The doctrine of wildlife is part of human culture. The role of biology is significant in shaping the worldview, in man's awareness of his role in the world around him. The study of biology forms the scientific thinking of each person and helps in understanding the world around us. The development of biology is conditioned both by the interests of practice and by the needs of the whole society (problems of medicine, tasks of agricultural reproduction, etc.).

Biology of the 20th century characterized by certain tendencies and knowledge of the phenomena of life - this is, firstly, the study of living objects on various levels organizations: molecular, cellular, organismal and population; secondly, the desire to study wildlife in general, at all levels - her. organization (evolution, systematics). The doctrine of V. I. Vernadsky about the connections of living organisms with inanimate nature (the doctrine of the biosphere) shows the scale of human activity and. warns of the danger of a thoughtless attitude to nature (the biosphere).

The subject of biology research is the diversity of living and extinct organisms, their origin, evolution, distribution, structure, functioning and individual development, communication with each other and with the inanimate nature surrounding them. Biology considers the general and particular patterns inherent in life in all its manifestations and properties (metabolism, reproduction, heredity, variability, adaptability, growth, development, irritability, mobility, etc.).

Biology is subdivided into a number of independent sciences and directions depending on the objects studied, the levels of organization of the living, research methods, and the practical use of biological knowledge.

The biology of systematic groups is engaged in: virology - the science of viruses, microbiology, mycology - the science of fungi, botany - the science of plants, zoology - the science of animals, anthropology - the science of man. Each of these disciplines is divided into a number of narrower areas depending on the object of research. For example, in zoology there are such sciences as entomology - the science of insects, ichthyology - about fish, theriology - about mammals, ornithology - about birds, myrmecology - about ants, lepidopterology - about butterflies, protistology - the science of protozoa, etc. In botany stand out: algology - the science of algae, bryology - about mosses, dendrology - about woody plants, etc. In addition, in zoology and botany, sciences that study individual parties life of animals and plants: structure (morphology, anatomy, histology, etc.), development (embryology, evolution, etc.), vital activity (physiology and biochemistry of animals and plants), distribution (zoogeography and phytogeography), classification into groups (systematics of plants and animals), etc. - a science that studies microorganisms,

The article presents an overview of studies that address the vital problems of high school students. The results of an experimental study conducted by the authors to identify the vital problems of high school students are reflected. The task of psychological support of high school students in the formation of the ability to make vital decisions is set. The author's definitions of the following concepts are given: vital problems, making vital decisions, vital important decisions. The ability to make decisions is considered as a complex skill, which is a complex of intellectual and volitional actions mastered by the subject, causing successful resolution emerging problems and the most satisfying result for the subject. The structure of the ability to make vital decisions is presented, including the following particular skills: to recognize (identify) a problem situation, categorize a problem situation, formulate a request, put forward alternatives, analyze alternatives and choose the most acceptable one. The indicators of the effectiveness of decisions made are proposed. The possibility of forming these skills in high school students during an elective training course is declared.

vital issues

vital decisions

making decisions

decision making

problem situation

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3. Global problems: Philosophy: Encyclopedic Dictionary / Ed. A. A. Ivina. - M.: Gardariki, 2004. - 1072 p.

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8. Meshcheryakova I. A. Studying the life problems of high school students - methodology and research results [Electronic resource]. - Access mode: http://www.fpo.ru/staff/index/1/55.html (accessed 03/30/2012).

9. Mukhina V. S. Developmental psychology: phenomenology of development, childhood, adolescence: Textbook for students. universities. - M .: Publishing Center "Academy", 1999. - 456 p.

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The improvement of the education system is increasingly associated with the purposeful development of students' vital skills, competencies, qualities and personality traits that allow them to actively engage in a constantly changing reality, be ready to independently solve emerging problems and develop themselves in the direction that will ensure the greatest success and self-realization. One of these skills is the ability to independently solve vital problems, the formation of which can be ensured within the framework of the psychological service. educational institution, including - in the process of teaching psychological disciplines. In this regard, we will consider what vital problems are, what features they are characterized by and what are the possible ways to resolve them.

