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

In the XX century. the dynamic development of biological knowledge made it possible to discover the molecular foundations of the living and to directly approach the solution of the greatest problem of science - the disclosure of the essence of life. Biology itself has changed radically, as has its place, its role in the system of sciences, and the relationship between biological science and practice. Biology is gradually becoming the leader of natural science. Without a broad knowledge of biological patterns, it is impossible today not only to successfully develop Agriculture, health care, nature conservation, but also our entire society. Socio-political transformations in the country in recent years have created the conditions for a multilateral process of broad changes in the field of education.

Biology is a key subject of today's school, it is important as a subject that contributes to the formation and enrichment of the spiritual world of man. Solving the problems of modernizing modern secondary school contributes to the differentiation of education, which involves the deepening of knowledge in a particular field of knowledge, causing the greatest interest among schoolchildren, with which they associate their further professional specialization.

Basic government document dedicated to the development of education in Russia - the Concept of Education Modernization approved by the Government of the Russian Federation (Decree of the Government of December 29, 2001 No. 1756-r) - speaks of the need to develop and implement a individualization of education and socialization of students, including taking into account the real needs of the labor market.” The position “introduction of specialized education in the senior stage of a general education school” is referred by the Concept to the first stage and to the priority measures of modernization, that is, to the period 2001-03.

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

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

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

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

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

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

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

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

Biology study at profile level V high school is aimed at achieving the following goals:

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

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

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

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

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

· acquisition of competence V environmental management(compliance with the rules of behavior in nature, maintaining balance in ecosystems, protecting species, ecosystems, biosphere) and preserving own health(compliance with disease prevention measures, ensuring life safety in natural and man-made emergencies) based on the use of biological knowledge and skills in everyday life.

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

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

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

Literature:

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

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

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

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

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

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

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

• Golubeva Elena Alexandrovna, student
• Vologda State University

• COMPETENCE-BASED APPROACH
• PROFILE TRAINING
• PROFILE LEVEL
• A BASIC LEVEL OF
• PROFILIZATION
• COMPETENCES
• PROJECT METHOD
• ACTIVITY APPROACH
• COGNITIVE ACTIVITY
• RESEARCH ACTIVITIES

Profile education in the upper grades of the secondary general education school is one of the areas of modernization of the education system. This article attempts to consider the features of the effective organization of profile education in biology.

• Using cloud services in the work of a school teacher
• Development of educational activities in biology lessons by means of information technology
• Horizontal and vertical development of educational activities by means of information technology
• Problem-search activity of students in a biology lesson
• Cognitive independence as a way of personal self-realization in learning

The modernization of the education system in Russia has several directions, one of which is the organization of a system of specialized education in the senior classes of a secondary general education school. Today, the features of profiling at school are associated with all sorts of ways to implement it.

In a key regulatory document on this issue"The concept of profile education" noted that profile education involves taking into account the self-determination and abilities of students.

One of the main concepts of the profile level is competence - this is the ability to solve professional and applied issues, thanks to competencies - knowledge, skills, experience.

In the secondary school with in-depth study of individual subjects No. 8 in Vologda, profile training starts from grade VIII, this became possible due to the hours of the educational component of the general education institution. In the curriculum of profile classes, disciplines are divided into subjects of basic and profile levels. When studying subjects that meet the basic standard of the subject, ideas about vocational education and the professional field are formed, an understanding of the connection between discipline and future profession. The profile level prepares for professional activity and also allows you to gain practical experience.

Biology is one of the subjects of the natural science cycle, which allows you to enrich and shape inner world person.

The meaning of profile education in biology is to form a free person, biologically and ecologically literate, understanding the meaning of life as the highest value, able to build their relationship with nature based on respect for life, man, and the environment.

The structure and content of the biology course corresponds to the laws of development of the cognitive abilities of students, and also shows the system of concepts of biology, its place in culture. Students can choose the direction of biological education - basic or specialized. The basic level is characterized by the use of explanatory and illustrative methods. In classes with a profile level, students are included in project activities: informational, creative, research, having a practical orientation. This allows you to develop biological competencies and qualitatively assimilate biological knowledge.

