Teaching biology in specialized and higher schools. Implementation of pre-professional training and specialized training by a biology teacher. Questions, topics for discussion and assignments

Problems of specialized training and approaches to their solution

Currently, the features of specialized training are largely related to the specifics of the problems of its implementation and possible ways to solve them, which are proposed in theory and practice.

What is specialized training? The main regulatory document “The Concept of Profile Education” states that specialized education organized in senior grades of general education schools involves taking into account the interests and abilities of students and contributes to their professional self-determination.

To what extent is this form of teaching familiar to teachers? Types of profile differentiation are profile classes and classes focused on a specific university. In addition, classes with in-depth study of individual subjects are close to them. What all these forms of education have in common is the orientation of high school students towards developing the ability to independently search for knowledge and assimilate it, to study certain ways of doing things, characteristic of specialized subjects or subjects studied in depth.

During a period of significant social changes in our country in the 90s. XX century Classes with in-depth study of individual subjects became widespread. Sometimes all that was needed to create them was the desire of the subject teacher, the school administration and the interest of the students. Biological, chemical and other classes were created in which in-depth study of only one academic subject was practiced.

Subsequently, in the practice of schools, classes with a focus on the chosen profession, specialized in a university, have become widespread, and have proven themselves well as a form of admission to it. Interest in them was explained by the possibility of preparing for entrance exams to an institute (university) within the school walls and the organization of combined final and entrance exams.

During the same period, such a form of education began to develop as specialized classes, in which students are focused not on an educational institution, but on a specific academic discipline. In a class of one profile, schoolchildren who wish to obtain various professions in the same field of knowledge can study in the future. For example, in a natural science (biological) class, students are guided by the professions of medicine, biologist, ecologist, and psychologist.

What profiles are provided for by existing regulatory documents? In the practice of schools, the following specialized classes have become widespread: mathematics (physics and mathematics), natural sciences, humanities, etc. In the Federal component of the state standard general education the following profiles are listed: physical-mathematical, physical-chemical, chemical-biological, biological-geographical, socio-economic, social-humanitarian, philological, information-technological, agro-technological, artistic-aesthetic, defense sports, industrial-technological, universal (general education) . The academic subject biology is studied at the profile level in classes of chemical-biological, biological-geographical and agrotechnological profiles.

How does the school choose a profile? The “Profile Training Concept” provides the following opportunities. The school can only retain general education (universal) classes, i.e. remain non-core, choose one profile depending on material and technical conditions, teaching staff, student preferences, or become a single-profile.

In fact, it is extremely difficult for schools to support more than two profiles, so most schools are faced with the alternative of creating one or two profile classes.

The main problems are related to the definition of the training profile itself. It is no secret that often the desires of students are so heterogeneous that recruiting even one class is difficult. In this case, you can use such forms of training as classes of flexible composition, individual educational trajectories of students, and a network organization.

Flexible classes involve teaching at least two groups of students in different areas. In such classes, all students attend general education subjects, and when studying specialized disciplines, the class is divided into groups. Individual educational trajectories make it possible to take into account the interests of different groups of schoolchildren, and the schedule of school hours for the week is compiled individually for each. Network organization currently implemented through Internet education.

How is the choice of profile determined by students? The factors determining the choice of profile are extremely varied. They can be either positive (parents, teachers, friends recommend, like the subject) or negative (don’t recommend, don’t like). Pre-profile training, the experimental implementation of which has already begun, helps to facilitate targeted choice.

The teacher needs to take into account not only the preferences of the students, but also their individual characteristics. Psychological and pedagogical research has made it possible to identify individual typological characteristics characteristic of students of a certain profile. These features include the interests and inclinations that students have towards certain areas of knowledge, special abilities that allow them to successfully master their major subjects.

Research by V.A. Krutetsky, N.S. Purysheva, I.M. Smirnova showed that students in mathematics classes are more characterized by abstract-logical thinking, interest in systematization, identifying patterns, while “humanities” students have developed visual-figurative thinking, and emotions are more clearly manifested.

Students of natural science classes are characterized by the perception of the subject as a whole, flexibility mental activity, logical and sensory perception of an object. This can be revealed, for example, during laboratory work, if it is possible to select objects and tasks for practical research (workshops, laboratory work, experiments, observations).

For students of humanities classes, the outwardly attractive and interesting appearance of the object of study is important. Thus, in the laboratory work “Construction of a variation series and a variation curve,” it is advisable to offer students indoor plants as an object of research. Then the choice of tasks changes. In addition to the necessary measurements of leaf area and the construction of a variation curve, a conclusion is expected about the significance of modification variability.

In mathematics classes, students, perceiving the essence of the process, easily abstract from the object of research. In the laboratory work under consideration, “Construction of a variation series and a variation curve,” herbarium specimens of plants are used as the object of research. You can include the following tasks: measurements, students’ independent choice of necessary mathematical methods, construction of a variation series and its graphical display, as well as identifying patterns associated with modification variability.