The phrase " vital issues» is quite common in a wide variety of studies and in a wide variety of contexts. First of all, it is presented in the context of the concept of "global problems", which is defined as "a set of vital problems affecting humanity as a whole and insoluble within individual states and even geographical regions"; "a set of vital problems of mankind, the solution of which depends on the future social progress in modern era".

In psychology, one of the first to talk about the vital problems of man was A. Adler. In his book The Science of Living, he called three vital issues faced by a young person in adolescence: the question of life in society, the question of activity and the question of love and marriage. Adler notes that solving one of these problems helps to get closer to solving others. They represent different aspects of the same situation and the same problem - the need for living beings to survive and continue to live in the environment that they have. Solving these problems, each person inevitably shows his deepest sense of the essence of life.

A. Maslow in the book “Motivation and Personality”, describing the state of science, wrote: “The inevitable desire of science for elegance, completeness and technicality of argumentation often leads to the fact that vital problems, problems of great significance remain out of sight, and creativity - unclaimed".

The fact that “vital problems arise before a person throughout her life,” writes E. Zeer, referring to them “the ability to find personal meaning in professional work, independently design, create one’s professional life, make responsible decisions about choosing a profession , specialties and places of work.

In our work, attention is paid to the vital problems of high school students, which, on the one hand, are due to significant changes in their self-awareness and a new understanding of themselves and other people, and on the other hand, the upcoming transition to an independent life, the nature of which will largely depend on the quality of their decisions.

Various studies present classifications of problems experienced by high school students. In particular, V. S. Mukhina notes that if younger children deal mainly with the present, with what exists "here and now", then the adolescent's ideas extend to the sphere of a possible future. The teenager gradually begins to take on the position of an adult. The object of his most important reflections is the future possibilities associated with him personally: the choice of a profession, orientation towards marriage, the desire to be able to interact with social groups that are much less concrete and definite than family or friends, such as state, country, city, professional and others. groups, religious associations, etc.

The life problems of young men of various ethnic groups are studied by T. V. Ponaryadova, according to which life problems are associated with various aspects of a person’s mental organization. On the emotional level these are problems that arise when there is a negative attitude towards significant phenomena. On the volitional level these are problems associated with the definition of ways, methods, means, as well as with the motives for achieving goals. At the cognitive level - problems associated with the cognition and comprehension of phenomena. On the psychosocial level- problems as a result of a mismatch between the requirements imposed by society and the needs of the individual, when the requirements are not accepted by the individual for various reasons.

N. N. Zagryadskaya names the following existential problems of high school students: problems of life and death, freedom and responsibility, choice, loneliness and love, the meaning of life, opportunities for self-improvement, ways of self-realization. She also notes that the readiness to independently solve existential problems (making life choices, realizing the possibilities of self-realization, accepting responsibility, positive attitude towards internal and outside worlds etc.) affects the ability to maintain mental health and integrity of a person. At the same time, one of the important formations in the semantic sphere of the personality for the actualization of internal reserves in difficult life situations in the process of self-determination should be the formation of the position of the subject own life when a person acts as an organizer of life and can influence its course. It is noted that the way of resolving the contradictions of life characterizes the psychological and social maturity of a person.

N. N. Tolstykh distinguishes between the problems of students in grades 10 and 11. For students of grade 10, the following are characteristic: the problem of socio-psychological adaptation to a new team (how to secure a high status in a new class?); installation on the extension of the moratorium of childhood (how interesting / carefree to spend free time without overburdening yourself with studies). For 11th grade students, the following problems are typical: choosing a future profession and building further educational plans(where to go to study?, who to become?); the problem of passing the final exams (USE); preparation and delivery entrance exams(how to prepare: on your own, on preparatory courses or with a tutor?, how to pass?).

L. Cole and J. Hall identified the following problems that youth should solve: 1) general emotional maturity; 2) the awakening of heterosexual interest; 3) general social maturity; 4) emancipation from the parental home; 5) intellectual maturity; 6) choice of profession; 7) skills of dealing with free time; 8) building a psychology of life based on behavior based on conscience and consciousness of duty; 9) identification of "I" (perception of "I"). Achieving adulthood is the ultimate goal of youth.

