To methods oral questioning include conversation, interview.

CONVERSATION as a method of pedagogical research is organized in order to identify individual personality traits (motivational and emotional spheres, knowledge, beliefs, interests, preferences, attitudes, attitudes towards the environment, the team, etc.). In pedagogical research, conversation is used at the stage of preparing mass questionnaires to determine the field of research, replenishment and refinement of mass statistics data, and as an independent method for collecting psychological and pedagogical information - in surveys of small samples.

The conversation can be conducted both with the subject himself and with other people who know him. Research by the method of conversation provides for the presence of a general plan of the conversation, as a rule, does not include specific questions (as is the case when using questionnaires and questionnaires), highlighting in it the main topics and provisions that must be covered in order to obtain the desired result. The wording of individual moments of the conversation is constructed so that the desired features can be judged not only by the direct declarations of the researcher (not always sincere and objective), but also by indirect indicators (use of examples and details, comments, facial expressions, emotional reactions, etc.) etc.). The conversation is usually not limited in time. The course and content of the conversation are recorded (for example, using a tape recorder).

To use the method of conversation, the researcher must have sufficient experience and tact to minimize errors caused by his own attitudes, and also take into account the influence of a number of indirect factors on the course of the conversation: the emotional and physical state of the researcher, his attitude towards the researcher and directly to the conversation, the influence of factors situation, etc. The results obtained by the method of conversation do not lend themselves to formalization and statistical processing. They can only be used in general terms to judge the severity of the trait under study. The results of the interview in the complex research are preliminary in nature and should be compared with the results of other methods (e.g. observation).

In pedagogical practice, it is advisable to use the conversation as an auxiliary method in the study of the individual characteristics of the formation of the child's personality. In case of inadequate behavioral reactions, psychotherapeutic conversation is recommended , aimed at revealing the hidden mechanisms of these reactions, at organizing and mobilizing the defense mechanisms of the psyche to neutralize mental trauma and internal conflicts.

A kind of conversation is interviewing, brought into pedagogy from sociology. During the interview, the researcher adheres to the pre-planned questions, asked in a certain sequence. During the interview, the answers are recorded openly.

To methods written survey include questioning and testing.

To obtain information about the typicality of certain pedagogical phenomena, it is advisable to use survey method - method of mass collection of material using a questionnaire . Polling is called an absentee survey. The information obtained during the survey is compared with data from other sources - document analysis, interviews, observations, etc.

Expert judgment method- a complex of logical and mathematical procedures aimed at obtaining information from specialists, its analysis and generalization in order to prepare and select rational decisions. The essence of the method consists in the experts' analysis of the problem with qualities, or quantities, assessment of judgments and formal processing of the results of individual opinions.

Using the method of expert assessments, the following is carried out: analysis of complex pedagogical processes, phenomena, situations, characterized mainly by qualitative, non-formalized features; forecasting the development of the branch of knowledge, learning and education processes and their interaction with the outside. environment; determination and ranking according to a given criterion of the most significant factors affecting the functioning and development of the system; evaluating alternative solutions and choosing preferred options. The main stages of the implementation of the method of expert assessments are: the organization of the examination, the formulation of the problem, the objectives of the experiment, the establishment of responsibility and rights of the working group; selection of experts; conducting a survey of experts; analysis and processing of the results obtained.

An expert survey can be conducted in various forms: individual or group, face-to-face (personal) or correspondence, oral or written. Expert teamwork methods - meetings, discussions, brainstorming, as well as complex methods (business games, scenarios). Individual expert assessments can be obtained through questionnaires, interviews, free conversation. At the same time, certain requirements are imposed on the selection of experts: competence, creativity, lack of inclination to conformism, scientific objectivity, analyticity, breadth, constructive thinking, etc. In parallel, it is useful to apply the method of self-assessment by teachers of the same aspects of their activities. In the course of analyzing the information obtained, the method of ranking estimates can also be used, when the identified factors are arranged in ascending or descending order of their manifestation.

A variation of the method of expert assessments is the "pedagogical consultation" (Yu. K. Babansky), which involves collective discussion of the results of studying the upbringing of schoolchildren according to a specific program and according to common criteria, collective assessment of certain aspects of the personality, identifying the causes of possible deviations in the formation of certain features personality, etc.

TO complex methods of empirical research include examination, monitoring, study and generalization of pedagogical experience, experimental pedagogical work, experiment.

Survey

Monitoring belong to special methods of studying pedagogical problems.

The concept of "monitoring" (from the Latin "monitor" - reminding, supervising) presupposes the implementation of some action aimed at the implementation of the function of observation, control and warning. A number of reference sources interpret the concept of monitoring as an action that ensures the performance of these functions, specified by the specifics of the object under study and the tasks set.