In science classes, an object of study may be of interest not only as an illustration of a specific phenomenon or pattern, but also in itself. Therefore, it is rational to give students the opportunity to prepare it themselves. The described laboratory work involves independently compiling a herbarium or selecting seeds (beans, peas, etc.).

So, we come to the most significant problem - the content of specialized education. The curriculum for a specialized school includes several groups of subjects: basic, specialized, and elective. Biology at a basic level is studied as part of a natural science course or as a separate academic subject with a load of 1 hour per week in the 10th and 11th grades. In specialized classes, 3 hours per week are allocated to this discipline for two years of study. Elective courses, studied at the students' choice, can contribute to both in-depth study of a core subject and the maintenance of basic general education disciplines. The largest number of questions are related to the basic level, because a significant reworking of the content of education is expected.

Practice shows that in classes of different profiles it is necessary to take into account the sequence of studying the main sections of general biology, interdisciplinary connections with specialized disciplines, the selection of methods of action with educational material and forms of organizing the educational process.

In classes of different profiles, the logical structure of the course should be different. Thus, students in mathematics classes have developed abstract thinking: They easily perceive material in the form of logical diagrams, tasks, models. Sciences such as cytology, genetics, and selection allow you to rely on existing knowledge, skills and abilities. In addition, the use of strict deductive method presentations and the use of mathematical modeling methods increase the authority of science in the eyes of students.

In humanities classes, we begin the study of general biology with the topic “Fundamentals evolutionary doctrine" This is due to the narrative presentation of educational material, reliance on developed abilities and skills, and frequently used methods of activity. All of the above allows you to gradually prepare students for more complex educational material.

In natural science classes, the sequence of topics corresponds to the levels of organization of living matter (from molecules and organelles to biocenosis and biosphere). In other words, the study of biology begins with elements of bioorganic chemistry and the basics of cytology.

Let's give another example. When studying the topic “Fundamentals of Genetics”, it is necessary to actively use logical structures and diagrams for classes of all profiles. Explaining new material in the form of problems facilitates the process of assimilation in mathematics and natural science classes, and this form of presentation of material is possible for all material on the topic (H. Mendel and T. Morgan's laws, interaction of genes, inheritance of sex-linked traits, etc.) .

Students in mathematics classes often abstract from the text of problems, focusing on its numerical or letter expression, so it is necessary to teach them to analyze the meaning of each problem. This stimulates absorption general principles construction of any science and allows us to draw analogies between sciences from different fields of knowledge. In addition, this profile should establish interdisciplinary connections with mathematics.

In humanitarian classes, interdisciplinary connections with a number of humanitarian subjects are of particular importance. In the topic “Fundamentals of Genetics” we relied on knowledge of a foreign language. This includes decoding the meaning of terms and an approach to solving problems by analogy with the perception of text in a foreign language. Among other areas of knowledge that are essential for teaching natural science disciplines, we highlight historical and, in particular, historical and scientific knowledge. This helps to increase students' interest in the subject by appealing to unknown facts from the eras being studied, a situation is created for the successful self-realization of the individual due to the opportunity to attract deep knowledge from another field of science.

The ways of learning new material and the forms of organizing the educational process are very diverse. Many of them must be used in all classes, and some are most effective in certain classes. For example, in humanities classes, we can recommend drawing up plans, theses, abstracts, reports, and working with scientific and reference literature.

Thus, we can conclude that the educational material needs to be adapted to the capabilities of students in classes of different profiles.

Ph.D. ped. sciences,
Art. scientific co-workers ITIP RAO.

On the issue of creating software and methodological materials in the natural sciences for schools in the Moscow region

Profile training at the senior level of general education is one of the directions of the concept of modernization of education, approved by order of the Government of the Russian Federation dated December 29, 2001.

The goals of specialized training are:

– ensuring in-depth study of individual subjects of the complete general education program;
– creating conditions for differentiating the content of education for high school students with ample opportunities to create individual programs;
– maximum individualization of education, which should become functional and effective.

It is expected that by the 10th grade, students must choose the direction, the profile that will become the basis of their profession. For this purpose, pre-profile training is planned in the senior classes of basic school. It consists of elective courses (their content expands knowledge on the subject), the work of teachers and psychologists that promote self-determination of the student at the basic level, and the work of the school administration to provide information about the profession market (open days, conversations with area residents, school graduates who have achieved certain results in any field of work).

The model of a general education institution with specialized training at the senior level provides for the possibility of various combinations various items, which should provide a flexible system of specialized training. It includes three interacting components:

– basic general education subjects, which are mandatory for all students in all majors;
– specialized general education subjects – advanced level subjects (at least two), which determine the focus of each specific educational profile;
– elective courses – mandatory elective courses that are part of the profile of study at the senior level of school.