In the course of a comparative study conducted by I. A. Meshcheryakova, it was found that highest value for eighth graders they have problems related to the future (profession, family, etc.), and for the eleventh grade - experiences related to relations with parents, about their abilities and their spiritual self. In second place for eighth graders are problems of building their Self-concepts or ego-identities, and eleventh graders have relationships with teachers. And only the third place in both groups belongs to educational problems.

One of the most systematized classifications of problems of adolescence is offered by L. A. Regush, pointing to the following problems of mental development inherent in this age: professional self-determination; management, regulation of emotions and feelings (cannot cope with feelings, passion, expression of emotions); identity and mixing of roles (sex role, ethnic, etc.); mastering new social roles; relationships in the family (crisis of authority); loneliness; change of world view; experimentation and risk.

We also carried out pilot study during which students were asked the following questions:

1. What life problems do you have to solve at the present time?
2. Are you satisfied with the decisions made and their results?

In total, 103 people took part in the study - students of grades 10-11 of school No. 30 in Sterlitamak. Of these, 43 boys and 63 girls. The answers received in free form were subjected to content analysis. As a result, all answers were combined into several groups, for each of which the corresponding percentage was calculated in relation to the total number of respondents. Since the questionnaires, as a rule, had several answers, then total number percent exceeds 100%. The results of the analysis of the answers to the question are presented in Table 1.

Table 1

The results of answers to the question: “What life problems are you currently solving?”

As follows from the results presented in Table 2, the most frequently mentioned problem in the answers of high school students is where to go to study after graduation (65.5% of boys and 74.6% of girls). A large part of the responses concerned problems successful delivery USE (34.9% of boys and 48.27% of girls), choice of profession (34.9% of boys and 46.2% of girls), successful completion of school (31.5% of boys and 34.4% of girls). Relationships with parents (3.44% of boys and 17.9% of girls), friends (3.44% of boys and 11.97% of girls), persons of the opposite sex (6.89% of boys and 14.92% of women) stand out as significant problems. % girls). Note that girls are more concerned about these problems than boys. It is noteworthy that the following problems were also highlighted in the answers of high school students: how to earn a lot of money (13.79% of boys and 2.98% of girls), how not to fall under the influence of a bad company (3.44% of boys and 6.88% of girls), what to do in your free time (13.79% and 2.98% of girls). A number of answers noted problems that concern only girls (how to get married successfully, will there be children, how to keep a husband from cheating, how to give birth to healthy, beautiful children, how many children you need to have in a family, how to make your family happy, will there be love, how to find your love) or just young men (how to overcome laziness, how to achieve the goal of your life, how to get to know a girl, how to cheer up, how to go abroad for life, how to succeed in your chosen activity, the health of the young men themselves and their parents ).

The results of the answer to the second question: “Are you satisfied with your earlier decisions and their results?” are presented in Table 2.

table 2

The results of answering the question: “Are you satisfied with your earlier decisions and their results?”

As follows from the table. 2 results, only 33.3% of boys and 44% of girls are satisfied with their decisions, while a significant part of boys (66.7%) and girls (56%) are not satisfied with their decisions to varying degrees, which means they need help with solving problems that arise in their lives.

As you can see, the vital problems of high school students are characterized by a significant variety. At the same time, in resolving their problems, high school students are not always satisfied with their decisions; it is also known that many of them do not have the opportunity and desire to seek help from others, they strive to make vital decisions on their own. At the same time, high school students do not have enough life experience in order to make a decision that has been proven in practice, they have a limited set of techniques and methods for making decisions and, as a result, they cannot justify their choice, and either become dependent on the opinions of others (most often peers), or make insufficiently considered impulsive decisions.

In this regard, the psychological support of high school students in the formation of the ability to make vital decisions becomes relevant. The implementation of this support involves understanding the essence of phenomena: vital problems, making vital decisions, etc. Let's imagine them in our understanding.

vital issues- the subject's conscious experience of the need to resolve difficulties and contradictions that arise in a real life situation, which have significant consequences for him, significantly affecting his future life.