Biology lessons occupy an important place in the natural science cycle of subjects. Part of the general educational tasks of profiling the senior level can be solved if, from the first lessons of biology, the system prepares students for making observations in nature, acquaints students with the diversity of flora and fauna, and teaches them to know their body. Tasks must be included in the structure of the lesson various types: solution test items and calculation tasks, performing laboratory and practical work, compiling summary tables, working with text and figures, as well as solving applied problems. The ability to describe, recognize, define, classify, explain, compare, analyze biological objects and phenomena is developed using a system-activity approach in teaching biology. As a result of training, schoolchildren form basic competencies: educational and cognitive, research, general cultural, communicative; develops systems thinking fundamental theories and laws of biology.

feature methodical work teachers in specialized classes are: mastering the content of new educational and methodological complexes, methods for implementing the competency-based approach. It should be noted that the use of modern pedagogical and information technologies develop cognitive activity and cognitive independence of students. It is appropriate to use A complex approach in the application of profile training methods: differentiated learning, taking into account the individual characteristics of students, modular training, project method. Apply modern technologies training in specialized classes: training on a communicative-cognitive and problem-search basis, the use of information and communication technologies and the research method of teaching.

In biology lessons, the learning process must be transformed in such a way that thinking prevails over memory, and independent work students - over the teacher's monologue. One of the modern approaches to learning is an activity approach, which is focused on the assimilation of knowledge and the ability to use it in practice.

The appropriate use of the resources of all components of the basic curriculum of the school creates an optimal opportunity to achieve the goals of modernization of biological education.

As a result, on the basis of profile education, a certain technology was formed for organizing the educational process: 1) pre-profile training of students; 2) a set of career guidance services; 3) questioning students; 4) analysis of the results of the survey of students; 5) dialogue with parents of students; 6) compiling a list of special courses and approving them at the methodological council; 7) creation of a system of means of monitoring the quality of education of schoolchildren; 8) training pre-profile courses, in order to improve the quality of enrollment of students in specialized classes; 9) clarification of the school curriculum; 10) drawing up a plan for reporting and maintaining documentation in specialized education classes; 11) control over the quality of training; 12) assessment of the quality of students' knowledge in subjects of the basic and profile level; 13) attracting students to participate in creative activity and research projects; 14) participation in the Olympiad movement of school, municipal and regional levels.

Such an organization of specialized education makes it possible for the teacher to thoroughly prepare the student for continuing education. Graduates of the school enter higher educational institutions of the region and the country. Thus, according to the "Concept of Profile Education", high school students are given the right to independently choose the option of studying in high school for any specific profile. Efficiency, functionality and individuality of education at school is the main idea of ​​updating the senior level of general education. Education in a specialized school helps students to realize their individual inclinations towards education.

Bibliography

1. Golubev O.B. Educational network projects in teaching mathematics as a means of developing the cognitive activity of students in the humanities: author. dis. … cand. ped. Sciences / O.B. Golubev. - Yaroslavl State Pedagogical University. K.D. Ushinsky. Yaroslavl, 2010. C.177
2. Golubev O.B., Nikiforov O.Yu., Pavlova T.A. Profile shift "Interneshka" // O.B. Golubev. - Public education. 2014. No. 2. S. 195-199.
3. Golubev O.B. Educational network projects in teaching mathematics as a means of developing the cognitive activity of students in the humanities: diss…. cand. ped. Sciences / O.B. Golubev. - Yaroslavl State Pedagogical University. K.D. Ushinsky. Vologda, 2010. C.23
4. Golubev O.B. Network projects in teaching informatics and mathematics / O.B. Golubev. - Vologda, 2011. C.123

Problems of specialized education and approaches to their solution

At present, the features of profile education are largely related to the specifics of the problems of its implementation and possible ways their solutions, which are offered in theory and in practice.

What is vocational training? The main regulatory document "The Concept of Profile Education" states that profile education is organized in the upper grades of general education schools, which 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 educators? Types of profile differentiation are profile classes and classes focused on a particular university. In addition, classes with in-depth study of individual subjects are close to them. Common to all these forms of education is the orientation of high school students towards the development of abilities for independent search for knowledge and their assimilation, for the study of certain ways of doing things characteristic of core subjects or subjects studied in depth.