In this regard, one of the most pressing tasks at the moment is the task of selecting content and determining methods of teaching and education in specialized classes. The solution to this problem is possible by creating experimental training sites for various training profiles.

To organize natural science experimental sites in schools near Moscow within the framework of the regional target program “Development of Education in the Moscow Region for 2001–2005.” It is planned to create educational and methodological support developed taking into account the specifics of the Moscow region.

To do this you need:

– develop a basic curriculum for the school course “Biology” in the natural sciences;
– to specify the basic program of the school course “Biology” in the natural sciences in connection with various areas (agrotechnological, biological-chemical, etc.);
– to develop programs of elective courses for pre-profile and specialized training of schoolchildren in the natural sciences, taking into account the specifics of the Moscow region;
– carry out experimental preparation and testing of the developed programs;
– prepare guidelines and materials for creating educational and methodological sets for the school course “Biology” in the natural sciences, taking into account the specifics of the Moscow region.

The creation of experimental training sites for various educational profiles will allow us to obtain the data necessary for selecting content and choosing teaching and educational methods in specialized classes. Analysis of this material will allow secondary schools in the Moscow region to move to efficient work in conditions of specialized training.

The idea of ​​specialized training can be implemented in various ways. Currently, taking into account the current situation, this idea can be most effectively implemented by introducing elective courses into the educational process. In this case, students study a basic course in the profile and select several elective courses from the school component of the curriculum (in total, at least 70 teaching hours over 2 years of study).

A teacher of a specialized school at the moment inevitably faces the problem of choosing a list of elective courses that can be offered to students of different profiles.

Employees of the Department of Methods of Teaching Biology, Geography and Ecology of the Moscow State Regional pedagogical university within the framework of the target program “Development of education in the Moscow region for 2001–2005.” under the guidance of the head of the department, Doctor of Pedagogical Sciences, Professor V.V. Pasechnik developed software and methodological materials in the natural sciences for secondary general educational institutions Moscow region, which includes a biology program for the natural sciences and elective course programs.

Elective courses adopted by teachers of a number of experimental schools are divided into two groups with different functions. Some of them support the study of basic core subjects (biology, chemistry, physics) at the profile level specified by the standard. This is the elective course “Patterns of Biological Processes,” the author of which is Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy of Education, Professor D.I. Trytak. This elective course introduces high school students to the laws of biological processes using the example of thermodynamics (i.e., it is built on the basis of interdisciplinary connections between chemistry, physics and biology).

Other elective courses serve for intra-profile specialization of training and for building individual educational trajectories for students. These include, for example, the courses “Biological foundations of crop production”, “Application of biological processes and systems in production”, “Microorganisms in nature and human activity”, etc.

Thus, the staff of the department, together with teachers, is actively working to create an educational and methodological set of materials for the implementation of a specialized education program for schools in the Moscow region. The created and published educational and methodological materials are successfully tested in schools in the Moscow region.

T.M. EFIMOVA,
Ph.D. ped. sciences,
Assoc. department methods of teaching biology, geography and ecology MGOPU

About the use of textbooks for specialized classes

One of the significant goals in the education modernization strategy is the readiness and ability of young people to bear personal responsibility for both their own well-being and the well-being of society. In this regard, such educational guidelines as independence, self-organization, sociability, and tolerance come to the fore. To a certain extent, this is solved through the school’s transition to a specialized education.

– the subject being studied must be necessary for subsequent education and in demand in further social or professional activity;
– changing teaching methods;
– teaching technologies at senior levels should be aimed at developing practical skills of analysis and self-study;
– selection of educational programs;
– in high school it is necessary to switch to different forms of independent activity: summarizing, designing, research, experimenting;
– transition from variability for the teacher to variability for the student.

All this will allow for the development of the graduate’s personality, social and creative activity.

How can you achieve your goals? First of all, this is the variability of education, the strengthening of personal orientation, i.e., in the end, this is specialization at the senior level of school.

When switching to specialized training, the teacher is faced with the need to choose an educational and methodological set (TMS), which, to one degree or another, would help solve the problems of content, methods and technologies of teaching.

In this regard, the requirements that a teacher should first of all make to the educational complex when choosing it are (according to I.Ya. Lerner):

– system of knowledge about nature;
– experience of an emotional and value-based attitude to the world;
– experience in carrying out creative activities;
– experience in implementing methods of activity.

All these requirements, or at least the main ones, must be met by the educational complex for the senior level of school.

In textbooks for grades 10–11 “General Biology,” ed. I.N. Ponomareva reflected modern level scientific biological knowledge. It also corresponds to a fundamentally new structure of textbooks, taking into account the features of specialized training. The presentation of the fundamentals of various biological sciences is embodied in a certain structuring of textbook material: the main core of knowledge and two additional components - general education and specialized. This division educational material provides the necessary level of knowledge that corresponds to the choice that students have made regarding their future education or occupation.

