"Actual problems of teaching methods of biology and ecology at school and university. Collection of materials of the International Scientific and Practical Conference, November 8-10 ..."

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One of the urgent problems of current education is the decline in the interest of schoolchildren in the study of subjects of the natural science cycle. The first reason is the orientation of young people towards obtaining professions related to business, economics and law. The second reason is the reduction in the number of hours of teaching the above subjects with the chaotic introduction and subsequent withdrawal of such disciplines as civics, life safety, economics, Moscow studies, professional careers, etc.

However, there is no need to explain the importance of biology, both applied and fundamental, in a modern post-industrial society. Suffice it to say that in the United States, skilled biologists are among the highly paid specialists. Biological education is an essential part of the general natural science education of schoolchildren. Courses in natural history, biology, physics, chemistry, geography, studied in conjunction, show students the unity of the material world and human society. Biology significantly supplements and transforms the physical picture of the world, introducing knowledge about the features of physical and chemical processes in living systems of different levels - a cell, an organism, a biocenosis, a biosphere.

Relying on ties with the humanities, technical and agricultural sciences, biology reveals the relationship "nature-man" and "nature-society-work."

One of the most important forms of teaching biology in our school is lessons integrated with other subjects. These lessons are designed to reflect inter-scientific connections both within the subjects of the natural and humanitarian cycle. Here is some of them. When studying the topic "Development of the organic world" material from the course of chemistry is used - "Oxygen, its distribution in nature", "Oxides", "Combustion and oxidation". This allows you to better form students' knowledge about the evolution of the organic world and the influence of climatic conditions on it.

A joint lesson with a physics teacher on the topic "Variability of organisms" allows you to reflect the influence on the basic patterns of variability of such physical factors as electromagnetic and radiation radiation, vibration, water pressure, air elasticity, friction force, etc.

An integrated lesson (biology, physics, chemistry) on the topic “Plastic exchange. Photosynthesis". It examines redox processes, some issues of thermodynamics, thermal phenomena, the basics of quantum theory, the law of conservation and transformation of energy. Students are given tasks of interdisciplinary content, such as "Describe what physical and chemical processes occur in the light and tempo phases of photosynthesis" or "Compare the physical and chemical processes of respiration and photosynthesis in plants." When studying the basics of cytology in the lesson "Methods of studying the cell", a brief outline of the history of the development of cell theory allows us to show the dependence of the level of knowledge of the structure and function of a cell on technical progress in the field of linear and nonlinear optics and the improvement of microscopic technology. This shows the role of the research method in the process of cognizing reality. Biophysical methods make it possible to carry out cytological studies using isotopes, ultracentrifugation, registration of bioelectric potentials, and mathematical modeling. During the lesson, teachers of physics, biology, chemistry reveal the essence of these methods based on knowledge such as "Isotopes", "Centripetal forces", "Electropotentials of brain cells", "Methods of mathematical modeling using ICT", "Gas-liquid chromatography".

As a result, many students choose biology as their final exam and successfully pass it, are actively involved in project activities on the topic of integrated lessons. Two graduates, winners of the district Olympiad in biology, became students of the economics and geography faculties of Moscow State University. Every year, several students of our school become students of medical, veterinary and agricultural universities.

Thus, an integrated lesson is a modern form of education that influences the selection and structure of educational material for a whole range of subjects, enhances the systematic nature of students' knowledge, guides them in choosing a future profession.

N. V. Dubinina

School No. 412 in Moscow

METHODOLOGICAL BASIS OF COOPERATION OF SCHOOL AND UNIVERSITY

Collaboration of school No. 412 in Moscow with the Moscow Regional Pedagogical Institute. NK Krupskaya, which has now become the Moscow State Regional University, began more than 35 years ago. At one of the August teachers' councils, V.V. Pasechnik, then still a graduate student, offered me, the methodologist of the Perovsky district of Moscow, very interesting developments in teaching biology.

Over the years, our joint work has become more and more fruitful.

For many years, on the basis of the biology office of our school, graduate students and young scientists of this university have been testing their methodological ideas and findings. It is known that for the last 3-4 years information technologies have been widely introduced into the school teaching system. But even fifteen years ago, we took the first steps in this area under the guidance of the staff of the Department of Biology Teaching Methods of the Moscow Polytechnic Institute. Thanks to close cooperation with MGOU, graduates of our school, such as Prodan Daria, Grigoryan Karina, Vasilenok Svetlana, Golubenko Anna, Bednov Anatoly and others, became students and successfully graduated from this university.

For many years, undergraduate students of the Faculty of Biology and Chemistry of the Moscow State University have been undergoing pedagogical practice at school 412. Under the guidance of the university methodologists and school teachers, students conduct lessons in biology and ecology, widely use the knowledge gained at the university, mastering the teaching profession. Moreover, they participate in the preparation and conduct of the biology week and the school round of the biology olympiad. They prepare and conduct excursions to nature and museums with students. They select material and lead the "Living World of the Planet" circle, help schoolchildren in work on biological projects. In our school, students passed pedagogical practice, who now, having received an academic degree, are fruitfully working within the walls of MGOU and other universities in our country.

Our school has been working for many years according to the program of V.V. Pasechnik, V.M. Pakulova, V.V. Latyushina. The teaching of biology at the school is carried out according to the textbooks of the line corresponding to their curriculum.

The results of the work can be assessed as follows:

1. Schoolchildren successfully pass final exams in biology;

2. Many students choose biological universities for admission. So, they became students of the Moscow State University named after M.V. Lomonosov Faculty of Biology - Aleksandra Vylegzhanina, Vera Matrosova. Students of medical academies - Aleksey Martyanov, Pavel Tkachuk, Kirill Ananyev, Lyubov Dmitrieva, etc. Students of the Skryabin Veterinary Academy - Vera Mysina, Julia Nikulina and others. Students of the city pedagogical university of the Faculty of Biology - Elena Golovanova, Julia Markelova.

3. Students in our school are the winners of the District Biology Olympiad round. So, in 2006-2007 academic year. 7 people became prize-winners. Four graduates of the school were awarded diplomas of the Moscow Department of Education.

Our school has repeatedly held scientific and practical conferences, at which biology teachers from various regions of Russia got acquainted with the state program developed by the group of authors under the leadership of Professor V.V. Pasechnik. The school teacher and the head of the department of teaching methods of biology published the manual "Thematic and lesson planning" for the textbook "Biology" 6th grade. Individual-group methods of work in the classroom, developed at the department, are widely used at school as one of the forms of education in modern conditions.

These methods contribute to the all-round development of an active, creative personality, capable of independently solving the tasks and problems facing her.

Modern methods of independent educational activity of students, active teaching of thinking techniques, work with educational literature, the ability and skills to conduct laboratory observations, monitor the quality of students' knowledge, developed at the department of methods of MGOU, are firmly embedded in the school. They are aimed at developing exploratory research and creative knowledge, skills and abilities of schoolchildren. The cooperation of our school with the university allows us, teachers of biology and ecology, to constantly be at the modern level of science, advanced pedagogical technologies.

We remember that one of the founders of the methodological school of teaching biology was the highly respected Dmitry Illarionovich Traitak. It should be noted that we are all, directly or indirectly, his disciples and followers.

S. V. Lugovkina

ROLE OF PLAY IN BIOLOGICAL AND ECOLOGICAL

EDUCATION OF SCHOOLBOYS

The principle of the child's activity in the learning process has been and remains one of the basic principles in didactics. Activity itself rarely occurs, it is the result of purposeful managerial influences and the organization of the lesson. Any pedagogical technology has the means to enhance the activity of students. In some technologies, these tools are the main idea and the basis for the effectiveness of results.

The latter include gaming technologies, the use of which in biology lessons allows us to meet the requirements for a modern lesson:

collaboration between teacher and students;

the formation of social competencies;

changing the role of the teacher in the lesson, the teacher, first of all, is the organizer of the cognitive activity of students;

Let us dwell on the most important psychological and pedagogical features of play activity. Play is an important learning stimulus. Through play, the excitement of cognitive interest proceeds much faster because a person, by nature, likes to play. And also in the process of playing, the child has the opportunity to realize his potential, to get a higher mark.

At the same time, the mental processes of the participants in the game activity are activated in the game: attention, imagination, memory, the ability to analyze, compare, and draw conclusions.

The game allows everyone to be involved in active work, it realizes an interest in reincarnation and improvisation, special conditions are created under which students can independently search for knowledge.

Teenagers enjoy participation in collective forms of work based on joint action, competition or play situation, a variety of activities, a fast pace of work. V.D. Kavtaradze noted that “Unlike many other ways of pushing,“ teaching ”individual creativity, games open the World - create an educational environment for co-creation. It is necessary not only to know-together, to understand-together, but also to act-together.

Role-playing plays a special role in teaching and upbringing of children.

This is a peculiar form of joint life of children with adults, in which children model the activities of adults - its meaning, tasks, norms of relations. Such a game has a definite impact on the formation of the child's personality. L.S. Vygotsky noted a unique feature of the game: it allows the child to expand the boundaries of his own life, "to imagine what he did not see, he can imagine from someone else's story that which was not in his direct experience."

The activity component also plays an important role in school biological and environmental education. It is through the ability to perform certain actions in nature, to predict the consequences of their actions in the environment, in the process of practical activity, that biological and ecological knowledge is formed.

One of the main directions in the field of biological education is the greening of the content of all sections of biology. In biology lessons, they get acquainted with certain provisions of ecology using specific examples. Therefore, it is very important to use role-playing games in lessons.

The plot of such games unfolds before the eyes of the students. The knowledge obtained in this way through the emotional perception of the material, through direct live participation in the process of activity, through the possibilities of multilateral perception of the educational material is more effectively assimilated by the students. And, finally, such games-projects are the basis of student-centered learning, one of the means of forming students' experience of creative activity - an important component of the content of environmental and biological education.

IONINA N.G.

Institute for Advanced Studies and Retraining of Educators of the Kurgan Region

KNOWLEDGE RATING AS INNOVATIVE

AN APPROACH IN LEARNING BIOLOGY

A mark in a modern school is a measure of a student's success against the background of the immediate environment (in the classroom, at school), it is, first of all, a means of motivating educational activities, but in no way an indicator of knowledge based on the requirements of the standard. Despite the fact that the current 5-point system for assessing students' activities has been used for a long time, we agree with the opinion that it is not effective enough and needs to be improved, since:

based on a vague subjective assessment of the teacher;

does not have a mathematical basis for developing the potential of each student to the maximum value;

is focused on memorization, reproduction of the teacher's logic to students and is not aimed at the ability to actively use the knowledge gained in life;

does not prepare the student for competitiveness in a market economy.

Therefore, in our opinion, the search for other assessment systems is justified.

The rating system is a cumulative-type assessment system based on rating measurements, reflecting student progress and their creativity. The emergence of a rating system in the field of education will make it possible to transform qualitative indicators of learning into quantitative ones. Its use can help to achieve the ability to actively influence the learning process. In turn, this will increase the interest of students in the educational process, increase their academic performance. The rating system aims to put the student in front of the need for regular educational work during a quarter, half a year, or a year.

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Additional points can be given for participation in school, district and city Olympiads in a subject, for a prize place in these Olympiads, for creative homework, making visual aids, preparing a message, for participating in research and project activities, etc.

Despite the above advantages, the rating assessment of knowledge has its drawbacks. First of all, it is a time-consuming procedure for scoring all topics in a subject. Also, at first, difficulties arise with parents, since it is difficult for them to navigate in such a grading system. And, finally, this system always provides the opportunity to retake tests, but this stimulates some children, and discourages others.

Nevertheless, the rating assessment of the quality of knowledge makes it possible to more objectively assess the knowledge and skills of students in the learning process and to comply with the requirements of objectivity, individuality, transparency and validity of assessment, which are imposed by modern education for the control of knowledge.

Lamekhov Yu.G.

ON THE USE OF OOLOGICAL MATERIALS IN

CONDUCTING PRACTICAL EXERCISES IN BIOLOGY

The development of ornithology as a science has led to the formation of new directions associated with the study of individual stages of ontogenesis of birds or the processes taking place with the participation of this group of animals. At a certain stage, oology, a science that studies bird eggs, was formed within ornithology. The interest in the bird's egg as an object for research is confirmed by the holding of oological conferences and publications in the scientific literature. The bird's egg can be successfully used in practical classes both with students of secondary educational institutions and with university students. The egg is not only affordable, but also a versatile object in terms of use in the educational process. When organizing and conducting practical exercises, you can use the morphological parameters of the egg, describe the structural features, and, if possible, the chemical composition of the egg.

When studying the morphology of eggs, it is possible to organize practical work - "The mass and size of the eggs of a domestic hen", "The mass of the main components of the eggs of a domestic hen". Of particular interest are practical work on the study of the morphology and structure of the shell.

So, analyzing the state of the shell, one can draw conclusions about the quality of the egg as an object for incubation and a food product. In this case, the available signs are taken into account: the presence of shell roughness, marbling, the degree of shell purity. The structural features of the shell are described in terms of the number of pairs per unit area and the nature of their distribution over the shell surface.

Of particular interest as an object for study are eggs of wild bird species, but only those that are massive. For educational purposes, it is possible to collect eggs, for example, black-headed gulls. Using the shell of this type of bird, you can get acquainted with the color of the shell, the nature and density of the pattern. Describing the color of the shell, you can check its protective nature by comparing the color of the shell with the color of the nesting material. Having at our disposal a handout in the form of a shell, it can be used at any time of the year. The use of oological material is possible both in the course of zoology and in the study of general biology. So, in the course of genetics, oological materials are interesting from the point of view of the variability of characters. The ecological approach is associated with the description of the influence of environmental factors of the environment on the formation of eggs. When studying oological objects from an evolutionary point of view, it is important to analyze the adaptive value of egg traits.

E. A. Lamekhova

Chelyabinsk State Pedagogical University

ABOUT SOME PROBLEMS OF MODERNIZATION

BIOLOGICAL EDUCATION

The concept of modernization of Russian education for the period up to 2010 sets the task of significant changes in the education system caused by the acceleration of the pace of development of society, the expansion of opportunities for social choice, the growth of global problems that can be solved only if the young generation forms a modern thinking characterized by mobility. dynamism, constructiveness. In this regard, a general education school should form an integral system of universal knowledge, skills, abilities, as well as the experience of independent activity and personal responsibility of students, that is, key competencies that determine the modern quality of educational content.

The federal component of the state standard of general education (2004) not only speaks of the need to form key competencies in students, i.e. the readiness of students to use the acquired knowledge, skills and methods of students' activity in real life to solve practical problems, but also concretizes them, defining the goals of studying biology at the stage of basic and secondary general education.

Most often, the key competencies include the ability to process information, communicative competence, the ability to work in a group (team), use modern information technologies, be capable of self-education and self-development, and competence in solving problems. In the field of biological education, the standard emphasizes the importance and need for students to use the acquired knowledge and skills in everyday life for caring for plants, animals, taking care of their own health, providing first aid to themselves and others, assessing the consequences of their activities in relation to nature, etc.

The traditional content of school biological education does not fully ensure the formation of these qualities in students, although even in the 80s I.Ya. Lerner defined the content of education as the interconnection of four components (knowledge about the world, methods of activity, experience of creative activity, experience of an emotional-value attitude to the world).

Consequently, at the moment we need not only to realize the need to implement the humanistic paradigm of education, based on the principles of humanization, humanization and informatization of education, but also to develop new approaches to achieve the goals. schools are being provided with computers, information technologies are being developed, teaching staff is being prepared for the implementation of these technologies, digital educational resources are being tested, etc.

The situation is more complicated with the implementation of the principles of humanization and humanization of education. In our opinion, there are several reasons for this - stereotypes of pedagogical consciousness, the fear of teachers and school leaders before transformations and modern technologies. However, the main reason is that no preliminary work was carried out either with school teachers or with heads of education at different levels to explain the tasks and ways of modernizing national education.

One of the ways to overcome the identified problems is the search and use of modern methodological approaches that can provide not only full-fledged training, but also the development of the student's personality through training and education. According to many didactics and methodologists, the achievement of the set goals is possible through the use of pedagogical technologies. Modern pedagogical technologies are characterized by humanity, efficiency, science intensity, versatility, integration, manufacturability and creativity.

The most accessible technologies for teachers in the current situation, in our opinion, are: student-centered teaching and upbringing; differentiated (including individualized) education and upbringing; problem learning and education; dialogue training and education.

So, for example, the introduction of the technology of student-centered teaching and upbringing leads to the teacher's awareness of the value of human development and the construction of the pedagogical process on a developmental basis. As a result of the implementation of differentiated education and upbringing, the success of students in educational and cognitive activities increases, a health-preserving environment is created and humanistic thinking and humane behavior are gradually formed. The technology of problem-based teaching already has its own history in the domestic school, but in the light of the problems under consideration, it is important that when it is introduced, students' motivation for cognitive activity increases, the level of understanding of the educational material deepens and the constructive attitude of students and pupils to problems in general. Along with the already indicated possible achievements, when using the technology of dialogue training and education, the development of personal qualities necessary for effective communication occurs.

N. V. LUKYANOVA

Chelyabinsk State Pedagogical University

SPECIFIC FEATURES OF STUDYING ECOLOGICAL

PLANT GROUPS IN SCHOOL BIOLOGY

The study of the main ecological groups of plants is a rather complicated issue in the school section “Bacteria. Mushrooms. Plants ", since it is generalized, requires the establishment of causal relationships, the systematization of knowledge about the structure of plant cells, tissues, organs, the establishment of both intra-subject relationships between morphological, anatomical and physiological content, and inter-subject relationships between biological and ecological knowledge.

In existing educational publications, approaches to the consideration of this issue differ, and the degree of its consideration is not complete. In addition, in our opinion, the method of descriptive, mainly fragmentary study of each ecological group separately, adopted in teaching practice, presents a great difficulty for studying this material.

This is facilitated to a large extent by the nature of the presentation of this material in the text of school textbooks.

So, in the course of describing ecological groups, an emphasis is placed on individual adaptive characteristics of plants of different order, the sequence in terms of organization levels is not observed:

from the characteristics of cells to the characteristics of tissues, then organs and the body as a whole. As our studies have shown, the traditional methodology, given the abundant factual material that must be systematized and assimilated by students on this topic, is ineffective.

Successful study of this issue is possible with a special organization of educational and cognitive activities of students using a wide range of indoor plants. The basis of such an organization should be the activation of the mental activity of students in the course of direct observation of plants. For this purpose, within the framework of the lesson, it is proposed to conduct a frontal conversation with students, guided by a system of questions on the analysis, comparison, generalization of a number of signs and accompanied by a consideration of the demonstrated plants, the study of their features in working with handouts of living material. In this case, it is important to ensure that the lesson is structured in which the demonstrated plants will be a source of knowledge when learning new material, and not its illustration. In this regard, the main content of the question on the characterization of the main ecological groups of plants was proposed for the study of students in a comparative plan in the form of a table.

The proposed table is based on a comparison of a number of signs reflecting the attitude of plants to two environmental factors - light and moisture, and, accordingly, belonging to one or another ecological group. In the development were taken ecological groups that are formed under conditions of deficiency or excess in the action of a factor, since this allows a correct comparison and form a clear idea of ​​the features in the structure of plants that arise under these conditions.

Taking into account that in nature there is a complex effect of factors on the body, we considered it expedient to combine ecological groups in relation to light and moisture, arising from the combined effect of these factors. Thus, the table is aimed at comparing a number of essential features of light-loving plants in dry habitats and shade-loving plants in excessively humid habitats. These, for example, included the features of the integumentary tissue: the degree of thickening of the cell membranes of its cells, the number and location of stomata, derived tissues and their nature - hairs (live or dead, their number, location), wax coating (its thickness), as well as the degree of development of mechanical, conductive and other special tissues. Then the morphological characteristics of the leaves were considered: size, shape, color, features, as well as the degree of development of the root system, which demonstrates precisely the adaptive features of plants in connection with the light or water regime of the habitat. In the course of a visual assessment of adaptive traits on the proposed plant objects, the features of the vital activity of the plant organism in certain conditions were discussed on the basis of the idea of ​​its integrity. To carry out this work, 42 ​​species of indoor plants, widespread in school biology classrooms, were proposed. Among them, such well-known species as Begonia Mesona, Kislitsa Depppe, Plectrantus southern, Spathiphyllum Wallis, Eucharis large-flowered, etc. were used to get acquainted with the signs of shade-loving plants in excessively humid habitats (it should be noted that a number of these plants are shade-tolerant species, therefore they can show signs of shade-loving with their appropriate content in room conditions, which must be taken into account in advance when preparing for the lesson; also, when choosing plants, it is important to remember that some species that have signs of shade-loving are more mesophytes than hygrophytes); on such species as Kalanchoe felt, Morgan's sedum, Haworthia striped and others, the students got acquainted with the peculiarities of light-loving plants in dry habitats.

