Successes of modern natural science. Problems of school science education Quality assurance system for science education
science education
aims to train specialists in the field of natural sciences - biology, geology, geography, physics, astronomy, chemistry, mathematics, etc.
The explanation of natural phenomena, knowledge of its basic laws contribute to the most rational use of these laws in the interests of the development of modern society, as well as the formation of a materialistic worldview. Distinguish the general and special E. about. Systematic study and knowledge of the foundations of the natural sciences and some of the most general laws of nature are carried out in a secondary general education school starting from the elementary grades (studying the basics of biology, chemistry, physics, mathematics, astronomy, geography gives schoolchildren a general idea of the various forms of motion of matter, the laws of the development of nature and etc.). General E. o. are received by students of vocational and secondary specialized educational institutions, university students, regardless of the chosen specialty.
Special E. o. (training of specialists in the field of natural sciences for a number of branches of the national economy, science and education) is carried out at universities, pedagogical, agricultural, medical, geological exploration, as well as in some technological and technical higher and secondary specialized educational institutions. The main educational and scientific centers of E. o. are universities.
During the period of the rapid development of the scientific and technological revolution, when science is increasingly becoming the direct productive force of society, E. o. acquires special significance. The scientific and technological revolution is accompanied by the rapid development of physics, chemistry, mathematics and astronomy, as well as biological science in all its diversity. Such sections of biology as biochemistry, biophysics, microbiology, virology, genetics, histology are developing especially intensively, which contributes to a deep knowledge of the basic processes of life at the level of cells, subcellular structures and molecules. Specialists educated in the field of microbiology, mycology, genetics, biochemistry, together with engineers, technologists, chemists, carry out a number of biological syntheses that cannot be performed purely chemically (biosynthesis of antibiotics, vitamins, hormones, enzymes, amino acids, etc. biologically active compounds). The successes of modern physics, chemistry, biology, and other natural sciences are associated with the rapid development of mathematics and its penetration into these sciences. At the same time, the development of natural science contributes to the rapid progress of science and technology. During the period of mutual penetration of some sciences into others, new, most rapidly developing directions arise in the areas of contact between individual sciences.
E. o. is closely associated with humanitarian education and technical education, being a general theoretical basis for many specialties. See Higher Education, University Education, Secondary Specialized Education, and articles on specific branches of education, such as Biology Education, Geography Education, Geological Education, Hydrometeorological Education, Physical Education, Chemical Education, and more.
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Introduction
Chapter 1
Conclusion
List of used literature
Annex A
Annex B
INTRODUCTION
One of the tasks of natural science education in elementary school is the formation of a system of initial natural history concepts for students, which introduce them to the understanding of the laws of the world around them, rely on the sensory experience of children and ensure the transition from ideas about the subject of the phenomenon to concepts.
The problem of the formation and development of concepts, both in the theory of methodology and in the practice of teaching, is one of the most relevant and complex. The concept of the subject "Man and the World" emphasizes that "the educational material on the subject "Man and the World" is distributed in such a way as to not only provide a sensory basis in the process of studying the nature of the native land, but also create the necessary conditions for work on the formation of such leading natural history ideas and concepts, such as "nature", "wildlife", "inanimate nature", "plants", etc., to obtain elements of environmental knowledge. In the course of work on the formation of specific ideas about plants and animals, the problem of developing logical thinking and speech on a specific sensory basis is solved. Even in kindergarten, children get acquainted with a large number of plants and animals of the immediate environment. But, as practice shows, six-year-olds list the names of plants, birds, insects, etc., but they do not know how to distinguish between them. John Locke also wrote that if there are no specific images behind the child’s words, then these are zero-words that confuse the child’s consciousness. In the second grade, the work begun in the first grade should be continued to expand specific ideas about plants and animals in the immediate environment in the process of forming such elementary concepts as “plants”, “cultivated plants”, “medicinal plants”, “poisonous plants”, etc. .
Throughout the history of the development of primary science education, the problem of the formation and development of concepts has attracted the attention of many scientists. Among them are teachers and methodologists K.D. Ushinsky, K.P. Yagodovsky, M.N. Skatkin, N.M. Verzilin, A.P. Medovaya, N.A. Rykov, I.D. Zverev, S.P. Baranov, L.S. Korotkova, L.I. Burova. Psychologists did not bypass this problem - D.N. Bogoyavlensky, P.Ya. Galperin, N.F. Talyzina, L.V. Zankov, D.E. Elkonin, V.V. Davydov and others.
The research topic I have chosen is relevant. Despite the fact that many scientists, teachers and psychologists have worked in the field of this problem, many issues cause difficulties in the practice of pedagogical work. The methodological foundations of this process have not been sufficiently developed.
The purpose of the course work: to reveal the methodology for the formation of natural science ideas and concepts about the plant world in younger students.
Object of study: the process of formation of ideas and concepts about the plant world in junior schoolchildren in the process of studying the subject "Man and the World".
Subject of research: methods, techniques, means of formation of ideas and concepts about the plant world in junior schoolchildren in the process of studying the subject "Man and the World" in the second grade.
In accordance with the purpose, object and subject, the following tasks were set:
1. To reveal the essence of the categories "representation" and "concept".
2. To characterize the theoretical aspects of the process of formation of ideas and concepts about nature among younger students in the course "Man and the World".
3. To analyze the content of the curriculum for the section under study "Plants and Man" in the second grade from the point of view of the formation of ideas and concepts about the plant world.
4. Describe the main methods and forms of the teacher's work on the formation of second-grade students' concepts and ideas about the plant world.
5. To study the level of students' ideas about medicinal plants.
Methods of pedagogical research used in scientific work: analysis of psychological and scientific-methodical literature, questioning.
Research base: "Secondary school No. 1 of Osipovichi", second grade.
Practical significance of the work: the results of the study can be used in the practical work of a primary school teacher when studying the section "Plants and Man" in the second grade.
Chapter 1
Thinking is the basis of knowledge. In the process of reflecting the surrounding reality, sensual and logical cognition are distinguished, and the first stage in the assimilation of knowledge is the perception of individual facts or phenomena. As applied to the knowledge of nature by younger schoolchildren, the process of perceiving objects or natural phenomena is carried out through the formation of sensations in them based on the activity of the child's sense organs. In the brain there is a reflection of individual properties, the external aspects of objects, phenomena that directly affect the senses. Perception arises from sensations, in which the student already reflects the totality of properties characteristic of a given object, “builds” a sensually visual image. Perceptions already reflect the object as a whole, in the interconnection of its features. An object that is released during perception causes the greatest excitation in the cerebral cortex, in the cerebral hemispheres, while in other departments, inhibition occurs at this time; therefore, other objects that surround the one we have selected are perceived as a background, indistinctly.
An object or phenomenon can be restored in memory, recalled. Then representations are formed. Representations in science are defined as a sensually visual image of objects and phenomena of reality, preserved in the mind and without a direct impact of the objects and phenomena themselves on the senses. They do not arise instantly and not in a finished form, but are formed, gradually improved, changed under the influence of new, purposeful acts of perception. Representations arise in children's minds in the form of visual images, are specific in nature, however, these images may reflect insignificant signs, since some of the sensations are missed. They can be formed not only on the basis of direct observation, but also as a result of the child's imagination, work with a textbook and visual aids.
Having arisen on the basis of sensations and perceptions, being a form of a more generalized, but at the same time visual, sensual reflection of the surrounding nature, representations serve as a transitional step to the highest form of knowledge - abstract thinking, which is based on a system of interrelated concepts.
In pedagogy, a concept is “a form of scientific knowledge that reflects the objectively essential in things and phenomena and is fixed by special terms or designations. Unlike sensory images (sensations and perceptions), the concept is not something immediate, taken in all the diversity of its qualitative features. From all this diversity, the concept abstracts the essential and thereby acquires the meaning of universality, which is its main distinguishing feature.
The Great Soviet Encyclopedia gives the following definition of this category: “A concept is a form of thinking that reflects the essential properties, connections and relationships of objects and phenomena in their contradiction and development, a thought or a system of thoughts that generalizes, singles out objects of a certain class according to certain general and collectively specific to signs of them."
In the school course of elementary natural science, mainly initial concepts are formed, which for the first time introduce children to the understanding of the laws of the world around them, rely on the sensory experience of the younger student and ensure the transition of representation into a concept.
The main feature of the initial concepts is that, regardless of the age of the students, the initial assimilation of the laws, the essence of the object or the phenomenon of the surrounding reality is carried out on the sensory basis available to the students. For example, in grade 1, students already have certain ideas about nature, about the diversity of wildlife. But only in the 2nd grade do they study the initial scientific concepts of “non-living nature”, “living nature”, i.e. for the first time they begin to realize that all the diversity of nature can be clearly divided into two categories: inanimate and living. Thus, the assimilation of initial scientific concepts determines the transition of younger students to the scientific knowledge of objects and phenomena of reality.
Natural science concepts, depending on the different number of objects and phenomena reflected in them, the relationship with other concepts, have their own characteristics: they are characterized by content, volume, connections and relationships with other concepts.