During the period of significant social changes in our country in the 90s. 20th century classes with in-depth study of individual subjects have become widespread. Sometimes for their creation it was necessary only the desire of the subject teacher, the school administration and the interest of students. Biological, chemical and other classes were created, in which an in-depth study of only one academic subject was practiced.

In the future, in the practice of school work, classes with a focus on the chosen profession, profiled for the university, have spread well, which have proven themselves as a form for entering it. Interest in them was explained by the possibility of preparing for the entrance exams to the institute (university) within the walls of the school and the organization of combined final and entrance exams.

In the same period, such a form of education as specialized classes began to develop, 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 receive various professions in the same field of knowledge in the future can study. For example, in a natural science (biological) class, students are guided by the professions of a physician, 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: mathematical (physical and mathematical), natural sciences, humanitarian, etc. The following profiles are listed in the Federal component of the state standard of general education: physical and mathematical, physical and chemical, chemical and biological, biological -geographical, socio-economic, social-humanitarian, philological, information-technological, agro-technological, artistic-aesthetic, defense-sports, industrial-technological, universal (general education). The subject of biology is studied at the profile level in the classes of chemical-biological, biological-geographical and agrotechnological profiles.

How is the profile chosen by the school? The Concept of Profile Education provides for the following possibilities. The school can only keep general education (universal) classes, i.e. remain non-core, choose one profile depending on the material and technical conditions, teaching staff, students' preferences, or become a mono-profile.

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

The main problems are connected with the definition of the training profile itself. After all, 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 education as flexible classes, individual educational trajectories of students, network organization.

Flexible classes involve the training of at least two groups of students in different areas. In such classes, general education subjects are attended by all students, and when studying profile disciplines, the class is divided into groups. Individual educational trajectories allow 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 online education.

How is student choice determined? The factors that determine the choice of profile are extremely varied. They can be both positive (advised by parents, teachers, friends, like academic subject), and negative (do not advise, do not like). Pre-profile training, the pilot implementation of which has already begun, helps to help 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 made it possible to identify individual typological features characteristic of students of a certain profile. These features include the interests and inclinations that students have for certain areas of knowledge, special abilities that allow them to successfully master major subjects.

Research by V.A. Krutetsky, N.S. Purysheva, I.M. Smirnova showed that students of mathematical classes are more characterized by abstract-logical thinking, an interest in systematization, identifying patterns, while students in the humanities have a developed visual-figurative thinking, emotions are more pronounced.

Students of natural science classes are characterized by the perception of the object as a whole, the flexibility of mental activity, the logical and sensory perception of the object. This can be identified, 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 the humanities classes, the outwardly attractive and interesting appearance of the object of study is important. So, in the laboratory work “Construction of a variation series and a variation curve”, it is advisable to offer students houseplants as an object of research. Then the choice of tasks is modified. In addition to the necessary measurements of the area of ​​leaves, the construction of a variation curve, a conclusion about the value of modification variability is expected.

In mathematical students in the classroom, perceiving the essence of the process, are easily abstracted from the object of research. In the considered laboratory work "Construction of a variation series and a variation curve", herbarium specimens of plants are used as an object of research. You can include such tasks: measurements, students' independent choice of the necessary mathematical methods, the construction of a variation series and its graphical display, as well as the identification of patterns associated with modification variability.

In natural science classes, the object of research may be of interest not only as an illustration of a particular phenomenon or pattern, but also in itself. Therefore, it is rational to give students the opportunity to prepare it themselves. The described laboratory work assumes the independent compilation of a herbarium or the selection of seeds (beans, peas, etc.).

So, we have come to the most significant problem - the content of specialized education. Curricula for specialized schools include several groups of subjects: basic, specialized, elective. Biology at the 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, this discipline is given 3 hours a week for two years of study. Elective courses studied at the choice of students can contribute both to an in-depth study of a profile subject and the maintenance of basic general education disciplines. The greatest number of questions is 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 ways to act with educational material and forms of organization of the educational process.

In classes of different profiles, the logical structure of the course should be different. So, students of mathematical classes have developed abstract thinking: they easily perceive the material in the form of logical schemes, tasks, models. Such sciences as cytology, genetics, breeding allow relying on existing knowledge, skills and abilities. In addition, the use of a strict deductive method of presentation, the application of methods mathematical modeling increase the credibility of science in the eyes of students.