In the Big Encyclopedic Dictionary, monitoring is defined as observation, assessment and forecast of the environment in connection with human economic activities. In this aspect, monitoring involves the implementation of classical management functions (observation, assessment, analysis, forecasting, control, prevention, etc.).

In statistics, monitoring is considered as a specially organized systematic observation of the state of any objects.

Depending on the object and purpose of the study, various types of monitoring are distinguished.

Sociological monitoring is aimed at long-term observation of the selected criteria of social processes.

Psychological monitoring establishes trends and patterns of mental development of schoolchildren of different ages.

Medical monitoring provides tracking of the dynamics of health and functional state of a person, and pedagogical, using the data of these surveys, determines how rational are the pedagogical tools implemented in the innovation process; to what extent did the didactic means (content, forms, teaching methods, mode of educational work, etc.) correspond to the stated goals and the identified individual-typological and age characteristics of schoolchildren, as well as the specifics of their living environment.

The information obtained on the basis of medical, sociological and psychological monitoring is specific: it is presented in a language that is poorly understood by educators, characterizes the disparate, unconnected socio-economic, psychophysical, cultural-aesthetic and other factors that influence the development of the student's personality. At the same time, it is quite obvious that this information, translated into the language of pedagogy, is extremely necessary for updating the education system based on taking into account the peculiarities of the modern socio-economic and environmental situation. This adaptive function, according to A.A. Orlova, can carry out pedagogical monitoring, which, unlike the named ones (medical, sociological and psychological), has a specific object of study, and provides teachers, school leaders and management bodies with high-quality and modern information necessary for management decisions made. The object of pedagogical monitoring is the results of the educational process and the means that are used to achieve them.

In modern studies, the following functions of pedagogical monitoring are distinguished:

1. Information function - provides information about the effectiveness of the pedagogical process, about the state of the object, provides feedback. The introduction of pedagogical monitoring makes it possible to achieve a positive developmental effect, reserves for its strengthening are constantly revealed when tracking all current processes. When introducing pedagogical monitoring, the main attention is paid to the peculiarities of the course, development of the educational process itself (its difficulties, distortions). This information is much faster than the information on the results.

2. Cultural function. Participation in the pedagogical monitoring of various participants in the educational process increases the level of their pedagogical culture, interest in upbringing, encourages a deeper study of trainees, self-analysis of pedagogical work, and helps to increase the professional competence of teachers.

3. Forming function. The introduction of pedagogical monitoring into the work of educational institutions makes the educational process more effective. Based on the results of monitoring, the teacher can select methods and techniques individually for each student, taking into account his capabilities.

4. The correction function is closely related to the formative one. The introduction of pedagogical monitoring into the educational process involves the detection and fixation of numerous unpredictable results. Among the unpredictable results can be both positive and negative in terms of personality development: this will help teachers take measures to strengthen the positive and weaken the negative.

5. System-forming function. The requirement of scientific character in the conduct of pedagogical monitoring provides, first of all, its organization and implementation on the basis of a systematic approach. From these positions, pedagogical monitoring acts as a complex, stage-by-stage-organized system, the main task of which is to monitor the state of development of the pedagogical process in order to determine and optimal choice of its goals and objectives, as well as the means and methods for their solution. Pedagogical monitoring not only helps to determine the state of the educational process at a given time interval, but also creates the preconditions for its improvement based on predicting further trends in its development and making appropriate adjustments.

Monitoring can be represented as a system consisting of the following technological stages of working with information:

1. The choice of the system structure of pedagogical monitoring;

2. Procedure for collecting information;

3. Processing, visualization and analysis of results;

4. Compilation and dissemination of information.

All elements of pedagogical monitoring are structurally and functionally interconnected and represent a single system. The loss of any of the components from the system of the teacher's actions either makes monitoring of little value, or destroys the entire system.

The result of pedagogical monitoring can be not only conclusions and recommendations made on the basis of research information, but also information about experimental work based on the design and hypothetical introduction of new tools and technologies into the educational process, the consumers of which are school teachers, parents, practical psychologists. , teachers of out-of-school institutions, heads of schools and government bodies, designers of educational systems, etc.

The monitoring objects in the vocational education system can be:

Vocational education process,

Academic performance of students,

Educational and educational-professional activities of trainees,

Personal development of trainees,

Formation of a study group,

Professional activity of a teacher,

The formation of the teaching staff, etc.

Depending on the selected monitoring object, specific goals and objectives are set related to its implementation in practice.

The selected type of monitoring allows you to obtain information about the characteristics, structure, development of educational and educational-professional activities of trainees, about changes in the subject of this activity (personality of the trainee), etc.