The content of a concept means the totality of the essential properties of a class of objects and phenomena reflected in the mind with the help of this concept. According to the content, concepts in science are divided into simple and complex. As applied to elementary natural science, simple concepts include one element of knowledge about an object or natural phenomenon. Each concept gradually develops, becomes more complicated. A simple, initial concept, including one element of knowledge, when combined with other simple elements (concepts), forms a complex one.
At the same time, the content of the school natural science course includes the basic knowledge of various sciences: biology, botany, zoology, anatomy, human physiology and hygiene, geography; therefore, in the system of concepts of primary natural science, biological concepts should be distinguished (plants: field cornflower, rice, wheat, reeds; root, stem), geographical (horizon, forms of the earth's surface, minerals), physical (body, substance, phenomenon), geological ( rocks, minerals), agricultural (vegetables, fruits, weeds), environmental (natural community, living conditions).
The scope of a concept characterizes the number of objects reflected in consciousness with the help of a given concept or covered by this concept. Based on the number of objects displayed in knowledge, single concepts are distinguished, collective and general.
The concept in which one element is conceived is called a single one. The concept in which a set of elements having common essential features is conceived is called general. Concepts containing signs of a certain set of elements included in one complex are commonly called collective.
Single and general concepts are in an inseparable dialectical unity: general concepts cannot be comprehended without relying on single ones, and single concepts can be formed only if there are corresponding general concepts. Collective concepts in terms of the number of elements of knowledge occupy an intermediate position. For example, the concept of "birch leaf" is singular, "leaves of deciduous plants" is collective, and "plant leaves" is general.
According to S.P. Baranova, L.I. Burovoy, I.D. Lushnikova, the concept goes through three stages in its development. The first stage in the development of the concept is characterized by the fact that their essential features are still based on sensory experience and are accessible to “living contemplation”. They are abstracted on the basis of direct perception of objects and phenomena or their images and contain a rather small number of knowledge elements, a low degree of generalization. Therefore, in pedagogy they are often called elementary. Most often, such concepts are introduced for the first time. Concepts introduced for the first time are also called initial.
At the second stage of development, the concept is characterized by a higher degree of abstraction. Its essential features are hidden from "living contemplation" and are a generalization of the characteristics of elementary concepts. Such concepts can be concretized indirectly, through a number of simple concepts.
The third stage of development of the concept is characterized by the highest degree of generalization, abstraction, when the concept acquires the status of a law, regularity or theory. The degree of his remoteness from sensory experience is so great that it gives the impression of his non-participation in this experience and is often considered as the result of pure abstraction.
The learning process in elementary school ends with the formation of predominantly elementary concepts. They reflect a certain level of study of educational material about the world around them, summarize the essential features of the objects and phenomena being studied, with the help of these concepts, younger students penetrate into the essence of the objects and phenomena being studied; these concepts are expressed in terms, have definitions, and their content is revealed by certain methods of explanation and description.
1.2 The process of formation of natural science ideas and concepts in elementary school
The interpenetration of the visual and the generalized into representation constitutes its main feature. Thus, representation, on the one hand, is associated with sensory experience, on the other hand, with the generalization of the image in the process of thinking, and then in speech. At the same time, it is still an image, an empirical level of concept formation. It is clear that the fuller, more accurate the perception, the more complete and accurate the representation.
The role of representations in cognition is great. They are a necessary prerequisite for the conscious assimilation of accurate knowledge about nature, an important source of cognitive, moral and cultural qualities of the individual. Ideas about diverse objects and phenomena of the surrounding world are a necessary basis for thought processes, and therefore a condition for the development of thinking and imagination of schoolchildren. Therefore, purposeful work on the education in the minds of children of distinct, accurate ideas about objects and natural phenomena is one of the important tasks of the teacher's work.
In children, ideas about objects and natural phenomena can develop spontaneously. In most cases, representations are simply limited, inaccurate, poor in content. For example, pine and spruce are the same tree for many. On the other hand, it has been established that when students establish something unusual, new for them in familiar familiar objects, this attracts special attention to this, arouses interest.
The teacher needs to specifically guide the process of forming ideas, to achieve, perhaps, their complete accuracy, versatility, and brightness.
As already noted, the basis of representations are perceptions. Ensuring the formation of correct perceptions is facilitated by taking into account the ideas already available on this issue, identifying their correctness or fallacy.
The next stage of work is the organization of children's communication with objects and natural phenomena. These are, first of all, direct observations and experiments performed by children independently during extracurricular time or in the classroom in the course of practical and laboratory work with natural objects of nature. However, for various reasons, it is not always possible to organize work with natural objects of nature. In this case, the object or phenomenon of nature is replaced by its planar or three-dimensional images, i.e., a pictorial visual aid.
The third way of forming perceptions is the creation of an image with a word, when it is not possible to organize work either with natural objects or with their images. Such perceptions are created by the power of creative imagination. In this case, it is useful to rely on existing perceptions and ideas. For example, to create an image of a dwarf birch for students who have never seen this plant, you can go this way: children look at a leaf of an ordinary birch. The teacher says that the shape of a dwarf birch leaf is the same, but its size is about the size of the nail of the middle finger of the hand. What does the plant look like in general? To imagine it, you can take some crooked twig and show on it the thickness and position in space of a birch stem. In this case, the description of the plant in words plays an important role. It is clear that in this case the perception of the birch will not be as accurate as if the students were able to perceive the appearance of the plant itself.
The effectiveness of this or that type of communication with objects and natural phenomena is enhanced by setting a clear goal of communication for children, a consistent system of questions that direct children's attention to certain features, properties of the object, forcing students to peer, listen. Consolidation and refinement of ideas formed on the basis of perceptions are facilitated by sketches from memory, exercises for distinguishing, recognizing.
In the process of comprehending and generalizing ideas, common essential features of objects and phenomena are singled out. Concepts are the result of this process. For example, a child already has ideas about birch, linden, spruce, etc. Thinking highlights their essential common features: one thick stem, trunk; crown of branches and leaves; the plant is tall. This is how the concept of a tree was formed. As we can see, this process has already been divorced from sensory perception and has taken place at the level of abstract thinking. schoolboy representation vegetable formation
Each concept, assimilated by students in the study of elementary natural science, must be characterized by such a number of essential features that would be sufficient to interpret it as original. At the same time, it should have the volume of knowledge elements necessary for further development. In addition, a concept acquires a demonstrative and convincing character if its essential features are confirmed by an optimal number of facts and if its interrelations with other concepts are considered. This indicates the importance of building a logically connected system of concepts.
Concepts, like perceptions and representations, can be formed spontaneously and artificially - under the guidance of a teacher. It is clear that the concepts formed as a result of purposeful influence, systematic guidance in children will be much more correct, durable and conscious than those formed spontaneously. After all, it is difficult for a child to independently single out the essential, to distinguish it from the accidental, to establish significant connections. The difficulty that the child experiences at this stage of the formation of concepts lies also in the fact that he cannot, for example, see, touch a tree or an animal, smell a flower, etc. Therefore, it is necessary to carefully and systematically guide the formation of concepts, which is teacher's task.
The concept formation process goes through certain stages. Let's start with the stage at which children have a stock of concrete ideas. Further, the teacher, with the help of a whole series of questions, as it were, forces the students to first highlight the general properties, signs, and connections of the objects and phenomena being studied. But not everything in common can be essential at the same time. Therefore, further work is needed, a system of questions and tasks that require reasoning and make it possible to single out essential features, to separate non-essential, random ones. At the heart of this educational process of forming concepts are the physiological processes of higher nervous activity of a person.
An educated concept must be fixed. For this, the practice phase is used. At this stage, you can offer children work in notebooks to consolidate knowledge on a printed basis.
Various exercises, sketches from memory, questions and tasks play an important role on it, allowing to identify the application of knowledge in practical activities; checking the identified essential features, connections in practice, when the teacher returns the student to visual aids, to performing practical work, experiments, creating models, etc. The latter can be both new compared to what was at the stage of concept formation, and the same. If the same means of fixing concepts are used, they can be used fragmentarily. For example, in the process of comprehending ideas about the fruits of plants, the essential features of the fruit in general are revealed - the presence of seeds in it and the location on the plant - in place of the flower. At the practice stage, the teacher offers unfamiliar fruits to the class and suggests identifying which parts of the plants they are. Children repeat the practical work that was carried out at the empirical level of concept formation. But the process of thinking here goes in a different direction, namely, not from the particular to the general, but from the general to the particular. The practice of concepts is of great importance in teaching, as it consolidates and deepens knowledge, develops students' skills of self-control, self-esteem.
As you know, the concept is dynamic, i.e., having formed, it necessarily develops. This process, as well as at the stage of concept formation, can proceed spontaneously or under someone's guidance. In this case, we are interested in how the process of developing concepts in students proceeds under the guidance of the teacher.
Development is considered by science as a process of a regular change in something, a transition from one qualitative state to another - a new and better, more perfect state. There is a movement (change) of the state from simple to complex, from lower to higher. Such an interpretation is decisive for the consideration of the question of the development of concepts. In accordance with it, the development of concepts should be considered as their movement from elementary, initial knowledge to more complex ones, as a transition to a higher quality level. The concept in the learning process should be enriched with new qualitative characteristics. But this should not be a process of mechanical accumulation of any characteristics. Enriching the original characteristics of the concept, the new ones merge with them and form a different quality, higher and richer than the original.