In the 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 the formed skills and habits, frequently used methods of activity. All of the above allows you to gradually prepare students for the complication of 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 the biosphere). In other words, the study of biology begins with the elements of bioorganic chemistry and the basics of cytology.

Let's take another example. When studying the topic "Fundamentals of Genetics" it is necessary to actively use logical structures and schemas for classes of all profiles. The explanation of new material in the form of tasks facilitates the process of assimilation in mathematical and natural science classes, and this form of presentation of the material is possible for the entire material of the topic (the laws of G. Mendel and T. Morgan, the interaction of genes, the inheritance of sex-linked traits, etc.) .

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

In the humanities 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 is both a decoding of the meaning of terms, and an approach to solving problems by analogy with the perception of text on foreign language. Among other areas of knowledge that are essential for teaching natural sciences, we single out historical and, in particular, historical-scientific knowledge. This helps to increase students' interest in the subject by referring to unknown facts from the studied eras, 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.

Ways of studying new material and forms of organization of the educational process are very diverse. Many of them should be used in all classes, and some are most effective in classes of a certain profile. For example, in the humanities classes, it is possible to recommend the preparation of plans, theses, abstracts, messages, work with scientific and reference literature.

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

cand. ped. Sciences,
Art. scientific collaborator ITiIP RAO.

On the issue of creating program and methodological materials of a natural science profile 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 the order of the Government of the Russian Federation of December 29, 2001 No.

The goals of profile training are:

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

It is assumed that by the 10th grade, students should 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 the basic school. It consists of elective courses (their content expands knowledge of the subject), the work of teachers and psychologists, which contributes to the self-determination of the student of the basic level, and the work of the school administration to provide information about the profession market (days open doors, conversations with residents of the district, school graduates who have achieved certain results in any field of work).

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

- basic general education subjects, which are mandatory for all students in all profiles;
- profile general education subjects - subjects of an increased level (at least two), which determine the direction of each specific profile of education;
– elective courses – optional elective courses that are part of the profile of study at the senior level of the school.

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

To organize experimental sites of a natural science profile 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.

For this you need:

- develop a basic program school course"Biology" on the natural science profile;
- specify the basic program of the school course "Biology" in the natural sciences in connection with various areas (agrotechnological, biological and chemical, etc.);
– develop programs of elective courses for pre-profile and profile training of schoolchildren in the natural science profile, taking into account the specifics of the Moscow region;
- to conduct experimental preparation and testing of the developed programs;
- prepare guidelines and materials for the creation of educational and methodological kits for the school course "Biology" in the natural science profile, taking into account the specifics of the Moscow region.

The creation of experimental training grounds for various educational profiles will make it possible to obtain the data necessary for the selection of content and the choice of teaching and upbringing methods in specialized classes. An analysis of this material will allow general education schools in the Moscow Region to move in 2006 to effective work in the context of professional education.

Implementation of the idea of ​​specialized education can be carried out in various ways. At present, taking into account the actual situation, this idea can be most effectively implemented by introducing educational process elective courses. In this case, students learn basic course by profile and choose several elective courses from the school component of the curriculum (in total - at least 70 hours of study for 2 years of study).

At the moment, the teacher of a specialized school 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 of a natural science profile for secondary educational institutions Moscow Region, which includes a biology program for the natural science profile 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 the main specialized subjects (biology, chemistry, physics) at the profile level set by the standard. Such is the elective course "Regularities of Biological Processes", the author of which is Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy of Education, Professor D.I. Tritak. This elective course introduces high school students to the patterns of biological processes using thermodynamics as an example (that is, it is built on the basis of interdisciplinary connections between chemistry, physics and biology).

Other elective courses serve for intraprofile specialization of education and for building individual educational trajectories of 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 life", etc.

Thus, the staff of the department, together with teachers, is active work on the creation of an educational and methodological set of materials for the implementation of a program for specialized education for schools in the Moscow region. The created and published teaching materials are being successfully tested in schools in the Moscow region.

T.M. EFIMOVA,
cand. ped. Sciences,
Assoc. cafe methods of teaching biology, geography and ecology MGOPU

About using textbooks for specialized classes

The willingness and ability of young people to take personal responsibility for their own well-being and for the well-being of society is considered as one of the significant goals in the education modernization strategy. 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 transition of the school to a profile.

