior level of a general education school provides for the possibility of a variety of combinations of subjects, which provides a flexible system of specialized education. This system should include the following types training courses: basic general education, specialized and elective.

Basic general education courses are mandatory for all students in all educational profiles. The following set of compulsory general education subjects is offered: mathematics, history, Russian and foreign languages, physical education, as well as integrated courses in social science (for natural-mathematical, technological and other possible profiles) and natural science (for humanitarian, socio-economic and other possible profiles) .

Profile general education subjects - subjects advanced level that determine the focus of each specific training profile. For example, physics, chemistry, biology are core subjects in the natural science profile. Profile subjects are compulsory for students who have chosen this profile learning. The content of these two types of subjects is the federal component of the state standard of general education. Achievement by graduates of the level of requirements of the state educational standard in basic general education and profile subjects is determined by the results of the unified state exam.

Elective courses - elective courses that are mandatory for students to attend, which are part of the profile of education at the senior level of the school. According to Appendix No. 1 to the letter of the Ministry of Education of the Russian Federation of July 9, 2003 No. 13-51-144 / 13, elective courses contribute to the satisfaction of cognitive interests in various fields of human activity.

Elective courses are implemented through the school component of the curriculum and perform certain functions:

1. The function of the "add-on" of the profile course. At the same time, the profile course becomes fully in-depth (and the school or class in which it is studied turns into traditional school with in-depth study of individual subjects).

2. The function of enriching the content of one of the basic courses, the study of which is carried out at a minimum general educational level. This allows you to support the study of related subjects at the profile level and receive additional training for passing the unified state exam in the chosen subject at the profile level.

The number of elective courses offered as part of the profile must be in excess of the number of courses the student is required to take. There is no unified state exam for elective courses.

The order of the Committee for Education of St. Petersburg "On the formation of curricula of educational institutions of St. Petersburg" presents the main approaches to the selection of elective courses for the organization of pre-profile training and specialized training. With regard to X-XI classes, five types of elective courses are distinguished: those that complement the content of the profile course; realizing interdisciplinary connections through the study of related subjects; developing the content of one of the basic courses; focusing on the acquisition by schoolchildren of educational results for successful promotion in the labor market; aimed at satisfying the cognitive interests of students that go beyond the curriculum.

Elective courses should supplement the content of the profile course (for example, expand or deepen the profile course in biology), develop the content of one of the basic courses, satisfy the cognitive interests of schoolchildren, equip them with the knowledge necessary for professional orientation in applied fields of science (in particular, in applied fields of biology) . At the same time, elective courses should not be narrowly specialized or have a popularizing character. Otherwise, they will not correspond in their content to the target settings for the formation of students' social and intellectual skills of a universal nature. However, in addition to elective courses, some sources also mention learning practices, projects, research activities, special workshops, elective modules, special courses or in-depth study courses. Some authors, such as D.S. Ermakov, T.I. Rybkina, in addition to elective courses that are mandatory for studying elective subjects, the curriculum of profile education also includes educational practices, projects, and research activities.

The State of the Problem of Implementation of Profile Education in Biology in the Practice of Modern School Biology Education

An experimental test was carried out to determine the effectiveness of the developed methodology. We adhere to the opinion of V.I. Zagvyazinsky, according to which “the need to use an experiment arises when the research tasks require the creation of a situation that either cannot arise in the normal course of events, or would have to be expected indefinitely” . Before launching a formative experiment, it is necessary to examine the question of how complete the representation of teachers is. general education schools about specialized education in biology. For this purpose, the ascertaining stage of the experiment is carried out.

At the ascertaining stage of the experiment in 2002, sixty biology teachers from various schools in St. Petersburg were interviewed on the problems of specialized teaching of biology at school. The purpose of the survey was to find out the teachers' understanding of the essence of the process of specialized education in comparison with in-depth study of biology. During the survey, teachers were asked to answer several questions:

What is the essence of profile education in biology? The results obtained showed that 6% of respondents believe that profile education is “a more detailed, in-depth study of biology with an emphasis on one or more sections (cytology, genetics, invertebrate zoology, etc.); consideration of issues related to certain areas of science, having a practical direction in certain types of activity.

At the same time, 10% of the respondents are convinced that profile education is “a deeper study of the subject with an increased practical (research) orientation, which will make it possible to “feel” the future specialty, to obtain elementary professional skills.”

Profile education as a copy of in-depth study of biology is represented by 20% of teachers.

Most of the respondents, 42%, think that profile education is “preparation for entering a university, for choosing a future profession, helping to make sure that the choice is right.”

Few (only 3% of respondents) believe that specialized education is “the study of a complex of subjects aimed at mastering a certain educational field". Could not give an answer - to this question - 19% of respondents.

So, according to St. Petersburg teachers, profile education is identified with an in-depth study of one or a set of subjects, during which issues related to a particular area of science and having practical value, giving the opportunity to get acquainted with the future specialty and prepare for admission to the university (Fig. 2).

The second question was aimed at concretizing teachers' understanding of the differences between specialized and advanced biology education: are there any differences between advanced and specialized education? If so, which ones?

The majority (80%) noted differences in the following features of profile and in-depth study.

An in-depth study of subjects involves a more detailed study of all sections of biology and preparation for entering a university; conducting classes at universities. It also involves a detailed consideration of a wide range of issues under consideration, the study of an expanded topic curriculum, the formation of students' in-depth knowledge.

Profile education, according to teachers, consists in a detailed study of biology or several natural science disciplines that prepare students for choosing a profession. It should provide an introduction to professions related to biology and include an in-depth study of individual courses - botany, zoology, human anatomy and physiology, depending on the interests of students in the future profession. The priority in choosing content is determined by the profile (some topics are studied in depth, while others are introductory).

Based on the results of the answers to this question, it can be concluded that teachers do not have clear view about in-depth and specialized education. They believe that an in-depth study of a subject is "a more serious study of science, a more detailed study in all biological disciplines without highlighting any specific direction carried out on the basis of universities."

Profile education is “a broader concept than in-depth study, which is aimed at a more detailed study of sections of biology that guide students in choosing a profession, acquaintance with professions that require knowledge of biology.”