– 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 a system of laboratory work, excursions into nature, familiarity with local ecosystems, main industries, practical work of students at the training and experimental site, and self-observation. Along with traditional forms and methods of teaching, modeling of scientific research situations, educational and business games should be used.

Presented by: Voronina Yu.V., Art. Lecturer at the Department of Natural Sciences
Date: 02/03/2003

In the 20th century The dynamic development of biological knowledge made it possible to discover the molecular foundations of living things and directly approach the solution of the greatest problem of science - revealing the essence of life. Biology itself, its place, role in the system of sciences, and the relationship between biological science and practice have changed radically. Biology is gradually becoming the leader of natural science. Without a broad knowledge of biological laws, it is impossible today not only for the successful development of agriculture, healthcare, nature conservation, but also for our entire society. Social and 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 in today's schools; it is important as a subject that contributes to the formation and enrichment of a person's spiritual world. The solution to the problems of modernization of a modern comprehensive school is facilitated by the differentiation of education, which involves deepening knowledge in a certain field of knowledge, which arouses the greatest interest among schoolchildren, with which they associate their further professional specialization.

The main state document dedicated to the development of education in Russia - the Concept of Education Modernization approved by the Government of the Russian Federation (Government Order No. 1756-r dated December 29, 2001) - speaks of the need to develop and implement a “system of specialized training (profile training) in senior grades of secondary schools , focused on the individualization of training and socialization of students, including taking into account the real needs of the labor market.” The position “introduction of specialized training at the senior level of secondary school” is assigned by the Concept to the first stage and to the priority modernization measures, that is, to the period 2001-03 ..

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

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

- profile component : a number of elective courses studied at an in-depth level (this set determines the profile of training);

- elective component (optional component) : a number of elective courses; the content of 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 be built: Medicine, Industrial technologies, Agricultural technologies, Psychology, Guide-interpreter, Military affairs, Design, etc. (In fact, combinations of profiles and specializations can define individual educational trajectories).

The connection between the planned major and the goal of introducing a state standard of general education is significant. The corresponding entry is “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 bill “On the State Standard of General Education” (introduced to the State Duma of the Russian Federation in the summer of 2001).

The biology course is an important link in the system of natural science education. Complex general educational problems of profiling at the senior level can be successfully solved if students are not prepared for studying a systematic biology course from the first years of school, and are not oriented towards conducting observations in nature, getting acquainted with the diversity of plant and animal species, and understanding their body.

The goal of specialized biology education in high school is to prepare a biologically and environmentally literate, free individual who understands the meaning of life as the highest value, builds their relationship with nature on the basis of respect for life, man, and the environment - terrestrial and cosmic; has evolutionary and ecological styles of thinking, ecological culture; the ability to navigate the biological and borderline areas of the world picture; has 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. .

The basis of specialized biological education should be a fundamentally new biology course, built on the principles of systematic educational and developmental nature of education, continuity, broad 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 cognitive abilities of schoolchildren. Depending on the direction chosen by schoolchildren, they can receive a biological education at different levels - basic or advanced. Let us dwell in more detail on the content of biological education in specialized chemical and biological classes.

Studying biology at the specialized level in high school is aimed at achieving the following goals:

· development biological knowledge systems: 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;

· familiarization with methods of understanding nature: research methods of biological sciences (cytology, genetics, selection, biotechnology, ecology); methods of independently conducting biological research (observations, measurements, experiments, modeling) and competent presentation 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 symbolism; establish a connection between the development of biology and the socio-economic and environmental problems of humanity; assess the consequences of their activities in relation to the environment and their own health; justify and comply with measures to prevent diseases and HIV infection, rules of behavior in nature and ensuring the safety of one’s own life in emergencies of a natural and man-made nature; 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, and the methodology of biological research; conducting experimental research, solving biological problems, modeling biological objects and processes;

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

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

To strengthen the environmental orientation of education, along with a syn-variant part - a course in general biology - the content of education may include elective courses on ecology and the biosphere. In the case of strengthening the medico-biological orientation of training, along with the course of general biology, it is advisable to conduct courses “Health and the Environment”, “Fundamentals of Cytology and Hygiene”. Courses on plant physiology with the basics of plant growing, animal physiology, genetics and selection will give an agricultural focus to the chemical-biological profile.