We also found that an effective way to consolidate the studied material is to organize practical activities of students in special exercises. The basis of such exercises was the organization of interconnected mental and practical activities of students in working with living plant objects.

For example, the following exercise was suggested:

Consider the proposed light-loving plant of dry habitats - Weinberg's sedum. Among the listed main signs of plants of these ecological groups, find one superfluous: the leaves are small in size, the leaves are tough, there is a thick waxy coating, the color is dark green, the mechanical tissue is well developed.

E. A. NEVEDOMSKAYA

Kiev City Pedagogical University named after B.D. Grinchenko

ADVANTAGES OF COMPUTER TECHNOLOGIES WITH

LEARNING BIOLOGY

Computers have entered all spheres of human activity, therefore, in an information society, a school cannot stand outside of computerization.

Computerization today is not a fashion, but a necessity of the time. Computer tools occupy an increasingly important place in education. However, very often the computer at home and at school serves as a game machine, while the capabilities of the computer as a means of presenting and processing educational information remain unclaimed. Therefore, it is very important for the teacher to convince students that the computer is not only a means for games, and often not educational, but, as a rule, entertaining and most often violent, but an important means of optimizing the learning process.

In the field of education, the following main directions of using computers are distinguished: the computer as an object of study; computer as a teaching tool; a computer as an integral part of the education management system; computer as an element of scientific research methodology. A computer in biology lessons is used as a teaching tool for the purpose of: a) demonstration and disclosure of the features of the spatial structure and functions of biological objects; b) presentation of the mechanisms of biological processes in dynamics; c) experimenting with a computer model of a biological object or phenomenon; d) ensuring the assimilation of biological terminology; e) familiarization with biological phenomena that have sound accompaniment (for example, birds singing, frogs sounds); f) carrying out biological games; g) intermediate and thematic control of students' educational achievements.

Let's highlight the advantages of using a computer in comparison with other teaching aids during teaching biology: 1) a computer combines the capabilities of traditional visual aids (natural objects, textbooks, tables, diagrams, slides, videos) and technical means of monitoring and evaluating the results of educational activities; 2) the computer instantly reacts to the student's actions; 3) a significant increase in interest and motivation for learning due to new forms of work and involvement in the priority area of ​​scientific and technological progress;

4) individuality of training: everyone works in a mode that suits him; 5) a significant intensification of educational activities due to the widespread use of attractive and rapidly changing forms of information presentation; 6) the possibility of multiple return to information in case of misunderstanding; 7) the ability to model biological objects and processes, which will allow the student to concentrate his attention on their essential features, to distract himself from insignificant and secondary signs, and this, in turn, will ensure the formation of a particular biological concept; 8) faster provision of understanding and assimilation of the main thing in the content of educational material, identification of cause-effect relationships, formation of knowledge about biological laws; 9) the student's competition with himself, the desire to get the highest mark; 10) when performing training exercises, the student receives instant confirmation of the correct answer; in case of an incorrect answer, the computer corrects knowledge and provides an opportunity to arrive at the correct answer, that is, there is a constant feedback in which the student does not feel psychological discomfort; 11) objectivity of control of knowledge and skills of students; due to the liberation of the biology teacher from the tedious procedure of checking a large number of written works, he has time for creative activity; 12) access of students to "information banks" for the purpose of in-depth assimilation of the program material; 13) the development of such personality traits as the ability to independently plan and rationally carry out labor operations, to accurately determine the goals of activity; 14) the formation of such character traits as accuracy, precision, commitment.

Thus, at the present stage, the computer has more advantages over other teaching aids. However, in Ukraine, computer technology of education is faced with the problem of insufficient quality software for the biology course. Analysis of some computer programs shows that they: often represent "static" textbooks translated onto a computer; do not fully meet the didactic principles of teaching; not always adapted for students of a certain age group; created not by specialist biologists, but by specialist programmers. Therefore, the primary task is to create high-quality software for a biology course, in the development of which programmers, psychologists, methodologists and biology teachers should take part.

Computer curricula should meet the following requirements: do not duplicate traditional teaching; correspond to curricula in biology, both in terms of the amount of information and in structure, hourly planning; the content of the educational material should correspond to the modern achievements of biological science; contain an integral didactic system (terminological and conceptual apparatus with an explanation of the etymology and semantics of biological terms; illustrative apparatus (pictures, diagrams, graphs, voiced video frames, animations); modeling apparatus (computer models), providing modeling of the functioning of biological objects; methodological apparatus (orientation apparatus , the apparatus for organizing the assimilation of knowledge); correspond to the age characteristics of the mental work of schoolchildren; be universal and open so that the biology teacher has the opportunity, if necessary, to form and change the finished software product himself.

G. N. Protasevich, T. A. Kolesnikova, and V. K. Gibilova

Astrakhan State University, secondary school №8, Astrakhan

DEVELOPMENT OF PRACTICAL SKILLS IN ORGANIZATION

PHENOLOGICAL OBSERVATIONS IN STUDENTS IN THE PROCESS

STUDY OF THE COURSE OF NATURE IN THE V CLASS

One of the most important tasks facing the modern school is the formation of practical skills and abilities. Research of leading scientists, teachers and methodologists is devoted to solving this problem.

Such scientists as D.I. Traitak, N.M. Verzilin, V.M. Korsunskaya, I.N. Ponomarev, V.N.

Pasechnik, N. D. Traitak and many others.

In the textbooks of D.I. Traitaka contains advice on organizing the relationship between theory and practice in the process of teaching biology students in the classroom, excursions, extracurricular and extracurricular work, and provides methodological recommendations on many topics of the school curriculum that have a practical focus, including the organization of phenological observations.

Phenological observations should be made when studying the course "Environment" in primary school. But most often, due to the richness of the theoretical material, the teacher simply does not have enough time for this. Therefore, in the 5th grade, when studying a course in natural history, students for the first time learn to keep diaries of observations of nature, get acquainted with the symbols, analyze the weather, observe plants and animals, and establish cause-and-effect relationships.

When conducting observations, students develop the ability to work with meteorological instruments, determine the air temperature, wind direction, precipitation, and cloudiness. All these skills are formed only in practice and go through several stages. Automated skills translate into skills. I.N. Ponomareva identifies four stages in the formation of skills: 1) the beginning of the comprehension of skills; 2) deliberate, but still inept implementation; 3) automating skills through exercise; 4) highly automated skills - skill. Let us trace how practical skills and abilities for organizing phenological observations are formed. In elementary school, students for the first time get acquainted with various types of thermometers, learn to determine the temperature of their body, water, air. In the 5th grade, this knowledge deepens, students measure the air temperature every day, designate it with conventional signs in their observation diaries, build a graph of air temperature changes, calculate the average monthly temperature, observing the height of the sun above the horizon, on the 20th of each month establish the dependence of the air temperature on the height of the sun above the horizon.

Determining the direction of the wind and building a wind rose, they study the influence of this factor on cloudiness, air temperature, precipitation. Based on data on the length of daylight hours and air temperature, relationships are established with phenomena occurring in the flora and fauna. In the final lessons of the course, students form the concept of the unity of animate and inanimate nature. In the future, the skills for organizing phenological observations continue to be developed in the lessons of geography, biology, ecology, chemistry.

In the course of performing school environmental studies of local lore, students study the physical and chemical characteristics of environmental objects. For example: physical indicators of water properties (transparency, odor, temperature, salinity, etc.), various indicators that can be determined using the simplest biochemical analysis methods.

The measurement method allows you to establish the qualitative and quantitative characteristics of various objects, and then carry out a comparative analysis of the data obtained. Students learn to draw diagrams and graphs. For students, the natural environment of the school and home is the most accessible objects for observation. Comparing the developmental phases of local plants and animals and introduced species, the influence of abiotic factors on their development is determined. Some plant species are indicators of the state of the environment. This is especially important in those regions that are in environmentally hazardous conditions.

Such work contributes to the development of cognitive abilities, research inclinations and student interest in scientific work.

Nothing awakens the dormant abilities of a person more than the possibility of direct participation in practical work, forms a responsible attitude towards the assigned work, develops practical skills and abilities, forms a careful, responsible attitude towards nature.

LITERATURE:

1. Ponomareva I.N., Solomin V.P., Sidelnikova G.D. General methodology for teaching biology. Textbook for students of pedagogical universities. - M .:

Publishing Center "Academy", 2003. - 272 p.

2. Traytak D.I. How to make extracurricular work in biology interesting:

A guide for teachers. - M .: Education, 1979 .-- 144 p.

3. Traitak D.I. A Practical Orientation for Teaching Botany: A Guide for Teachers. - M .: Education, 1977 .-- 144 p.

A. P. Pugovkin

Publishing educational center "Academy"

DIRECTIONS OF INTERDISCIPLINARY RELATIONS IN THE COURSE

BIOLOGY (10-11 CL., BASIC LEVEL) BY EXAMPLE

OF THE SECTION "BASICS OF CELL BIOLOGY"

Modern biology consists of a number of relatively independent scientific disciplines. At the final stage of the school course, the fundamentals of disciplines that study the most general laws of the organic world - cytology, biochemistry, embryology, genetics, ecology and evolutionary doctrine - are studied. Each of these sections is characterized by specific features of interdisciplinary relationships.

The value of the school course in biology is determined by its intermediate position between the natural and humanitarian sciences. In specialized classes, the study of biology forms the basis of vocational guidance, and in other cases, the subject is studied at a basic level and constitutes an important component of the formation of the general worldview culture of students.

This task can be successfully solved only by integrating the knowledge obtained in the study of various subjects of the natural science and humanitarian cycles. Thus, conditions are created for the formation of a holistic picture of the surrounding world. This approach formed the basis of the author's program and textbook.

The implementation of interdisciplinary communications (MC) can be carried out in the following ways:

setting introductory questions at the beginning of the study of the topic;

the wording of questions and tasks of the final control;

the proposal of topics for essays and independent creative works of students;

organization of seminars.

In the section "Fundamentals of Cell Biology" a key role in the formation of MS is played by a range of issues related to the definition of life. Understanding the modern formulation of this definition requires qualitative knowledge of the fundamental laws of molecular physics - the law of conservation of energy and the second law of thermodynamics, as well as their applications to open systems - the principle of stable disequilibrium of Bauer and Prigogine's theorem.

When studying the history of cell discovery, it is advisable to dwell on the activities of R. Hooke as a physicist (Hooke's law), inventor (optical telegraph) and engineer-architect (designing the grandiose dome of St. Paul's Cathedral in London), as well as the significance of the works of I.R. Prigogine for Theoretical Physics and Chemistry. Students can be offered topics of essays: "Metabolism and energy as a necessary condition for the existence of living organisms"; "The history of the creation of cell theory"; "Physical principles of light and electron microscopy"; "Comparison of historical and modern formulations of the main provisions of cell theory." On the basis of the abstracts, reports can be prepared for the seminar "Basic properties of living systems". Understanding the laws of the kinetic theory of matter, in turn, requires knowledge of the basics of probability theory, which are studied in the course of mathematics.

MS with the disciplines of the humanities cycle is most expedient to build in the historical aspect (for example, the evolution of the concept of "life" in literature from antiquity and French encyclopedists to modern biophysics). Another approach is based on personalities - for example, the biographies of E. Bauer (participation in the Hungarian events of 1918-19, work in Germany and the USSR, the tragic death in the midst of the "Great Terror") and I.R. Prigogine (emigration in 1921, the Nazi occupation of Belgium, post-war Europe, relations with the historical homeland) - in the aspect of historical events, witnesses and participants of which were these scientists. When studying the main provisions of cell theory, it is advisable to dwell on the versatile activities of scientists who first formulated these provisions: botanist M.

Schleiden, for example, was known as a public figure and poet, and the anatomist and pathologist R. Virchow - as an anthropologist, ethnologist, archaeologist and influential liberal politician.

Studying the topic "Fundamentals of cell biology" in the aspect of MS makes it possible to formulate the following topics for students' independent work:

“Naturalists - Writers and Artists” (Avicenna, I. Goethe, E. Haeckel, E. Darwin, Leonardo da Vinci, Titus Lucrezia Cara, M. Schleiden).

Biological scientists - public and statesmen (R. Virchow, E. Haeckel, I. Goethe, J. Cuvier, G. Mendel, Pliny the Elder, M. Schleiden).

Exiles and victims of totalitarian regimes (E. Bauer, N.I. Vavilov, V. Weinberg, S.N. Vinogradsky, G.A. Gamov, F.G. Dobrzhansky, G.

Krebs, A. Lavoisier, N.V. Timofeev-Resovsky, S.S. Chetverikov, E.

Schrödinger).

The results of independent work in all sections of the course can be presented at the final conference of students at the end of the academic year.

LITERATURE

1. Pugovkin A.P., Pugovkina N.A. Biology. Program for grades 10-11 (basic level). "Academy", M. 2007. 30 p.

2. Pugovkin A.P., Pugovkina N.A. Biology. A textbook for grades 10-11 (basic level). "Academy", M. 2007. 227 p.

3. Pugovkin A.P., Zelenin S.P., Pugovkina N.A. Using the concepts of molecular physics in the school course of general biology (grades 10-11). // Natural science education: methodology, theory and technique. Mat. 5th int. methodol. this Issue 4, part 1, St. Petersburg. 2005, p. 179-183.

Sadovskaya I.L.

Krasnoyarsk State Pedagogical University named after V.P. Astafieva

THE CONCEPT OF LEARNING METHODS: THEORETICAL ASPECT

The study of teaching methods in Russian didactics has a long history. The most lively discussions on this issue took place in the 60s and 80s. The methods were considered from the epistemological, logical-meaningful and psychological positions. In the only doctoral dissertation devoted to the theory of teaching methods proper and defended by A.N. Aleksyuk in 1972, considered mainly its historical aspect. In the 90s of the last century and the beginning of the current one, new “methods” were proposed (methods of active, programmed, problem-based, modular learning, etc.), however, all of them to one degree or another were based on existing theoretical constructions and did not introduce this area of ​​didactics of fundamentally new ideas. At the same time, the problem of the method in teaching is not exhausted either theoretically or practically.

In particular, both in didactics and in private methods, there is no definition of a concept that covers all aspects of such a pedagogical phenomenon as a teaching method. Most of the proposed definitions mainly reflect the nature of teacher-student interactions in the learning process. But a method is not only an activity!

In domestic didactics, the basic constructs for all kinds of theoretical constructions and methods are the concepts formulated by N.M. Verzilin, Yu.K. Babansky and I. Ya. Lerner. The primary sources of the vast majority of work in the field of teaching methods are the classifications proposed by these authors.

By the concept of teaching methods, we mean a system of internally consistent ideas designed to define, explain the essence, limits of applicability and features of the functioning of this pedagogical phenomenon. We represent the system as a whole, consisting of interconnected parts, where the whole is always greater than the sum of structural elements. The need to introduce the phrase "internally consistent ideas" into the definition is due to the fact that the combination of ideas that contradict each other in something leads to the emergence of inadequate and even incorrect ideas about the phenomenon.

The concept we propose includes 8 basic provisions, which, in our opinion, allow not only to reveal the essence of the pedagogical phenomenon under consideration, but also with a high degree of probability to predict the learning outcomes depending on the initial state of the system.

Basic provisions of the concept of teaching methods

1. Methods of teaching in the educational process have two specific functions that differ from the functions of the process - transmitting and providing: they serve the effective transmission of the content of education and ensure its internalization by the student.

The disadvantage of the concepts of educational systems existing in didactics is that the functions of the system as a whole and the functions of its constituent elements are not clearly distinguished. Each element of the system must have its own specific functions that do not coincide with the functions of the whole, but contribute to the normal and uninterrupted operation of the system.

The term "function" is translated from Latin as "performance" and stands for duty, scope of activity, purpose, role. The purpose of the education system in the formation (cultivation, training, development, upbringing) of new members of society with given socially significant characteristics. All structural elements of the education system must work to implement this function, but at the same time must play their specific roles in the ensemble of the whole.

Analysis of the pedagogical and methodological literature leads us to the statement that teaching methods perform educational, developmental, upbringing, incentive, organizational and control-corrective functions in the educational process. However, this statement is not true, although it is not obvious.

It forms, develops and educates not the method, but the content of education (and only if it is appropriated by the student), the organizational function is performed by the forms, it is logical to assign incentive and control-corrective functions to the joint activities of the teacher and the student. And what about the methods? It turns out that within the framework of the theory and practice existing in modern pedagogy, methods (just like, incidentally, means) have no specific functions, and this is nonsense - there are methods, we own them and apply them, therefore, they function.

The functions of learning methods are fairly easy to infer from the target. The purpose the educational process as a whole is the formation of new members of society, understood as their training, upbringing and development. The purpose of the method is to ensure effective transmission (translation) of social experience, transformed into educational information, which constitutes the content of education, which is understood broadly enough.

Thus, the purpose of teaching methods is to effectively broadcast the content of education and ensure its appropriation (interiorization) by the student.

2. The object of the teaching method is a part of the total experience of mankind, which is to be passed on to the next generation.

Moreover, experience, understood broadly enough: it is not only specific scientific knowledge and facts, but also values, moral, ethical and aesthetic norms, models of relationships, a bundle of activities that society wants to see in the arsenal of the generation that is going to replace the current one. In a generalized form, the object of the teaching method is educational information circulating in the educational process, that is, the content of education.

3. There are two subjects in the teaching method - the teacher and the student.

In the method of teaching, there are always two subjects - the teaching and the learner (in the case of self-education, the student is his own teacher - he takes on the corresponding attributes and functions), respectively, there are also two activities

- educational and training. Moreover, the teacher and the student have different goals: the first one is to organize the transfer of social experience in the volume regulated by the standard, the second one is to assimilate the social experience of previous generations in an amount sufficient for successful, from his point of view, “integration” into society. It is obvious that these volumes often do not coincide.

This is how objects that are unloved and "unnecessary" from the student's point of view appear. And the teacher suddenly discovers that the usual way of teaching more and more often “does not work” - the student does not learn.

If there is no conflict of goals, the student learns successfully, even if the basic methods are the presentation of the material by the teacher and the reading of textbooks and books. If the goals do not coincide, the student is wasting time, and the teacher, at best, thinks that his teaching method is "outdated" and begins to "invent" new ones. This is how “problematic methods”, “search methods” (partially or completely), “active methods”, etc. appear. They all "grew up"

on the rich soil of the contradictions between the student's unwillingness to learn what he is "not useful" in life, and the teacher's desire to give the student a certain standard of education.

4. The teaching method has an objective and a subjective side.

The object of the teaching method is a part of the social experience of previous generations to be assimilated by the next generation, and the objective side of the teaching method is associated with the fundamental ability to provide and assimilate educational information.

However, the objective side of the teaching method is not limited to its object. The objective side of the teaching method includes everything that allows teaching methods to function normally, but does not depend on the consciousness and arbitrariness of a person. Information circulates in the educational process insofar as it is recorded on a material medium, can be transmitted without loss and adequately perceived and assimilated. The carrier of information can be sound, image (visual image), movements of someone else's body and movement and sensation of one's own body.

Despite the fact that the teacher and the student are subjects of learning, there is something in their physical bodies that serves the objective side of teaching methods. We can make and perceive sounds, see images, move and perceive movement because we have the appropriate vocal and hearing aids, visual organs, nervous and musculoskeletal systems. This is objective, since it does not depend on volitional efforts: we cannot make a sound that our vocal cords are physically unable to reproduce, or hear a sound that lies outside the range of our auditory analyzer, etc.

In other words, the physical properties of the human body, which allow us to work with information in principle, function on the objective side of teaching methods, but how we do it specifically - on the subjective side. The student objectively has the opportunity to receive information in the learning process, but he, as the subject of the learning activity, can be distracted, close his eyes, shut his ears. The task of the teacher, as a subject of educational activity, is to apply in this case a methodological technique that does not provide or excludes such an opportunity for the student.

Thus, the objective side also includes the "objective capabilities of subjects" - these are the features of the representative and leading systems of the teacher and the student, the skill and methodological baggage of the teacher and the state of the basic mental processes of the student (what is called learning and learning in the methodology). In order for a certain content to be transmitted and assimilated, the teacher and the student must have certain "objective" characteristics. The teacher must be able to "pack"

and present information in accordance with the modality of students' perception. And the student must have a certain level of development of attention, imagination, thinking corresponding to age and didactic tasks.

As already noted, there are two subjects in the teaching method - the teacher and the student, and the subjective side of the teaching method is implemented in activities, respectively, teaching and learning. It is this subjective aspect that is most widely developed in our pedagogy and methods.