Study and generalization of pedagogical experience teachers are aimed at analyzing the state of practice, identifying bottlenecks and conflicts, elements of new in the activities of teachers, the effectiveness and availability of science recommendations. The object of study can be mass pedagogical experience (to identify leading trends), negative experience (detection of characteristic flaws and mistakes), advanced experience.

M. H. Skatkin distinguishes two types of advanced experience - pedagogical excellence and innovation. Pedagogical excellence consists in the rational use of the recommendations of science. Innovation defines its own method, findings, new content.

Generalization of best practices begins with its description based on observations, conversations, surveys, study of documents. Further, the observed phenomena are classified, interpreted, and brought under the known definitions and rules. A higher level of analysis involves the establishment of cause-and-effect relationships, the mechanism of interaction of various aspects of the educational process, the identification of internal patterns of achieving success in teaching (upbringing). From the description of the experience, it is necessary to proceed to its analysis, the identification of the typical teacher-innovator in the activity.

The criteria of advanced pedagogical experience, according to V.I. Zagvyazinsky, can be: novelty, high efficiency and effectiveness of the teacher's activities, compliance with modern achievements of pedagogy and teaching methods, stability and the possibility of creative use by other teachers, optimality of experience in a holistic pedagogical process.

The introduction of advanced pedagogical experience into practice occurs through basic and experimental schools, the patronage of master teachers, as well as through its study and generalization.

A comprehensive method of pedagogical research is experiment, allowing you to gain new knowledge about the cause-and-effect relationships between pedagogical factors, conditions, processes due to the systematic manipulation of one or more variable factors and registration of corresponding changes in the behavior of the studied object or system.

Experiment(from Lat. experimentum - experience, trial) in pedagogy and psychology, one of the main methods of scientific knowledge, with the help of which the phenomena of reality are investigated in controlled and controlled conditions. In psychological and pedagogical research, the experiment is aimed at identifying changes in human behavior during systematic manipulation of the factors (variables) that determine this behavior. A correctly designed experiment allows you to test hypotheses about cause-and-effect relationships, not limiting yourself to stating the relationship (correlation) between variables. Unlike observation, when the researcher passively waits for the manifestation of the processes of interest to him, in the experiment he creates the conditions necessary for their occurrence. An essential feature of the experiment is the strict selection of one investigated factor or its variations (independent variable) and registration of those changes that are associated with the action of this factor (dependent variable). Since in pedagogy and psychology absolute isolation of a factor is impossible, its isolation is usually carried out by selection and comparative study of two situations, two groups of subjects, etc. weak degree, and in another - obviously strong.

The experimental procedure consists in the directed creation or selection of such conditions that ensure a reliable isolation of the factor under study, and in the registration of changes associated with its action. Most often, in a psychological and pedagogical experiment, they deal with two groups: an experimental one, in which the studied factor is included, and a control one, in which it is absent. The experimenter, at his discretion, can modify the conditions of the experiment and observe the consequences of such a change. This, in particular, makes it possible to find the most rational methods in teaching and educational work with students. For example, by changing the conditions for memorizing a particular educational material, it is possible to establish under what conditions memorization will be the fastest, most durable and accurate. Carrying out research under the same conditions with different subjects, the experimenter can establish age-related and individual characteristics of the course of mental processes in each of them.

Experiments differ in the form of conduct, the number of variables, goals and nature of the organization of the study.

By the form of holding there are two main types of experiment - laboratory and natural .

Laboratory the experiment is carried out in specially organized artificial conditions designed to ensure the purity of the results. For this, side effects of all processes occurring at the same time are eliminated. A laboratory experiment allows using recording devices to accurately measure the time of the course of mental processes, for example. the speed of a person's reaction, the speed of the formation of educational, work skills. It is used in cases where it is necessary to obtain accurate and reliable indicators under strictly defined conditions. More limited application has a laboratory experiment in the study of manifestations of personality, character ... WITH On the one hand, the object of research is complex and multifaceted, on the other hand, the well-known artificiality of the laboratory situation presents great difficulties. Investigating the manifestations of a personality in artificially created special conditions, in a private, limited situation, we far from always have grounds to conclude that similar manifestations will be characteristic of the same personality in natural life circumstances. The artificiality of the experimental setting is a significant drawback of this method. It can lead to a violation of the natural course of the investigated processes. For example, memorizing important and interesting educational material, the student achieves different results than when he is asked to memorize experimental material in unusual conditions that is not directly of interest to the child. Therefore, the laboratory experiment should be carefully organized and, if possible, combined with other, more natural methods. Laboratory experiment data are mainly of theoretical value; the conclusions drawn on their basis can be extended to real life practice with certain limitations.