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

Therefore, wise use capabilities of all core curriculum components school 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 / Outside categories / Twilight of enlightenment www.russ.ru/ist_sovr/sumerki/20020924_mg.html

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

4. Pinsky A. On the concept of 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. Concept of modernization of education (Government Order No. 1756-r dated December 29, 2001)

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

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 methods of activity 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 (physico-mathematical), natural science, humanities, etc. The Federal component of the state standard of general education lists the following profiles: physico-mathematical, physico-chemical, chemical-biological, biological -geographical, socio-economic, social-humanitarian, philological, information technology, agro-technological, artistic and 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 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 an object as a whole, flexibility of 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, independent choice by students of the 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 taken at students' discretion 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, problems, and models. Sciences such as cytology, genetics, and selection allow you to rely on existing knowledge, skills and abilities. In addition, the use of a strict deductive method of presentation 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 of evolutionary teaching.” 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 the assimilation of the general principles of the 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 deciphering 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 turning 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.

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 of various subjects, 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 methodological recommendations 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 in 2006 to effective work in the conditions of specialized education.

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 educational institutions in the 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 activities;
– 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 reflects the current level of 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 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 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, summing up. 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 the 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 made. 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 fully 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"

• Golubeva Elena Alexandrovna, student
• Vologda State University

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

Profile training in senior grades of secondary schools is one of the areas of modernization of the education system. This article makes an attempt to consider the features of effective organization of specialized biology education.

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

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 secondary schools. Today, the features of profiling in school are associated with all sorts of ways of its implementation.

The key regulatory document on this issue, “The Concept of Specialized Education,” notes that specialized 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 general education school with in-depth study of individual subjects No. 8 in Vologda, specialized training begins in the 8th grade; this became possible due to the hours of the educational component of the general education institution. In the curriculum of specialized classes, disciplines are divided into subjects at basic and specialized levels. When studying subjects that meet the basic standard of an academic subject, ideas about vocational education and the professional field are formed, and an understanding of the connection between the discipline and the future profession. The profile level prepares you for professional activities and also allows you to gain practical experience.

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

The meaning of specialized biology education is the formation of a free personality, biologically and environmentally literate, who understands the meaning of life as the highest value, who knows how to build their relationships with nature on the basis of respect for life, people, and the environment.

The structure and content of the biology course corresponds to the laws of development of students' cognitive abilities, 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 specialized level, students are included in project activities: informational, creative, research, and practical-oriented. 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. Some of the general educational problems of senior level majors can be solved if, from the first biology lessons, students are trained in the system to conduct observations in nature, familiarize schoolchildren with the diversity of flora and fauna, and teach them to understand their body. It is necessary to include tasks of various types into the structure of the lesson: solving test tasks and calculation problems, performing laboratory and practical work, compiling summary tables, working with text and pictures, as well as solving applied problems. The skills to describe, recognize, define, classify, explain, compare, analyze biological objects and phenomena are developed using a system-activity approach in teaching biology. As a result of training, schoolchildren develop basic competencies: educational and cognitive, research, general cultural, communicative; systems thinking and perception of fundamental theories and laws of biology develop.

A feature of the teacher’s methodological work in specialized classes is: 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 develops cognitive activity and cognitive independence of students. In this case, it is appropriate to use an integrated approach in the application of specialized training methods: differentiated training, taking into account the individual characteristics of students, modular training, and the project method. Modern teaching technologies are used in specialized classes: training on 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 of students prevails over the teacher’s monologue. One of the modern approaches to learning is the activity-based approach, which is focused on the acquisition of knowledge and the ability to use it in practice.

The appropriate use of resources from all components of the school's basic curriculum creates the optimal opportunity to achieve the goals of modernizing biological education.

As a result, on the basis of specialized training, a certain technology for organizing the educational process was formed: 1) pre-profile preparation of students; 2) a range of career guidance services; 3) survey of students; 4) analysis of the results of the student survey; 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) pre-profile training 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 classes of specialized training; 11) control over the quality of training; 12) assessment of the quality of students’ knowledge in basic and specialized level subjects; 13) attracting students to participate in creative activities and research projects; 14) participation in the Olympiad movement at school, municipal and regional levels.

This organization of specialized training makes it possible for the teacher to thoroughly prepare the student for continuing education. Graduates of the school enter higher educational institutions in 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 in any specific profile. The effectiveness, functionality and individuality of education at school is the main idea of ​​updating the senior level of general education. Studying in a specialized school helps schoolchildren realize their individual aptitudes for education.

Bibliography

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