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

All this will allow developing the personality of the graduate, her social and creative activity.

How can the set goals be achieved? First of all, this is the variability of education, the strengthening of personal orientation, i.e., in the end, this is profiling at the senior level of the school.

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

In this regard, the requirements that the teacher must first of all make to the teaching materials when choosing it are (according to I.Ya. Lerner):

– system of knowledge about nature;
– experience of emotional and valuable attitude to the world;
- experience in the implementation of creative activities;
- experience in the implementation of methods of activity.

All these requirements, or at least the main ones, must be met by the teaching materials for the senior level of the 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 construction of textbooks, taking into account the peculiarities of specialized education. The presentation of the foundations of various biological sciences is embodied in a certain structuring of the textbook material: the main core of knowledge and two additional component- General education and profile. Such division educational material provides required level 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 humanitarian 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 others.

In the course, there are several levels of algorithmization associated with the new conceptual basis: From general to specific.

In the 10th grade, the levels are studied: biospheric, biogeocenotic, population-species. In the 11th grade: organismic, cellular, molecular. The principle of ecologization runs like a red thread through the entire course.

One of the activation parameters cognitive activity and its design is algorithmization, the logic of presentation. All the material of the topic is presented in interconnected blocks: educational guidelines, paragraphs, seminars, summing up. In addition, there are the following headings: "Check yourself", "Think", "Discuss the problem", "Express your opinion", "Exclude unnecessary", "Prove the correctness or fallacy of the statement", "Define the term", "Basic concepts". All this allows you to clearly plan the activities of students within the topic.

I would like to draw attention to such a block as "Summing up", which is available in all textbooks, ed. I.N. Ponomareva. It helps students not only to test their knowledge on the topic, but also, which is especially important in the humanities classes, to learn to express their opinion, to prove the correctness or fallacy of a statement, etc. This methodical part makes textbooks unique.

A special place in the course of general biology is occupied by seminars, which the authors of the program propose to hold in the humanities classes at the end of the study of the material of each chapter. Their subjects are diverse, but closely related to the specifics of the class. As practice has shown, these seminars can be held in all classes, because they help the teacher to solve the main tasks defined earlier.

We have developed a certain algorithm for preparing seminars, which includes the following steps:

– creation of a creative group for the preparation of the seminar;
– selection of problems and issues for discussion;
- the formation of microgroups for the study of the material;
– study of the problem;
- consulting with teachers;
- selection of material for submission to the seminar;
– registration of material on paper and electronic media;
- Preparing 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, decide on the need to improve any skills.

The meeting of the asset helps to finally determine the structure of the seminar, questions for discussion. Making a general presentation. 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, to organize a riddle competition for kids (after the seminar “The image of nature in folk art”), write a letter to future generations with a 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 in order to analyze the work done, and, as practice shows, the guys evaluate themselves quite critically.

Thus, UMK, ed. Ponomareva I.N. for grades 10–11, is one of the ways to solve many problems facing the teacher of a profile school. Skillful use of it will help high school students master many learning skills that will be useful to them in life.

O.V. Gorkov,
biology methodologist
city ​​methodical center,
Ryazan

On the issue of specialized education in high school

Profile education is becoming an increasingly effective method of preparing high school students to achieve a specific goal - admission to higher education. educational institution. There is a significant gap between requirements high school to the applicant and the possibilities of the general education school in the implementation of the educational standard have not yet been fully eliminated. The profile school seems to be the most integral 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 professional orientation of schoolchildren;
- organization of a holistic educational process that meets the parameters of the basic curriculum and solves specific problems of profiling;
– ensuring closer interaction between teaching staff of schools and teaching staff universities;
– conducting regional monitoring of specialties;
– improving the quality of the educational process.

There is already experience in approaching a number of problems. Various technologies and methods are used - this is the compilation of individual psychological and pedagogical maps of students throughout the entire period of study, and the creation of flexible classes, and participation in job fairs, and holding joint scientific and practical conferences and seminars for teachers and university professors. Received positive results testify to the effectiveness and prospects of creating specialized classes now, and in the near future we can expect a wide distribution of specialized schools.