Like the formation of concepts, the development of concepts also needs to be guided. Without outside guidance, concepts may remain at the elementary level, and the entire stock of human knowledge will be a set of disparate, chaotic truths.
An important stage in the development of concepts is, as in their initial formation, the repetition of knowledge, clarification, and revitalization of existing experience. At the same time, psychologists (S.L. Rubinshtein) proved that the most effective for the development of concepts is repetition, which is carried out not immediately after the first perception of the material, but after some time, after 2-3 days. It is also important that the repetition be a more in-depth understanding and even rethinking of what has been studied, the establishment of new associative links. Consequently, the development of concepts will practically not be facilitated by repetition, which is the repeated memorization of definitions already known to students.
As a rule, the enrichment with new characteristics of already existing concepts occurs at the stage of formation of new knowledge. So that new characteristics do not turn out to be isolated, it is also important to turn to previously studied material at the stage of studying new material, to establish logical connections with it. Sometimes such an appeal to the educational material of past years is necessary. For example, mastering the concept of "Forest - natural community" in grade 3 requires reproducing knowledge about the diversity and structure of plants, their change in seasons, obtained in grades 1 and 2. This, in turn, will enrich the concept mentioned above, and what has been studied earlier will not just be mechanically reproduced, but will be included in a certain system of knowledge at a different, higher level. Meanwhile, the assimilation of each new characteristic of the concept goes through the same stages as the formation of the original concept. But now this new characteristic is associated with the already known ones. At the same time, it is important to apply a system of increasingly complex questions and tasks. The development of concepts, their deeper understanding is facilitated by a variety of exercises and practical work, where knowledge is tested in practical activities, and they are applied in practice.
The development of concepts is accompanied by the enrichment of students' vocabulary.
Thus, the development of concepts is a long process in which the concept is enriched with new characteristics with the constant communication of new knowledge, their comprehension and connection with existing knowledge. The management of this process is carried out through a system of repetition and practice of knowledge, the use of increasingly complex questions and tasks, among which questions and tasks to establish logical connections between individual learned concepts should occupy a prominent place.
1.3 Analysis of the program and textbook on the section "Plants and Man" in the second grade
The subject "Man and the World" is an integration of three educational components: "Nature and Man", "Man and His Health", "Man and Society" and the content block of the educational component "Man and Society" "MRB".
The purpose of the subject "Man and the World" is the formation of initial knowledge about nature, society and man, the basics of ecological culture and a healthy lifestyle, civic education of younger students.
In the second grade, as part of the curriculum, students study the section “Plants and Man”, which makes it possible to generalize, systematize and expand the ideas that children already have about the diversity of nature, the interaction of nature and man.
With regard to each component, its features, significance in nature and human life, and the protection of this natural component are considered. Particular attention is drawn to the disclosure of various relationships in nature. Here, at a level accessible to students, the connections between inanimate and living nature, between various components of living nature (plants, animals), between nature and man are considered. Through the knowledge of these connections and relationships, students study the world around them, and ecological connections also help them in this. Their study allows schoolchildren to acquire the foundations of a dialectical-materialistic worldview, contributes to the development of logical thinking, memory, imagination, and speech.
9 hours are allotted for studying the section "Plants and Man" in the 2nd grade.
The purpose of the section "Plants and Man" is to show the diversity of the plant world of the immediate environment, its role in nature and human life.
After studying the Plants and Humans section, students should know:
Several species of the most common wild and cultivated trees, shrubs and herbaceous plants;
Several species of plants listed in the Red Book of the Republic of Belarus;
Features of the structure of plants;
Rules of behavior in nature (why it is impossible to collect bouquets of flowering plants in a meadow, in a forest).
Also, after studying the section "Plants and Man", students should be able to:
Distinguish (according to essential features) several species of the most common wild and cultivated trees (3-4), shrubs (2-3), herbaceous plants (2-3) of the native land.
Several plant species (2-3) listed in the Red Book of the Republic of Belarus;
Medicinal and poisonous plants (2-3 species).
The textbook is fully consistent with the curriculum. All topics covered in the textbook are fully disclosed.
The Plants and Man section includes the following topics:
- "Cultural plants of the garden and garden";
Here are considered cultivated plants that a person grows in the garden and in the garden. Children should learn the concept of "cultivated plants", ideas about the plants of the garden and garden should be formed.
At the end of the topic, questions are proposed to consolidate the material covered. For example: ideas about why you need to eat a lot of fruits and vegetables?
- "Structure of plants";
This section describes the structural features of plants. Practical work is offered. Children should have an idea about the structure of plants. At the end of the topic, questions are proposed to consolidate the material covered. For example: an idea of \u200b\u200bwhy it is impossible to collect bouquets from flowering plants?
- "Wild trees and shrubs";
Here, children get acquainted with such wild plants as pine, spruce, linden, maple, poplar, hazel. Children should learn the concepts of "wild trees", "shrubs", "light-loving plant", "shade-tolerant plant". Children should have formed ideas about the most common wild trees and shrubs.
Questions: - What is the importance of trees and shrubs for people and animals?
By what signs do you recognize a pine tree?
- "Medicinal plants";
During the study of this topic, children get acquainted with the medicinal properties of such plants as plantain, yarrow. Children should learn the concept of "medicinal plants". Children should have an idea of the importance of medicinal plants for humans.
Questions: - What plant do these signs belong to: thin oval leaves with fragile veins, small flowers, collected in a narrow spikelet at the top of the stem?
For what diseases is St. John's wort used?
- "Poisonous Plants";
Plants such as wolf's bast, black henbane, and raven's eye are described here. Students should learn the concept of "poisonous plants" Children should have specific ideas about poisonous plants, ideas about the danger they pose to human health and life.
Questions: - What poisonous plants do you know?
What will you do if you see a poisonous plant?
- "The value and protection of plants."
A description is given of some plants listed in the Red Book, such as "Venus slipper", "White throat", "White water lily", "Tall primrose". Students should form an idea of the need to respect plants, an idea of the importance of plants in nature and for humans.
Questions: - How do you understand the expression: “A person should carefully and carefully treat plants”?
What do you think would happen if plants disappeared from the Earth?
The textbook is written in an accessible and understandable language for children. The font is readable. The main ones are in bold. After each paragraph, questions and tasks are offered for children. Also, at the end of the paragraph, conclusions are given, which summarize the material on this topic. There is a lot of material in the textbook for children to think about and express their point of view. There are also tasks for the curious, which require practical work from children (observation and description). For example: "Examine the structure of the St. John's wort leaf through a microscope."
The textbook offers a rubric "To Friends of Nature", with the help of which children get an idea about the rules. For example: "Don't break
rare plants. Walk along the paths and paths so as not to trample on the plants.
After each section, tasks are offered to test your knowledge.
The book contains a large number of bright illustrations that help the assimilation of the material.
One of the tasks of natural science education in primary school is the formation of a system of initial natural science concepts for students, which introduce them to the understanding of the laws of the world around them, rely on the sensory experience of children and ensure the transition from ideas to concepts.
In the system of knowledge about objects and phenomena of the surrounding world, concepts play an important role, since they serve as a reference point in the cognition of reality and are a kind of result of its cognition.
The main feature of the initial concepts is that, regardless of the age of the students, the initial assimilation of the laws, the essence of the object or the phenomenon of the surrounding reality is carried out on the sensory basis available to the students.
In the process of formation and development of perception, the teacher must use verbal, visual, practical methods. Observation plays a big role. At the final stage, it is advisable to consolidate knowledge, to practice children. This can be achieved in various ways: setting up experiments, conducting observations, organizing an independent educational search, using technical visual aids.
An analysis of the textbooks and the 2nd grade textbook (section "Plants and Man") shows that the content of the training involves the formation of such concepts as "medicinal plants", "plant structure", "wild plants", "shrubs".
In the practice of teaching, various methods and forms of teaching natural science are used. As a rule, they are used in various combinations. To distinguish the form from the method allows identifying the source of knowledge, according to which the method is established.
The main methods and forms that are used in the formation of natural science ideas and concepts about the plant world in elementary school are observation, excursion, practical work, work with a textbook.
Observing objects or phenomena has a great influence on the formation of various abilities of schoolchildren, on their development and formation as a person. The main task of the teacher in the formation of observation should be to teach children the methods of observation in order to transfer this knowledge to objects or natural phenomena, which they will then observe on their own.
Natural history excursions are of great cognitive and educational value. They concretize, deepen and expand the knowledge of students. On excursions, students test many theoretical knowledge in practice and translate it into skills and abilities.
Natural science textbooks help the teacher to organize a variety of cognitive activities of schoolchildren, stimulate the desire of students to "extract" knowledge on their own, contribute to the development of creativity, interest in the subject, aim students at the practical application of the acquired knowledge and skills.