The indicated disadvantages of a laboratory experiment are to some extent eliminated when organizing natural experiment. This method was first proposed in 1910 by A.F. Lazursky at the 1st All-Russian Congress on Experimental Pedagogy. A natural experiment is carried out under normal conditions within the framework of the activities familiar to the subjects, for example. training sessions or games. Often the situation created by the experimenter can remain outside the consciousness of the subjects; in this case, a positive factor for the study is the complete naturalness of their behavior. In other cases (for example, when teaching methods, school equipment, daily routine, etc.) change, the experimental situation is created openly, in such a way that the subjects themselves become participants in its creation. Such research requires particularly careful planning and preparation. It makes sense to use it when the data must be obtained as soon as possible and without interfering with the main activities of the subjects. A significant drawback of a natural experiment is the inevitable presence of uncontrolled disturbances, i.e., factors whose influence has not been established and cannot be quantitatively measured.

By the number of studied variables distinguish one-dimensional and multidimensional experiment. One-dimensional an experiment involves the selection of one dependent and one independent variable in the study. It is most often implemented in a laboratory experiment. In a natural experiment, the idea of ​​studying phenomena is affirmed not in isolation, but in their interconnection and interdependence. Therefore, here, most often, it is implemented multidimensional experiment. It requires the simultaneous measurement of many accompanying features, the independence of which is not known in advance. The analysis of the connections between the set of studied features, the identification of the structure of these connections, its dynamics under the influence of training and education are the main goal of the multidimensional experiment.

Purposes distinguish between ascertaining and formative experiment. Target ascertaining experiment - measuring the current level of development (for example, the level of development of abstract thinking, moral and volitional qualities of a person, etc.). Thus, the primary material for organizing a formative experiment is obtained.

Formative(transforming, teaching) experiment aims not to simply state the level of formation of a particular activity, the development of certain aspects of the psyche, but to actively form or educate them. In this case, a special experimental situation is created, which allows not only to reveal the conditions necessary for the organization of the required behavior, but also to experimentally carry out the purposeful development of new types of activity, complex mental functions and to reveal their structure more deeply. The formative experiment is widely used in the study of specific ways of forming a child's personality, providing a combination of psychological research with pedagogical search and design of the most effective forms of the educational process. The theoretical basis of the formative experiment is the concept of the leading role of education and upbringing in mental development.

The results of experimental research often represent not an identified pattern, a stable dependence, but a number of more or less fully recorded empirical facts. Such, for example, are the descriptions of the play activity of children obtained as a result of the experiment. , experimental data on the influence on any activity of such a factor as the presence of other people, and the associated motive of competition. These data, which are often descriptive in nature, do not yet provide a psychological mechanism of phenomena and represent only more definite material that narrows the further scope of the search. Therefore, the results of an experiment in pedagogy and psychology should often be regarded as intermediate material and the initial basis for further research work.

A survey of various social strata of the population makes it possible to make forecasts in different areas of human activity. Respondents' answers are considered one of the most common methods of obtaining information about the subjects.

During the questionnaire survey, the information carrier has the opportunity to give a written answer to them without the experimenter, while the survey is an act of direct communication. In this case, a rather large role is played not only by skillfully and clearly posed questions, but also by interpersonal relationships established in the course of the conversation.

The researcher, after formulating the initial hypothesis, determines the factors that he is going to study and, based on the goals and objectives, thinks over the system of questions. At the same time, the initial information about the respondent - age, level of education - is important.

By type, survey methods are standardized and non-standardized:

• Standardized surveys are considered rigorous surveys. They give a general idea of ​​the problem under study;
• Non-standardized surveys in comparison with the first ones, are less strict, without a rigid framework and allow, depending on the response of the respondents to the questions, to vary the behavior of the researcher.

When writing questions, there are certain rules:

1. Questions should be logical and separate;
2. Special, specific terminology should not be used;
3. Keep every question short;
4. Each question should be specific;
5. Questions should not contain a clue;
6. Preventing the possibility of obtaining stereotyped answers in the formulation of a question;
7. The language of the question should not cause rejection, for example, not be too expressive;
8. Suggestive questions are unacceptable.

The survey can include both closed and open questions, which will depend on the nature of the research. Closed-ended questions provide a choice of answers from several points, and open-ended questions must be answered by the respondent. In the first case, the disadvantage will be the likelihood of an inattentive and thoughtless answer, the so-called. "Automatism" in filling. The consequence is, in this case, the distortion of the test results.

Open-ended questions, when free-form answers, give more accurate results, but make them harder to process.