D.V. COBBA,
cand. ist. Sciences,
head of NOU
"School classical education Ray"

Article " Features of teaching biology in specialized classes »

In the XX century. the dynamic development of biological knowledge made it possible to discover the molecular foundations of the living and to directly approach the solution of the greatest problem of science - the disclosure of the essence of life. Biology itself has changed radically, as has its place, its role in the system of sciences, and the relationship between biological science and practice. Biology is gradually becoming the leader of natural science. Without a broad knowledge of biological laws, not only the successful development of agriculture, health care, nature conservation, but also our entire society is impossible today. Socio-political transformations in the country in last years, created the conditions for a multilateral process of broad changes in the field of education. Biology is a key subject of today's school; it is important as a subject that contributes to the formation and enrichment of the human spiritual world. The solution of the problems of modernizing the modern general education school is facilitated by the differentiation of education, which implies the deepening of knowledge in a certain field of knowledge, which is of the greatest interest to schoolchildren, with which they associate their further professional specialization.

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

To build the initial structure of profile education in the senior classes, three components are proposed in the content of the education of high school students:

Basic (invariant, general education) component: courses studied at the general education, basic level; in terms of their content and system of requirements for graduates, they meet basic (general educational) standards;

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

Elective component (optional component): a number of elective courses; in terms of their content, these courses should go beyond the core and basic standards. The school can use an elective component for specialization within the profile: for example, specializations can line up: Medicine, Industrial Technology, Agricultural Technology, Psychology, Guide-Translator, Military, Design, etc.

The course of biology is an important link in the system of natural science education. The complex general educational tasks of profiling at the senior level cannot be successfully solved if students are not prepared for the study of a systematic course of biology from the first years of studying biology at school, if they are not oriented towards making observations in nature, getting to know the diversity of plant and animal species, and cognition of your body.

As part of pre-profile training, it is necessary from the very first biology lessons in grade 5 to introduce into the lesson structure not only test material, laboratory work, tasks for comparison, generalization, work with educational text and drawings, but also tasks of an applied nature. At the lessons I use multimedia teaching aids, I include a lot of visual drawings, animations, videos in presentations, I use computer forms of control. In my work from the 5th to the 11th grade I am helped by the teaching staff of the line of I.N. Ponomareva.

You can actually profile students from lesson to lesson. It is important to use in teachingsystem - activity approach, thanks to which students develop skills: to describe, recognize, define, classify, explain, compare, analyze biological objects and phenomena. For example, when studying cells in grade 6, we teach children to recognize plant cells, their diversity and structure. In the 7th grade, we consolidate knowledge about the cell and learn to compare the animal and plant cells, in the upper grades we analyze the relationship between the structure and functions of cell organelles and consider the cell as an integral system. During the years of study, schoolchildren form the main competencies: information, educational and cognitive, general cultural, communicative, systems thinking, understanding of the fundamental theories and laws of biology is formed.

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

Within the framework of the topic “Man as an inhabitant of the biosphere” in the 9th grade at the reflection lesson: “Assessment of the quality drinking water"At the stage of localization of individual difficulties, the question arose: "What are the sanitary and hygienic standards for the quality of drinking water", during the construction of the project, the problem caused difficulties, during the generalization of which the guys asked: "Is it possible to determine the quality of drinking water in the water tap of our school?". So the subject project turned into a supra-subject integrated research project “The water we drink”, it is important that students independently discover and formulate educational problem, set a goal learning activities, chose the topic of the project, put forward versions of the solution to the problem, independently found means to achieve the goal, made a plan for solving the problem in the group (completed the project), defended the project and presented the results to the public.

The core biological education should be based on a special course in biology, built on the basis of the principles of systematic nurturing and developmental education, continuity, wide differentiation with the minimum required educational standards. The content of the course should reflect the system of concepts of biology, its place in culture, and the structure should correspond to the patterns of development of the cognitive abilities of schoolchildren. Depending on the direction chosen by schoolchildren, they can receive a biological education of different levels - basic or advanced.