Practical work makes it possible to accumulate a certain stock of specific ideas about objects and natural phenomena, which is the basis for the formation and development of concepts, judgments, and conclusions. In the course of practical work, important practical skills and abilities are developed. Such, for example, are the ability to work with instruments, laboratory equipment, etc. The sense organs are improved, observation, perseverance, the ability to overcome difficulties and bring things to the end, etc.
CONCLUSION
In the educational process, situations are often created when it is impossible to organize the observation of a natural object in the classroom due to its absence or small size, etc. nature itself during an excursion or at an exhibition, in a museum, etc.
Observation of objects of nature by schoolchildren should be accompanied by special tasks aimed at clarifying perception. As you know, observing the same object, people see it differently due to their individual characteristics. In the educational process, it is important that in the object being studied, all children see the main thing that is connected with its characteristics. Therefore, a necessary condition for the formation of sensations is the organization of exercises that clarify perception.
In the process of formation and development of perception, the teacher should increase the activity of children. This can be achieved in various ways: setting up experiments, conducting observations, organizing an independent educational search, using technical visual aids.
The process of forming representations is also controlled by the teacher, and the observance of certain conditions plays an important role here. First of all, the teacher needs to be able to formulate questions and tasks that require the reproduction of sensations. Their wording should be short, specific, simple, but not suggestive of the answer.
The method of forming concepts is a reflection in the educational process of the philosophical theory of knowledge, which is its methodology: "from living contemplation to abstract thinking, and from it to practice." From this follows the most important pedagogical conclusion - it is necessary to lead children to knowledge of the general through the study of the individual, the special. This approach is especially important in relation to younger schoolchildren, whose psychophysiological feature of thinking is concreteness, figurativeness. It is impossible to understand what a plant is in general without knowing specific plants. It is also impossible to reduce the assimilation of a concept to the memorization of verbal formulations, which, unfortunately, still takes place in school practice. If a student has memorized the term "plant" but has never seen a particular plant, he does not own this concept. In this case, his knowledge of the plant is formal.
The problem of the formation and development of concepts, both in the theory of methodology and in the practice of teaching, is one of the most relevant and complex. Meanwhile, it allows solving an important issue of methodology - the relationship between content and method. It is no coincidence that throughout the history of the development of primary natural science education, this problem has attracted the attention of many scientists.
Representations in science are defined as a sensually visual image of objects and phenomena of reality, preserved in the mind and without a direct impact of the objects and phenomena themselves on the senses. They do not arise instantly and not in a finished form, but are formed, gradually improved, changed under the influence of new, purposeful acts of perception. Unlike sensory images (sensations and perceptions), the concept is not something immediate, taken in all the diversity of its qualitative features. From all this diversity, the concept abstracts the essential and thereby acquires the meaning of universality, which is its main distinguishing feature. Concepts, like perceptions and representations, can be formed spontaneously and artificially - under the guidance of a teacher. It is clear that the concepts formed as a result of purposeful influence, systematic guidance in children will be much more correct, durable and conscious than those formed spontaneously. Therefore, it is necessary to carefully and systematically manage the formation of concepts, which is the task of the teacher.
The development of concepts is a long process in which the concept is enriched with new characteristics with the constant communication of new knowledge, their comprehension and connection with existing knowledge. The management of this process is carried out through a system of repetition and practice of knowledge, the use of increasingly complex questions and tasks, among which questions and tasks to establish logical connections between individual learned concepts should occupy a prominent place.
Observation as a method of cognizing the surrounding reality plays a leading role in the formation of correct initial ideas and concepts, on the basis of which more complex theoretical constructions are made. The main task of the teacher in the formation of observation should be to teach children the methods of observation in order to transfer this knowledge to objects or natural phenomena, which they will then observe on their own.
Excursion is a form of organizing the educational process, which allows you to make observations, as well as directly study various objects, phenomena and processes in natural or artificially created conditions. Excursions in natural history are of great cognitive and educational value. They concretize, deepen and expand the knowledge of students. On excursions, students test many theoretical knowledge in practice and translate it into skills and abilities.
Natural science textbooks help the teacher to organize a variety of cognitive activities of schoolchildren, stimulate students' desire to "extract" knowledge on their own, promote creativity, interest in the subject, aim students at the practical application of the acquired knowledge and skills.
The role of practical work in the educational process is very high. It allows you to accumulate a certain stock of specific ideas about objects and natural phenomena, which, as already mentioned above, is the basis for the formation and development of concepts, judgments, and conclusions.
LIST OF USED LITERATURE
1. Akvileva G.N., Klepinina Z.A. Methods of teaching natural science in elementary school.-M. : Humanitarian ed. center: VLADOS, 2004.-240p.
2. Bolotina L.R. Pedagogy: Textbook for pedagogical institutes. - M.: Enlightenment, 1987.
3. Borytko N. M., Solovtsova I. A., Baibakova A. M. Pedagogy. M, 2007. -359s.
4. Vdovichenko V.M. Man and the World Grade 2 Studying the section "Plants and Man". Mn. 2010.-50s.
5. Vinogradova N.F. Ecological education of younger schoolchildren: Problems and prospects. - M .: Education, 1990.
6. Upbringing and development of children in the process of teaching natural history: From work experience. A guide for the teacher. / Compiled by Melchakov L.F. - M .: Education, 1981.
7. Zhestkova N.A. Ecological education of schoolchildren in elementary grades - M .: Pedagogy, 1972.
8. Zverev I.D. Ecology in schooling: A new aspect of education. - M., 1980.
9. Ishutinova L. M. Mushrooms are mushrooms. // NSh. - 2000. No. 6. 75-76 p.
10. Kirillova Z. P. Ecological education and upbringing of schoolchildren in the process of education. M.: Enlightenment. - 1983.
11. Klimtsova T. A. Ecology in elementary school. // NSh. - 2000. No. 6. 75-76 p.
12. Kolesnikova G.I. Ecological excursions with younger schoolchildren. // NSh. - 1998. No. 6. 50-52 p.
13. Likhachev, B. Pedagogy. M., 1998.- 129-131c.
14. Likhachev, B. T. Pedagogy / B. T. Likhachev. - M., 1993. - 269s.
15. Nemov R. S. Textbook for students of higher. ped. textbook institutions: - 3rd ed. M.: Humanitarian ed. center: VLADOS, 1999.
16. Pakulova V.M., Kuznetsova V.I. Methods of teaching natural history.-M. : Enlightenment, 1990.-192s.
17. The program of education of children and students in the Republic of Belarus - Minsk: 2001.
18. Programs for institutions providing general secondary education with Russian as the language of instruction with an 11-year term of study. 1-4 classes. - Minsk: National Institute of Education, 2008.
19. Sidelnovsky A. G. Interaction of schoolchildren with nature as an educational process. // Abstract. M. - 1987.
20. Kharlamov I.F. Pedagogy. M.: Higher school, 1990.-567p.
21. Chistyakova L. A. Formation of ecological culture. Ural. GARC. - 1998.
APPENDIX A
Topic: Wild plants (excursion to the square)
Purpose: to expand the knowledge of younger students about wild plants in the immediate environment (forest or park, square, school yard), to form an idea of the most common wild trees and shrubs, to learn to establish the distinctive features of plants; to promote the formation of environmentally oriented behavior, the development of interest in the knowledge of nature, observation.
Course of the tour:
Preparatory work. Communication of the purpose and plan of the excursion. Talk about safe behavior in the forest and on the road (if necessary)
What time has come? By what signs in inanimate nature do we see this? How did these changes affect plant life? The purpose of our excursion is to observe the changes in the life of plants with the onset of autumn, find out the reasons for these changes, and learn to recognize wild plants.
2. Observations of changes in plant life in autumn
Why do the leaves lose their green color, dry up and fall off?
Let's pick a yellowed and green leaf. Have we applied force? For picking which leaf? How did the yellow leaf come off? Why do you think?
Let's look at the edge of the petiole of a green and yellow leaf. What did you notice? (At the junction of the petiole with the branch there is a small thickening - a “leaf pad”. Outwardly, it is the same, but inside it is completely different. The green leaf has it damaged, uneven, while the yellow one has glossy and even.)
Leaf fall and the associated change of leaves is an adaptation developed over a thousand-year history in tree species that lose their leaves for the winter. He is an adaptation to winter: not only the cold, but, most importantly, the dry season.
Did you know that animals never eat yellowed leaves, as they no longer contain nutrients, but only the poisonous substances of leaf decomposition remain.
The game "From which tree the leaf fell", "Which tree dropped the seeds"
The teacher collects the leaves and invites the children to guess from which tree the leaf fell. The leaves can be collected in a herbarium folder for drying and a collection of leafy trees.
coniferous tree observation
Let's take a closer look at the needles of these plants. How are they similar and how are they different from the leaves of deciduous trees? How do their needles differ from each other? Look at the ground around these trees. Are there needles there? Has she fallen all over? Why? Feel the tree leaves and needles. How do they feel different?
Why is it useful to be in a pine and spruce forest?
bush watching
Observe bushes and trees. How are they similar and how are they different? Compare the structure of leaves in trees and shrubs, in two shrubs. On which shrub the leaves have not changed their color? (Lilac.) Name the shrubs you know. By what signs can they be distinguished?
What herbaceous plants do you know? How do they look in autumn? Why?