Thus, for the general education profile, the textbook provides modules for the humanities and general education profiles. In the table of contents they are highlighted in different colors, which makes it easy to navigate. Each educational module can be used separately or, at the discretion of the teacher, complementing the others.

The course can distinguish several levels of algorithmization related to the new conceptual framework: from general to specific.

In the 10th grade, the following levels are studied: biosphere, biogeocenotic, population-species. In 11th grade: organismal, cellular, molecular. The principle of greening runs through the entire course.

One of the parameters for enhancing cognitive activity and its design is algorithmization, the logic of presentation. All topic material is presented in interconnected blocks: educational guidelines, paragraphs, seminar lesson, summarizing. In addition, there are the following sections: “Test yourself”, “Think”, “Discuss the problem”, “Express your opinion”, “Exclude the unnecessary”, “Prove the truth or error of the statement”, “Define the term”, “Basic concepts”. All this allows you to clearly plan students’ activities within the topic.

I would like to draw attention to such a block as “Let’s summarize”, which is available in all textbooks edited by. I.N. Ponomareva. It helps students not only test their knowledge on a topic, but also, which is especially important in humanities classes, learn to express their opinions, prove the truth or fallacy of a statement, etc. This methodological part makes textbooks unique.

A special place in the general biology course is occupied by seminars, which the authors of the program propose to conduct in humanities classes upon completion of the study of the material in each chapter. Their topics are varied, but closely related to the specifics of the class. As practice has shown, these seminars can be conducted in all classes, because they help the teacher solve the main problems identified earlier.

We have developed a specific algorithm for preparing seminars, which includes the following stages:

– creation of a creative group to prepare the seminar;
– selection of problems and questions for discussion;
– formation of microgroups to study the material;
– study of the problem;
– consulting with teachers;
– selection of material for presentation at the seminar;
– preparation of material on paper and electronic media;
– preparation of speeches and presentations.

As you can see, in the group, each student can find a task that is feasible for him. At the same time, different types of activities allow students to try themselves in different areas, acquire skills, and decide on the need to improve any skills.

The meeting of the activists helps to finalize the structure of the seminar and issues for discussion. A general presentation is prepared. It is important to note that each seminar should determine its personal significance for the child, so it is necessary that the result be some kind of action. For example, organize a riddle competition for kids (after the seminar “The Image of Nature in folk art"), write a letter to future generations warning about environmental dangers, etc.

Conducting the seminar itself takes one lesson, so you need to think through everything to the smallest detail in order to have time to do everything that is planned.

Summing up the results of the seminar is carried out with the aim of analyzing the work done, and, as practice shows, the guys evaluate themselves quite critically.

Thus, UMC, ed. Ponomareva I.N. for grades 10–11, is one of the ways to solve many problems facing a teacher of a specialized school. Using it skillfully will help high school students master many study skills that will be useful to them in life.

O.V. GORKOVYKH,
methodologist in biology
city ​​methodological center,
Ryazan

On the issue of specialized education in high school

Specialized education is becoming an increasingly effective method of preparing high school students to achieve a specific goal - entering a higher educational institution. The existing significant gap between the requirements of higher education for applicants and the capabilities of secondary schools in implementing the educational standard has still not been completely eliminated. The specialized school seems to be the most holistic educational structure capable of solving this problem.

Currently, the problems of organizing specialized training are extremely relevant. First of all, the following difficulties should be noted:

– diagnostics of vocational guidance of schoolchildren;
– organization of a holistic educational process that corresponds to the parameters of the basic curriculum and solves specific problems of profiling;
– ensuring closer interaction between teaching staff of schools and teaching staff of universities;
– conducting regional monitoring of specialties;
– improving the quality of the educational process.

There is already experience in approaching solving a number of problems. Various technologies and methods are used - this includes drawing up individual psychological and pedagogical maps of students throughout the entire period of study, creating flexible classes, participating in job fairs, and holding joint scientific and practical conferences and seminars for teachers and university professors. The positive results obtained indicate the effectiveness and prospects of creating specialized classes now, and in the near future we can expect a wide spread of specialized schools.

D.V. COBBA,
Ph.D. ist. sciences,
head of non-governmental educational institution
"School of Classical Education Luch"

The introduction of specialized biology education provided the student with the opportunity to form an individual educational trajectory and provide in-depth training in selected disciplines, which makes it possible to relieve them of their workload in non-core subjects. The transition to specialized education contributes to the development of students’ skills in independent acquisition of knowledge, and is also intended to ensure high degree readiness not so much for passing the Unified State Exam how much to continue education in higher education educational institutions.

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

Eremkina E.V. - biology teacher at Municipal Educational Institution Secondary School No. 3 in Volsk, Saratov Region. March 26, 2013

Our school has been teaching biology in specialized groups for four years.