There are different survey methods, among them:

• Questioning;
• Personality tests;
• Ladder method;
• Interview method.

These methods make it possible to quickly understand the problem of interest and use this knowledge in the future.

Survey classification criteria

There are certain criteria by which all polls can be classified:

• By the way of obtaining information, its interpretation. According to this criterion, there are:

1. Questionnaire survey, which is given to the respondent in the form of a questionnaire for filling out;
2. Sociological interview. This is the most flexible form of working with a respondent. It is based on a face-to-face or part-time (by phone) conversation with a respondent on a given problem;
3. Expert survey. In this case, experts are the respondents.

By the degree of coverage of the general population:

1. Continuous surveys covering the entire general population;
2. Selective surveys. In this situation, the survey covers a part of the general population according to the principles and rules of sampling.

According to the procedure, the following are distinguished:

1. Individual surveys, they are always held one-on-one in an individual and personal form;
2. Group surveys are usually conducted with several respondents, sometimes with the whole group.

According to the form of conducting surveys, there are:

1. Oral;
2. Written.

By the method of communication between the respondent and the sociologist:

1. Contact surveys based directly on personal contact during the survey;
2. Contactless polls.

By frequency of surveys:

1. One-time polls of the population on any problem;
2. Repeated surveys.

Basic survey methods

It is known that a survey can be carried out in various forms - a questionnaire, an interview, a conversation, a sociometric method, a method of polar points, an expert survey. Let's take a closer look at the expert survey method.

Expert survey method

The expert survey method is understood as a combination of various methods, techniques, techniques, procedures. The following procedures stand out:

• A regular survey, which involves a one-time anonymous survey. This is the easiest survey, both organizationally and economically;
• Multi-stage survey. The task of the experts is already becoming more complicated here, because the multistage system is introduced so that at each subsequent stage the experts solve more complex problems. You can organize a multi-stage survey in different ways, from general questions to more specific questions, or vice versa. Finally, the experts make generalizations using the pyramid method.

Due to the specifics of the expert audience, the main survey method is a questionnaire filled in by an expert, not an interview. In the questionnaire, open-ended questions are more often used, allowing to establish the creative potential of an expert and express an original point of view;

• Correspondence and intramural expert survey. The correspondence survey includes a written survey, a questionnaire, the method of independent characteristics, and the Delphic technique. The survey is associated with organizational difficulties, which are manifested in the low rate of return of the questionnaires. Face-to-face survey is an interview, meeting, research conversation, "brainstorming";
• Formalized survey of experts. This is a common questionnaire survey on questions formulated in both open and closed form. It is distinguished from the written collection of opinions by goals, objectives and content. Data analysis is usually statistical;
• Method of independent characteristics. It provides a generalized assessment of one phenomenon, and information about it comes from different sources. At the initial stage, different opinions are compared and contrasted. At the second stage, with the help of mathematical and statistical procedures, they are processed and compared. Reliable conclusions are formulated at the final third stage;
• "Delphic Technique". This is the most common expert interview procedure. Interviewing experts takes place in several rounds, processing the results of each round, informing about the results and repeating the same procedure:

1. The first round - answers without argumentation. Extraction of extreme and average judgments after processing and communication to experts;
2. Repeated appeal to the assessments of the interviewed experts in order to reconsider their views and judgments, because they had time to think. After this round, new assessments are also processed, extreme and average opinions are summarized, and the results are again reported to the experts. This repetition goes 3-4 times. As practice has shown, after the fourth round, the opinion of experts does not change. The result is a consistent assessment.

The general assessment by the "Delphi" method is derived not by mathematics and statistics, but by the people themselves;

Brainstorming is the most well-known method of collective creative decision-making. The method is an unstructured, free process of generating your own ideas around a given topic. It was developed and described in 1938 by the American psychologist A.F. Osborne.

Combined method as the main survey method

I see a combined survey with elements of creativity, playful moments and active use between subject connections as the most effective form in which knowledge consolidation, skills formation and development of natural - scientific thinking take place.

The combined survey method (individually oral + written, etc.) is most effective in identifying the true knowledge of the student and makes it possible to control the knowledge of students using various forms and methods.

Since the emergence of various types of technology, it has become possible not only to tell or show different life forms and biological processes, but also to simulate them. The computer has taken possession of all spheres of life and gives us the opportunity to make our lessons interesting not only when explaining the material, but also when interrogating it.

A more effective survey method, I consider the combined method, I use it constantly. Thanks to the combination of several survey methods, the student has the opportunity to show his knowledge in the form in which he is more comfortable.