5. Only methods considered from an objective point of view lend themselves to classification.

We believe that it is impossible to create a classification that takes into account both the objective and subjective aspects of teaching methods, since in this case two grounds inevitably arise - information (the objective side of the method) and activity (the subjective side of the method). The resolution of the contradiction is possible if you first separate the named aspects and build a classification based on the informational nature of the method, and then bring them together in the structure of the teaching method.

We propose a classification according to the methods of fixing, broadcasting and perceiving information, the basis for which is the informational nature of the objective side of the teaching method:

1. Auditory teaching methods. Information is presented in sounds.

In their pure form, these methods provide the transmission and perception of information through the auditory channel (oral presentation of educational material and its perception "by ear", including all types of conversations, stories, discussions, etc.).

2. Visual teaching methods. The information is presented in the form of a visual image. In their pure form, the methods are designed for fixing and presenting information in a visual form (organization of reading all types of printed and written texts, etc.)

3. Kinesthetic teaching methods. The transmission and perception of information in this case is organized with the help of muscle efforts and other body sensations that are not related to the operation of the auditory, vocal and visual aids. In a general education school and a university in its pure form, they are quite rare (for example, when forming the concepts of "warm", "cold", "solid", "liquid", etc.), however, teaching deaf-blind children is possible only through kinesthetic methods.

4. Polymodal teaching methods. Information moves through several channels of perception.

4.1. Audio-visual methods are designed for the simultaneous visual and auditory fixation, transmission and perception of information (organization of viewing films and video clips, etc.).

4.2. Visual-kinesthetic methods are designed for simultaneous visual and kinesthetic fixation, transmission and perception of information (organization of written work, etc.). Among others, this group includes the main methods of teaching deaf children.

4.3. Auditory-kinesthetic are designed for simultaneous auditory and kinesthetic fixation, transmission and perception of information. In general education schools they are rare, but they are leading in teaching blind children.

4.4. Audio-visual-kinesthetic. When using these methods, information is perceived, transmitted and recorded through all channels, the teacher should provide for its "uniform representation"

for visuals, audials and kinesthetes (for example, organizing the performance of experiments).

All teaching methods that currently exist within the framework of the nomenclatures proposed by different authors are easily distributed into the corresponding groups of this classification.

6. The structure of the teaching method combines its objective and subjective aspects. The elements of the structure are methodological and "educational" techniques.

The subjective side of the teaching method regulates the joint activity of teaching and learning. The dualism of teaching methods is also manifested in the fact that there are also two system-forming factors in their structure - one on each side of the method. These are ways of working with information and the elements that provide it (with the objective) and components of the activity (with the subjective). Consequently, in the structure of the teaching method, in addition to techniques that ensure effective transmission, perception and work with information, should include techniques that regulate educational (cognitive) activities.

Thus, the structure of the teaching method includes: techniques that correct goal-setting, techniques for stimulating and maintaining motivation for learning; techniques for correcting the ways of presenting educational information; techniques organizing the development of visualization skills; methods of organizing the development of mental processes (attention, perception, memory, thinking, imagination); techniques for the formation of educational skills, skills and methods of action; feedback organization techniques; methods of enhancing educational activity.

7. The teaching method is the trinity of the path, method and set of techniques: the content of the subject determines the ways of its assimilation, the psychological characteristics of the teacher and the student - the ways of transferring social experience, the set of methodological techniques allows the teacher to control the student's activities aimed at assimilating educational information.

In the existing didactic literature, there is no uniform definition of the concept of "teaching method". Each author seeks to give his own formulation and explains the lack of a generally recognized option by the complexity and versatility of the object being defined. On the one hand, this is a correct judgment - teaching methods are a really complex object, but on the other hand, this state of affairs also testifies to the fact that it is impossible to give a comprehensive formulation of the definition of a concept until its essence is revealed.

An analysis of works on the problem of teaching methods shows that, as in the theory of knowledge, there are three options: some authors define the teaching method as a path, most - as a method, and still others - as a set of techniques, the implementation of which allows you to achieve educational goals.

From the objective point of view, the teaching method should be described both as a way and as a way: knowing the shortest path and owning the most effective way, a person is guaranteed to achieve the set goal.

A teaching method is a path, moving along which a student can master that part of social experience that is set by the content of each academic subject. The definition of the shortest path of learning is dealt with by particular methods of subjects. For example, in teaching biology, the inductive way of forming educational concepts from the particular to the general is most often used, from the study of specific facts to the derivation of general laws, which reflects the logic of biological research. In teaching history, the way is the study of events and facts in their historical sequence, while teaching the native language, an analytical-synthetic way of teaching literacy has now been determined, etc.

A teaching method is also a way of working with educational information. In order for information to be assimilated, it must be presented in a certain way, recorded, transmitted and perceived without loss. Since the family of hominids (Hominidae) was isolated, and people began to teach their own kind, teaching methods in their objective aspect have practically not changed. From time immemorial, the teacher demanded: “Look what I show!

Listen to what I say! Do as I do! ”And the disciples saw, listened, did and as a result, to a greater or lesser extent, learned what was required of them.

Thus, historically and objectively, four types of teaching methods have developed: those in which information was transmitted orally and perceived by ear - auditory teaching methods; those in which information was presented visually and perceived with the help of sight - visual teaching methods; those in which information was recorded and perceived through muscular efforts - kinesthetic teaching methods; and those in which information went through several sensory channels at the same time,

- polymodal (mixed) teaching methods. This situation is in a sense fatal - until a person acquires new sense organs with which he could perceive, process, store and communicate information, until new methods of teaching appear objectively.

The subjective side of the teaching method regulates the joint activity of teaching and learning. From these positions, we can talk about the teaching method only as a set (system) of techniques, the implementation of which can lead to the achievement of educational goals.

8. Teaching method - a constructor, consisting of techniques that regulate the passage and information in the interaction of students and trainers.

Since the teaching method is both a path, and a method, and a set of techniques, it is advisable to treat it as a constructor, consisting of techniques that regulate the activities of students, and each time collect / construct a method in accordance with the goals, remembering that the information must pass through all channels of perception and all aspects of learning activities should be included in pedagogical interaction.

Thus, within the framework of the proposed concept, teaching methods are defined as a constructive unity of ways and means of effectively transferring a certain part of social experience to students, which is implemented through a set of methodological techniques in educational activities.

I. I. SKVORTSOVA

Moscow State Regional University

MODERN SCHOOL IN JAPAN

What is the Japanese school today? “Computers, computers, computers,” you say. And you will be absolutely right! The Japanese school is truly a recognized leader in information educational technologies. This is a school that seeks to create independently technologies for educating critically thinking individuals, people with powerful productive thinking. It is also a school that develops educational technologies that are focused on the development of the individual.

Let me emphasize that modern Japanese education is, first of all, information technology (IT) and e-learning (e-learning). But I hasten to disappoint those who believe that there are more computers in a Japanese school than there are children studying there, by no means. Today, of course, there are more students, but with the current pace of computerization, it is quite possible that the ratio of students to computers will be one to one. Here are some statistics. For example, in Gifu Prefecture, each primary school has an average of 26 computers for 300 students, a complete secondary school has 48 computers for 350 students, and an upper secondary school has 150 computers for 900 students.

This is how the ratio looks like:

primary school - 1 PC for 11-12 students;

complete secondary school - 1 PC for 7 students;

high school - 1 PC for 6 students.

Basically, all schools in Japan have a high level of saturation with the most modern computer technology. Of course, Japan did not immediately, but gradually achieve such a level of school equipment. Over the past decade, this or that very expensive project of computerization of the education system has been carried out every year. Finally, the Japanese have achieved that in 2001 there were no schools left without Internet access.

Besides, there are local computer networks everywhere, all schools have their own websites. Now the country is successfully approaching the standard: two computers and a computer projector in every classroom of every school.

Japanese experts point out that the path to e-learning and the prevalence of IT in schools was not easy, because there were many supporters of traditional methods among teachers. They, too, had to break stereotypes, and consistently, year after year, persistently implement large-scale retraining programs for teaching staff. So, in Gifu - prefecture annually about 2000 teachers undergo retraining in computer technologies of education on the basis of a local educational institute (the Japanese analogue of Russian institutes of postgraduate education).

I had a chance to go on excursions for the exchange of experience in one of the schools in the city of Tokyo - Azabu Elementary school. Acquaintance with the Japanese school began immediately. As soon as we (a group of teachers and students) stepped on the threshold, we were warmly greeted by our Japanese colleagues, led by the director of the educational institution. The excursionists were escorted to the assembly hall along a long, bright corridor.

Along the way, we admired children's drawings made in different techniques and manner, Japanese children painted everything that surrounds them: people, skyscrapers, parks, roads, their parents, sisters and brothers, pets; many works were signed in English. In the assembly hall, the director greeted all teachers and students, said that today the school is welcoming guests from Russia. We were shown a performance - the traditional Dragon Dance performed by the teacher of this school.

The Japanese were very polite and hospitable with us, they told us a lot about their traditions, about how weekdays and holidays are held at school.

We also learned some interesting information about teaching Japanese schoolchildren. School in Japan is divided into three stages:

elementary school - grades 1-6 - shogakko;

high school - grades 7 - 9 - chugakko;

high school - grades 10 - 12 - kotogakko.

Primary and secondary schools in Japan are compulsory and free of charge. High school is optional. Tuition in high school and university is always paid, but in government institutions it is cheaper. There are private primary and secondary schools that are fee-paying. Curiously, there is an opportunity to study for free in all paid institutions if you win the scholarship competition. The academic year in Japan is divided into three terms. It starts on April 6th. The first trimester ends on July 20, followed by a big summer vacation, and the second trimester begins on September 1, the winter vacation starts on December 26, the last third trimester lasts from January 7 to March 25.

This is followed by a small spring break, during which the transition from class to class is carried out. The start and end dates for trimesters vary from school to school. The beginning of the school year in April is due to the fact that sakura blossoms in Japan at this time and spring comes into full force. There are schools in which the school year begins on September 1, but there are not many such schools. The school uniform is especially striking. It is compulsory in all general education institutions in Japan.

After we had a chat and tasted Japanese soup with rice cake, we were shown a variety of offices, a library, a swimming pool, a huge sports stadium. As a biology teacher, I was most interested in how and in what conditions children study this discipline in a Japanese school. What did I manage to find out? It turned out that a separate subject "biology" is not taught at school; there is a comprehensive course called "natural science". Here children receive knowledge in biology, chemistry, physics. The study of natural science begins at the earliest stages of education - already in elementary school.

The natural history room is very well equipped technically, there are two televisions, computers, and a projector. There is a greenhouse in the school yard, next to the stadium. In it, elementary school children learn to observe and care for plants, set up simple experiments on growing various plants, and high school students take up more complicated experiments with interest. It is not uncommon for teachers to teach science lessons using computers.

The school also has a large computer class. It is designed for 30 workplaces, and corresponds to the maximum occupancy of classes. In the office there are not only many stationary computers, but also compact laptops. The school director explained that there is no special subject “computer science” in the school, but they use the teacher's office to teach students a variety of subjects. Often, Japanese students study in the classroom under the supervision of teachers, mastering the Internet. Students of different ages can search for the material they need, for example, when preparing homework. But the task of acquiring computer skills and the skills of “navigation” in the “global web” by students is not an end in itself for the Japanese teacher. The main thing is to teach students with the help of IT to solve problems, implement projects, find the necessary information in the process of studying all academic subjects. 105 hours of Internet use is the average rate per academic year that the school provides for each student. And of course Japanese children use the Internet very actively in their free time. The technical support of the educational process in the Japanese school is not limited only to computers.

Each classroom has TVs and VCRs, stereos, telephones and synthesizers. All this is possible thanks to solid funding. For example, in the 2002 budget in Gifu Prefecture, the annual cost per student of junior high school was $ 7,549, for upper secondary school - $ 13,885. I will cite other figures for comparison. The annual cost of tuition per student at Nagoya University was $ 35,000, and the annual budget for a typical public university in Nagoya was $ 585 million.

Today, one of the most important tasks not only for the Japanese school, but for the entire Japanese society is to neutralize the negative aspects of computerization and the Internet. There is an acute problem of overload, which students who are overly addicted to the Internet are exposed to. Many people point to one of the reasons for the long immersion in the world of the Internet. This is the child's desire to compensate for the lack of parental attention. And although we are still far from resolving such issues, we need to be aware that they may arise and think in advance about how to prevent these problems. At the present stage, Russian education still has to resolve issues related to the informatization and computerization of educational institutions and strive for the best and most advanced technologies, adopting and applying positive aspects from foreign experience.

O. V. KOPTELOV

Chelyabinsk State Pedagogical University

PRINCIPLES OF FORMATION OF A LIVING NATURE CORNER IN

CONDITIONS FOR THE DEVELOPMENT OF A MODERN SCHOOL

When using various forms and means of teaching in the educational process on the subject, teachers of the school biology course must take into account the possibilities of using all the components of the material and technical base of secondary educational institutions that are part of a single school biological complex. In addition to the biology room, this is a school nature museum, a wildlife corner, an educational and experimental site with a greenhouse, in-school landscaping (recreations, a geography office, etc.), school landscaping, ecological paths for excursions, laid taking into account the natural environment of the school (proximity parks, squares, etc.), school library funds with a variety of biological literature. An important link in this complex is a corner of wildlife, which can provide comprehensive assistance to biology teachers in teaching and educational work with students of all age groups. When creating a corner of wildlife at school, biology teachers often opt for animals that have traditionally been kept as their inhabitants for many years: guinea pigs, hamsters, budgerigars, aquarium fish (guppies, swordtails, gourami, etc.). These biological objects are used by teachers both in the study of biological disciplines in the classroom, and in the organization of extracurricular and extracurricular work with students. Unfortunately, the limited choice of animals for a long time did not allow biology teachers to fully use their capabilities in educational work on the subject with all age groups of students. At present, domestic nature lovers have accumulated a wealth of experience in keeping various taxonomic groups of animals exotic for Russia at home. In addition, it became possible to acquire representatives of many animal species. In this regard, it is necessary to replenish the list of potential objects for school wildlife corners. When choosing such new biological objects, one should take into account these recommended principles for completing the corners of wildlife:

1. The principle of selection of the most accessible animals in school conditions (both for the teacher and for students of any age).

A number of animals, despite their visual appeal and showiness, require special care and nutrition (for example, some types of chameleons, frogs), so it is not always advisable to keep them in a corner of wildlife.

2. The principle of selection of representatives of the animal world that are relatively safe for the health of students. Some animals can be aggressive towards humans or be poisonous. For example, garden boa constrictor, toad-aga, tropical species of scorpions, spiders, bedbugs.

3. The principle of selection of the most "compact" species that do not require large areas and feed for their maintenance. So, for example, monitor lizards, iguanas, large species of pythons and boas for a relatively normal state of health in captivity need both large enough terrariums and a certain food supply.

4. The principle of selection of representatives of the animal world with the most typical (for the entire systematic group) features of the external structure or morphological adaptations that allow them to exist in a specific habitat. Thanks to this principle, the task of a biology teacher is facilitated when demonstrating these representatives of animal species in the course of studying the adaptive abilities of specific organisms in class to live in different environments. It is not allowed to keep representatives of protected species of animals or those listed in the Red Book (Russia, region) in the conditions of the school corner of wildlife.

It is advisable not to turn the biology office into a zoo with a large number of diverse and expensive animals. There is no doubt that the teacher has the right to choose those representatives of the animal world, which, in his opinion, are the most optimal option in educational work.

I. A. Getmanets and B. A. Artamenko

Chelyabinsk State Pedagogical University

DIDACTICAL EXPERIENCE OF USING THE COLLECTION

TASKS (WORKBOOK) FOR LABORATORY EXERCISES

ON BOTANIC S GOAL YU INCREASING QUALITATIVE

PREPARATIONS OF STUDENT-BIOLOGIST

Today, modern educational technologies require the use of the most rational ways of teaching, methods and principles of regulating the learning process. To implement this process, various teaching aids are used, which are a variety of subjects, phenomena, facts, training programs that contribute to improving the effectiveness of educational activities in accordance with the goals and objectives of training.

In this regard, three main types of teaching aids can be distinguished:

real (natural) objects and processes, symbolic (pictorial) substitutes for real objects and processes, verbal, or verbal, means. (Ponomareva, 2003) Teaching aids perform functions that have a complex effect on the educational process, ensuring its rational organization and management, which is relevant with the emerging tendency to reduce the real educational time for biological disciplines.

One of the most effective teaching tools is symbolic or pictorial substitutes for real objects and processes: tables with images, diagrams, photographs and materialized models, workbooks on a printed basis.

As one of the teaching aids, we propose to use a collection of tasks for laboratory classes in botany for biology students. It connects the student with other teaching aids, includes various types of work that make it possible to better master the program material for the course. The collection includes questions and tasks of the following types: for reproduction of the studied material, for the development of mental operations, for the practical application of the obtained theoretical knowledge; drawings to identify objects and their parts. In addition, the collection includes tables summarizing and systematizing knowledge on large taxa of the plant kingdom.

In our opinion, the need to introduce such a collection is relevant, since at present there has been a reduction in academic time for botanical disciplines, which harms the fundamental and scientific nature of education and can lead to the destruction of the existing proportions in teaching botany in higher education. For the successful development of a botanical discipline, regular communication between a teacher and a student is absolutely necessary to discuss important methodological and theoretical issues that precede the laboratory course.

On the other hand, microscopy, description of macro- and micropreparations, mastery of botanical drawing and the ability to analyze the objects under study and their structures contribute to the effective assimilation of material with anatomical and morphological content.

As many years of practice have shown, during laboratory classes, students spend a lot of time thoughtlessly copying drawings and diagrams, which is unacceptable. Undoubtedly, the language of morphology is the "speaking" drawing. But the lack of skills, and sometimes the ability to perform a competent educational drawing is the lot of all novice biologists, i.e. first-degree students. The limit of study time, a certain difficulty in studying an abstract preparation in the field of view of a microscope and the inability to correctly reflect what was seen make it expedient to partially replace the performance of these tasks with ready-made micrographs and diagrams, which is proposed in the collection. As a result, time is freed up for theoretical discussion and comprehension of the results of what he saw, as well as for the introduction of additional objects.

Thus, the need for this collection is obvious, since it interconnects the student's work with the textbook and additional literature on the one hand and is a mechanism that controls independent and individual work on the other. It also enables students to acquire the skills necessary for a future teacher (morphological and taxonomic description of objects, making temporary micro- and macro-preparations, etc.). The collection is of particular importance for students of correspondence departments. It is a guide for independent work in the intersessional period and for work in the laboratory during the session. In addition, it is of certain interest for biology teachers, since part of the assignments can be used in optional and research work with students.

When compiling the collection, many years of teaching experience at the Department of Plant Biology of the ChSPU were taken into account.

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3. Determine the most frequently used techniques for working with texts and other structural components of the textbook, and find out at what stages of biology lessons this work is used more often.

4. Find out how the work with the textbook affects the formation of biological concepts.

In the course of the work, students were taught how to work with a textbook, the maximum inclusion of the textbook in the independent work of students using other teaching aids (natural, visual and screen); open lessons with the presence of experimental teachers, school administrations, pedagogical university students, authors of the program and textbooks, a scientific consultant and a project manager with subsequent analysis and assessment of the state of the experimental work. Thematic control slices of students' knowledge were systematically carried out in order to implement the fourth task of the study.

Based on the results obtained, the following conclusion was made:

1) According to the textbook “Nature. Inanimate and Alive ”, in general, good reviews were received about the volume and content of educational texts, about their accessibility and comprehensibility. The most difficult was the material on the properties of substances, molecules, atoms and elements. This is really difficult, abstract material for students, which is difficult to present specifically, therefore, the textbook provides for appropriate experiments intended for mandatory reproduction. According to the opinion of the students, the most difficult topic was “Electrical Phenomena”, but there were few such students (7%).

Observations in the classroom at the work of students with a textbook convincingly proved that they have a positive attitude towards it, they like to work with texts, with illustrations, and especially, to solve those problems that are located under the signs of "fox" and "hedgehog".

Students were offered a questionnaire to find out their opinions on this textbook, one of the questions of which was "What did you want to add to the textbook?" According to schoolchildren, the textbook lacks a description of laboratory work, questions and tasks for observations in nature, test tasks, interesting facts from life in nature. Almost all fifth-graders expressed a desire to include the chapter "Plants and Animals - Human Favorites" in the textbook.

Thus, the study showed that the textbook, on the whole, meets the requirements for it.

2) According to the textbook “Biology. Bacteria. Mushrooms. Plants ”the opinions of teachers and students made it possible to highlight the positive and negative aspects of it.