The introduction of specialized biology education provided the student with the opportunity to form an individual educational trajectory and provide in-depth training in selected disciplines, which makes it possible to relieve them of their workload in non-core subjects. The transition to specialized education, in my opinion, in addition to in-depth study of a particular subject, should also contribute to the development of students’ skills in independent acquisition of knowledge, and is also intended to ensure a high degree of readiness not so much for passing the Unified State Exam, but for continuing their education in higher educational institutions. This means that during specialized training the necessary basis for understanding university courses and scientific literature should be created. And this seems unlikely to me without the use of special forms and methods of classroom and extracurricular work in specialized groups aimed at developing cognitive activity.

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

As a rule, a teacher uses various forms of lessons, but in each specific case he should strive to choose a method or method that would maximally stimulate the development of students’ cognitive activity.

The most effective technologies are those that implement the idea of ​​individualizing learning and provide scope for creative self-expression and self-realization.

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

The problem-based approach to teaching is considered as a means of managing students’ thinking, and its goal is to enhance the cognitive activity of schoolchildren and develop interest in knowledge.

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

The development of cognitive activity in students is carried out through the use of modular learning technology.

Modular training in general, and in the context of vocational training in particular, has a number of advantages. It allows students to work at their own pace. In addition, modular training also provides “soft” forms of control in the process of mastering the content of educational material.

The most complete disclosure of biological theories and patterns scientific facts is facilitated by the use of a lecture-seminar training system. The educational function of this technology is realized if the lecture is logical, evidence-based, emotionally charged, contains scientific interpretations, and evaluation of results scientific research. Since a pure lecture is tedious, it is best to use lecture-conversations. By saturating the conversation with new factual material, offering students leading questions, I try to encourage them to form their own conclusions. The lecture-conversation seems to me to be effective also because this form of organizing lesson activities allows for closer contact between the teacher and students. As an example, we can cite dozens of topics in school lectures. I will name just a few of them: “History of the development of the science of genetics”, “Development of ideas about the evolution of living organisms”, “Mutational variability”, “Ecological environmental factors”.

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

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

In some lessons I also use this method: self-study basic and additional literature. This, in my opinion, serves as an important source of knowledge for students in specialized classes. The biological laboratory has collected enough a large number of books that can be used in preparation for various types classes.

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

Abstracts completed by students of specialized grades X-XI are, as a rule, more serious in nature and require the high school student to have the skill of a research culture. A list of abstract topics is presented in the textbook after each chapter. The guys choose the topic themselves. The requirement is two papers per semester for each student. Abstracts are defended during the last 3 lessons of the semester.

Undoubtedly, laboratory and practical classes and independent research, the topics of which are suggested in the textbook, develop students’ cognitive activity.

Laboratory and practical classes are an important form of lesson work and a mandatory part of the programs. Such classes are conducted in class with the maximum possible independence of high school students.

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

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

Continuation educational activities serves as extracurricular work, which is aimed at systematic education and development among schoolchildren creativity and cognitive activity. Students of specialized groups are active participants in scientific and practical conferences and Olympiads different levels. Extracurricular and classroom work act in specialized groups as equal sides of a single educational process. In my deep conviction, only in this case can the goals of specialized training be achieved.

For several years I have been doing research work with schoolchildren, and specialized groups are no exception. Research activities contribute to the development of cognitive activity and allow each student to experience and test their capabilities.

Olympics among all forms and methods extracurricular activities occupy a special place in specialized training. The main goal of the Olympiads is to increase students’ interest in studying specialized disciplines and identifying talented children. Successful performance at the Olympiad requires preparation separate from class activities, because the proposed tasks go far beyond the scope of even specialized training. Of course, the work of preparing for the Olympiad cannot be reduced only to the work of a teacher. It involves a lot of independent work by students with a variety of additional literature, and if the child shows cognitive activity, then he achieves certain results.

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

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

Study results in 2012: academic performance - 100%, quality of knowledge - 88%, 2 students from the specialized group became winners of the Olympiad in biology and ecology at the municipal level.

Every year, since 2005, students of the specialized group are active participants All-Russian competition“First steps into science”, projects “Intellectual and creative potential of Russia”, distance olympiads "Growth Factor".

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

Professional definition for the period 2009 - 2012
Saratov State Medical University	5 people
Saratovsky State University them. N.G. Chernyshevsky	4 people
Saratov State Agrarian University named after. N.I. Vavilova	11 people
State educational institution of secondary vocational education "Volsk Medical School"	5 people
FGOU SPO "Volsky Agricultural College"	1 person

Technology for organizing specialized training using IEP for schoolchildren in chemistry and biology lessons

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

Based on content selection education, when differentiating it, one can distinguish profile and level differentiation.

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

Profile differentiation is based on the voluntary choice of a profile by schoolchildren, based on their cognitive interests, abilities, achieved learning results and professional intentions. At the same time, the main method of profile differentiation of educational content is the subject-based approach to differentiation, which provides for the possibility of various combinations educational subjects secondary school curriculum: basic general education, specialized general education and elective.