Oral survey method and its forms

Oral questioning is the most common. It allows you to check the correctness, completeness and depth of assimilation of individual and general concepts. This form of survey makes it possible to directly come into contact with the student, quickly and promptly identify the level of his knowledge, comprehensively check it, and also study the individual characteristics of the student's personality (intelligence, endurance, self-esteem, etc.), which helps me to implement an individual approach to learning. By listening to the answer, the teacher also has the opportunity to judge the student's speech, his memory, develop and improve them, teach logical thinking. In addition, for most students, it is much easier to present their knowledge orally than in writing. I think over the questions so that they orient students towards detailed answers, making comparisons, proofs, and expressing their own judgments. The effectiveness of the survey increases when applied with other forms.

Oral survey forms:

• 1) Individual survey for reproduction of material. I spend it only in the first stages of training. This develops monologue speech, teaches students to do homework conscientiously;
• 2) Seminar-type survey using an interactive whiteboard. After reproducing the material, the student receives a problematic question, to which he gives an answer and using the possibility of an interactive whiteboard, securing the answer with a practical demonstration of his actions. Since working with an interactive whiteboard always activates the attention of the whole class. The guys closely follow the answer of a classmate and are always ready to help him. This makes it possible for the whole class to consolidate the practical significance of the knowledge gained when interviewing one student. Example: when checking knowledge on the topics: "External and internal structure of the root" problematic question - How do you recognize the suction zone at the root? Draw the root hair and sign its structure. Use the interactive whiteboard to guide you in the correct sequence for replanting plants. Such tasks during the survey reveal not only the amount of theoretical knowledge, but also how the student has mastered the practical significance of the knowledge gained in the lesson. Topic: "Respiratory movements" - Suppose where the piece of lung will be when it is immersed in a glass of water? (work at the interactive whiteboard). Why don't pieces of lung sink in water? Etc.;
• 3) Condensed survey by groups. Its distinctive feature is high efficiency and intensity. The questions asked are formulated so that they do not require long deliberation, they are understandable so that they do not have to spend additional time on their "interpretation". Questions are posed at a fast pace and randomly to any student. This develops the ability to quickly navigate the material, to gather and correctly express an idea. It also builds teamwork skills.

This survey is conducted at the completion of the topic before the test or test.

• 1. List the organic substances studied by us (proteins, fats, carbohydrates, nucleic acids, vitamins, ATP, hormones);
• 2. What substances are classified as biopolymers? (proteins, nucleic acids, carbohydrates);
• 3. Protein monomer? (amino acids);
• 4. How many kinds of nucleic acids? (two);
• 5. The most energy-consuming organic matter? (fats);
• 6. Nucleic acid monomer? (nucleotide);
• 7. Carbohydrate monomer? (glucose);
• 8. What is the name of the sugar in the RNA nucleotide? (ribose);
• 9. The main source of energy in the cell? (glucose);
• 10. What is the name of the DNA doubling process? (replication);
• 11. What is the name of the relationship between amino acids in the primary structure of a protein? (peptide);
• 12. What are the stages of protein synthesis? (transcription, broadcast);
• 13. Where does the transcription process take place in the cell? (core);
• 14. List the types of RNA. (i-RNA, r-RNA, t-RNA);
• 15. List the DNA nucleotides. (Timin, Adenine, Guanine, Cytosine);
• 16. What are the names of water-soluble substances? (hydrophilic);
• 17. Name the plant polysaccharides (cellulose, starch);
• 18. What nucleotide is missing in RNA? (Timin);
• 19. The processes of photosynthesis take place in ....? (chloroplast);
• 20. By the principle of complementarity, what nucleotides are connected to each other? (A-T, G-C);
• 21. What is the phase of photosynthesis in which CO2 is reduced to glucose? (dark);
• 22. What is the starch monomer? (glucose);
• 23. At what stage of photosynthesis is oxygen formed? (light).
• 4) Colloquium. This is a one-to-one conversation on a covered topic without written preparation. The student is asked a question from this topic. Further questions are asked related to the first. The whole topic is gradually covered along a logical chain. This develops the student's ability to subordinate his thinking to the logic of the questioner, the ability to listen to a question, the ability to keep attention for a long time. This is especially valuable for medical specialties and scientific activities in any field.

The teacher in this form of survey works with one student. At this time, I create a problem situation for the class, which is being worked on in the form of a written survey. (Expand the meaning of the following statement "One person will pass - a path, ten people will pass - a road, a hundred people will pass - a desert").

What are the reasons for such consequences. Enter your suggestions on how to avoid the appearance of spontaneous paths when laying the park and how to deal with the appearance of spontaneous paths in our park?).