Are there flowering plants? Which?
Where do herbaceous plants come from in spring? (Observations on herbaceous plants.)
Observation of the ecological state of the observed object
Take a look around. What hinders the healthy growth and development of plants? How can we help nature?
Watching insects and birds in autumn in the forest (in local conditions)
3. Summing up the tour
How to call in one word the plants that we observed today? What three groups can they be divided into? By what signs?
What do you remember most about the tour?
What surprised you the most?
4. Homework
Dry at home (individually for each or in groups) a leaflet and find as much interesting material as possible about the tree or shrub from which it fell (prepare a presentation).
APPENDIX B
Practical work with herbarium and schemes
What parts does a plant consist of?
Name herbaceous plants. Let's see what parts a herbaceous plant consists of. The herbaceous plant has a soft stem, after the seeds fall out, many plants die.
The next type of plant is shrubs. Name them. Look at a herbaceous plant and a shrub: what is common in their structure? What is the difference? (Shrubs have the same parts as herbs, but they have multiple trunks. The trunks are much harder than herbs.)
The third type of plant is trees. Name the trees.
Compare the structure of grasses and shrubs with the structure of trees. What is the structure of trees? (One trunk, thick and hard).
Conclusion. All plants have the same structure: root, trunk, leaf, flower, fruit.
What is the stem for? (Holds leaves and flower.)
What are the leaves for? (They catch the sun's rays, the plant breathes with leaves.)
What is the flower for? (It produces seeds and fruits.)
Do you think a plant can live without any part?
Conclusion. All parts of the plant are important. This is a single organism.
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Simonov Vyacheslav Mikhailovich Didactic bases of natural science education (Theory and practice of realization of a humanitarian paradigm): Dis.... kand. ... Dr. ped. Sciences: 13.00.01: Volgograd, 2000 403 p. RSL OD, 71:01-13/166-4
Introduction
Chapter 1 Problems of compliance of natural science education with the new educational paradigm 30
1.1 Modern natural science: the problem of the human dimension 31
1.2 Phenomenon, problems and prospects of the natural sciences
education 52
Conclusions on the first chapter 85
Chapter 2 Humanitarianization of science education 86
2.1 Trends in the humanization of modern education, a plurality of approaches 87
2.2 Personal approach in the system of principles of science education 107
2.3 Essential characteristics of science education 139
2.4 Humanitarian orientation of science education: model of the educational situation 154
Conclusions on the second chapter 175
Chapter 3 Technological support of humanities-oriented science education 177
3.1 Humanitarian components of ENO, their nature and ways of inclusion in the educational process 177
3.2 Pedagogical means and conditions for the humanization of natural sciences 198
3.3 General criteria for the humanitarian orientation of science education 234
Conclusions on the third chapter 241
Chapter 4 Implementation of a humanitarian-oriented model of natural science education 242
4.1 Orientation to the concept of humanization in the development of the standard and educational programs of the block of natural sciences 242
4.2 Implementation of the ideas of humanitarization of science education at various levels of design 271
4.3 Creation and testing of program and methodological materials based on the concept of humanization 288
Conclusions on the fourth chapter 323
Conclusion 324
Bibliography 329
Appendix 342
Introduction to work
The relevance of the problem under development. The system of general education in Russia is in the process of reform. Repeated attempts to modernize it did not lead to serious success, since they did not change the conceptual foundations. The humanitarian paradigm contains the desire of mankind to penetrate into the depths of the subjective world of the individual, to present as the main value of a particular person, his inner space and the specifics of the individual development process. Therefore, it is natural to revise the guidelines: from pragmatic "Zunov" education to education focused on the formation of the personality, from unambiguous standards of "transfer" to the student of the content of education to subjective, personified knowledge, suggesting an individual vision of the world, which always has an author in its uniqueness (I. A. Kolesnikov). In this regard, more and more attention is paid to the consideration of the state of natural science education (ESE), which is a significant part of the general and plays an important role in the formation of a holistic world of man.
Modern ENO reflects the state of civilization, its problems. The one-sided reflection of the objective world in the content of ENO, the focus only on mastering the forces of nature and the constant increase in the volume of knowledge have led to many problems. These include nihilism in relation to nature, ecological recklessness, the priority of the utilitarian, artificial over natural, technocratic thinking, dehumanization, loss of spiritual values, etc. With this approach, a person is separated from the rest of the world, is not an essential part of it, which leaves an imprint on the consciousness of the younger generation and the worldview of an individual. On a personal level, this manifests itself in
the structure of personality begins to be dominated by pragmatism and spiritual impoverishment, the dominance of anti-scientific prejudices and the decline in the prestige of education. The origins of this, among other reasons, should be sought in the flaws in the education system, in the orientation of natural science disciplines to positivist mechanistic principles.
Natural science education - the basis of scientific and technological progress - has a huge role in the development of social systems, the level of applied industrial, agricultural and defense technologies. This fact is recognized in the world, especially in industrialized countries. At the same time, in Russia - a country with the richest traditions and achievements in the field of natural sciences - the opposite trend is brewing: a decrease in the number of hours for subjects of this cycle, an increase in the number of humanitarian and practice-oriented disciplines at the expense of natural sciences, the loss of traditions and previously achieved.
Comparison of a typical curriculum of the early 80s. and the basic curriculum of 1993 shows that in the process of reforms, natural science disciplines lost 15 hours out of 54 teaching hours in grades 1-11, or about 39% of the time. The Law of the Russian Federation "On Education" transferred the development of curricula and programs to educational institutions. As a result, basic courses in physics, chemistry, geography and biology are transferred to the category of additionally paid services or are unreasonably reduced in time, or partially replaced by new courses, sometimes having neither scientific and methodological justification, nor proper experimental verification.
To date, natural science subjects are united in the educational area "Natural Disciplines", for the study of which in grades 10-11 4 week hours are allotted. The explanatory note emphasizes: “The educational area “Natural disciplines” consists of natural science, physical geography, biologists,
physics, astronomy, chemistry, ecology and other subjects, in the set of hours and subjects that the region and the school need. Later, a clarifying wording was adopted, which instead of the word “compose” indicated that this area “can be represented by courses ...” (206. p. 38) As a result, a wide variety of short-hour courses appeared, systematic courses were abandoned in favor of integrated with an inevitable drop in depth, quality,
fundamentality and other education. This is in conflict with the new educational paradigm, which proclaimed fundamentality, integrity and orientation towards the interests of the formation of the human personality as the ideals of education. The TIMSS study (TIMSS hird International Mathematics and Science Study), conducted in Russia, showed that the quality of training of our students is significantly lower compared to the countries that make up the first group. The results of the research showed that 11% of the best eighth-graders in Russia have educational achievements corresponding to the first level, 29% of students - to the second level and 56% have the third level. These results are significantly lower compared to the countries in the first group.
If, according to the second international study of students' knowledge in mathematics and science, conducted in 1990-1991. our schoolchildren took 4-5th places in terms of the quality of knowledge. Then, according to the results of an international study conducted in 1995, we were already on the 16th (Mulis I., Mactin M. Boston, USA, 1998).
In today's natural science, a paradoxical situation has developed: on the one hand, undeniable successes in the knowledge of the objective world, in mastering the forces of nature and a constantly growing amount of knowledge, on the other hand, this huge store of accumulated knowledge does not allow a person to navigate the world with the proper degree of success. In most approaches, the content is predominantly focused on
informing about the phenomena and laws of nature, almost does not involve independent research, variability of opinions, points of view, dialogue, philosophical reflection. From a positivist position, content is selected, curricula and programs are built, which are based on the rule “science-a subject”. This information and reference approach is based on the positions of scientism, rigid logical determination of conclusions, low problem content of education, which causes alienation of the cognizing subject from the object of cognition. The real characteristics of today's curricula include: weak differentiation, object-subject orientation (V.V. Davydov), reproductive reproduction of knowledge, social and state priorities to the detriment of the interests of a developing personality, lack of demand for the creative potential of students.
Thus, the task arises - to prevent the loss of that valuable that has been accumulated, to exaggerate achievements, to find the specific possibilities of the disciplines of this cycle in terms of the formation of the individual.
To answer the question of how successfully school practice manages to implement the ideas of the humanitarian paradigm and how its ideas are understood, we interviewed more than 500 teachers of natural sciences of various age categories in general education institutions located in areas with different socio-economic infrastructure. It was found that in most cases teaching is based on values focused on the disclosure of objective reality that lie outside a particular person. Professional value is narrow-subject knowledge,
implementation of clear rules for its transfer. The most important indicator of the effectiveness of training is the mark, which is subsequently transferred to the assessment of the individual. The survey made it possible to reveal the fact that orientation towards humanitarianization is carried out spontaneously.