The positive include the presence of shmutts, which include information about the material being studied for the future; questions and tasks placed before and after the paragraph, which contribute to the revitalization of students' learning activities. The presence of conclusions at the end of each chapter is especially emphasized. This material allows you to organize interesting work with it in generalizing lessons. In the textbook, techniques for working with terms are widely used. The content of the textbook clearly shows the ecological-evolutionary approach, which is provided by the corresponding texts, illustrations and the sequence of its location. Interesting additional material included. The textbook attracts with bright drawings, clear font, inclusion of assignments for laboratory work, well-thought-out signals and symbols.

At the same time, some negative points should be noted: the overload of texts with educational material, a large amount of knowledge for the academic year, which, according to its content and significance, can be regrouped by highlighting additional material. Instructions for laboratory work are presented in small print, which makes them difficult for students to read. Among the questions after the paragraph, there are practically no biological tasks, which, as you know, significantly affect the development of the mental activity of students. The listed disadvantages can be foreseen in the new edition of the textbook, since they are easily eliminated.

3) According to the textbook “Biology. Animals. Grade 7 ", it was noted that it corresponded to the program and the structure of the textbooks of this author's line. The content of the textbook reflects an evolutionary approach that contributes to the formation of a scientific materialistic worldview.

The textbook is colorfully decorated, it contains a large number of drawings, photographs, which attracts the attention of students. On the positive side, it should also be noted that the instructions for laboratory work are placed after the text of the paragraph, and therefore is, as it were, a continuation of the development of biological knowledge. Arouses some interest, the inclusion of such a heading as "Do you know what ...", which broadens the biological horizons and contributes to the development of interest in the subject. The advantage of the textbook is also the presence of an index of terms, which allows students to orientate in the textbook and find the necessary educational information.

The material of the schmutts and the questions placed before the paragraphs orient the students' thoughts towards highlighting the main thing in the studied text.

After each paragraph, there are questions and tasks aimed at consolidating the concepts of the lesson. Unfortunately, reproductive issues prevail. And even those questions that are formulated to be productive have answers in the text of the textbook. I would like the students, relying on their knowledge, to reach a higher level of learning.

However, in our opinion, the textbook has shortcomings, the most significant of which is the amount of material introduced into the paragraph. The language of the textbook, which is replete with special terms and difficult for schoolchildren to understand, also leaves much to be desired. This forces the teacher to split the material and paragraph and study over 2-3 lessons. This approach does not ensure the implementation of the entire program allocated for the entire academic year (68 hours). So from the text of the textbook it is difficult, according to what characteristics the animals are grouped into types, and according to what they are into classes, detachments, etc. There is a lack of clarity in the definition of some biological concepts. A significant drawback is also the volume of laboratory work, which did not in all cases allow them to be fully carried out. In addition, some laboratory work was found to be generally impracticable due to the lack of the necessary training tools.

In general, it should be noted the positive attitude of schoolchildren and teachers to the textbook.

4) According to the textbook “Biology. Human. Grade 8 ", the following can be noted as positive:

the textbook, as a whole, complies with the content of the draft standard for school biological education and the program;

the textbook has a unified structure, adopted for the entire third line of the author;

the methodological apparatus corresponds to the accepted structure in the textbooks of this author's line;

the textbook is colorfully illustrated, has a good flower solution;

the material of the texts of the paragraphs is presented in a language accessible to students, their volume is approximately the same;

there are font emphasis, the main provisions of each chapter, which help to bring the material of the chapter into the system;

includes portraits of scientists studying issues related to the structure and physiological characteristics of the human body;

Questions placed in front of the text of paragraphs, which most often aim students at the basic concepts that are revealed in the text, are welcome. These questions also help to plan what was learned;

there are tasks for drawings, but their implementation could be combined with introspection.

At the same time, the following aspects of the textbook require improvement:

from the point of view of teachers, the content of the textbook is oversaturated with sanitary and hygienic material, and especially with medical concepts.

A simple listing of the names of diseases without a sufficiently clear explanation of the symptoms and preventive measures does not bring the desired result;

not all software labs are provided with instructions in the textbook.

the textbook material is overloaded with instructions for laboratory work that are not recommended by the program. Taking into account the teacher's desire to use everything that is in the textbook, in general, the material in the section becomes voluminous, so there is no way for the teacher to allocate time to refine the complex and difficult questions of the section.

5) According to the textbook “Biology. An introduction to general biology and ecology. Grade 9 ”, the careful work of experimenters and schoolchildren made it possible to note the positive and negative aspects of the textbook under study. The methodological design of the textbook adheres to the general direction in the textbooks of this author's line. The textbook is colorful, various illustrations are used, diagrams, tables, figures, compositions are widely used, most of which enable students to use their educational information without referring to texts.

The textbook texts are not equivalent in terms of the amount of material presented, which introduces certain difficulties in planning the study of the material.

Font selections are widely used.

New concepts being studied are taken out of the scope of paragraphs.

At the end of each chapter is a summary of its content.

All of the above is successfully used by students when working independently with a textbook.

I would especially like to note the inclusion at the beginning of each paragraph of questions that orient students to the use of intra-subject connections.

As for the questions and assignments placed after each paragraph, among them I would like to see more biological problems that largely solve the problem of forming the scientific worldview of students and develop their mental activity. Considering the content of the section, this problem in high school becomes the most urgent. The content of the textbook contains real ways to solve it.

Interesting, from our point of view, is the conclusion made in the report by the teacher Selivanova (school № 93). We quote it verbatim: “The authors of the textbook do not think about the purpose of reading this material. They only set out theoretical material and believe that the student will be willing to read it. Are they so sure of that? The question arises among the students: "Why know all this?" It is up to teachers to motivate pupils in the subject. And if the student studies the subject on his own? "

In general, the textbook should be noted that it requires some revision, taking into account the above remarks, during which it is necessary to make it more accessible to the student.

Concluding the experimental work on the textbooks of the third author's line for the basic school, it should be noted: the textbooks generally correspond to the standard of biological education, meet the tasks of a minimum of knowledge in the subject, are structurally sound, have a single methodological apparatus, correspond to the logic of biological science, are colorfully decorated, and with all their content correspond to the tasks set for the system of general, including biological education.

E. V. Dankova

Pedagogical Academy of Postgraduate Education

EDUCATIONAL MODULE BIOTECHNOLOGY

IN THE SECONDARY SCHOOL BIOLOGY COURSE

In accordance with modern trends in the development of education and pedagogical science, it is necessary to more fully satisfy the cognitive needs of students in such a dynamically developing field of biology as biotechnology. The main achievements of molecular biotechnology, without which it is impossible to educate a well-rounded personality, freely orienting among them, should be attributed to the production of organisms using the technology of recombinant DNA. This applies to the issues of obtaining agricultural crops with increased yields, resistant to pests, fungal and viral infections, and harmful environmental influences; creation of breeds of farm animals with improved heritable traits; creation of microorganisms that produce various chemical compounds, antibiotics, enzymes; the ability to accurately diagnose, prevent and treat infectious and genetic diseases; recycling waste that pollutes the environment. In addition, the achievements of molecular biotechnology are widely used in forensics and ethnography.

However, in the curriculum for the study of biology at the basic and specialized levels, an insufficient number of teaching hours is allocated to the issues of biotechnology. The problems and achievements of modern biotechnology are the most significant and acute not only for biological science, but also in the scientific world as a whole and contribute to the formation of a truly scientific outlook in students.

Studying the basics of biotechnology in the school course allows you to solve not only scientific, but also didactic problems, since it makes it possible to integrate biology within the subject with such sections as cell biology, molecular biology, microbiology, genetics. In addition, teaching the fundamentals of molecular biotechnology allows cross-disciplinary connections with chemistry and technology.

To solve these problems, the program of the training module "Fundamentals of Molecular Biotechnology" is proposed, which reflects the key issues and the latest achievements in the field of molecular biotechnology. The program is intended for biology teachers working in specialized classes, in addition to this, the content of the proposed block can be used to create elective courses aimed at creating intersubject connections that allow you to study several subjects (biology and chemistry) at a specialized level.

The program "Fundamentals of Molecular Biotechnology" is characterized by a block-modular structure of material presentation, which involves the independent use of equivalent blocks or modules with a given internal structure. The sequence of studying blocks or modules is not hard-coded and, if necessary, arising during the educational process, it is possible to rearrange them. The content of the block modules themselves, as a rule, is based on a linear construction structure. The block-modular structure of the program "Fundamentals of Molecular Biotechnology" provides an opportunity to master the content of the course by students of different levels of preparedness, thus realizing the level differentiation of knowledge.

The program "Fundamentals of Molecular Biotechnology" examines issues related to the emergence of molecular biotechnology and its relationship with other sciences. It describes the main stages of recombinant DNA technology, examines modern ideas about the structure of a gene, characterizes the enzymes used to obtain recombinant DNA, and examines the structure of vectors for molecular cloning. The proposed program reflects the topics related to the production of transgenic plants, animals, microorganisms, attention is paid to obtaining genetically modified food sources of plant origin. The study of the topics proposed in the program allows students to subsequently predict and design the production of organisms with desired properties.

The study of the foundations of molecular biotechnology contributes to the formation of a truly scientific worldview among students, as well as the acquisition of socially significant experience. In addition, the result of studying the proposed problems is an accurate analysis and correct assessment by students of the ethical aspects of the achievements of molecular biotechnology.

IVANOVA I. B.

MOU "Lyceum No. 1", Astrakhan

CANNOT BE REDUCED!

The main task of any children's educational institution is the environmental education of children - the preparation of schoolchildren to understand nature, as a full and respected partner of man in his activities.

Such an understanding is difficult to develop in people who, since childhood, are unfamiliar with the life of animals and plants around them. And through biology lessons, it is necessary to instill in children an interest in communicating with wildlife. First of all, it is necessary to say kind words about plants. They - grasses, shrubs, trees - having invented chlorophyll, took upon themselves the greatest responsibility for the fate of all animals on Earth, having managed to create food for them from 1% of the sun's rays. Green plants are the basis for the existence of all animals on our planet and you and me, and therefore students should learn as much as possible about how they bring us good, how they entered our life.

Honor and praise to the plants for their titanic work for the benefit of all living creatures.

It is in the first year of studying biology that the degree of universal significance of living organisms for humans is revealed; the level of life impressions and knowledge of children about the diversity of wildlife in general and their region in particular. Their understanding of the role of man as a special environmental factor; the degree to which students are familiar with environmental issues.

It is in these lessons that schoolchildren should feel anxiety about the danger threatening wildlife, realize the importance of deep knowledge about nature for each person, feel the need to take an active part in its protection, which means that in biology lessons, like no other, it is appropriate to turn to art, with the purpose of forming a moral and aesthetic attitude to living things. Art evokes feelings of pleasure, joy, despair, i.e. evokes empathy, the role of which "has not yet been fully appreciated by either the theory or practice of education."

The range of aesthetic phenomena includes the logic of scientific judgments, including a clear and clear substantiation of the theoretical concepts of biology as a science of life. And so that the students come to the conclusion that living nature, a variety of species is a necessary condition for the existence of mankind as a whole and each person individually; that the variety of species determines the aesthetic and hygienic parameters of the environment, is the main source of food and resource value. It takes time and a lot of knowledge. Therefore, I think that reducing the hours for studying a botany course is a mistake that needs to be corrected as soon as possible.

L. V. Niroeva

Kuzbass State Pedagogical Academy

ACTIVATION OF COGNITIVE ACTIVITIES

SCHOOLBOYS

An analysis of the school practice of teaching biology shows that verbal teaching methods dominate the lessons. The teacher's monologue predominates, designed to transfer knowledge to students in a finished form for the development of the student's reproducing memory. The tests offered by the teacher focus on unambiguous answers that do not activate the students' mental activity. This indicates the dominance of the reproductive type of activity. Modern teachers and scientists - methodologists are faced with the primary task - to activate the cognitive activity of students, otherwise the interest and quality of knowledge of students will continue to decline.

We see a solution to this problem through a change in the structure of the lesson, a wider introduction of independent work of schoolchildren, in an increase in its practical part in biology programs.

Special studies in Lyceum No. 104 in Novokuznetsk made it possible to build a lesson structure conducive to the development of students' cognitive activity.

At the initial stage of the lesson, a high rate of reproductive work of the entire class is assumed. Questions from different fields of knowledge alternate, the time for an answer is limited. This gives the spirit of competition, controls attention, develops the ability to quickly switch from one type of activity to another. The methods of carrying out the so-called "warm-up" are different: educational dialogue, biological dictation, comparison of objects of animate and inanimate nature, demonstration of a technique for performing practical work, analysis of a small scientific text, etc.

The second stage of the lesson is devoted to the development of mental mechanisms that underlie the creative abilities of students (memory, attention, consideration, observation). The modern school pays little attention to the development of techniques and methods of memorizing educational material. Purposeful work on the development of the activation of cognitive activity has shown that there is a direct connection between the abilities and the level of development of memory and attention. The use of tasks with a delayed question, tasks for the development of auditory and visual memory, as well as tasks for the speed of reaction of schoolchildren to the performance of a particular work are justified.

The next stage of the lesson is devoted to solving problems by schoolchildren in part - of a search nature of different levels. These can be tasks for finding patterns, the principle of grouping phenomena or objects and processes, assignments for the selection of examples for a certain law, etc.

The lesson ends with the students completing creative assignments. This stage of the lesson is aimed at developing the ability to see the new in the unknown. Creative tasks require independence, since they are designed for exploratory activity, an unconventional approach, and the creative application of knowledge.

The result of the experiment showed that the activation of the cognitive activity of schoolchildren should meet the following requirements:

cognitive tasks should be built primarily on an interdisciplinary, integrative basis and contribute to the development of the mental properties of the individual, which underlie the development of creative abilities;

tasks should be selected in a certain sequence: reproductive, partially - search, creative;

the system of cognitive tasks should lead to the formation of such creative abilities as fluency of thought, flexibility of mind, originality of judgments, curiosity.

A. M. IgnatovA. P. Tyapkina

Oryol State University

FEATURES OF TEACHING BIOLOGY

IN A RURAL SCHOOL

The secondary school biology program defines the goals and objectives of teaching biology. It implements the principle of generalization of educational material - such a selection and such a teaching methodology, in which the main thing is paid to the study of the structure, lifestyle and life of representatives of the animal world, systematic categories, observation of natural objects of nature, generalization of the concept of the historical development of the animal world.

Each section of the course includes basic material that students should master deeply and firmly without loading their memory with many private factors.

The program gives the teacher the right to independently choose the most important educational material in each section, omit some questions and additionally include others. In addition, up to 15% of the study time is allocated as a reserve and can be used by the teacher at his own discretion. Thus, within the framework of the program, there is an opportunity to revise the content of biological education in a rural school. This needs to be done for a number of reasons.

The basis of biological education in an incomplete secondary school is the basic version, which includes a list of compulsory concepts for mastering, biological characteristics of animals, which are basic, necessary for the successful continuation of education in the senior, specialized level, as well as for vocational training in secondary and special educational institutions and for participation in productive labor.

Based on these considerations, a basic component can be identified in the basic school curriculum, which must be supplemented with a regional and one more important component, conditionally called compensatory.

In the system of knowledge that all students should have as a result of studying a course in zoology, it is necessary to reflect the assimilation of structure, life, adaptability to the environment, understanding of the dialectics of scientific knowledge of nature, the relationship of scientific theory and practice.

For students, biology education will, for many reasons, be limited to what they learn in junior high school. Many of the most important theories, entire sections of biology, the modern natural-science picture of the world will remain unknown to such schoolchildren. That is why one more component in the biology curriculum of the basic school, which is conventionally called compensatory, is becoming fundamentally important. It includes initial information about various major general scientific ideas and concepts, ideas about complex systems, the study of which is supposed to be in grades 10-11.

After graduating from basic school, students should have a sum of knowledge and skills that would be logically complete. For those who continue their education, such information will become propaedeutic.

There is an advantage in organizing the educational process in a rural school - students from an early age are familiar with various types of agricultural labor and agricultural machinery. They are closer to nature in comparison with urban schoolchildren, more often observe various natural phenomena, participate in the cultivation of the land, and take care of animals. The teacher's task is to skillfully rely in the lesson on this knowledge, skills, life experience of students to familiarize them with the biological characteristics of animals, animal breeding technologies, with modern methods of scientific research used in agrobiology, gaining practical skills for performing simple observations and research. Based on this, it can be noted that the curriculum in biology for a basic school in a rural school should provide an open system that can be completed by the region, district, school, teacher in accordance with local specifics. We see the main ways of supplementing the content of biology education in rural schools in the following.

The first way is to illustrate the main theoretical positions with specially selected facts and examples, oriented to agricultural sectors. Practice shows that many rural biology teachers do just that.

The second way is to supplement the invariant part of education with special topics and workshops presented in the form of modular units.

Modular units are additions to the main program. They represent a variable part of the program, are fairly independent of each other and make it possible to quickly supplement and develop the educational material of each section.

V. V. Silyutina

MOU Secondary School No. 36, Orel

USING PROGRAMMING ITEMS

IN BIOLOGY LESSONS

Programmed learning is a special kind of independent acquisition of knowledge. The main feature of programmed learning is that the subject content of the material to be studied and the cognitive activity for its assimilation are divided into small portions or steps. The assimilation of each portion is checked by completing assignments or answering control questions.

Programmed learning emerged in the early 1950s in the United States, when the psychologist Skinner, using programmed learning, hoped to improve the efficiency of educational process management.

Skinner formulated the following principles for programmed learning:

submission of information in small portions;

setting up a test task to control the assimilation of each piece of information;

presentation of an answer for self-control;

giving instructions depending on the correct answer.

The portioned material constitutes the so-called program. By their construction, programs are of two types - linear and branched. A linear program is a program that all students pass without fail and in the same sequence. An extensive program allows you to direct the student along one of several paths, depending on the correctness of his answer and, consequently, the level of knowledge. In programmed teaching, special tools are used: programmed manuals of various types and learning machines (computers). Programming manuals include programmed textbooks, programmed collections of exercises and tasks, test control tasks, programmed additions to a regular textbook.

In a programmed tutorial, each piece of material containing a small amount of information is accompanied by a question or request to perform an operation. The answer is given either by choosing one correct option out of several, or by comparing a self-composed answer with several other choices that are most correct from the student's point of view.

When passing a linear program, it is assumed that in case of an incorrect answer, the student thinks about the causes of the error and, using a textbook or other source of information, fills in the gaps in his knowledge. But this is not necessary, and, of course, the trainee can go further without thinking about the mistakes made and without trying to correct them.

Such an attitude towards the material is excluded when using branched programs. If the answer is correct, the stasis is allowed to move on to the next portion of the material. If an answer was received showing that the student has the knowledge that is laid down in the next section of the program, the transition to the next section of the program is allowed. In case of an incorrect answer, it is proposed to study additional material or an explanation of the reasons for the error is given, for which the student is directed along a different, longer path or returns to the beginning of the program section.

This academic year, when studying botany in 6th grade, I used two electronic programs: 1st - “1C: Tutor. Biology ", 2nd Botany. Electronic atlas for a student. ”The first program (in addition to the block with theoretical material and illustrations) contains 106 test questions in botany in the form of a linear program, but they apply to the entire course, are not divided into topics, and no analysis is performed along the way, or at the end of the work, therefore, they may be of interest to the teacher when preparing a lesson for drawing up a test task at the stage of checking homework or at the stage of consolidating the studied material in the form of cards or oral discussion. There are also a large number of problems in genetics and molecular biology that the teacher can use in the usual forms of teaching the lesson.

Much more interesting is the survey part in the "Electronic atlas of schoolchildren in botany". The Botany Tests section contains two parts: course credit and course training. Before passing the test, it is necessary to conduct training. By answering test questions, comparing concepts and completing other activities, the student prepares for the test. Moreover, answering the question, the computer invites the student to check or reset the answer;

when resetting, you can change the answer, go back or just go to the next question; when checking, if the answer is correct, a bright red inscription appears below: "true", then the student can perform the same operations. When passing the test, the program first asks the question: do you want to pass the test? If you want, the program asks you the same questions, but 1 minute is allocated for the answer (a timer appears below, which clearly monitors so that you do not spend a second more on solving the issue), then you have the right to continue further or go back.

If you continue, or exit the program, it will immediately give you a test point (an assessment on a 100-point scale) and an assessment on a 5-point scale, in addition, it will provide everything in the form of a table, which also indicates the maximum number of points for an answer. and the number of points that you have scored.

This is also a linear program, but in comparison with the 1C: Tutor: Biology program, it is more interesting. Provisions for work in each lesson, or at least for the implementation of thematic control using a computer, not one of these programs contains, but both of them can help the teacher and students in preparing for the lessons.