Sample questions of the colloquium on the topic "Root":

• 1. List the organs of the plant?
• 2. Is the root a vegetative or generative organ?
• 3. List the functions of the root?
• 4. What types of roots have we studied?
• 5. What is the name of the roots growing from stems, leaves, etc.?
• 6. Where does the main root develop from?
• 7. Where do lateral roots grow?
• 8. Give the definition of the root system?
• 9. What root systems do you know?
• 10. How do you distinguish a tap root system from a fibrous one?
• 11. List the root zones?
• 12. Root cap: where is it located, what is its function?
• 13. Why does it stop growing when plucking the top of the main root?
• 14. What is the name of this agricultural technique used in growing seedlings? What is it used for? Select a drawing that shows this technique (using an interactive whiteboard).
• 15. What is a root hair? Its function? Life expectancy?
• 16. When replanting the plant, the girl pulled it out of the ground. Assume the consequences of this action for the plant.
• 17. Behind the suction zone, which zone is located?
• 18. On what conductive tissue does the water with mineral salts coming from the root hairs move?
• 19. The roots of what plants are used for cooking? (collection of root crops and modified underground shoots).
• 5) A frontal (or cursory) survey differs from an individual one in its brevity and the ability to include a larger number of students in the survey and save lesson time, since students answer from the spot. This form of survey activates all students and boils down to answering a series of consecutive questions in front of the class. I use it at the beginning of the lesson in order to find out the assimilation of the class of the passed material necessary to move on to a new topic.

Improving the method of oral questioning is associated with its application at different stages of the lesson and in combination with other methods. For example: give a definition of the term - immunity, on which plate is the term spelled correctly (immunity), name the mistakes made. This allows you to check both knowledge of the definition of a given term and to check the terminological literacy of the student. And ready-made tablets save time of the survey and develop visual memory for all students in the class.

The topic “Organ systems in insects” is the answer at the blackboard according to the table + a written answer to the question that requires from the student not the usual reproduction of information (reliance on memory), but intellectual efforts: Does blood participate in the transfer of gases in insects? Explain the answer.

And while the child prepares a written answer to the question, the oral survey can be continued with other students.

For me, it is important in the process of oral questioning that the test of the student's knowledge does not have the character of working “with one student”. Students can supplement, correct mistakes, ask additional questions on the topic of the oral answer, evaluate the student's knowledge.

Written survey.

I consider a written survey the most objective form of knowledge testing. The main advantage of a written survey is that it allows you to find out the knowledge of an entire class at the same time in a relatively short time and thereby ensure a systematic control of the quality of students' knowledge. Written survey:

• 1. Verification work on terms. This survey form ensures the formation of a competent scientific speech:
• 1) "Find a mistake" - correction of deliberately made mistakes in terms (assimilation, disimilation, procoriotes, metachondria, etc.);
• 2) write down the terms related to PLASTIC EXCHANGE;
• 3) I successfully apply the “principle of the crossword puzzle”, which helps in consolidating the terms just learned in the lesson. The guys mark the number of letters I have indicated with dashes, while I open some of them:

• 4) write down the term for this definition: - What is the name of the process of evaporation of water by leaves? (transpiration);
• - The physical process due to which gas exchange occurs in the lungs and tissues? (diffusion);
• - A cell with a nucleus? (eukaryotic) etc.
• 5) Insert the missing letter: prokaryotes, ribs - soma, m - coriza, g - pophysis, phylogenesis (prokaryotes, ribosome, mycorrhiza, pituitary gland, phylogenesis).
• 6) to test the skills of independent acquisition of knowledge when working with a textbook, I develop flow charts, which indicate the stages in working with the material of the paragraph and written assignments for each stage. These tasks are close to the tasks encountered in the Unified State Exam and the State Examination Agency, which teaches children to work with this type of test tasks and the ability to choose the main thing from the material of the text.

Oral interrogation is a control method that allows not only to interrogate and control the knowledge of students, but also to immediately correct, repeat and consolidate knowledge, abilities and skills.

Pros of oral questioning

• More flexible than written.
• Allows you to maintain contact with students, correct their thoughts.
• Develops oral speech (monologue, dialogical).
• Develops speaking skills in front of an audience.
• Makes you work at a fast pace.

Disadvantages:

• Requires careful preparation, both on the part of the teacher and on the part of the students. Difficulties often arise with the selection of material, the choice of questions.
• Does not exclude the pressure of the teacher's authority.
• Leaves some of the students passive.
• It takes a lot of time.

Oral questioning techniques

It is customary to distinguish two types of oral questioning:

• frontal (covers several students at once);
• individual (allows you to focus on one student).