The student chooses specialized subjects independently.

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

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

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

The use of an individual curriculum for specialized training makes it possible to meet the various educational needs of students, their families, employers, and institutions vocational education and educational institutions of various types.

The curriculum does not specify a rigid set of subjects for each of the possible directions and profiles of education. Each student has the right to independently indicate the set of academic subjects that interests him (basic, core, elective), both from among the compulsory ones and those offered by the school within the permissible limits. study load. This approach allows each student to formulate an individual curriculum, practically his own strictly individualized educational program and individual educational route.

An individual curriculum (hereinafter referred to as IEP) is a set of academic subjects (courses) selected for mastering by students from the curriculum of a general education school, compiled on the basis of the basic curriculum of general secondary education organizations.

The individual curriculum performs the following functions:

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

Fixes the totality of educational subjects (basic, specialized, elective) chosen for mastering by students, and the hours for mastering them;

Defines a specific educational result that a student must achieve by graduation;

Promotes student self-determination.

An individual educational program (hereinafter referred to as IEP) is a document that gives an idea of ​​the content of the activities of an educational institution aimed at achieving its stated goals.

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

Compliance with social order;

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

Compliance with educational standards;

Ensuring student development.

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

Motivational: determines the goals, values ​​and results of the student’s educational activities;

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

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

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

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

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

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

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

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

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

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

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

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

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

In order to choose chemistry and biology for study at a specialized level, you must have knowledge of basic general education programs (grades 8-9 in chemistry, and 5-9 in biology), this is the basis on which specialized training in chemistry and biology is built, and the student must have mathematical knowledge and skills in solving calculation problems and matching problems.

The student must be able to independently find information in various information sources and present it. When majoring in chemistry and biology, students should be motivated to do educational research and create research projects.

To ensure that the student’s knowledge meets the requirements of the State Standard, I use modern technologies in teaching educational technology: information and communication, competency-based, cooperation, level differentiation, problem-based learning, enlargement of didactic units.

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

Today biology is of particular importance. In essence, the biological knowledge, skills and abilities that the school is designed to provide are the foundation of individual culture. But we are now faced with a frivolous attitude towards biological education, the upbringing of environmental culture, and the establishment of hygienic knowledge.

Without a broad knowledge of biological laws, it is impossible today not only to successfully develop Agriculture, healthcare, nature conservation, but also our entire society. It is necessary to return the course to its deep scientific nature, to “modernize” it, and to give teaching a greater practical focus.

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

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

However, not all schoolchildren are capable of to the same degree to understand these sciences, therefore, when creating my own system of lessons and their development, I am based on the technology “Level differentiation of learning based on mandatory results”

Teaching biology in our goes to school according to the program (auth. _ D.I.Traytak) The programs of basic and specialized general education courses have their own characteristics.

The number of hours allocated to studying educational topics is not strictly regulated and can change at the discretion of teachers depending on the profile and specialization of high school students.

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

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

Principles for selecting main and additional content in work program are associated with the continuity of educational goals at various stages and levels of education, the logic within subject connections, as well as with the age-related characteristics of student development.

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

To form a modern natural science picture of the world when studying biology, the following information units (knowledge components) are highlighted in the “Content Elements” column of the work program: terms, facts, processes and objects, patterns, laws.

The learning results are given in the column “Requirements for the level of training of graduates” and fully comply with the standard.

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

"Biology" ( a basic level of) - requirements for subject results of mastering a basic biology course should reflect: 1) the formation of ideas about the role and place of biology in the modern scientific picture of the world; understanding the role of biology in shaping a person’s horizons and functional literacy for solving practical problems; 2) mastery of fundamental concepts and ideas about living nature, its level organization and evolution; confident use of biological terminology and symbolism; 3) mastery of the basic methods of scientific knowledge used in biological research of living objects and ecosystems: description, measurement, observation; identification and assessment of anthropogenic changes in nature; 4) developed skills to explain the results of biological experiments and solve basic biological problems; 5) the formation of one’s own position in relation to biological information obtained from various sources, to global environmental problems and ways to solve them.

“Biology” (advanced level) - the requirements for the subject results of mastering an advanced biology course must include the requirements for the results of mastering the basic course and additionally reflect: 1) the formation of a system of knowledge about general biological patterns, laws, theories; 2) developed skills to study and analyze biological objects and systems, explain the patterns of biological processes and phenomena; predict the consequences of significant biological research; 3) possession of the skills to put forward hypotheses based on knowledge about fundamental biological patterns and laws, the origin and essence of life, global changes in the biosphere; test the hypotheses by experimental means, formulating the purpose of the study; 4) knowledge of methods for independently performing biological experiments, describing, analyzing and assessing the reliability of the results obtained; 5) formation of conviction in the need to comply with ethical standards and environmental requirements when conducting biological research.