With the development of information technologies for teaching, machine control is used more and more widely (USE). The advantages of machine control are that the machine is impartial, but at the same time, this method does not reveal a way to obtain a result, difficulties, typical mistakes and other nuances that do not pass by the teacher's attention during oral and written control.

Algorithmization of the learning process is closely related to programmed learning, since in some cases, programs are algorithms, prescription of actions in cognitive activity.

All laboratory and practical work in biology lessons, biological laws, patterns and rules are executed algorithmically;

dictate to the student what needs to be done in order to answer the question posed, to solve a biological problem; help to find differences and common features (for example, when studying the complex topic "Classification of flowering plants", an algorithm helped me to achieve good results even in a weak class (KCO class) monocotyledonous and dicotyledonous): class - family - species - habitat - root system - structure and type of leaf venation - inflorescence - structure and formula of an exception flower - medicinal and wild plants - cultivated plants - weeds.

When conducting standard lessons, the stages of the lesson are also a kind of algorithm. When I start a lesson, I always introduce students to its stages. When studying new material, first I ask the question: what is the topic today? - what do you think is the purpose of our lesson? - What will we learn in the lesson? Thus, I introduce the children to the topic, purpose and main issues that we will study in the lesson. Knowing this sequence, children already at the very beginning of the lesson begin to work actively and tune in to active work until the end of the lesson.

Each teacher, often without hesitation, uses in his lesson a huge variety of algorithms and, if you carefully analyze any biology lesson of any teacher, you can find hundreds and even thousands of different programming elements in it.

Algorithmization of teaching increases the quantity and quality of independent work in the classroom, contributes to improving the management of the educational process, teaches students to manage their mental and practical actions. It also plays an important role in exercising control over the assimilation of educational material, increases the speed and objectivity of control.

LITERATURE:

Newspaper "Biology" No. 6 2005, publishing house "First September".

Electronic atlas for schoolchildren "Botanica 6-7 grades", JSC "New 2.

OS Zaitsev "Methods of teaching chemistry", -M, "Vlados", 1999 3.

Electronic textbook "1C: Tutor Biology.", CJSC "1C", 4.

V. A. Slastenin, I. F. Isaev, E.N. Shiyanov "Pedagogy", -M, "Akadema", 2002

P. M. SKVORTSOV

Moscow State Regional University

POSSIBLE APPROACHES TO PROCESS CONTROL

FORMATION OF THE COMPONENTS OF LEARNING ACTIVITY IN

LEARNING BIOLOGY

Currently, the teaching of biology is making a systematic transition from the time requirements of 1998 to the State Standard of General Education, in the structure of which, in addition to the Mandatory Minimum of the content of educational programs in the subject, the concept of "General educational skills, skills and methods of activity" is introduced.

To the main types of activities according to the Federal component

State educational standards include:

cognitive;

information and communication;

reflective.

Each of the listed activities includes general learning skills and competencies, which, in the opinion of the standards developers, are carried out. The phrase "general educational" means that the development of these skills and abilities occurs regardless of the specifics of the subject, at each lesson, in each discipline, but on a different material. Therefore, it is important to agree on the conditions for the implementation of the process of forming general educational skills.

For this purpose, control and measuring materials are being developed at the Moscow Center for the Quality of Education (MCCE) that allow the teacher to manage the process of formation and development of general educational skills and abilities based on the material of his subject, in particular, biology. The ability to read and understand the text of a paragraph on biology was adopted as a model. In schools, which are urban experimental sites (GEP) of the MCCO, the speed of reading aloud among students in grades 6, 8 and 10 was measured, as well as the level of reading comprehension was revealed. In addition, a cross-section of knowledge was carried out, which showed a similar level of knowledge in biology of students in control and experimental classes.At the same time, it turned out that the speed of reading aloud among students in grades 6 and 10 is comparable, and among students in grade 8 higher than in grades 6 and 10.

Then, in the experimental groups, purposeful and systematic work with the text of paragraphs was offered directly in the lesson.

The total number of lessons in which this methodological technique of commented reading (or listening) was applied during the academic year (68 annual hours) was 9-10 lessons, that is, approximately one seventh of the annual teaching time.

The work involved the following stages:

1. Reading a paragraph out loud.

For example, the text of §19 of the 6th grade textbook (authored by I.N. Ponomarev and others):

“In the process of life, the leaves grow old by the end of the growing season, nutrients flow out of them, chlorophyll begins to break down, and waste unnecessary substances - slags accumulate in the leaf tissues. Aged leaves are removed due to leaf fall. This adaptation developed in the process of evolution ensures not only the removal of substances unnecessary to the plant, but also the reduction of the surface of the above-ground organs during an unfavorable period of the year. In other words, due to leaf fall, evaporation is reduced and crown breakage under the weight of snow is prevented. Thus, leaf fall is also an important function of the leaf in plants. "

As can be seen from the text, in order to understand the proposed material, a student must know what a "vital activity", "growing season", "nutrients", "evolutionary process", "chlorophyll" are. In addition, the text introduces two new concepts: "slags" and "leaf fall".

2. Commentary of the teacher, during which the listed concepts were recalled, their meaning was clarified, and the main idea of ​​the paragraph was explained.

3. Testing students' understanding of the text.

After commenting on the text by the teacher, students received the following types of assignments:

To determine the meaning of the concepts necessary for the correct understanding of the text:

1. The process of life - A) A special substance of green color - the pigment of activity

2. Vegetative B) The process taking place in the body and providing it with the possibility of existence

3. Nutrients - B) The time required for the plant to complete the full development cycle

4. The process of evolution- D) The irreversible process of historical change of the living world

5. Chlorophyll E) Compounds necessary for the vital activity of organisms The students had to find a match and indicate in the form of a short answer in the answer card. The wording of the given definitions of the concepts were taken from the text of the previous paragraphs of the same textbook.

Questions to the text - distribution into major and minor:

1. What is called leaf fall?

2. What is the meaning of falling leaves?

3. Why leaves fall before unfavorable periods?

4. Why leaf fall is considered a function of the leaf?

5. Why is the leaf fall called the process of vital activity?

6. How can you justify the importance of leaf fall for a plant?

Major questions Minor questions Students were asked to write the question numbers in the appropriate column of the table

Isolation of the main idea of ​​the text from the above list:

1. Aged leaves are removed due to leaf fall.

2. Due to leaf fall, evaporation is reduced and crown breakage under the weight of snow is prevented.

3. Leaf fall is an important function of the leaf in plants.

4. In the process of life, the leaves grow old by the end of the growing season, nutrients flow out of them, chlorophyll begins to break down, and waste unnecessary substances - slags accumulate in the leaf tissues.

The students wrote the number of the correct answer in their opinion on the card.

The results obtained served as the basis for assessing the work in the lesson, since the definitions, questions to the text and the highlighting of the main idea were indicated by the teacher at the second stage of the work. Similar work was also carried out in grades 8 and 10.

Subsequently, at the end of the academic year, the level of difficulty in working with the text increased. The teacher demanded that the students independently comment on the text, search for definitions of concepts in the previous paragraphs of the textbook, compose questions for the text, and so on.

In 10 classes, in addition to working with the text, work was carried out to control the understanding of the solution of biological problems. For this, at the first stage (during the first half of the 2006/2007 academic year), the teacher, together with the students, solved biological problems, indicating that it was necessary to highlight the problem of the solution, the hypothesis and the method of testing the hypothesis. The students were only required to reproduce in writing the solution of the problem in a notebook or on a control sheet. In this case, the problem could be solved at the beginning of the lesson, and the entry had to be made at the end.

In the second half of the year, an algorithm was proposed for solving biological problems, and the solution itself was independent. As an example, let us give the following problem: “In the total equation of photosynthesis: 6СО2 + 6Н2О = С6Н12О6 + 602, the left side is not fundamentally different from the process of preparing carbonated water. Why is organic matter created in chloroplasts, but not in a glass of carbonated water? "

A) What is the problem?

1) the left side of the equation is no different from making soda water

2) organic matter is created in chloroplasts, but not in a glass of carbonated water

3) the left side of the equation describes both photosynthesis and the process of making carbonated water

4) organic matter is formed in chloroplasts

B) Hypotheses:

1) the main condition for photosynthesis is light

2) the ratio of water and carbon dioxide must be strictly defined

3) special conditions for photosynthesis are created in the chloroplasts of the leaf

4) there is no chlorophyll in a glass of sparkling water

C) Hypothesis testing

1) you need to light a glass of sparkling water and then check for starch

2) add chlorophyll extract to a glass of sparkling water, put it in the light and check for starch

3) conduct an experiment on the formation of starch in green leaves in the light

4) check glasses with sparkling water of different concentration for the presence of starch in them

D) The result is an open answer.

When analyzing the results of the work, we analyzed, among other things, the correspondence of stages B and C, since the choice of a hypothesis also determines the method of its verification.

At the end of the experimental work, cross-sections of knowledge were carried out in control and experimental classes, and the reading speed in the corresponding classes was measured. The results of the cross-sections showed that the use of the method of commented reading in grades 6 and 8 increased the quality of knowledge among schoolchildren in the experimental classes by 20-25% in comparison with the control classes, where the usual method was applied. In grades 10, the quality of knowledge in the experimental classes increased less significantly - by 9%, which may be due to the fact that biology is not a priority subject for the students participating in the experiment.

In this regard, I would like to note the fact that commented reading is one of the oldest teaching methods, undeservedly forgotten in the recent past. However, now, due to the fact that students read less than their peers in the 80s. 20th century, it makes sense to return to using this technique.

YU.I. CHERNENKO

Voronezh State Pedagogical University

VIRTUAL LABORATORY WORKS ON ZOOLOGY

Laboratory work on invertebrate zoology, performed at school, using traditional methods and techniques is not very effective due to the specifics of the material:

insufficient visibility of individual representatives, rarity of objects;

protozoa are very small for studying their structure under a school microscope;

the development of insects is long in order to understand the change of stages.

A computer, with the appropriate software, makes it possible to introduce virtual laboratory work into biology, which, in terms of didactic significance, is not inferior to work with natural objects.

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“112 PROJECTS OF THE MIPT. - 2013. - Volume 5, No. 1 UDC 577.352.332 Sh. R. Ismaylova1, K. A. Motovilov1,2, L.S.Yaguzhinsky1,2, K.I. Agladze1,3 Moscow Institute of Physics and Technology (State University ), Scientific and Educational Center "Bionanophysics" Scientific Research Institute of Physical and Chemical Biology named after A. N .... "

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TESTS

ON THE METHODS OF TEACHING BIOLOGY

ALMATY, 2008

Biology Teaching Methodology Tests

Option 1

1. The methodology of teaching biology is ...

A) biological science

* C) pedagogical science

C) integrated science

E) psychological science

E) sociological science

2. Curriculum ...

A) determines the order of study of academic disciplines, the number of hours allocated for them, the beginning and end of each quarter.

C) determines the content and amount of knowledge in each subject, the number of hours allocated for the study of topics.

C) determines those subjects that will be studied in a particular class.

E) determines the subjects studied and the number of students in each class.

A) easy and interesting

B) scientific and consistent

C) entertaining and uncomplicated

E) difficult and not necessarily interesting

E) party and objective

4. The learning process is characterized by ...

A) one-way communication

C) two-way communication

C) three-way communication

D) all kinds of connections

E) no connection

5. One of the first Methodists - followers of Charles Darwin's teachings in Russia was:

C) V, F. Zuev

6. An outstanding Kazakh scientist-methodologist is:

A) A. Kunanbaev

YOU. Altynsarin

C) J. Kuderin

E) D. Brusilovsky

E) Ch. Valikhanov

7. The methodology for using reference signals (abstracts) in the classroom was developed:

A) Sh. Amonashvili

8.The main function of teaching methods is

A) observational

C) educational

C) explanatory

D) uniting

E) organizational

9.Teaching methods are divided into ...

C) verbal, visual, practical

10. Logical techniques include:

A) work on the instruction card

C) preparation of the workplace

C) the answer to the student's question

E) identifying signs

E) organization of work with the textbook

11. Testing of students' knowledge is carried out:

A) occasionally

C) once a week

C) systematically at each lesson

D) only on control and independent work

E) at the discretion of the teacher

12.Laboratory work "The structure of the plant cell of onion skin scales" refers to work with ...

A) anatomical content

C) physiological content

14. The method of verbal knowledge testing is:

C) frontal survey

D) biological dictation

E) test check

15. The teaching methods are divided into:

A) verbal, explanatory, illustrative

B) practical, verbal, logical

C) organizational, practical, heuristic

D) visual, logical, verbal

E) logical, technical, organizational

16. The main form of training is:

A) homework

C) optional lesson

E) extracurricular activity

17. Consolidation of students' knowledge in the lesson is closely related to ...

A) homework

C) a presentation of a new topic

C) taking into account and checking knowledge

E) completing additional tasks

18. The circle of young naturalists is:

A) the form of organization of extracurricular work

C) the method of teaching in the lesson

C) the reception of teaching in a biology lesson

D) the form of organization of extracurricular work

E) the form of organizing work in the classroom

19. The main purpose of studying new material is:

A) knowledge control

C) consolidation of knowledge

C) mastering biological concepts

E) development of intellectual skills

E) repetition of previously learned

20. When studying the topic "Fertilization in flowering plants" you will talk about ...

21. The founder of the doctrine of the origin of species by natural selection is ...

A) G. Mendel

C) L. Pasteur

C) G. Schwann

E) K. Linnaeus

E) Ch. Darwin

22. Natural learning tools include:

A) transparencies

C) paintings

D) code positivity

E) seed collections

23. Indicate unnecessary in the steps of the lesson:

C) consolidation of new material

C) excursion

E) learning new material

E) homework

24. The method used to consolidate new knowledge of students:

C) frontal conversation

E) test work

25. Printed teaching aids include:

A) epidiascope

C) tutorial

C) slide

E) tables

E) motion picture

Option 2

1. Visual teaching aids related to natural (subject):

A) living objects (plants and animals)

C) animals of the corner of wildlife

E) tables

E) drawings

2.Artificial pictorial visual aids include:

A) herbariums, stuffed animals, collections

C) models, stuffed animals, dry preparations

6. Select teaching methods from the following:

A) conversation, demonstration, lecture

C) briefing, problem learning, conversation

C) aesthetic, labor, polytechnic education

E) demonstration of experience, labor education, individual work

E) independent work, lecture, instruction

7.The control methods include:

A) assimilation of knowledge

C) problem learning

C) activation of the learning process

E) systematization of students' knowledge

E) graphical check

8.Test tasks:

A) the most reliable method of testing students' knowledge

C) allow you to interview all students with a minimum investment of time

C) do not require thorough teacher training

D) are quite capable of replacing all types of student knowledge testing

E) develop the speech and thinking of students

9.The method of testing students' practical skills and abilities includes:

A) control work

C) biological dictation

E) heuristic conversation

E) demonstration of the results obtained by students

10. The developmental function of the teaching method is primarily aimed at ...

A) mastering knowledge, concepts, laws and theories of biology

C) the formation of methods of mental activity

C) the implementation of intersubject and intrasubject connections

E) the formation of a scientific worldview

E) the formation of moral and ethical personality traits

11. What is the main requirement for the assessment of students' knowledge?

A) subjectivity

C) objectivity

C) ambiguity

D) unambiguity

E) versatility

12. It is not necessary to take into account when checking the knowledge of students:

A) quality of knowledge

C) completeness of knowledge

C) the specificity of the report

D) the consistency of the presentation of the answer

F) analysis of responses

13. Choose from the following didactic teaching principle

A) triplicity

C) visibility

C) practicality

D) conscientiousness

E) timeliness

14.You can determine the type of lesson by:

A) didactic goals

C) the location of the stages of the lesson

C) teacher activities

D) the amount of time allotted to achieve the main goal

E) student activities

15. Indicate a way to test students' knowledge in writing:

A) heuristic conversation

C) interview

C) individual survey

E) test check

E) educational discussion

16. The main form of training is -

A) homework

C) optional lesson

D) circle

E) extracurricular activity

17. Group work is ...

A) the work of a certain group of students in the classroom under the guidance of a teacher

C) the work of one student in the class on the instructions of the teacher

C) simultaneous work of students of the whole class under the guidance of a teacher

E) the simultaneous work of a student and a teacher at home

E) simultaneous work of students at home

18. A lesson-excursion is ...

A) a lesson conducted in class with visual aids

C) a lesson taught at a student's home by a teacher

D) a lesson held outside the classroom and school, in nature, at work, in a museum, at an exhibition

E) extracurricular activities in biology

19. Indicate the correct sequence for studying the classes:

A) crustaceans, arachnids, insects

C) crustaceans, insects, arachnids

C) arachnids, crustaceans, insects

D) insects, arachnids, crustaceans

E) insects, crustaceans, arachnids

20. The main task of the circle of young naturalists is:

A) expand and deepen the knowledge gained in the lessons about the relationship between objects and natural phenomena

C) expand knowledge of physical processes

C) find the general provisions of society and the individual

E) developed the memory of students in the lesson

E) bring up a harmonious personality

21. Group extracurricular work in biology is ...

A) optional lesson

C) excursion lesson

C) circle of young naturalists

E) an individual teacher's task

E) homework

22. What is not in the lesson structure?

A) learning new material

C) consolidation of knowledge

C) homework briefing

E) doing homework

E) accounting and testing of knowledge

23. The methods of teaching biology include:

C) circle work

C) excursion

D) homework

E) conversation

24. By studying the Protozoa type, you point out to the students that they have different types of food:

A) only heterotrophic

C) only mixed

C) autotrophic

D) heterotrophic and mixed

E) just "different" types

25. The holiday "Day of the birds" is held:

Y) summer-autumn period

Option 3

1. Interdisciplinary connections in teaching biology perform the following functions:

A) educational, upbringing, corrective

C) educational, upbringing, developing

C) controlling, developing, educating

D) motivational and controlling

E) motivational, developing, controlling

2. The sequence of studying natural science, established by V, F, Zuev:

A) fossil kingdom, vegetation kingdom, animal kingdom

C) animal kingdom, vegetation kingdom, fossil kingdom

C) vegetation kingdom, fossil kingdom, animal kingdom

E) animal kingdom, fossil kingdom, vegetation kingdom

E) fossil kingdom, animal kingdom, vegetation kingdom

3.Rules: from easy to difficult, from known to unknown, from simple to difficult: refer to the principle of teaching:

A) availability

B) visibility

C) conscientiousness

E) activity

E) systematic

C) the latest achievements of science

5. Teaching methods are divided into:

A) developmental, independent, practical

C) instructive, verbal, auxiliary

C) verbal, practical, visual

D) active, passive, neutral

E) visual, instructive, explanatory

6. Organizational techniques are used to:

A) the direction of attention, perception, work of students

C) using comparisons

C) repetition of the material studied

D) identifying signs

E) summing up the lesson

7.The verbal method includes:

A) demonstration of experiments

C) observation

C) teacher's story

E) work on the definition and recognition of natural objects

E) demonstration of visual aids

8.Specify a methodical method:

A) technical

C) verbal

C) mental

D) visual

E) practical

9.The method of verbal knowledge testing is:

A) individual check

C) programmed polling

C) frontal survey

D) biological dictation

E) test check

10.Difference between excursions and laboratory exercises:

C) The excursion provides an opportunity to get to know each other better in class

C) the excursion gives the opportunity to directly acquaint students with living organisms in their habitat

E) the excursion provides an opportunity to develop the students' monologue speech

E) the excursion does not differ from the laboratory session

11. Practice lesson is ...

A) a lesson where students master theoretical knowledge, the ability to speak competently

C) a lesson where students acquire practical knowledge, abilities and skills

C) a lesson where students master the techniques of working on a computer

D) a lesson where students play logic games

F) a lesson where the teacher explains new material

12.Main Homework Function:

A) are independent elements of the lesson

C) are a continuation of previous lessons and precede subsequent

C) are an integral part of independent work in the lesson

D) are a section of homework instruction

E) link subsequent lessons

13. Students acquire solid knowledge under the following conditions:

A) systematic and repeated repetition

C) unsystematic, but repeated repetition

C) systematic and single repetition

E) episodic repetition

E) loud repetition

14. Teacher preparation for the lesson does not include:

A) Lesson planning

C) conducting lessons

C) preparation of natural objects, visual aids

E) preparation of devices and instruments

E) preparation of educational material

15. Extracurricular work is ...

A) the method of teaching students in the lesson

C) the form of organizing students in the lesson

C) the form of organizing a variety of voluntary work of students outside the classroom under the guidance of a teacher

E) the form of organizing the work of students in the lesson under the guidance of a teacher for the manifestation of their independent cognition

E) organizational methods of work of students in the lesson under the guidance of a teacher

16. Non-existent type of extracurricular work:

A) individual

B) mass

C) individually-mass

D) group

E) lesson

17. Moisture-loving plants grown in a corner of wildlife:

C) cacti

19. The study of educational material in grade 6 begins with the topic:

A) Living organisms

C) the structure of the plant cell

C) plant tissue

E) plant reproduction

20. In didactic games, cognitive tasks:

A) should not be staged and implemented - after all, students play

C) must be communicated to students

C) speak to students not directly, but in a veiled form

E) must be communicated to parents

E) don't matter

21. Study discussion refers to:

A) visual methods

C) organizational techniques

C) logical tricks

D) practical methods

E) verbal methods

22. Introducing game elements into teaching biology:

A) has a positive effect on student discipline

C) helps the teacher to establish contact with the parents of the students

C) makes the lesson easier

E) increases student interest in the subject

E) controls the pace of learning the educational material

23. Learnability is:

A) the ability of students to master the content of education

C) the potential of trainees

C) general mental abilities for the assimilation of knowledge and skills

E) receptivity to learning

E) everything is correct

24. An unconventional lesson is:

A) a lesson in learning new material

C) a lesson in repetition, systematization and generalization of what was learned

C) travel lesson

D) a lesson in checking and assessing knowledge and skills

E) excursion lesson

25. From the following, select which relates to the method of control:

A) motivation

C) updating knowledge

E) assimilation of knowledge

4 option

1. Development tasks pursue ...

A) development of concepts;

B) development of students' cognitive abilities;

C) teaching the basic provisions, patterns;

D) education of independence;

E) education of a developed personality.