Teachers were asked three sets of questions. The first one is aimed at identifying the nature of understanding by teachers of the essence of the humanitarian paradigm. Let us dwell only on the main results of the study. More than 65% found it difficult to answer the question of what is the essence and main directions of humanization and humanitarization of education. More than 80% did not bother with the question of the difference between various concepts of humanitarization. No more than 40% of respondents were able to characterize the meaning of the ongoing changes in the teaching of disciplines of the natural science cycle in the transition from a knowledge-based to a personality-oriented model. The second set of questions revealed the nature of understanding and practical approaches that can be implemented within the framework of humanitarization. The humanization of education is interpreted as:
Reduction in the number of hours for the natural sciences and an increase in the humanities - 12%;
Introduction of additional humanitarian disciplines - 9%
Changing the content of education through the introduction of historical, ethical, aesthetic, philosophical and other aspects - 24%;
Changing the teaching methods (non-traditional lessons, industrial excursions, going out into nature, individualization and differentiation) - 18%;
Organization of cooperation and use of the ideas of innovative teachers - 21%;
Orientation to the development of the personality, its abilities and capabilities - 4%;
The use of humanitarian-oriented technologies - 4% The third block of questions (the method of independent examinations was used)
was aimed at identifying the degree of readiness of teachers to carry out humanitarization. This readiness was assessed by us as the formation of skills: to use the humanitarian potential of the subject (we are talking about one of the means of humanization) - 59%;
construct a system of humanitarian-oriented situations within their subject - 8%; apply humanitarian-oriented teaching technologies - 14%; to diagnose the personal functions of students and, on this basis, to carry out diagnostic goal-setting -12%; select tasks and business games in the context of students' personal needs - 62%. As follows from the results, mass practice is experiencing a clear lack of ideas about the humanitarization of natural science education, and attempts to implement it occur spontaneously.
These emerging problems can be explained by a decrease in the motivation of natural science education, its social status; this is the result of the pragmatic role assigned to natural science, its insufficient influence on the development and formation of the personality, the orientation of education towards the soulless assimilation and reproduction of material, as well as the lack of a systematic consideration and solution of the problem of humanization in didactics and private methods. Rethinking the role and place of science in human life, increasing failures in teaching natural sciences require different approaches to
definition of goals, objectives, selection of the content and technologies of the ENO.
Science education is designed to provide a holistic
understanding of the place, role and responsibility of a person for cosmogenesis, to focus on understanding the limits of what is permissible in interaction with nature, the measure of freedom and responsibility of a person as an individual and a representative of the species, to promote the formation of value
orientation of students in relation to the studied reality.
Science education in Russia has always been given special importance. At present, the content of the educational block "natural science" has been substantiated, taking into account: the ratio of the main sections of natural science (V.I. Kuznetsov, G.M. Idlis, V.N. Gutina); logical-epistemological and sociological aspects of this educational
regions (V.A. Dmitrenko, A.N. Kochergin, V.S. Shvyrev, etc.); functions and main characteristics of the scientific picture of the world, the philosophical foundations of science (V.I. Bakhmin, I.S. Dyshlevskiy, M.V. Mostepanenko, B.S. Stepin, etc.); the essence of interdisciplinary skills and integrated operations (T.A. Aleksandrova, N.D. Zverev, V.N. Maksimova, etc.); principles of selection and presentation of scientific concepts and theories (E.M. Aleksakhina, L.Ya. Zorina, V.S. Lednev, I.Ya. Lerner, A.M. Sohor, etc.). More and more attention in science education is paid to the ideas of co-evolution based on the traditions of Russian cosmism (N.G. Umov, N.G. Kholodny, V.I. Vernadsky, K.E. Tsiolkovsky, A.L. Chizhevsky). Within the framework of these ideas, works have recently appeared (I.Yu. Aleksashina, T.E. Zorina, E.B. Spasskaya, etc.), which indicate the place and role of natural science disciplines in the system of global education. An important place in today's searches is given to noospheric education (T.K. Pavlo, I.I. Sokolova, etc.). It is based on an integral, systemic view of the world, in which human life and activity are considered in the integral process of the universe.
However, the issues of the development of Man himself by means of
science education, communication with nature in the performed studies are presented extremely fragmentary. Since the relationship of an emerging person with the natural world can be adequately mastered only through natural science education, it should be oriented to the individual, humanized (V.V. Serikov) Humanitarian-oriented natural science education is designed to enable a person, as part of nature, to realize not only the natural world but also their place in this world. The humanitarian worldview presupposes a holistic orientation in the complex phenomena of the natural world, and this is possible only if there is a high level and modern methods of learning the basics of science. The task of a holistic
harmonious development of the spiritual and material forces of man, which implies the integration of the rational and the irrational in cognition.
The surge of interest in the humanitarian sphere has reoriented the canons of education in the direction of their openness, flexibility, and variability. The most important trend in the development of educational systems was the transition to a personality-oriented paradigm (N.A. Alekseev, E.V. Bondarevskaya, I.A. Kolesnikova, V.V. Serikov, V.I. Slobodchikov, A.P. Tryapitsyna, E. N. Shiyanov, I.S. Yakimanskaya). A new system of worldview has arisen and has received proof of its effectiveness, as well as a new system of education, which includes a person in the processes of cognition by new, person-oriented means aimed at creating situations of demand for the values and meanings of knowledge and personal experience. The priority is not the development of program knowledge, but the knowledge addressed by the teacher directly to the individual, his problems, to the experience of personal creation, meaning creation, self-organization, not subject requirements, but pedagogical support. It is necessary to address the semantic and value bases of this type of education.
At the present stage, there are already many works confirming the expediency and effectiveness of such an approach in the humanities. However, direct use
the conceptual base and didactic support of the student-centered learning model, developed, tested and implemented for the humanities, is not enough for a direct transfer to ENO.
Approaches to the humanitarization of ENO are quite diverse, and sometimes contradictory, and at the level of practice, a technocratic nature still prevails: reduction of hours for studying natural sciences, manipulation of verbal constructs such as: “physics for everyone”, rejection of holistic, systemic, deep courses, simplification of the mathematical apparatus, inclusion in the content
the subject of "additional" humanitarian information, etc. The creators of educational programs are moving away from the realization that school graduates will have to live and work in a highly technological society, in the world of information technology. All this presupposes the development of a conceptual framework for the humanitarization of the ENO, focused on the formation of a positive attitude, confidence that the world is expedient, harmonious, humane, cognizable; that the trainee will be able to acquire a sufficient amount of knowledge and skills for a confident and fulfilling life in harmony with nature. We proceed from the fact that the humanization of natural science education involves the student's understanding of the fundamental laws of nature, the formation of a value attitude towards it, is focused on modern methodologies of knowledge, the ideas of co-evolution of man with nature, as well as the use of methods of cognition that were previously characteristic of the humanities: the rejection of inviolability truths, the inclusion of science in the system of culture, the plurality of worldview and dialogue as a style of thinking of the era, the integrity and social orientation of knowledge, aesthetic criteria of truth, the ideal of a creative scientist, etc.
The humanitarian nature of education is due not only to a change in content, but also to a qualitative transformation of the cognitive activity itself, the position of the subject in this process. However, these questions have not yet been properly developed in scientific research. Thus, there was a need to develop the scientific foundations of education, requiring a personal position, subjectivity of the student.
The concept of humanitarization of education that we are developing is based on fundamental didactic research devoted to the nature of pedagogical knowledge (V.V. Kraevsky), the integrity of the educational process (V.C. Ilyin, I.Ya. Lerner, M.N. Skatkin), personality-developing learning functions (E. V. Bondarevskaya, N.V. Bochkina, Z.I.
Vasilyeva, V.V. Gorshkova, T.N. Malkova, A.P. Tryapitsyn),
the specific nature of pedagogical activity (V.N. Zagvyazinsky, I.A. Kolesnikova, V.A. Slastenin), to special studies devoted to this problem (I.Yu. Aleksashina, V.I. Danilchuk, I.D. Pekhlevetsky and etc.)
Based on the above, the theoretical problems of natural science education can be formulated as the following contradictions between:
The high potential of the fundamental base of natural science education and its insufficient focus on the development of the individual;
The variety of attempts to humanize science education by introducing humanitarian information and the lack of a holistic concept that reveals the essential features of the phenomenon of humanization in teaching natural sciences;
The identically perceived concepts of "humanities" and "humanities" as a holistic attitude to the world, as a result of which there is a need to realize that the humanitarian nature of natural science knowledge is its focus on a person's knowledge of himself and his place in the world, to which he comes as a result knowledge of reality;
The focus of natural science disciplines on an increasingly complete presentation of the amount of information of a scientific level and the lack of due attention to the semantic and value areas of students;
The construction of curricula focused on the logic of science, on the division and differentiation with the aim of a deeper study of the material, a fragmentary reflection of subject knowledge and the expediency of reflecting in them modern methodological ideas of human-centrism in cognition, synergetics, ideas of a methodological nature that contribute to a holistic and contextual perception of the problem;
The focus on presenting only objective knowledge about nature and the need to form a value attitude towards it, the responsibility that falls on graduates in modern conditions, the focus on the ideas of co-evolution of man and nature;
Focusing the educational process on extensive learning options with the priority of traditional forms and methods of mastering knowledge and the need to reflect new ideas aimed at modeling situations of scientific search, developing an emotional-sensory attitude to systems of living and inanimate nature, discoveries, research, contextual and simulation-game models and focus on modern methodology of knowledge, preparing students for life in a rich information environment.