When switching to specialized education, the teacher is faced with the need to choose an educational and methodological kit (TMK), which, to one degree or another, would help solve the problems of the content, methods and technologies of education. The transition should be logical, so from the 5th grade I have been working along the line of I.N. Ponomareva, they help me teaching aids in all classes.In textbooks for grades 10-11 "General Biology" ed. I.N. Ponomareva reflects the current level of scientific biological knowledge. It also corresponds to a fundamentally new construction of textbooks, taking into account the peculiarities of specialized education. The presentation of the foundations of various biological sciences is embodied in a certain structuring of the textbook material: the main core of knowledge and two additional components - general education and profile. This division of 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 humanitarian and general education profiles. In the table of contents, they are highlighted in different colors, which makes it easy to navigate. Every educational module can be used alone or, at the discretion of the teacher, complementing others. During the transition to the 2nd generation standards, textbooks for grades 10-11 of the basic and profile levels are offered.

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

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

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

To awaken in children the desire to study biology in specialized classes at the middle level, I use subject game modeling.In the course of studying the topic “Natural Community”, children are given cards with the names of plants, herbivorous and carnivorous animals, bacteria, fungi, and the task is given: holding hands, make a food chain. Thus, students remember that "food chains" begin with plants - this is 1 link. The second link in the chain is herbivorous animals. The third link is insectivorous or predatory animals and the chains end with destructive organisms. organic matter. Students analyze what will happen to the chain if a single link is excluded from it.

The method of independent biological research is the creation of an information model of the school yard. Which for the fifth year now has been embodied in reality on our school site thanks to the social project “School is my second home”. Our project is the result of joint activities of children and adults, proof of the ability of children to offer ideas and solutions to important social and environmental issues, albeit not global ones.

ABOUTpossession of skills to independently find, analyze and use biological information; to substantiate and comply with measures for the prevention of diseases and HIV infection, the rules of behavior in nature and ensuring the safety of one's own life in natural and man-made emergencies; characterize modern scientific discoveries in the field of biology, use biological terminology and symbols; establish a connection between the development of biology and the socio-economic and environmental problems of mankind; assess the consequences of their activities in relation to their own health and the environment (project "Gifts of small rivers of the Uspensky district").

Raising confidence in the cognizability of wildlife, the complexity and inherent value of life as the basis of universal human moral values ​​and rational environmental management (the study of organisms listed in the Red Book).

Acquisition of competence in maintaining one's own health (compliance with disease prevention measures, ensuring life safety in emergency situations of a natural and man-made nature), in rational environmental management (observance of the rules of behavior in nature, maintaining balance in ecosystems, protecting species, ecosystems, biosphere) and based on the use biological knowledge and skills in everyday life.

As part of the pre-profile training of students, it is important to conduct elective courses in the 9th grade. Courses "Reserves Russian Federation» "Hematology" "The World of Plants" provides a transition to specialized education in grades 10-11 within the natural science profile of the school.

To strengthen the ecological orientation of education, along with the invariant part - the course of general biology - the content of education at the senior level may include elective courses on ecology and the biosphere. In the case of strengthening the biomedical orientation of education, along with the course of general biology, it is advisable to conduct courses “Health and environment”, “Fundamentals of Cytology and Hygiene”. The agricultural orientation of the chemical and biological profile will be given by courses in plant physiology with the basics of crop production, animal physiology, genetics and breeding.

Extracurricular work in biology is the most mobile form of teaching and educating students, the content and methodology of which is determined by the teacher depending on his experience and capabilities, and the interest of students. This work can be group or individual. At the same time, the nature of value judgments noticeably changes among schoolchildren, habits are developed to follow environmental standards in personal actions and behavior, and there is a need to adhere to a healthy lifestyle.

Research activities of my students is based on projects of a social orientation, they aim at a deep study of the problem, suggest the presence of the main stages characteristic of scientific research:designation of research objectives, hypotheses, formulation of conclusions. We are studying ecological situation our Small Motherland, the quality of the Kuban goods.

The results of the design and research activities are presented to the public (primarily to students of our school) in the form of oral journals. The Earth Asks for Help magazine consists of 3 pages: the first is Air, the second is Water, the third is Biosphere, and each is the result of research in nature.

In conclusion, I would like to note that the reasonable use of the capabilities of all components of the basic curriculum of the school creates the best, and most importantly, realistic opportunity to achieve the goals of modernizing the biological education of the younger generation of our Motherland.