Making vital decisions- an intellectual-volitional process of choosing one or more options for action aimed at resolving a vital problem.

Vital Decisions- the result of choosing a specific course of action in a situation of experiencing a vital problem.

Skilldecision making(including vital ones) is a complex skill, which is a complex of intellectual-volitional actions mastered by the subject, which determine the successful resolution of emerging problems and the most satisfying result for the subject.

The structure of decision-making skills includes the following particular skills:

• the ability to recognize (identify) a problem situation is the understanding by the subject of the contradiction that has arisen and the need to resolve it;
• the ability to categorize a problem situation - the ability of a subject to attribute a problem situation (problem) to a certain class of similar and already known ones;
• the ability to formulate a request - the ability of the subject to raise, based on the analysis of the problem situation, a question that needs to be resolved;
• the ability to put forward alternatives - the ability to generate various options for action, ways of behaving in the current situation;
• the ability to analyze alternatives and choose the most appropriate - the ability to compare available alternatives based on certain criteria, predict the consequences of choosing each of them and choose the most optimal one that ensures successful resolution of the problem.

The following can serve as indicators of the effectiveness of the decisions made: the compliance of the decision with moral values, rules and laws adopted in society; justification (recoverability) of costs / losses (intellectual, moral, physical, material, temporary) for the implementation of the decision; environmental friendliness - compliance of the consequences of the decision with the expected results.

Each of the above skills can be formed in the course of special exercises and tasks, the implementation of which was carried out by us during the elective course for high school students.

Reviewers:

• Madjuga Anatoly Gennadievich, Doctor of Pedagogical Sciences, Associate Professor, Head of the Department of Psychology, Sterlitamak State Pedagogical Academy named after I.I. Zainab Biisheva, Sterlitamak.
• Verbitsky Andrey Alexandrovich, Doctor of Pedagogical Sciences, Candidate of Psychological Sciences, Professor, Head of the Department of Social and Pedagogical Psychology, Moscow State University humanitarian university named after M.A. Sholokhov, Moscow.

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The doctrine of wildlife is part of human culture. The role of biology is significant in shaping the worldview, in man's awareness of his role in the world around him. The study of biology forms the scientific thinking of each person and helps in understanding the world around us. The development of biology is conditioned both by the interests of practice and the needs of the whole society (problems of medicine, tasks of agricultural reproduction, etc.).
Biology of the 20th century characterized by certain tendencies and knowledge of the phenomena of life - this is, firstly, the study of living objects at various levels of organization: molecular, cellular, organismal and population; secondly, the desire to study wildlife in general, at all levels - her. organization (evolution, systematics). The doctrine of V.I. Vernadsky about the connections of living organisms with inanimate nature (the doctrine of the biosphere) shows the scale of human activity and. warns of the danger of a thoughtless attitude to nature (biosphere).

The subject of biology research is the diversity of living and extinct organisms, their origin, evolution, distribution, structure, functioning and individual development, relationships with each other and with the inanimate nature surrounding them. Biology considers the general and particular patterns inherent in life in all its manifestations and properties (metabolism, reproduction, heredity, variability, adaptability, growth, development, irritability, mobility, etc.).

Biology is subdivided into a number of independent sciences and directions depending on the objects studied, the levels of organization of the living, research methods, and the practical use of biological knowledge.

The biology of systematic groups is engaged in: virology - the science of viruses, microbiology, mycology - the science of fungi, botany - the science of plants, zoology - the science of animals, anthropology - the science of man. Each of these disciplines is divided into a number of narrower areas depending on the object of research. For example, in zoology, such sciences as entomology are distinguished - the science of insects, ichthyology - about fish, theriology - about mammals, ornithology - about birds, myrmecology - about ants, lepidopterology - about butterflies, protistology - the science of protozoa, etc. In botany stand out: algology - the science of algae, bryology - about mosses, dendrology - about woody plants, etc. In addition, sciences that study certain aspects of animal and plant life are distinguished in zoology and botany: structure (morphology, anatomy, histology, etc.) , development (embryology, evolution, etc.), vital activity (physiology and biochemistry of animals and plants), distribution (zoogeography and phytogeography), classification into groups (taxonomy of plants and animals), etc. - a science that studies microorganisms,