Considering the need to change the methodology for building natural science education; its orientation, in which the development of the personality becomes not a concomitant appendage of training, but a priority goal; developing ways to introduce humanitarian components into the content of these disciplines and humanitarian technologies, providing the possibility of including the meaning of nature cognition in the system of leading life-sense values of a developing personality, as well as the social order of the school for an intellectually developed personality who owns modern methods of scientific knowledge; successfully entering into a rich technogenic and information environment; a person who is able to harmoniously build his relationship with nature, who has the prerequisites for continuous self-education and the unpreparedness of the national system
science education to effectively solve this problem, the lack of the necessary scientific and methodological justification for this process in a general education school, the research topic was chosen - "Didactic foundations of science education: theory and practice of implementing the humanitarian paradigm."
The object of the study is science education in secondary school.
The subject of the study is the system of didactic conditions for the design and implementation of a humanitarian-oriented natural science education for secondary school students.
The purpose of the study is to develop the scientific basis for the design and software and methodological support of a humanitarianly oriented natural science education in a secondary school.
In conducting the study, we proceeded from a system of hypothetical assumptions. A humanitarianly oriented ENO will contribute to the harmonization of human relations with nature, stimulate intellectual development and prepare for effective environmentally responsible activities in the information society and modern technologies, if:
1. The design of the pedagogical process will be based on the understanding of the humanitarization of natural science education as a way of organizing cognitive activity, focused on the holistic development of natural reality by the subject and his awareness of his place in the integral natural and social world.
2. When developing educational programs, the authors will rely on:
Modern ideas about the fundamental nature of education (focus on revealing deep, essential foundations and connections between various processes of the surrounding world and the origin of knowledge about these foundations);
The ideas of the integrity of education, suggesting that the general natural science disciplines as carriers of fundamental knowledge are not a set of traditional courses, but single cycles of fundamental disciplines united by a common target function and interdisciplinary connections;
Such content selection principles as complementarity (science, culture, nature), authorship (original tasks and solutions), uniqueness (personal vision);
Methodology for the theoretical development of the world (modeling, the principle of correspondence; symmetry);
Variety of scientific pictures of the world and concepts of its knowledge (systemic, synergetic, informational approaches);
The idea of co-evolutionary interaction between man and the surrounding world;
The principle of self-development of the personal-semantic position of the cognizing subject as a specifically human way of mastering the world.
3. The construction of the invariant component of natural science disciplines will be focused on key problems: the subject and society, the subject in the transformative practice of man and everyday life, the subject as a factor in the organization of philosophical and spiritual experiences, the subject as a system of methodology and methods of cognition.
4. The system of value aspects will serve as an integrating worldview basis for the content of a natural science subject: the value of knowledge of nature and awareness of the limits of the “transformative” capabilities of a person; the value of the experience of cognition of natural phenomena and the recognition of nature as a specific "subject" of communication; the value of conventional norms and interpersonal agreements, as well as the very procedures for the joint development of a position in relation to nature; self-worth of the individual as a peculiar way of uniting man with nature; the value of freedom of action and responsibility on the scale of humanity and the planet.
5. Cognitive activity in the field of natural science education involves the use of regulators traditionally attributed to the humanities (dialogism, openness to the new,
intuition, understanding of the versatility of the world, variability of its perception, figurative thinking, translation of figurative-conceptual models of reality from an objective external language into an internal language, increased attention to the value-semantic content of the knowledge received, individual, author's "personal" knowledge).
6. The strategy of the pedagogical activity of the teacher will include a system of specific for the given educational area and at the same time humanitarian-oriented pedagogical tools that make up the technological support for the humanization of natural science education. This system is based on the consistent inclusion of students in an educational situation in which the solution of natural science problems and the holistic assimilation of the humanitarian aspects of natural science disciplines mutually condition and complement each other (humanitarian-oriented situations). In the structure of this integral pedagogical situation (system), its modifications are distinguished depending on the goals of the subject area, the age of the students.
7. The subject of study in a humanitarianly oriented cognitive situation, as a special set of didactic conditions for the assimilation of natural science, will be integrated aspects of the relationship between man and nature.
8. The formation of a holistic picture of the world as a system-forming link in the worldview of students will be considered as an integrating goal of ENO, presented in educational standards and provided with a system of technologies.
The definition of the goal and hypothesis made it possible to formulate the main objectives of the study:
1. Conduct an analysis of the state and evaluate the experience of domestic
schools in the field of humanization of natural science education, to identify the main approaches and trends in solving this problem.
2. Reveal the essence, criteria and conditions for the humanization of natural science education.
3. To develop a generalized didactic model of a humanitarianly oriented study of the natural science educational field.
4. Substantiate the system of didactic tools that ensure the humanitarian orientation of teaching natural sciences.
The methodological basis and sources of the study were: the ideas of the humanization of education (V.I. Danilchuk, V.V. Serikov, V.A. Izvozchikov, A.A. Kasyan, V.I. Sarantsev, etc.); the concept of holistic system analysis (P.K. Anokhin, V.S. Ilyin, V.V. Kraevsky, I.Ya. Lerner, V.D. Shadrikov); ideas of synergetics (G.P. Bystrai, B.Z. Vulfov, I. Prigozhy, V.S. Stepin, G. Haken and others), psychological theories of personality (B.G. Ananiev, L.I. Bozhovich, B.S. Bratus, V. V. Davydov, A. N. Leontiev, S. L. Rubinstein); the concept of selecting the content of education (L.Ya. Zorina, V.V. Kraevsky, I.Ya. Lerner, M.N. Skatkin, V.S. Lednev, V.V. Serikov); theoretical research in the field of methods of teaching natural sciences (A.I. Bugaev, V.A. Izvozchikov, V.I. Danilchuk, B.D. Komissarov, etc.); ideas of a personal approach (N.A. Alekseev, E.V. Bondarevskaya, I.A. Kolesnikova, V.V. Serikov, I.S. Yakimanskaya, etc.); ideas of Russian cosmism (V.I. Vernadsky, V.S. Solovyov, N.G. Umov, K.E. Tsiolkovsky and others); provisions of modern didactics on educational technologies (N.A. Alekseev, V.P. Bespalko, A.A. Verbitsky, M.V. Klarin, V.M. Monakhov, V.T. Fomenko, etc.); modern models of pedagogical activity (V.A. Bolotov, N.V. Bordovskaya, I.A. Kolesnikova, V.A. Slastenin); ideas of co-evolutionary interaction between man and nature (S.N. Glazachev,
N.N. Moiseev, A.Ya. Nain, I.T. Frolov, Yu.V. Tchaikovsky, etc.); ideas of fundamentalization of education (O.N. Golubeva, A.D. Sukhanov).
Research methods were determined by its purpose, solution of theoretical and practical problems, personal approach implemented in the course of experimental work. In this regard, the following methods of the theoretical level were used: theoretical analysis of the subject and problem of research based on the study of philosophical, sociological, psychological and pedagogical literature; analysis, synthesis and generalization of empirical data, retrospective analysis of the state of science education, approaches to its humanitarization, as well as empirical level methods: study and generalization of advanced pedagogical experience, study of documentation, questioning, interviewing, sociological surveys, participant observation, conversation, mutual and self-assessment, self-reports of students, method of expert assessments and testing.
The study is based on the method of a large-scale pedagogical experiment on the development and implementation of humanitarian-oriented situations. Mathematical methods of information processing were used, while the principle of unity of quantitative and qualitative approaches was put as an integral part of the dialectical materialist methodology.
The reliability of the results of the study is due
methodological argumentation of the initial theoretical and methodological positions, including an appeal to philosophy, psychology and other related sciences, the use of a set of research methods that are adequate to the subject and tasks, a sufficient sample size in the experiment (more than 5 thousand students and more than 100 teachers of different types of schools); wide approbation and stable repeatability of results during experimental work in regions with different social infrastructure, partial
using mathematical methods of information processing in the course of the study.
The scientific novelty of the study lies in the fact that it developed and experimentally tested a new solution to the fundamental problem of the humanization of natural science education in a secondary school. For the first time in pedagogical theory and practice, the humanization of natural science education is considered as a way of organizing cognitive activity, focused on the holistic development of natural reality by the subject and his awareness of his place in the integral natural and social world. This involves the creation of a special educational environment that provides students with an understanding of the fundamental laws of nature, the formation of a value attitude towards it, the mastery of modern methods of cognition, the ideas of co-evolution of man with nature, the self-development of the personal sphere of students by enriching it with experience and collisions of natural science knowledge, as well as introducing into the methodology of cognition of new guidelines that have justified themselves in the humanitarian sphere. In contrast to the existing approaches to the humanization of natural science education - monocausal, in which one of the factors of humanization is introduced into the rank of an absolute and conditional, in which an eclectic set of facts is taken as a basis without order and direction, an analysis of the specifics and the allocation of a system-forming one, in the proposed version, the concept of humanitarization is built using the ideas of a systematic approach that focuses not only on the functioning, but also on the development of the system. The ENO humanitarization model is built as a system, the elements of which are: the integral structure of the personality; the system of educational goals within the framework of the designated approach; essential characteristic of the content of humanitarian education; humanitarian
oriented technologies for studying natural sciences; activity of the subjects of the educational process.