Introduction

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

1.1. Historical aspects of the development of specialized education in Russian schools 10

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

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

1.4. Psychological and pedagogical foundations of specialized training 56

Chapter 1 Conclusions 72

Chapter II. Theoretical and methodological foundations of specialized biology education in secondary school 75

2.1. Principles of specialized biology education 75

2.2. Model of methodology for specialized teaching of biology in grades 10, 11 of natural science 97

Conclusions on Chapter II 113

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

3.1. The state of the problem of implementing specialized biology education in the practice of modern school biological education 116

3.2. Methods of teaching biology in the 10th and 11th grades of natural science under the conditions of a pedagogical experiment 126

3.3. Results of an experimental study of the methodology for specialized teaching of biology in senior classes of natural sciences 141

Conclusions on Chapter III 158

Conclusion 160

Bibliography 163

Applications 185

Introduction to the work

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

Achieving new educational goals can be fully facilitated by specialized training, which is a means of differentiation and individualization of training and allows creating conditions for training high school students in accordance with their professional interests and intentions regarding continuing education.

Didactics, methodologists, and psychologists considered the problems of individualization and differentiation, determining goals that promote differentiation, as well as issues of forming the content of specialized education, choosing criteria for selecting students into specialized classes, choosing profiles, etc. (G.D. Glazer, I.D. Zverev, L.Ya. Zorina, G.S. Kalino-

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

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

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

Problem our research is to search effective ways improving the quality of specialized biology education in high school.

The purpose of the study is to develop an effective methodology for specialized teaching of biology at the senior level of secondary school.

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

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

Research hypothesis is to assume that specialized biology education for students in science classes will be effective if:

the goals of specialized biology education have been determined, aimed at enhancing its individualization and profile;

the principles of specialized training have been identified;

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

forms, methods and means that promote individualization and specialized training have been identified.

Research objectives:

To find out the historical aspects of the formation of specialized education in secondary schools.

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

To construct a model of a methodology for specialized teaching of biology.

Formulate and justify the goals of specialized biology education.

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

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

Select the optimal forms, methods and means of specialized biology education.

To experimentally test the effectiveness of the developed methodology for specialized biology teaching.

To solve the problems, the following were used research methods:

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

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

Statistical methods mathematical analysis experimental data.
Methodological and theoretical basis of the study serve methodology

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

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

Main stages of the study:

At the first stage(2002-2003) an analysis of philosophical, psychological, pedagogical and methodological literature on the research problem, the concept of “profile education” in the context of biological education was clarified and specified, the state of the problem under study in the history, theory and practice of school biological education was identified, directions for researching the problem of profile education in biology were determined, a methodology for the ascertaining stage of the experiment was developed, a ascertaining experiment was carried out and generalized its results.

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

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

Experimental base of the study: secondary schools No. 369, 374, 375 of St. Petersburg.

Scientific novelty of the research consists in clarifying, concretizing and defining the concepts of “specialized biology education”, “elective course in biology”, classification of elective courses (special and non-special purpose); creating a theoretical model of specialized biology teaching methods; developing an effective methodology for teaching general biology in science classes, including student-oriented learning goals; content that promotes the development and professional orientation of the student’s personality; forms, methods and means that promote individualization and specialization of training.

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

Practical significance The research is to develop an effective methodology for teaching biology to students in science classes, to identify effective forms of organizing specialized training

8 (types of lessons: problem lectures, lectures with elements of heuristic conversation, seminars (debates, round tables), workshops, combined lessons, educational games), home creative work with the inclusion of elements research work, extracurricular work ( independent work for the study of scientific literature, scientific theme evenings, scientific conferences, scientific student society in biology), excursions into nature, museums. The forms of organization of control of knowledge and skills have been determined (tests, defense of abstracts, presentation of results practical work, biological experiments and experiments, a portfolio of individual achievements of the student) and methods that influence the increase in the student’s independent activity: informational, research.

Recommendations for the use of scientific results. The methodology of specialized biology teaching can be used in the mass practice of biology teachers and other natural science subject teachers in secondary schools and the secondary vocational education system, in the training of biology teachers in pedagogical universities, in the system of advanced training of teaching staff.

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

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

Main provisions submitted for defense:

Principles of specialized biology education.

A model of a methodology for specialized teaching of biology in natural science classes, including target, procedural, meaningful, and effective components, based on the ideas of humanization, individualization of training and ideas of specialized training.

A methodology for teaching biology in science classes, including individually oriented goals; content with strengthening of theoretical aspects and an increase in its activity and creative components; forms, methods and means promoting individualization and specialized training.

Positive research results obtained during the implementation of the developed methodology, which consist in improving the quality of assimilation of biological knowledge and knowledge about professions in the field of biology; in students mastering methodological, intellectual, practical skills and developing interest in the study of biology and biological specialties.