Three vital issues

Let's see what happens to this boy, who has errors in the prototype, when he approaches his maturity, say, seventeen or eighteen years old. Before him is the whole life, in which it is not so easy to navigate, because he knows nothing about it. But as he enters into life, he will inevitably encounter what we call "the three main questions": the question of life in society, the question of activity, and the question of love and marriage. They arise as questions of our relationship with others, but inextricably linked to our very existence. The question of life in society includes our behavior towards other people, our attitude towards humanity and its future.

The preservation and salvation of man depends on the answer to it, for human life so limited that we can walk on it only by sticking together.

With regard to the type of activity, we can think about this issue using the example we have just considered. It is safe to say that, guided in the choice of occupation by one goal alone - to achieve superiority over others - this young man will encounter great difficulties. It is difficult to find a place of work where one would not have to obey or cooperate. And since this boy only cares about his own good, he will never feel good in a subordinate position. Moreover, such a person may not be a very reliable partner in business, since it will not be easy for him to subordinate personal interest to the interests of the company.

In general, it can be said that success in activity depends entirely on social adaptation. The ability to understand the needs of partners and the needs of customers, to see through their eyes, to hear with their ears and to feel what they feel, is a huge advantage in business. People who have this ability grow quickly, but our boy, as we found, does not have it: he is always concerned only with his own interests and is able to succeed only in those connected with them. So in his activities he will often fail.

In addition, it can be found that in most cases such people never complete their undertakings or are late in choosing occupations.

It happens that at the age of thirty they still do not know what they intend to do in life. They often change the profile of training and place of work, which is a sign of inability to adapt.

Sometimes you can meet a young man of seventeen or eighteen years old, full of strength and aspirations, but not knowing what to do. It is very important to try to understand such a person and give him advice regarding his future occupation.

It is quite possible to interest him in something and train him accordingly.

On the other hand, the fact that at this age a young man still does not know what he wants to do in later life should inspire concern.

Quite often, he is only a confirmation that the young man is not very eager to do anything at all. And it is necessary to make efforts both at home and at school to interest future profession a boy of this type until he reaches adolescence. At school, this can be done by offering an essay on the topic "Who do I want to be in later life." Reflecting on the topic of the essay, children will definitely encounter problems that it is time to start thinking about at a young age, without waiting for the moment when they will be seriously posed by life.

The last question that will surely confront our young man is the question of love and marriage. Since people are divided into two sexes, this question is important. Gender differences force us to learn how to behave towards the opposite sex. We will discuss the problem of love and marriage in the next chapter: now it is necessary to emphasize its connection with the problem of social adaptation. The same lack of social interest responsible for social and business maladjustment also affects the ability to interact with the opposite sex. It is clear that the self-centered, self-centered person lacks the preparation necessary for "menage a deux." And it is quite possible that one of the main purposes of the sexual instinct is to lure a person out of his closed shell and prepare him for life in society. However, it can perform this function accordingly in a person who is able to forget his own "I" and become part of something larger - which must be educated with the help of psychology.

So, with regard to the boy whose case we studied, we can come to the following conclusions. We observed that the encounter with the three vital problems caused him confusion and fear of failure. We have also seen that in striving for the goal of excellence, he strove to avoid complexity for as long as possible. real life. What will he do? He will not fit into social life, as he is antagonistic to others, suspicious and withdrawn.

Since he does not care about the opinions of others and how he looks in their eyes, he will not pay attention to his own. appearance and often will go about dirty and unkempt - manifestations characteristic of an unhealthy person. It will cause rejection of the language, which for us is a social necessity. He may not speak at all, a trait often seen in schizophrenia.

Having fenced himself off from all the questions of life, this person moves along the path leading directly to the hospital for the mentally ill. His goal of superiority contributed to hermetic isolation from others and this transformed his sexual drives so that in that sense he is also no longer a normal person. We can find in him the belief that he is the Emperor of China or Jesus Christ, which is a way of realizing the goal of supremacy.