2. Development of observation in schoolchildren is an element ...

A) learning;

B) educational learning objectives;

C) developmental tasks;

D) educational tasks;

E) educational process.

3. Development of logical thinking can be called differently ...

A) abstract;

B) visual-figurative;

C) descriptive;

D) figurative;

E) positive.

4. What type of speech should a teacher develop in schoolchildren during the lessons of "Biology"?

A) colloquial;

B) for communication;

C) monologue;

D) biological;

E) nationwide.

5. The development of students' speech is most closely related to ...

A) observation;

B) visual thinking;

C) imaginative thinking;

D) imagination;

E) logical thinking.

6. The development of voluntary attention refers to ...

A) training;

B) educational task;

C) developmental task;

D) educational task;

E) educational process.

7. Development of student creativity refers to ...

A) training;

B) educational task;

C) developmental task;

D) educational task;

E) educational process

8. The formation of a scientific worldview among schoolchildren belongs to ...

A) training;

B) educational task;

C) developmental task;

D) educational task;

E) educational process.

9. Aesthetic education must be carried out in close connection with ...

A) study of the internal structure of objects;

B) study and communication with nature;

D) the political position of Kazakhstan in the world community;

E) understanding the laws of society.

10. Aesthetic education is best done in the classroom ...

A) combined;

B) generalization;

C) learning new material;

D) excursion;

11. The objectives of environmental education pursue the following aspect ...

A) formation of a careful and responsible attitude to the natural environment;

B) the formation of a careful and responsible attitude to your body;

C) formation of solid knowledge about natural objects;

D) the formation of a scientific worldview;

E) the formation of the student's personality.

12. The teacher needs to form the ecological education of schoolchildren as follows:

A) explaining and showing that man is a part of nature, and without it life is impossible;

B) explaining and showing that man is the master of nature and he influences it;

C) explaining the laws and patterns of the pedagogical process;

D) explaining the laws of nature;

E) explaining and showing that man is a part of the animal world.

13.Valeological education provides ...

A) explanation, showing that man is a part of nature;

B) explanation of the laws of human physiology;

C) the development of physical culture, the implementation of preventive measures for diseases, the implementation of the diet;

D) development of logical thinking, imagination, perception of educational material;

E) development of physical culture, tourism and sports.

14. Labor education of schoolchildren in biology lessons provides ...

A) the unity of theory and practice of knowledge;

B) polytechnic education of students;

C) the development of the modern school;

D) the unity of the theoretical and labor training of schoolchildren;

E) choice of professions.

15. Labor education is provided for in the classroom ...

A) generalizations;

B) learning new material;

D) practical training;

E) combined.

16. In addition to the biology textbook, what aids do students use in class?

A) educational and methodological complex;

B) teaching aids;

C) workbooks;

D) storytelling in pictures;

E) botany, zoology.

17. Pupils learn to recognize living objects, study their structure in the classroom ...

A) combined;

B) generalizations;

C) learning new material;

D) excursion;

E) excursion, practical lesson.

18. The use of a repetition system in biology lessons is necessary for ...

A) the formation of ideas;

B) the activity of schoolchildren;

C) the ability to compare;

D) highlighting the main thing;

E) distinguishing between objects.

19. The very first to form ...

A) simple concepts;

B) complex concepts;

C) minor;

D) tertiary;

E) I find it difficult to answer.

20. Natural (subject) teaching means include ...

A) living objects (plants and animals);

B) animals of the wildlife corner;

C) living and inanimate objects of nature and natural objects of inanimate nature;

D) non-living animals (stuffed animals);

E) laboratory equipment.

21. Living objects include ...

A) plants and animals of the school experimental site;

B) herbarium;

C) indoor plants;

D) indoor plants and animals of the wildlife corner;

E) animals of the wildlife corner.

22. Natural inanimate objects are ...

E) tables, dummies, models.

23. Natural pictorial visual aids include ...

A) herbariums, stuffed animals, collections, wet and dry preparations;

B) models, stuffed animals, dry preparations;

C) models, dummies, wet preparations;

D) applications, diagrams, herbariums;

E) tables, dummies, models.

24. Herbariums are ...

A) dried plants with all organs or parts;

B) a natural object that fully conveys the external characteristics of the animal;

D) plants with all organs dried on standard sheets of paper in a certain thematic sequence;

25. A model is ...

A) a three-dimensional visual aid, which gives an image of an object in an enlarged or reduced form;

Option 5

1. A dummy is ...

B) a group of identical objects with common features;

C) a manual that has a three-dimensional dimension, conveying nature by external features without internal content;

D) a natural object that fully conveys the external characteristics of animals;

E) unilateral volumetric benefit.

2.Wet preparations are ...

A) three-dimensional visual aid;

B) a group of identical objects with common features;

C) a natural object that fully conveys the external characteristics of the animal;

D) objects fixed in formalin;

E) unilateral volumetric benefit.

3. The following training tables do not exist:

A) comparative;

B) instructive;

C) control;

D) cyclic;

E) sound projection.

4. A diagram is ...

C) photographic representation of objects;

E) unilateral volumetric benefit.

5. The learning table is ...

A) planar summary of common features;

B) a planar manual with a graphic representation of numerical ratios and values;

C) photographic image of the object;

D) visual aid with pictures, text, digital symbols;

E) unilateral volumetric benefit.

6.The Wildlife Corner is intended for:

A) storage of live plants and animals;

B) storage of tables and diagrams;

C) storage of living plants and animals, as well as preparation of experiments with them;

D) equipment storage;

E) storage of textbooks and manuals.

A) aspidistra;

B) aloe tree-like;

C) begonia;

D) sansevier;

E) broadleaf elm.

8.Stuffed animals are ...

C) three-dimensional visual aid;

E) plants with all organs dried on standard sheets of paper in a certain thematic sequence.

9. The collection is ...

A) natural objects that fully convey the external characteristics of the animal;

B) objects fixed in formalin;

C) a group of identical objects or objects resembling common features;

D) dried plants with all organs or parts;

E) 3D visual aid.

10.Application is ...

A) natural objects that fully convey the external characteristics of the animal;

C) objects fixed in formalin;

D) a group of identical objects or objects resembling common features;

E) 3D visual aid.

11.Diorama is ...

A) a three-dimensional painting in which only the foreground is visible;

B) unilateral volumetric benefit;

C) a group of identical objects or objects having common characteristics;

D) natural objects that fully convey the external characteristics of the animal;

E) objects fixed in formalin.

12. The main purpose of the compass in the lessons "Knowledge of the world":

A) ensuring sound assimilation of knowledge;

B) ensuring visual assimilation of knowledge;

C) terrain orientation training;

D) temperature measurement;

E) has teaching information.

13.Technical teaching aids include:

A) test tubes, flasks;

B) slide projector, chemical glassware;

C) movie projector, tables;

D) slide projector, movie projector;

E) compass, thermometer.

14. The auxiliary equipment of the cabinet includes:

A) a set of dishes for experiments, measuring, heating, optical instruments, instruments;

B) a set of dishes for experiments, tables, stands;

C) indoor plants, wildlife corner;

D) animals, stuffed animals, models, dummies;

E) wet preparations, schemes.

15.Conversation is ...

A) teaching method, in the form of a dialogue between teacher and students;

B) the teaching method, in the form of a figurative presentation of the teaching material by the teacher;

C) the method of self-study of students;

D) the method of searching for knowledge by students;

E) observation of objects of nature.

A) students;

B) one student;

C) the whole class;

D) teacher;

E) to the speaker.

17. For didactic purposes, conversations are ...

A) introductory, generalizing;

B) introductory, cognitive;

C) introductory, game;

D) generalizing, creative;

E) introductory, creative.

18.In the classroom, introductory conversations are held in cases ...

A) when preparing for questions;

B) existing knowledge is restored in the memory of schoolchildren;

C) the main natural science concepts are highlighted;

D) there are different signs;

E) questions are posed that reveal causal relationships.

19. The purpose of the summary conversation is ...

A) highlighting global issues;

B) observing different signs;

C) systematization of existing knowledge;

D) the formation of questions that reveal causal relationships;

E) restoration of existing knowledge in the memory of schoolchildren.

20. According to the way of thinking, conversations are:

A) inductive;

B) generalizing;

C) generalizing, introductory;

D) deductive;

E) inductive, deductive.

21. A story is ...

A) consistent presentation of educational information;

B) a practical teaching method;

D) comparative analysis of students' knowledge;

E) systematic generalization of knowledge by the teacher.

22. The use of the story by the teacher in the lesson requires the following condition:

A) the educational material is known to the students;

B) the teacher instills labor skills;

C) the educational material is unknown to the student;

D) deepens concepts based on existing knowledge;

E) Students are good at formulating questions.

23. The effectiveness of the story in comparison with the conversation is ...

A) in a short time, the teacher can give a lot of information;

B) excerpts from works are introduced;

C) can be combined with demonstration of visual aids;

D) a teacher cannot give a large amount of information in a short time;

E) the teacher will find out the level of preparedness of the students.

24. The duration of the teacher's story in the lesson in grades 1-2 is ...

B) 10-15 minutes;

C) 15-20 min;

25. The duration of the teacher's story in the classroom in grades 8-11 is ...

Option 6

1. For didactic purposes, stories are:

A) introductory;

B) introductory, revealing the content of the topic;

C) inductive, introductory;

D) deductive, inductive;

E) introductory, revealing the content of the topic, generalizing.

2. Introductory conversations are conducted at the following stages of the lesson:

A) an explanation of the new topic;

B) consolidation of the studied material;

C) repetition of the material studied;

D) homework briefing;

E) organizational moment.

3.By the nature of the presentation of educational material, stories are ...

A) introductory, revealing the content of the topic;

B) introductory;

C) descriptive;

D) descriptive, explanatory;

E) deductive, generalizing.

4. What are the goals of the teacher's explanatory story in the lesson?

A) disclosure of signs of the structure of an object, the essence of relationships in nature;

B) disclosing the role of labor and labor skills;

C) conducting observations in nature;

D) examining the details of the supplementary material;

E) instilling practical skills.

5. According to the way of thinking, stories are:

A) generalizing, introductory;

B) explanatory;

C) inductive, introductory;

D) inductive, deductive;

E) descriptive, deductive.

6. What organs of the body of students are most active when using visual teaching methods?

A) blood vessels, heart;

B) kidneys, liver;

C) eyes, ears, tactile receptors;

D) stomach, liver, eyes;

E) eyes, ears, larynx.

7.In the process of applying visual teaching methods, the source of knowledge is:

A) the teacher's word;

B) the word of the students;

C) practical work;

D) visual aids;

8.There are the following types of observations:

A) introductory, generalizing;

B) frontal, group, individual;

C) frontal, deductive;

D) descriptive, introductory;

E) inductive, deductive.

9. Visual methods do not include ...

A) demonstration of experience;

B) demonstration of a motion picture;

C) viewing transparencies;

D) showing a reproduction of a painting;

E) carrying out practical work.

10.What method is the demonstration of experience used in conjunction with?

A) viewing a film strip;

B) explanatory story;

C) conversation;

D) showing a reproduction of a painting;

E) practical work.

11. Practical methods do not include:

A) observation;

B) conducting laboratory experiments;

C) work on the definition and description of objects;

D) work on the description of the painting;

E) practical work in a wildlife corner.

12.In the process of observation, the following skills are formed:

A) conduct a monologue speech;

B) conducting scientific research;

C) observation, ability to see, notice natural phenomena;

D) setting up experiments;

E) record changes in measuring instruments.

13. According to organizational forms of observation there are ...

A) customized;

B) individual, introductory, generalized;

C) introductory, group, frontal;

D) individual, group, frontal;

E) generalized, introductory, frontal.

14. Phenological observation is ...

A) monitoring the formation of the student body;

B) observation of natural phenomena;

C) monitoring the cleanliness of the class;

D) observation during demonstration of experiments;

E) observation during practical work.

15. The main form of teaching the subject of biology is ...

A) homework;

C) an optional lesson;

D) circle;

E) extracurricular activity.

16. Who is the organizer of the lesson?

A) teacher;

B) students;

C) head teacher for academic affairs;

D) the head of the school;

E) parents.

17.Currently unclaimed lesson requirement is:

A) scientific nature and availability of educational material;

B) connection of theory with practice;

C) foster a Leninist attitude towards reality;

D) implement the principle of visibility;

18. The structure of the lesson does not include the following element:

A) study of new educational material;

B) consolidation of knowledge;

19. Any biology lesson should consist of basic ... elements:

20. This lesson element has priority:

A) learning new material;

B) consolidation of knowledge;

C) homework briefing;

D) doing homework;

E) registration and testing of students' knowledge.

21. In biology lessons, they apply ...

A) one method;

B) one method and one technique;

C) various methods and techniques in combination;

D) different methods combined;

E) various techniques.

22. Consolidation of students' knowledge in the lesson is closely related to ...

A) homework;

B) a presentation of a new topic;

C) accounting and verification of knowledge;

D) completing additional tasks;

E) extracurricular activities.

23. Homework by the teacher is given as follows:

A) written on the board;

B) written on the blackboard (paragraph, pages);

C) is given orally;

D) written on the blackboard (paragraph, pages) and controlled by the student's entry in the diaries;

E) written on the board and supervised by writing in notebooks.

24. The main purpose of laboratory studies is ...

* A) direct familiarization of students with objects and phenomena of nature through independent experiments and observations of plants and animals;

B) direct familiarization of students with objects and natural phenomena when demonstrating experiments by the teacher;

C) direct familiarization of students with objects and natural phenomena when reading additional literature;

D) direct acquaintance of students with objects and natural phenomena during a collective walk;

E) direct familiarization of students with objects and natural phenomena when explaining new material.

25. Frontal work is ...

A) the work of a certain group of students in the classroom under the guidance of a teacher;

B) the work of one student in the class on the instructions of the teacher;

C) the simultaneous work of a student and a teacher at home;

* D) simultaneous work of students of the whole class under the guidance of a teacher;

E) simultaneous work of pupils at home.

MOU Romanovskaya secondary school

Lecture on the topic:

"Methodology for the development of tests in biology"

Biology teacher:

MOU Romanovskaya secondary school

Danilchenko O.N.

r.p. Romanovka

LECTURE PLAN

1.Advantages of Test Control

2. Forms of test items

3, Formulation of the substantive part of T.Z.

4. Principles of drawing up the text of the assignment.

5. Principles of selection of answer options.

6. Closed test tasks.

7. Examples of open test items.

8. Conclusion.

Test Control Benefits

The advantages of pedagogical testing over exams are numerous and beyond doubt.

The 100-point scale of scientifically based testing, which quantifies all the knowledge of a student, allows you to more objectively assess the difference between a prepared and an unprepared student than a 4-point scale.

the final test differs from the usual exam in a large number of tasks and coverage of all elements of the content of the educational material, which ensures the consistency and coherence of control.

the test is offered to participants in several (2 - 15) parallel variants, which are equivalent in content and difficulty of the task, so all test takers find themselves in an equal position, while on the exam they can get a “difficult” or “easy” ticket.

the assessment of the test has only one correct answer and therefore is objective, in contrast to the exam with its subjectivity, when interpersonal relations arise between the examiner and the examiner.

the physical cost of testing is much lower; testing causes less anxious and emotional stress.

testing provides the emergence of positive emotions, as it allows the student to answer at least some of the questions and receive positive emotional reinforcement.

the test is a pedagogical method of preserving the health of a student.

tests reveal not only the level of training, but also the structure of students' knowledge at the content level.

working with tests contributes to the development of students' analytical skills, forms systems thinking, and allows them to better master the subject.

tests are cost effective as they do not take much time and do not require qualified teachers.

mass testing allows you to obtain reducible, standardized, independent of various assessment criteria, information about the level of preparedness of students in a short time is submitted to society, that is, to monitor learning both vertically (comparison with regional indicators) and horizontally (in a number of classes of schools in the regions) , which allows state and public control over the quality of education.

The advantages of test control are undeniable and allow us to consider tests an integral part of the pedagogical process, in particular, when teaching biology.

Forms of test items

The test task (TK) is the minimum complete component of the pedagogical test in the form of a test task of a specific form (test form of the task).

The test assignment consists of instructions for students and the text of the assignment (substantive part).

There are two types of TK assessment:

Dichotomous TK, when assessed: true - 1 point and incorrect - 0 points.

Political TK, when the correct answer is assessed - 2 points, partially correct - 1 point, incorrect - 0 points.

There are several classifications of test item forms, but 10 forms of TK can be distinguished

The following requirements are imposed on dichotomous test items:

the assignment must meet the program requirements and reflect the content of the training;

the instruction should be adequate to the form and content of the task, the same for all tested;

all answer options must be grammatically consistent with the content of the assignment, homogeneous in content, structure and (with rare exceptions) approximately the same in the number of words;

all answer options should be related concepts;

the answer options should be in a specific order:

a) alphabetically;

b) by the length of the line;

c) from smallest to largest or vice versa;

d) in the historical (evolutionary) sequence;

the answer options should not contain the formulations "all of the above", "all statements are correct", "none of the listed answers", "the listed answers are not correct", etc., since usually such answers grossly violate the grammatical and logical construction of the TK or carry a hint;

all repetitive words should be excluded from the answers and included in the content of the assignment;

there should be clear distinctions between the answers, the correct answer is unambiguous and does not rely on prompts;

none of the distractors should be a partially correct answer, which, under certain additional conditions, turns into a correct answer;

all distractors should be equally attractive to subjects who do not know the correct answer;

the place of the correct answer should be chosen at random;

the answer to the question posed should not depend on the answers to the previous tasks;

among the distractors there should be no answers arising from one another, tasks containing value judgments and clarifying the student's subjective opinion on any issue;

the rules for evaluating the answers should be the same for all test takers.

Formulation of the content of the TK.

When formulating the content of the test items, there are three methodological approaches:

Assignment in the form of a question

Example:

1 - V.I. Vernadsky

2 – N.I. Vavilov

3 - I.V. Michurin

4 - I.I. Mechnikov

2. The task in the form of an unfinished sentence

1 - V.I. Vernadsky

2 – N.I. Vavilov

3 - I.V. Michurin

4 - I.I. Mechnikov

3. The task in the form of a sentence with a missing word

Example:

Excitability and conductivity in humans is ……… tissue

1 - epithelial

2 - muscular

3 – nervous

4 - connecting

Principles of writing the text of the assignment

To facilitate the preparation of the text of the assignment, one must use the principles proposed by V.S. Avanesov.

The principle of reversibility is when questions and answers are swapped.

Example 1

The organelles of movement in ciliates are:

1 – cilia

2 - flagella

3 - pseudopodia

4 - parapodia

Example 1 (sample)

Cilia are organelles of movement:

1 – ciliates shoes

2 - amoeba proteus

3 - green euglena

4 - malaria plasmodium

Example 2

In angiosperms, the endosperm of the seed has ……… a set of chromosomes

1 - polyploid

2 – triploid

3 - diploid

4 - haploid

Example 2 (sample)

In angiosperms, the triploid set of chromosomes has

1 - dispute

2 - seed embryo

3 – endosperm

4 - female gametophyte

II... The principle of faceted content is the replacement of one (two, three) words or numbers in the basic task, which turns it into another one of similar content.