Historical aspects of the formation of specialized education in Russian schools

It is advisable to begin covering the historical aspect of the emergence of specialized education in Russian schools by characterizing the contradiction that has developed between classical and real education, and which has direct relation to the topic of this study.

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

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

First attempts to combine classical education and real education were carried out in early XIX centuries and turned out to be unsuccessful: the gap between the theoretical and the practical, the humanitarian and the natural sciences was obvious.

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

In the 20th century, the conflict between classical and real education grew into a conflict between academic and utilitarian education. Academicism became widespread in educational institutions that prepare their students for entering university, and was characterized by the predominance theoretical knowledge over the practical, generality and convention, separation from the demands of everyday life. At the same time, academic school courses were minimal copies of the corresponding subjects at universities.

We agree with the opinion of B.D. Komisarova, who believed that utilitarianism placed the focus on those students who could not or had no intention of continuing their education at the university. They were offered a set of information of an applied, practical nature. Utilitarians believed that for those who are not focused on continuing their education at the university, it is inappropriate to study the life cycles of protozoa, algae, mosses and ferns, and to memorize an extensive set of terms on the taxonomy of plants and animals. These students need, first of all, knowledge of current problems of personal and public life(nutrition, diseases, behavior, racial studies, etc.).

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

The trend of profiling training begins to manifest itself more clearly in the era of Peter the Great's reforms. In the first quarter of the 18th century, Peter’s reforms took a central place in the history of Russia. If in the 17th century school was not associated with solving problems of a practical nature, then in XVIII education becomes a state matter and with a “bias towards applied biases,” because the state wanted to have knowledgeable shipwrights, good officers and sailors, and engineers.

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

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

title2 Principles of specialized biology education

During the determination theoretical foundations specialized training in biology in the natural science profile, the essence of the concepts “profile training” and “profile training in biology” was clarified.

The transition to specialized education is aimed at ensuring in-depth study of individual subjects of the complete general education program; creating conditions for significant differentiation of the content of education for high school students with wide and flexible opportunities for students to build individual educational programs.

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

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

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

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

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

1. Function of “add-ons” to the profile course. At the same time, the profile course becomes fully in-depth (and the school or class in which it is studied turns into traditional school with in-depth study of individual subjects).

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

The number of elective courses offered as part of the profile must be excessive compared to the number of courses that the student is required to choose. There is no unified state exam for elective courses.

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

Elective courses should complement the content of a specialized course (for example, expand or deepen a specialized biology course), develop the content of one of the basic courses, satisfy the cognitive interests of schoolchildren, and equip them with the knowledge necessary for professional guidance in applied fields of science (in particular, in applied fields of biology) . At the same time, elective courses should not be highly specialized or of a popularization nature. Otherwise, they will not correspond in their content to the targets for developing social and intellectual skills of a universal nature in students. However, in addition to elective courses, some sources also mention educational practices, projects, research activities, special workshops, elective modules, special courses or in-depth study courses. Some authors, such as D.S. Ermakov, T.I. Rybkin, the curriculum of specialized education, in addition to elective courses required for studying elective subjects, also includes educational practices, projects, research activities.

The state of the problem of implementing specialized biology education in the practice of modern school biological education

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

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

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

At the same time, 10% of respondents are convinced that specialized training is “a deeper study of a subject with an increased practical (research) orientation, which will provide an opportunity to “feel” the future specialty and gain basic professional skills.”

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

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

Few (only 3% of respondents) believe that specialized training is “the study of a set of subjects aimed at mastering a specific educational field" 19% of respondents could not give an answer to this question.

So, according to St. Petersburg teachers, specialized education is identified with an in-depth study of one or a set of subjects, during which issues related to a certain field of science and having practical significance, providing an opportunity to get acquainted with a future specialty and prepare for entering a university (Fig. 2).

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

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

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

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

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

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

– specialized (grades 11–12 of secondary (high) school).

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

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

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

– to increase the share of knowledge of an ethical, aesthetic, humanitarian nature, which forms the basis for the formation of a value orientation towards objects of living nature, towards man as one of the objects of living nature.

peculiarity of the content of specialized training

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

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

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

In a number of subjects - specialized courses - training expands and deepens.

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

Profile stage of studying biology, (grades 11–12 of secondary (high) school

In secondary (complete) school, the principles of democratization and differentiation of education are implemented to the greatest extent. Students have the right to choose one of the proposed study profiles: humanities, general education, biology and chemistry, physics and mathematics, etc.

The non-biological profile must contain an invariant core of general educational training in biology. In biology and chemistry, where the time for studying biology has been increased to 3–4 hours per week, deepening can go in several directions: environmental, medical, agricultural, etc. The specialized school is not compulsory for everyone and is aimed at preparing students to choose a future profession and continuing education at a university.

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

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

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