Frontal survey methods

Frontal polling can be carried out using the following techniques:

• Traffic lights... Each student has two-color cards in red and green. When asked by the teacher, everyone raises their cards. In this case, red signals that the student is not ready to answer, green - the signal "I know." Passivity with such a survey is impossible. Of course, the possibility is not excluded that students may be cunning. However, the teacher must explain that by raising the green card, the student must actually be ready to respond.

Such a survey does not take much time. It can be carried out at the stage of checking homework, after explaining a new topic, in order to find out how much new material has been learned.

• Along the chain- this type of survey is used when it is required to give a complete, detailed answer. Its essence is that several students answer one question at once, complementing each other. Very handy when checking homework or working on a creative topic.
• Quiet poll conducted individually with one or more students for whom the topic seemed difficult. The survey is conducted in a half-whisper while the class is busy with group or writing work.
• Programmable survey are, in fact, oral tests. The student chooses one option from several offered. But the point is that he must substantiate his answer. The survey takes a lot of time, is used at the stages of repetition and consolidation of the topic, for solving creative problems.
• Mutual question- students interview each other. The topic is set by the teacher, speaking the main points about which you need to ask. This survey does not take much time and allows the entire class to be involved. The technique is often used during preparation for control, verification work.

Written survey

A written survey is more loyal than an oral one, as it gives the student time to concentrate, change the order of tasks (for example, start answering with easier questions).

Pros of a written survey

• There is no pressure on the authority of the teacher, the student is free to choose the algorithm of actions. Therefore, a written survey is considered more objective.
• Includes all (or many) students.
• Provides a comprehensive, in-depth test of knowledge, skills and abilities.
• With the help of a written survey, it is more convenient to test not only theory, but also practical skills.
• Often, you can quickly check the work (by keys) and give grades.

Disadvantages of the method

• Requires careful preparation.
• Less possibility of variation of tasks, which is necessary when implementing a differentiated approach.
• Time is wasted checking the answers.

Ways to Conduct a Written Survey

All dictations, test, independent and test works belong to the methods of written survey. But there are a few more techniques that you can use in all lessons.

• Blitz test- contains a small number of tasks and is designed for 5-10 minutes. The difference from the usual test is that you do not need to complete tasks as usual. All that is required is an answer. It can be carried out at the stage of checking homework or at the stage of mastering new knowledge.
• Factual dictation- requires only short answers. Pupils are given sheets with 5-6 basic questions. The dictation is carried out quickly, at a good pace. The works are checked selectively, but you can check everything. It is very convenient to carry out such a dictation at the stage of repetition of what was passed before explaining a new topic.
• Testing using a computer. Special programs allow online testing. The result is immediately displayed on the monitor. It is very convenient when you need to quickly check the readiness of the class for the perception of a new topic or check how accurately they understood the new material.

Survey- a method in which a person answers a series of questions asked to him. There are several polling options, and each one has its own merits and demerits. Let's consider them:

Oral survey it is used in cases where it is desirable to monitor the behavior and reactions of the person answering the questions. This type of survey allows deeper than written, to penetrate into human psychology, but requires special training, education and, as a rule, a large investment of time to conduct research. The answers of the subjects received during oral questioning significantly depend on the personality of the person who is conducting the interview, and on the individual characteristics of the person who answers the questions, and on the behavior of both persons in the interview situation.

Written survey allows you to reach more people. Its most common form is a questionnaire. But its disadvantage is that, using the questionnaire, it is impossible to take into account in advance the reactions of the respondent to the content of its questions and, on this basis, change them.

An auxiliary method for the questionnaire is the interview method, which helps to clarify and verify the data of the questionnaire. This kind of survey method is often used when applying for a job. The interview is conducted on pre-formulated, direct, unambiguous questions orally. It is important not to explain the questions: let the subject answer as he understood the question.

Free poll- a kind of oral or written survey, in which the list of questions asked and possible answers to them is not limited in advance to a certain framework. A survey of this type allows you to flexibly change the research tactics, the content of the questions asked, and receive non-standard answers to them. In turn, a standardized survey, in which the questions and the nature of possible answers to them are determined in advance and are usually limited to a rather narrow framework, is more economical in time and material costs than a free survey.

When using the survey method, you must:

• define the purpose of the conversation (what we will be studying);
• choose favorable conditions for the conversation (place, time, person's well-being);
• find out if the interlocutor has time;
• think over several options for the flow of the conversation;
• think about ways to get in touch and leave the conversation (how to start, how to end);
• during the conversation, you should speak less than 50%, trying to keep the conversation in the right direction and at the same time listen.

In order for the conversation to be relaxed, you should not dwell on one topic, many other related questions will probably come up, but the main line of the conversation should be traced. You can start with an interesting topic for the interlocutor, and then turn the conversation to something that interests you. Thus, both parties will be interested in the communication process.