Example 1

The cabbage butterfly (horsefly, mosquito, mosquito, swallowtail, ant) ​​belongs to the order:

1 - Diptera

2 - Orthoptera

3 - Lepidoptera

4 - hymenoptera

Or Example 2 on plant taxonomy

Corn and rye (chrysanthemum and rose, dandelion and tobacco, cuckoo flax and clown ...) belong to

1 - one family

2 - to different families of the same class

3 - to different classes of one department

4 - to different departments

Example 3

Small (large) circle of blood circulation in birds (mammals, humans, primates, artiodactyls) begins (ends) in

1 - left ventricle

2 - right ventricle

3 - left atrium

4 - right atrium

Principles for choosing answer options

The principle of homogeneity of answer options is that answers from one word are selected, belonging to the same genus or species.

Example 1

The part of the DNA molecule that stores information about the primary structure of the protein molecule is

1 - codon

2 - nucleotide

3 – gene

4 - triplet

II... The principle of cumulation of answer options means that the content of the second answer absorbs (accumulates) the content of the first, the content of the third - the second, etc.

Example 1

Among invertebrates, the heart is found in

1 - crustaceans

2 - crustaceans and insects

3 - crustaceans, insects and arachnids

4 – crustaceans, insects, arachnids and molluscs

III... The principle of combining concepts in the answer options - the answers are composed of combinations of words

Example 1

The Rosaceae family includes

1 - alfalfa and lupine

2 – cinquefoil and rose

3 - cornflower and chamomile

4 - tomato and pitunia

Or Example 2

The legume family includes

1 – alfalfa and lupine

2 - cinquefoil and rose

3 - cornflower and chamomile

4 - tomato and pitunia

IV... The principle of doubled opposition of concepts

Example 1

Unconditioned reflexes are

1 - congenital, common to the species

2 – congenital, individual

3 - acquired, common to the species

4 - acquired, individual

Example 2

Reproduction of most reptiles occurs

1 - on land, external fertilization

2 – on land, fertilization is internal

3 - in water, internal fertilization

4 - in water, external fertilization

V... The grading principle applies the ordered use of answers in ascending order of numbers

Example 1

The number of pairs of legs in an insect is

1 – 2

2 – 3

3 – 4

4 – 5

Closed tests in biology

Multiple Choice Tests of One Correct Answer for Matching .

Such tasks consist of 2 columns of words: on the left, usually the elements of the setting set, containing the statement of the problem: systems, generalizations of the concept, definition. On the right - the elements to be selected: parts, elements, objects, phenomena (usually indicated by letters). The student needs to establish the correspondence of one column to the elements of another, while he is presented with ready-made answer options for selection.

Example 1

Find a match

1 - Cereals

2 - Legumes

3 - Cruciferous

A - Levkoy

B - Clover

B - Acacia

G - Ikotnik

D - Mustard

E - Corn

Answers: 1) 1E, 2AGD, 3BV ; 2) 1E, 2BV, 3AGD ;

3) 1G, 2BE, 3AVD; 4) 1D, 2AGE, 3BV.

Example 2

Find a match

1 - Compositae (Astral)

2 - Cruciferous (Cabbage)

A - Datura ordinary

B - Field Thistle

B - China meadow

D - Shepherd's bag

Answers: 1) 1B, 2G ; 2) 1B, 2B; 3) 1G, 2A; 4) 1A, 2B.

Classic tests for establishing correspondence are easily modified according to the principle of faceting, which allows you to get many options for the same type of tasks. In this case, the elements of the left column are considered as constant, and the right column - as variable elements.

Example 3

Find a match

1 - "Stem", "leaves"

2 - Stem, leaves, root

A - Field horsetail

B - Kukushkin flax

B - male shieldworm

D - Clavate crimson

D - Siberian larch

Example 3 faceting

Find a match

1 - "Stem", "leaves"

2 - Stem, leaves, root

3 - Stem, leaves, root, seed

fruit, flower

A - Sphagnum moss

B - European spruce

B - Scots pine

D - Siberian larch

D - Round-leaved Grushanka

Answers: 1) 1A, 2BVG, 3D; 2) 1AB, 2VG, 3D;

3) 1D, 2AB, 3V; 4) 1AV, 2GD, 3B.

Multiple Choice Sequencing Tests

Instructions : Arrange the events (phenomena) in the correct order

Example 4

Place in the correct evolutionary sequence the aromorphoses of terrestrial plants

A - The appearance of the seed

B - The appearance of a flower and a fruit

B - Formation of integumentary tissue

D - Formation of conductive tissue

Answers: 1) ABVG; 2) GBVA; 3) GVBA; 4)VGAB

Example 5

Indicate the correct grazing chain, including the following items: 1 - May beetle larva, 2 - shrew, 3 - weasel, 4 - pine roots, 5 - ground beetle.

Answers: 1) 41523 ; 2) 54123; 3) 15423; 4) 32415.

Analogy tests

Such test items are three words, and there is a certain connection between the first two. It is necessary to determine the nature of this connection and find among the answers the word associated with the third word

Example 6

Find an analogy

Plant: Stem = cell:?

Answers: 1) core ; 2) chromosome; 3) protein; 4) fragment

Example 7

Find an analogy

Cherries: drupe = potatoes:?

Answers: 1) tuber; 2) root vegetable; 3)berry; 4) box

Test tasks of multiple choice of several correct answers from the proposed options

Instructions: Choose all the correct answers in your opinion

Example 8

In a marriage of a man with color blindness, and a woman - carriers of the gene for color blindness, there will be offspring in marriage

1) 100% of daughters are healthy

2) 100% of sons are healthy

3) 50% of sons are color blind

4) 50% of daughters are healthy, but carriers of color blindness

5) 100% of daughters are healthy, but carriers of color blindness

Example 9 this example using the facet principle

The order Lepidoptera (Coleoptera, Diptera, Hymenoptera, Orthoptera) includes

1) ladybug 6) grasshopper

2) cabbage butterfly 7) wasp

3) mosquito 8) locust

4) swallowtail 9) bumblebee

5) ant 10) fur coat moth

Alternative Answer Tests

On the left side there are statements that are correct you must answer "Yes", if not true "No"

Example 10

Plants of the Liliaceae family have

Answers: 1-yes; 2-no; 3-yes; 4-no; 5-no; 6-yes

There are open test items where no ready-made answers are given.

Among the open TK distinguish between complement test tasks and free presentation. More often, typical open TK additions are used in the form of an unfinished sentence with a missing word: the task is usually formed in the form of a statement, which turns into a true statement if the answer is correct, and into a false statement if the answer is incorrect. Such tests are dichotomous, assessed as "true" - 1 point or "incorrect" - 0 points.

Rules for composing open tests.

The task is formulated briefly, simply, unambiguously, specifically, there are no ambiguous and unclear formulations, as well as subordinate clauses, introductory phrases, double negation.

Each assignment focuses on only one addition - a key element.

The required addition is placed at the end of the assignment or closer to the end.

When formulating the correct answers, you must take into account all the synonyms.

Examples of open test items for add-ons

Example 1

In flowering plants, the triploid tissue of the seed containing the supply of nutrients is…. (Endosperm )

Example 2

What are the names of the molecules in which the primary structure of all cell proteins is encrypted? (DNA )

Example 3

In the forest between birches and spruces ... ... (interspecific ) the struggle for existence.

In the form of an open TK supplement, an ecological, genetic or physiological task can be formulated.

Example 4

In the food chain, consisting of objects: May 1 beetle, 2 fox, 3 common snake, 4 grass frog, it is already a consumer ... .. of the order. (third )

Example 5

When crossing individuals homozygous for two dominant alleles, with individuals recessive for these alleles, ....% of offspring will resemble the dominant parent. (100% )

Some open TK additions are easily modified according to the principle of a facet, especially in assignments for systematic affiliation.

Example 6

The hemicarp fruit (drupe, caryopsis, pod, pod) have plants of the family….

Open TK additions are easily modified according to the principle of reversibility in the form of a facet.

Example 7

Plants of the Asteraceae family (Crucifers, Legumes, Cereals) have a fruit….

Open TK for establishing compliance.

Example 8

Find a match

1 - Producers

2 - Consumptions

3 - Reducers

A - Fish

B - Algae

B - Mosquito larvae

D - Putrefactive bacteria

D - Bivalve molluscs

Answers: 1B, 2AVD, 3G

Example 9

Establish a correspondence between the mushroom and the nature of its nutrition

Mushroom Nutritional Nature

B - ergot

D - yeast

D - smut

E - champignon

8. Open TK for establishing a sequence

Example 10

Indicate the correct sequence of replacing one plant community with another:

A- spruce forest, B- sedge swamp, B- birch forest, D- dry meadow

Answers: B, D, C, A.

Example 11

Specify the sequence of numbers in the food chain consisting of objects:

Answers: 3,1,5,4,2

9. Open TK assignments of the supplement to find an analogy

Example 12

Continue the analogy

Achene: sunflower = caryopsis:?

Answer: wheat

Conclusion

Possessing a good technique for composing different forms of test items, you can easily compose different test items and successfully apply them in the current, thematic, midterm, final control in the educational process.

LITERATURE

1.Avanesov V.S. Composition of test tasks. A textbook for pedagogical universities M. Adept 1998-217 p.

2.Kline, P. S, Test Design Reference Guide.

Kiev 1994 -283 p.

3. Dyatlova K.D. Development of tasks in test form and tests in biology

U.M.P. Novosibirsk 2008 - 120p.

4. Test control of students' knowledge of biology. A manual for the teacher V.Z. Reznikov, A. N. Myagkova M. Education 1997-152.

Controlling the knowledge, abilities and skills of students is an integral part of a teacher's pedagogical work, an important factor in improving the quality of teaching. The control of the assimilation of knowledge makes it possible to plan the teacher's activities, differentiate the test, carry out systematic control, combine the control of the assimilation of the knowledge of low-performing students with the elimination of gaps in their knowledge. It should be carried out in accordance with the methodological requirements.

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Introduction

“It is not enough to know, it is necessary to apply.

It is not enough to want, you have to do it. "

The problem of activating the lesson, forms of questioning and control interested me even during my institute practice. I started working on this problem three years ago, when I came to school. Already the first years of work have shown that the existing forms and methods of control do not give the desired results, do not make students the subjects of this process. Schoolchildren are not very active and perceive control as a test necessary for the teacher, but not as an activity that they themselves need. In this regard, I decided to study the existing forms and methods of control, to improve them.

Teaching methods in their traditional versions are sometimes subdivided into teaching methods, teaching methods and methods of control.

Pedagogical control performs a number of functions in the pedagogical process:

• estimated,
• stimulating,
• developing,
• educational,
• diagnostic,
• educational.

The control process is one of the most time-consuming and responsible operations in teaching, associated with acute psychological situations for both students and the teacher. On the other hand, its correct formulation helps to improve the quality of student learning. In the current pedagogical process, several types of control are distinguished: preliminary, current, thematic, midterm, final and graduation. The control system is formed by examinations, oral questioning, tests, laboratory work, etc.

These methods of monitoring student progress are currently used by most teachers. The choice of forms of control depends on the purpose, content, methods, time and place.

The known methods for diagnosing student progress have certain drawbacks. Let's take a look at some of them.

1. Difficulties may arise due to the peculiarities of teaching work:

• quite often there are discrepancies in the requirements of different teachers, differences in their level of severity when assessing the same answer;
• when organizing current tests of the knowledge of a large number of students, when assessment is carried out mainly according to formal criteria, the teacher is overloaded with routine little creative work associated with a large amount of information that needs to be prepared, processed and analyzed in a relatively short period of time;
• the possible lack of impartiality of the teacher (for psychological and other reasons) to the assessment of the answers of some students;
• sometimes the grades given to students are unreliable due to the teacher's fear that they will be used to assess the teacher's own performance.

1. Difficulties associated with the specifics of the traditional form of knowledge testing. Such as the lack of clearly formulated standards of knowledge and specifically delineated volumes of skills sufficient for each positive assessment (often the teacher is tormented by the question: “What grade to put -“ poor ”or can it still be assessed as“ satisfactory ”?)
2. Difficulties associated with students: the use of "cheat sheets, cheating, mutual assistance" in the lesson, which distorts the reliability of the assessment of students' knowledge and prevents the teacher from objectively looking at the quality of his pedagogical work.
3. The lack of objective assessment criteria and effective mechanisms for comparing results in a given discipline in different schools, which is especially important for developing the correct teaching strategy for students.

Based on the foregoing, having studied this issue in detail, I developed my own control system, and, thus, tried to find solutions to existing problems. In this work, I relied on the works of scientists - methodologists, innovative teachers, such as Yu.K. Babansky, V.F. Shatalov, I.M. Suslov, E.V. Ilyin, Sh.A. Amonashvili, W. Drews. Studying the works of these truly talented people, I realized that improving the control of knowledge, skills and abilities should be carried out against the background of optimal psychological contact in the "teacher-student" system, in the direction of enhancing the cognitive activity of students at this stage of learning.

The solutions were found to be different, and, therefore, the results and effectiveness of the control also turned out to be different.

I was interested in the questions: what criteria are teachers guided by when planning control stages, what tasks should be relied on in order to draw up and conduct effective control of students' knowledge and skills?

To achieve this goal, I set myself the following tasks:

1. find out what are the goals of the control of students' knowledge and skills;
2. find out what forms of control have developed in the practice of biology teachers and what recommendations for the control are given by teachers and methodologists-scientists;
3. find out what is the place of control in the study of biology, how to most effectively make students interested participants;
4. find out what forms of control of students' knowledge and skills are advisable to use;
5. prepare material for the organization of all control activities on the topics of the biology course;
6. study in detail such forms of control as test and dictation, improve test control in biology.

1. TYPES OF STUDENT SKILL CONTROL

1. Objectives of monitoring students' knowledge and skills.

“The teacher should know what he taught,

The student has learned what. "

E.N. Ilyin

Controlling the knowledge and skills of students is an important link in the educational process, on the correct setting of which the success of training largely depends. In the methodological literature, it is generally accepted that control is the so-called "feedback" between teacher and student, that stage of the educational process when the teacher receives information about the effectiveness of teaching a subject. According to this, the following goals of control of knowledge and skills of students are distinguished:

• diagnosing and correcting the knowledge and skills of students;
• taking into account the effectiveness of a separate stage of the learning process;
• determination of the final learning outcomes at different levels.

Carefully looking at the above goals of control of students' knowledge and skills, you can see that these are the goals of the teacher when conducting control activities. However, the main actor in the process of teaching a subject is the student, the learning process itself is the acquisition of knowledge and skills of students, therefore, everything that happens in the lesson, including control activities, must correspond to the goals of the student himself, must be personal for him. important. Control should be perceived by students not as something that is necessary only for the teacher, but as a stage at which the student can navigate about the knowledge he has, make sure that his knowledge and skills meet the requirements.

Therefore, to the goals of the teacher, we must add the goal of the student: to make sure that the acquired knowledge and skills meet the requirements.

This goal of control, in my opinion, is the main one.

It may seem that changing the goals of monitoring students' knowledge and skills is a purely theoretical issue and does not change anything in practice. However, it is not. If the teacher treats control as an activity that is important for students, the very form of conducting it, discussing the results, and checking may be different. For example, the students themselves can check the results and mark them. With this form of verification, they feel the importance of control, find out their mistakes, and when they put down marks, self-criticism and responsibility develop. This type of work would never have appeared, however, if the teacher considered the goals of controlling the knowledge and skills of students only as diagnosing and accounting for knowledge.

On the other hand, it seems incomprehensible how a teacher can correct the knowledge and skills of students, i.e. fill gaps in the knowledge of students, at the control stage. Control measures can only serve to diagnose the presence of knowledge and skills, but not to correct them. The control stage has its own, completely specific tasks, and you should not try to invest in its framework the tasks of the next stage of work. Only after the shortcomings in the knowledge and skills of students at the control stage have been clarified, can we talk about subsequent adjustments, if necessary.

According to the comments above, I propose to formulate the following goals for monitoring the knowledge and skills of students:

• prepare students who are convinced that the new biological knowledge and skills they have mastered meet the requirements;
• to obtain information about whether or not each student has mastered the biological knowledge indicated in the educational goal of studying the topic (cycle of knowledge);
• Have the students learned the activities outlined in the development goal for the topic (knowledge cycle) learning.

With such a formulation of the goals of the control stage of training, it becomes clear that it carries only one task: taking into account the effectiveness of training and identifying gaps, if any, both by the teacher and, which is no less important, by the students themselves.

1. Functions of control of knowledge and skills of students.

Knowledge and understanding of the control functions will help the teacher competently, with less time and effort to plan and carry out control activities, to achieve the desired effect.

Educational scientists and methodologists distinguish the following verification functions:

controlling, teaching, orienting and educating.

Controlling the function is considered one of the main control functions. Its essence consists in identifying the state of knowledge, abilities and skills of students provided for by the program at this stage of training. The essence teaching , or developing, the function of verification, scientists see in the fact that when performing control tasks, students improve and systematize the knowledge gained. It is believed that lessons, in which students apply knowledge and skills in a new situation or explain biological, physiological, ecological phenomena, contribute to the development of speech and thinking, attention and memory of schoolchildren.

Orienting the function of verification consists in orienting students and teachers according to the results of their work, supplying the teacher with information on the achievement of learning goals by individual students and the class as a whole. The results of control activities help the teacher to direct the activities of students to overcome gaps and gaps in their knowledge, and students - to identify and correct their own mistakes. In addition, the test results inform about the success of the educational process. The diagnostic function, sometimes distinguished as an independent one, is close to the indicative one. It consists in the fact that the teacher can not only monitor the level of knowledge and skills of students, but also find out the reasons for the gaps found in order to subsequently eliminate them.

Upbringing the function of checking is realized in fostering a sense of responsibility, self-discipline, discipline of students; helps you organize your time in the best way.

The functions of the control stage, in my opinion, should correspond to stimulated control tasks. Having defined the task as soon as diagnosing the knowledge and skills of students obtained by them during the study of this topic (cycle of knowledge), I believe that the control functions should be controlling and orienting, here you can also add an educational function, because any kind of activity affects our character in one way or another, and control really teaches us to better organize our activities, to discipline and responsibility.

As for the teaching function of control, here I will give the same comments as when considering the correction of knowledge as one of the goals of the control stage. The purpose of monitoring is to diagnose the knowledge and skills of students, and should not try to expand it. If the students realize their goal in this lesson as finding out the correspondence of their knowledge and skills to the requirements, then their activities will be aimed at achieving the set goal. It is unlikely that they will improve or systematize the knowledge gained. I do not deny the importance of systematizing the knowledge gained while studying this topic, as well as correcting shortcomings in this knowledge, but this activity takes place at other stages of learning and should not be considered part of the control stage. Summing up everything that has been said, I propose to single out the controlling, orienting and educational functions as functions of controlling the knowledge and skills of students. "The activation of educational activity is achieved by various forms of control and their correct combination" - Yu.K. Babansky.

1. Forms of control of students' knowledge and skills.

Forms of control of students' knowledge and skills - numerous, diverse types of student activities when performing control tasks. There are many forms of control.

The state standard of biological education outlined the mandatory requirements for the form and content of control activities in biology lessons. The verification of the compliance of the educational training of schoolchildren with the requirements of the standard is carried out using a specially developed system of measuring the achievement of the biological education standard ... the system of meters must be meaningfully valid (that is, must fully comply with the requirements of the standard), reliable (that is, ensure the reproducibility of the results obtained during verification) and objective (i.e., should not depend on the identity of the verifier).

The measuring system can be presented in the form of traditional written tests, tests that include tasks with a choice of answers or short answers, tests, etc. all tasks, regardless of their form and what skills they test, are considered equilibrium, based on the equal importance of all requirements of the standard.

Evaluation criteria should be presented to each measuring system, on the basis of which a conclusion is made about the achievement or failure of the student to meet the requirements of the state standard ... the above requirements, then we can conclude that this student has achieved the requirements of the standard.

The measuring system should be invariant with respect to different types of schools, curricula, curriculum and textbooks.

A feature of the requirements for the level of training of students in the standard of biological education is the presence of experimental skills in them.

Verification of the formation of such skills should be carried out using experimental tasks, which may form part of the general verification work.

In school practice, there are several traditional forms of control of students' knowledge and skills, which I represent in my work:

• biological dictation;
• test;
• short independent work;
• written test work;
• laboratory work;
• oral test on the studied topic.

Below I will try to answer the question of what kind of activity is hidden behind this or that name of the form of control of knowledge and skills of students, and I will also give my own assessment of the appropriateness of using these forms at various stages of learning.

1. Biological dictation -form of written control of students' knowledge and skills. It is a list of questions that students must provide immediate and concise answers to. The time for each answer is strictly regulated and is short enough, therefore, the formulated questions must be clear and require unambiguous answers that do not require long thought and answers. It is the brevity of the dictation's answers that distinguishes it from other forms of control. With the help of biological dictations, you can check a limited area of ​​student knowledge:

• letter designations of biological terms, phenomena, some quantities;
• definitions of biological phenomena, the formulation of biological laws, the formulation of scientific facts.

It is this knowledge that can be trusted in quick and concise answers.

Students. Biological dictation does not allow you to test skills,

Which the students have mastered when studying a particular topic. So

Thus, the speed of the biological dictation is

At the same time, both an advantage and a disadvantage, tk. limits

The area of ​​verifiable knowledge. However, this is a form of knowledge control and

Students' skills relieve some of the load from other forms, as well as how

It will be shown below, can be successfully applied in combination with

Other forms of control.

1. Test tasks.Here, students are offered several, usually 2-3, options for answering the question, from which they must choose the correct one. This form of control also has its advantages, it is no coincidence that it is one of the most widespread forms of control in the entire education system. Students do not waste time formulating and writing answers, which allows them to cover more material in the same time. Along with all the knowledge, the assimilation of which by students can be checked with the help of biological dictation, it becomes possible to test the skills of students related to the recognition of biological phenomena and situations that correspond to scientific facts.

Despite all the obvious advantages, the test items have a number of disadvantages. The main one is the difficulty of formulating the answers to the questions when compiling them. If the answers are selected by the teacher without sufficient logical justification, most students very easily choose the required answer based not on their knowledge, but only from the simplest logical inferences and life experience. Therefore, it can be difficult or even impossible for a teacher to write a successful test without theoretical training. Having examined the work of teachers and methodologists on creating tests in biology, I concluded that the methodology for compiling such tasks is approximately the same for different authors: “For each question there are from two to five answers, among which one (rarely two) are correct, and the rest incomplete, inaccurate or incorrect, most of the incorrect answers are typical or probable student mistakes. " However, there are test tasks that differ from the usual scheme of their construction, for example: compose a text from fragments, judge an argument in a biology lesson. The last task seemed to me the most interesting, because the student, tracing the arguments of different students in the dispute and trying to find out who is right and who is wrong, himself makes similar reasoning. The difficulty lies in the fact that the arguments of both sides are quite plausible, here, too, the general idea of ​​drawing up tests can be traced, therefore, it is sometimes very difficult to find an error in the reasoning.

It should be noted, however, that test tasks make it possible to test a limited area of ​​knowledge and skills of students, leaving aside the activity of creating biological objects, reproducing specific situations corresponding to scientific facts and environmental phenomena, etc. according to the results of the tests, the teacher cannot check the students' ability to solve combined problems, the ability to construct a logically coherent answer orally.

It is advisable to use tasks with a choice in cases where this form of knowledge control has advantages over others, for example, they are especially convenient with the use of various types of controlling machines and computers. The authors of test developments agree that tests cannot replace other forms of control, however, they open up many new opportunities for a teacher conducting a control lesson in the classroom, because remove the difficulties typical for oral and written answers of students to the question posed. One of the main disadvantages of this method is noted, the test control does not test the ability of students to build an answer, correctly and logically express their thoughts in the language of science, reason and substantiate their judgments. In this regard, many authors propose, after the test control, to check how correctly students can orally substantiate the answers they gave in the test tasks, and this should be given one more control lesson. I do not agree with this solution to the problem, tk. at the same time, the main advantage of this form of control is lost: the ability to test a large amount of knowledge in a short period of time. In my opinion, there can be only one solution to this problem: a combination of test items with other forms of control, which will be able to check areas inaccessible to tests without duplicating their results.

1. Short-term independent work. ZHere, students are also asked a number of questions to which they are asked to give their reasonable answers. As tasks, theoretical questions can be used to test the knowledge learned by students in specific situations, formulated or shown in order to test the ability of students to recognize biological phenomena; tasks for modeling (reproducing) specific situations corresponding to scientific facts and concepts. In independent work, all types of activities can be covered except for the creation of concepts, because it takes a lot of time. In this form of control, students think about their plan of action, formulate and write down their thoughts and decisions. It is clear that short-term independent work requires much more time than previous forms of control, and the number of questions can be no more than 2 - 3, and sometimes independent work consists of one task.
2. Written verification work -the most common form in school practice. Traditionally, biology tests are carried out to determine the end result in teaching the ability to apply knowledge. The content of the verification work is made up of both test and experimental tasks. Thus, the compiled test work allows you to test a rather narrow range of students' knowledge and skills: on the topic, as well as various skills in the application of biological knowledge in solving creative problems. I believe that the concept of "test work" should be expanded to include various types of tasks, if it is used by the teacher as a form of control of students' knowledge and skills at the end of the study of the topic.
3. Laboratory work.It can be laboratory work, similar to the data in a textbook for the topic under study, or some kind of experiment related to the reproduction of specific situations corresponding to scientific facts and biological phenomena.Laboratory work is a rather unusual form of control; it requires students not only to have knowledge, but also to be able to apply this knowledge in new situations, and to be smart. Laboratory work activates the cognitive activity of students, because from working with a pen and a notebook, the guys move on to working with real objects. Then the tasks are completed easier and more willingly. Since laboratory work can test a limited range of activities, it is advisable to combine it with such forms of control as biological dictation or test. Such a combination can quite fully cover the knowledge and skills of students with a minimum investment of time, as well as remove the difficulty of long written utterances.
4. Oral offset on the topic.This is one of the main forms of control in high school. Its advantage lies in the fact that it involves a comprehensive test of all knowledge and skills of students.

1. Place of control of knowledge and skills of students in the process of teaching biology.

The place where it is advisable to place the test in the learning process is determined by its objectives.

It has been found that a major part of the test for both the student and the teacher is to find out if the students have acquired the necessary knowledge and skills on a given topic or section. The main function here is controlling.

It is natural to assume that control is needed at different stages of training and at different levels: thematic, quarterly registration, exams, etc.

The control carried out after the study of small "sub-topics" or training cycles that makes up any section is usually called current. The control carried out after the completion of major topics and sections of biology is usually called final. Final control also includes transfer and final exams.

The teacher needs to establish which form of control is suitable for current control, and which is for final control. This can be done by taking into account the time it takes for one form or another, as well as the amount of material that it allows you to check. So, for example, biological dictation and short-term independent work can rightfully be attributed to the current control of students' knowledge and skills; they are short-lived and cannot cover all the material studied. Test tasks, composed in different ways, with a different number of questions, can be both a form of current and final control, but more often tasks with a choice of answers are used in the current test. Oral offset on a topic and written test work is a form of final control, since they cover a large amount of material and take a lot of time. Laboratory work can be used for final control, however, given that it can test a limited range of students' skills, it is advisable to combine it, as mentioned earlier, with other forms of testing.

So, when analyzing the goals of the control measures, 2 types of control are identified, current and final, each of them has its own place in the process of teaching biology and performs certain training tasks.

1. Marks and grades at control stages.

Methodologists distinguish between the concepts of "grade" and "grade". Evaluation is the words with the help of which the teacher "evaluates", analyzes the student's success, praises or blames him, draws attention to the completeness or insufficiency of his knowledge. The assessment can be given both orally and in writing. The mark is the numbers familiar to us, from 1 to 5, expressing the student's success, the compliance of his knowledge with the requirements. However, very often these concepts are not distinguished by teachers, because it is considered that the mark, it, in fact, is the assessment of the student's progress. The role of grades and grades is enormous. They not only serve to keep track of the student's progress, thereby helping the teacher navigate the success of the students' learning, but also help the student himself, and this is their main function, to judge their knowledge, identify their own gaps and correct them. A correctly placed mark, together with the teacher's assessment of the student's work, encourages, stimulates him to further learning, or, conversely, makes him think and be wary of some kind of failure. That is why the marks and assessments must be objective - this is the main requirement for them. Only then will they be seriously considered by the students, the guys will believe and respect the opinion of their teacher. It is unacceptable to underestimate or overestimate marks; marks cannot be used as a means of punishing a student for a violation of discipline.

When putting down a mark, many factors must be guided. Firstly, it is, of course, the requirements for the knowledge of students in the process of studying the topic, proceeding from the goals of teaching this topic. Secondly, the completeness of the coverage of the material, the complexity and novelty of the tasks offered to the students, and the independence of their implementation are taken into account. In oral and written answers, it is necessary to take into account the consistency of presentation, the validity of statements, the culture of speech. These requirements increase with the age of the students.

There are many methods of affixing, correcting marks: each teacher can offer his own. However, it seems to me that since marks reflect the student's work on a given topic, his knowledge, they should always be available for correction and improvement. This opportunity encourages learners to fill their own knowledge gaps and therefore improve them. Only the final marks are final, i.e. marks received for the final control activities, because they are put at the end of the study of the entire topic and reflect all the work done by the students.

1. Testing

1. Testing as a method of pedagogical control.

To diagnose the success of training, special methods are being developed, which are called by different authors tests of educational achievement, tests of success, didactic tests and even tests of a teacher (the latter can also mean tests designed to diagnose the professional qualities of teachers). According to A. Anastazi, this type of tests ranks first in terms of the number of tests.

The following definitions of achievement tests are found in the literature. Tests are rather short, standardized or non-standardized tests, tests that allow teachers to evaluate the effectiveness of students' cognitive activity in relatively short periods of time, i.e. assess the degree and quality of achievement by each student of learning objectives (learning objectives).

Achievement tests are designed to assess the success of mastering specific knowledge and even individual sections of academic disciplines, and are a more objective indicator of learning than assessment.

Achievement tests are different from psychological tests (ability, intelligence) proper. Their difference from aptitude tests is, firstly, in the fact that with their help they study the success of mastering a specific, limited, definite framework, educational material, for example, a section of biology or a course in natural science. The influence of learning also affects the formation of abilities (for example, spatial), but it is not the only factor that determines the level of their development.

Second, the distinction between tests is determined by the purpose of their application. Achievement tests are used to assess the success of mastering specific knowledge in order to determine the effectiveness of programs, textbooks and teaching methods, the characteristics of the work of individual teachers, teaching teams, etc. with the help of these tests, they diagnose past experience, the result of mastering certain disciplines or their sections.

Along with achievement tests designed to assess the assimilation of knowledge in specific disciplines or their cycles, more broadly oriented tests are being developed. These are, for example, tests to assess individual skills. Even more broadly focused are tests for learning skills that can be useful in mastering a number of disciplines, for example, skills in working with a textbook, biological tables, encyclopedias and dictionaries.

There are also tests aimed at assessing the impact of learning on the formation of logical thinking, the ability to reason, draw conclusions based on the analysis of a certain range of data, etc.

According to the form of the tests, they can be individual and group, oral and written, subject, hardware and computer, verbal and non-verbal. Moreover, each test has several components: a manual for working with the test, a test book with tasks and, if necessary, stimulus material or equipment, an answer sheet (for blank motodiks), templates for processing are given.

Testing is widely used in educational institutions for training, intermediate and final control of knowledge, as well as for teaching and self-training of students.

The test results can act as an assessment of the quality of teaching, as well as an assessment of the test materials themselves. No less interesting is the study of test results to determine the quality of the lesson. For example, a teacher works with students who are divided into performance groups.

The test contains a certain number of theoretical questions and practical problems. Each question corresponds to a topic. A practical problem is attached in the test on the same topic. If students in all groups did a poor job with any theoretical assignment and practical task to this issue, therefore, the lessons did not pay enough attention to this topic, although it should be borne in mind that the groups are uneven in terms of the contingent.

After conducting statistical research on the study of testing as a method of pedagogical control, it was revealed that the test should contain 15-20 tasks. They help to determine whether the student has basic concepts, patterns, is able to write down the terms correctly, as well as how the knowledge gained helps him in solving practical problems.

Tasks are offered, as a rule, with answers in "closed form" when you need to insert a missing word. In this case, when the answer is unambiguous, it is assessed on a two-point system - 1 or 1, if the task has several correct answers, three assessments are possible - 0; 0.5; 1.

The introduction of tasks with multivariate answers to the test develops in students the need to find different ways to solve the problem, which is necessary to achieve the main goal of learning at school - the ability to independently choose the way to complete the task.

Of course, instead of one task with a multivariate answer, you can give several with an alternative one, but this will significantly increase the number of tasks in the test and will only check the level of knowledge, but will not contribute to the use of tests to develop skills.

1. Formation of an assessment scale for test control.

When creating tests, certain difficulties arise in terms of the formation of a scale of assessments of the correctness of assignments by students. Assessment of knowledge is one of the essential indicators that determine the degree of assimilation by students of the material, the development of thinking, and independence. Assessment should encourage students to improve the quality of learning activities. In existing testing systems, it is proposed that the teacher pre-selects a certain grading scale, i.e. establishes, for example, that the subject gains from 31 to 50 points, then he gets an "excellent" grade, from 25 to 30 points - "good", from 20 to 24 - "satisfactory", less than 20 - "unsatisfactory".

Obviously, in the formation of such a scale of assessments, there is a large proportion of subctivism, since here a lot will depend on the experience, intuition, competence, and professionalism of the teacher. In addition, the requirements imposed by different teachers on the level of knowledge of students vary widely.

1. Requirements for the teacher in the preparation of test assignments.

When drawing up test items, a number of rules should be observed that are necessary to create a reliable, balanced instrument for assessing the success of mastering certain academic disciplines or their sections.

So, it is necessary to analyze the content of tasks from the position of equal representation in the test of different educational topics, concepts, actions, etc. The test should not be loaded with secondary terms, inessential details with an emphasis on mechanical memory, which can be involved if the test includes the exact formulations from the textbook or fragments from it.

Test items should be formulated clearly, concisely and unambiguously so that all students understand the meaning of what is being asked of them. It is important to ensure that no test item can serve as a clue for answering another.

The answer options for each task should be selected in such a way as to exclude the possibility of a simple guess or rejection of a knowingly inappropriate answer.

It is important to choose the most appropriate form of answers to tasks. Considering that the question asked should be formulated briefly, it is desirable to also formulate the answers briefly and unambiguously. For example, an alternative form of answers is convenient, when the student must emphasize one of the listed solutions "yes - no", "true - false".

Tasks for tests should be informative, practice one or more concepts of a formula, definition, etc. at the same time, test problems cannot be too cumbersome or too simple. These are not verbal counting tasks. There should be at least five possible answers to the problem. It is advisable to use the most common mistakes as incorrect options.

1. Pros and cons of testing.

One of the disadvantages of the test method for monitoring students' knowledge is that the creation of tests, their unification and analysis is a lot of painstaking work. It takes several years to collect statistical data to bring the test to full readiness for use.

Other difficulties may arise. Quite often there is significant subjectivity in the formation of the content of the tests themselves, in the selection and formulation of test questions, much also depends on the specific test system, on how much time is allotted for the control of knowledge, on the structure of the questions included in the test task, etc. But in spite of the indicated shortcomings of testing as a method of pedagogical control, its positive qualities in many respects speak of the advisability of such a technology in the course of studying biology.

The advantages include:

• greater objectivity and, as a consequence, a greater positive stimulating effect on the cognitive activity of the student;
• the impact of negative influence on the test results of such factors as mood, qualification level and other characteristics of a particular teacher is excluded;
• focus on modern technical means for use in the environment of computer (automated) training systems;
• universality, coverage of all stages of the learning process.

Other advantages. The poll tested is multifunctional. It allows you to quickly understand how to continue to work with this student.

1. Test control in biology lessons.

Testing is the most difficult form of control over the assimilation of educational material, although it also has tangible advantages: the use of test control gives the teacher the opportunity to rationally manage the time of the lesson, quickly establish feedback with the student, it is relatively easy to identify possible gaps in his knowledge, and quickly eliminate them. It is not superfluous to emphasize that this form requires constant preparation of homework from students, the ability to choose and make the right decisions. With this in mind, I start to introduce the test control from the 5th grade. Acquaintance of students with a new and at first unusual form of work for them begins with the completion of the simplest tasks. Let me give you an example:

Circle the numbers after which the properties of the water are named:

1. Solid;
2. Liquid body;
3. Gaseous body.

In this case, if the child finds it difficult to choose an answer, I suggest that he work with the textbook. In order to lead students to the correct answer, I conduct a conversation, encouraging them to think about the question. Then I propose a question and several possible answers to it. For example:

House flies feed on:

1. Succulent plant leaves;
2. Human food and waste;
3. Mosquitoes.

We analyze the answer options. Through reasoning, students arrive at the correct answer. At first, I use tests in which I need to choose one correct answer, then, step by step, I increase their number

up to 3-4, then we check the correctness of the assignment by the whole class, collectively find and eliminate the shortcomings.

I introduce the thematic and final test only after painstakingly teaching students how to work with test assignments.

To develop the mental activity of students, I use test tasks with a choice of several answers. Such work is within the power of well-performing students who know how to think logically and build answers in a certain sequence.

Select sentences that provide information about the frog. Write down the answers in letters:

a) the body consists of a head, torso and tail;

b) the body consists of a head and a torso;

c) there are fins;

d) there are two pairs of limbs;

e) the skin is bare, covered with mucus;

f) the skin is covered with scales.

Answers:

Performing this task, you need to choose 3 correct answers and arrange them in a certain sequence. An extra or missing letter in the answer means: the answer is wrong.

Describe the development of the cabbage butterfly by stages:

Butterfly - egg - caterpillar - chrysalis - butterfly.

For a more successful memorization of the material, I conduct biological dictations. For students with learning difficulties, I give a dictation and offer answer options (words for reference). For example:

1. You need to breathe through _______________
2. The nasal cavity is lined with _____________
3. Cells in the nasal cavity secrete _______________
4. Mucus delays ________ and ______________.

Reference words: nasal cavity, mucous membrane, mucus, dust, microbes.

I use test items to test the ability to classify and analyze signs. To solve tests of this type, I enter a question-table. For example:

“On the right side of the table write the bones of the upper limb girdle, in the left side - the bones of the lower limb girdle:

Upper limb belt	Lower limb belt

1. Scapula
2. Collarbone

Having passed all the stages of teaching schoolchildren to work with tests, for the purpose of the final test of knowledge, I use test tasks of various types and nature (Appendix 1).

At the end of the work, I must indicate the grading scale. I rate each task at one point:

• 50% of the work done - grade "3".
• 70% of the work done - grade "4".
• more than 70% of the work done - grade "5" or
• 1-4 points - score "2".
• 5-6 points - score "3".
• 7-8 points - score "4".
• 9-11 points - score 25 ".

Conclusion.

Controlling the knowledge, abilities and skills of students is an integral part of a teacher's pedagogical work, an important factor in improving the quality of teaching. The control of the assimilation of knowledge makes it possible to plan the teacher's activities, differentiate the test, carry out systematic control, combine the control of the assimilation of the knowledge of low-performing students with the elimination of gaps in their knowledge. It should be carried out in accordance with the methodological requirements.

A variety of methods and forms of control allows for a more accurate and high-quality assessment of students' knowledge. In accordance with the requirements of the program, I orient teaching, control and assessment to achieve high end results in all types of educational activities. I attach particular importance to the development of special skills that reflect the characteristics of the academic subject, the development of the mental abilities of students, the formation of the skill to study independently, work with various sources of information, and rationally organize their working time.

The importance of checking the learning outcomes increases many times when it is a check not only of homework, but also of the educational activities of schoolchildren in the classroom: their attention, activity, conscientiousness, and the correctness of the exercises. First of all, the knowledge, skills and development of students acquired in teaching are subject to verification. It is important to check not only the amount of material assimilated by students, but also the strength, awareness and efficiency of knowledge, that is, the ability of students to apply in solving various kinds of cognitive and other practical problems. It is not enough to check whether the student remembers the generalizing conclusion; it is necessary to find out whether he can substantiate and prove this conclusion.

Only regular checking of the students' fulfillment of the teacher's requirements will make them effective. Students in that case think over the questions placed in the textbooks of biology, if the teacher demands to answer them; prepare a coherent story based on the given material, if the teacher requires them not only to answer individual questions, but also to provide a detailed presentation of the material.

The results obtained in the control process allow you to see and evaluate the growth of students in the learning process, the correctness and conscientiousness of their attitude towards their educational duties. The importance of control increases especially if we note the progress of the student forward: better than before, the construction of the answer, in developed speech, a more serious attitude than before, attitude to learning, etc.

Monitoring the learning outcomes of biology and student learning is key to assessing and further improving the entire learning process of the subject. Thus, the hypothesis is confirmed that with a methodologically competent organization of control of knowledge and skills of students, the maximum optimization of the educational process is achieved.