The structure-forming element of the content of the humanitarian
oriented ENO is a value system that reveals the ideas of co-evolution of man and nature and includes ideas about the value of knowledge of nature, awareness of the limits of one's competence and the ability to influence nature. It includes the value of knowledge of natural phenomena and the professional possession of this knowledge, the recognition of nature as a "partner" in the dialogue about the destiny of man; the value of interpersonal communication in the learning process as an imitation of the relationship of the human community to nature; experience of joint development of a position in relation to nature; self-worth of the individual as one of the products of nature and its unity with nature; the value of freedom of action and responsibility for the universe.
The humanization of natural science education proceeds from the unity of its procedural and content aspects, which implies the technology of introducing humanitarian components into the educational process and creating on this basis a humanitarianly oriented situation - a kind of educational environment. The model of this situation is presented in the work as the basis for the creation of new educational technologies for the study of natural sciences.
Within the framework of the study, a model for designing a humanitarianly oriented natural science education at various levels was developed and tested: a theoretical model, a natural science subject, and educational material.
The theoretical significance of the study lies in the fact that the concept presented in it makes a significant contribution to the further development of the ideas of the humanization of education. Disclosure and justification of the humanitarization of natural science education as a way of organizing cognitive activity focused on
holistic mastering of natural reality by the subject and his awareness of his place in the world, as well as identifying ways to introduce humanitarian components into the educational process, allow solving the problem of opposing the humanitarian and natural science components proper. The essential characteristics of humanitarian-oriented situations of various types developed in the dissertation, as well as specific didactic means that contribute to their creation, are essential for the theory of humanitarization of general education. The study also presents a model for building a state educational standard for science education within the framework of the humanitarian paradigm. The conclusions obtained in the study about the goals, content, means and conditions conducive to humanitarian orientation
science education contribute to the solution of one of the strategic tasks of didactics at the present stage - increasing the role and status of ENO in the general cultural and worldview development of students.
The practical significance of the research is: the system of humanization of natural science education as a set of special actions for the reconstruction of natural science materials and the design of the process of their assimilation, including methodologically sound criteria for the humanization of the content and procedural components of natural science subjects;
technological description of didactic tools that contribute to the reflexive assimilation of philosophical foundations, theories and concepts of the sciences of nature. Developed and experimentally tested in wide practice, the model of a humanitarianly oriented ENO allows rethinking the logic of building natural science disciplines, highlighting priority ideas in them. The dissertation proposes a substantiated and tested system of didactic means,
contributing to the creation of a humanitarian-oriented environment (situation) for the study of natural sciences, as well as the software and methodological support of this process. All this makes it possible to widely use the findings and recommendations for improving the ENO system and creating qualitatively new educational products (programs, educational standards, educational materials, NIT). In the course of the study, the author developed and tested on the basis of
Volgograd State Pedagogical University, the program of the special course "Computer support for personality-oriented educational technologies" (volume 28 hours) and the manual for the special course "Humanitarianization of natural science education in the context of the development of computer technologies" (7, 4 p. sheets), reflecting the main results of the study.
Approbation of the results. The main provisions of the dissertation research were repeatedly reported and discussed by the dissertator at international, Russian and regional scientific and scientific-practical conferences in the years. Volgograd, Rostov-on-Don (1998), Karachaevsk (1997), Pyatigorsk (1998), Astrakhan (1996), Yelets (1997), Maykop (2000), Smolensk ( 1999), Tula (1997), Elista (1999, 2000) and others; annual psychological and pedagogical readings of the South of Russia and meetings of the Southern Branch of the Russian Academy of Education (1997-2000).
Didactic foundations of natural science education: humanitarian paradigm: Monograph. -Volgograd: Change, 2000. - 17.2 p.p.
Student-centered education: phenomenon, concept, technologies: Monograph. -Volgograd: Change, 2000.-8.6 p.s. (co-authored.
The implementation of the research results was carried out in the following forms:
a) the direct pedagogical activity of the dissertation student in the schools of Volgograd (No. 136, the school-laboratory at the Research Institute for Problems of Personally Oriented Education of the VSPU, the Men's Pedagogical Lyceum), in the city of Frolovo, Volgograd Region (school No. 4, a training and production plant, on the basis of which subjects were taught for students of schools No. 1, 2,3, 20 and 51), where primary versions of programs and methods were tested, various techniques and technologies for teaching educational material were worked out, lessons were conducted focused on creating conditions for the emergence of humanitarian-oriented situations, preliminary diagnostics of their pedagogical effectiveness and the level of humanitarian orientation of students;
b) consulting in experimental institutions, where pedagogical teams have adapted the technologies for creating humanitarian situations to the conditions of the school and the specifics of the region (engineering and technical school No. 33, architectural and art gymnasium No. 4, college of oil and gas, secondary school 2 R. p. Svetly Yar, gymnasium No. 8, secondary schools No. 61,37, secondary school No. 21 of Volzhsky, Volgograd region);
c) management of experimental work in institutions operating within the framework of our concept (engineering and technical lyceum No. 5, secondary school No. 17, secondary school No. 3 in Aktau, Kazakhstan);
d) implementation of the developed materials on the basis of a number of regions of Russia through the faculty of advanced training and retraining of teaching staff. The author has conducted more than 30 specialized seminars for teachers and heads of educational authorities on the use of research results in the process
teaching, guidance and control on the basis of the Faculty of Advanced Studies and the Institute for the Improvement of Teachers;
Defense provisions.
1. The humanization of natural science education in the present study is understood as a system of actions for the creation and reconstruction of educational goals, standards, programs of natural science texts and the design of the pedagogical process itself, ensuring the orientation of teaching natural science disciplines to the development of the individual, her acceptance of the value of the sciences of nature, the holistic development of natural reality , reflection of oneself as a subject of the search for one's place and meaning of existence in the natural and social world.
2. The didactic foundations of ENO in the context of the humanitarian paradigm include a system of didactic regulations that determine: goals; procedures for selecting the humanitarian-oriented content of natural science education; ways of procedural and methodological explication of this content; a criterion basis that allows assessing the compliance of the educational process with the accepted concept.
3. The era of co-evolutionary interaction between man and nature determines the need for a qualitatively new holistic perception of the relationship between nature and man. The goal of natural science education is a holistic view of the place, role and responsibility of a person for the consequences of his transformative activity on a cosmic scale - cosmogenesis, which involves the formation of a creative, rational and at the same time spiritual, highly educated person, able to navigate in
technological society and make morally sound decisions.
4. At the current stage of development, pedagogical science does not have a holistic theory of the humanization of natural science education. The essence of the problem lies in the fact that the material of the natural sciences, reflecting the dramatic history of knowledge. The power of the human mind and morality is not focused on the development of the personal-semantic sphere of students. Both in theory and in practice, the natural science and humanitarian components of education are opposed.
5. An educational program for the field of natural sciences in the context of the humanitarian paradigm is a project of educational and professional-pedagogical activities that reveals the content, its subject decomposition and the principles of assimilation of the material of natural science education. The specificity of the educational program is in its redundancy, which implies the selectivity of the content, type and form of the material, the nature of the cognitive activity of students. Offering not a step-by-step passage, but general guidelines, it makes it possible to take into account the system of life priorities, values, abilities, inclinations and plans of students in the course of the educational process. This program is multi-level.
6. The humanitarian component of the ENO content is the student's experience of comprehending the fundamental laws of nature, the value attitude towards it; orientation in the modern methodology of cognition, the ideas of co-evolution of man with nature, the transfer of the subjective-creative principles of cognition inherent in the humanities into the sphere of ENO. These include: reflection of oneself as a cognizing subject, plurality of world perception, dialogism as a style of thinking, integrity of cognition,
subjectivity of perception, plurality of truths, openness to other views, intuition, variability of perception, figurative thinking, translation from the objective language of concepts into the internal language of subject-figurative models of reality, increased attention to the value-semantic content of the knowledge received, their representation in the real life of students.
7. When building humanitarian content
ENO at the level of a general theoretical model must be based on the fact that:
a) the most important criterion for its compliance with the humanitarian paradigm is fundamentality, understood as a focus on deep, essential foundations and connections between various processes of the surrounding world;
b) the system-forming basis of the content of natural science disciplines are such values as the value of knowledge of nature and the conscious limitation of one's ability to influence it; competence and professionalism in mastering modern theories and methodology of natural sciences; the value of knowing natural phenomena and recognizing it as a "partner" in socio-natural development; understanding of the general cultural significance of the achievements of the sciences of nature, their logical-mathematical, systemological and empirical apparatus of cognition; the value of the unity of people as subjects of communication with nature and the joint development of moral and legal norms of cohabitation in the human-natural environment; self-worth of the individual and its unity with nature; the value of freedom of action and responsibility for global decisions;
c) the content intended for study is systemic natural objects that reflect key problems: the role of the science under study in socio-economic life, everyday life of a person; philosophical problems generated by this science - in the first place
problems of correlation between science and morality, emotional and rational, logical and aesthetic, etc.; specific high-performance methods of natural sciences.
Designing content at the level of a natural science subject involves:
a) taking into account the principles of adequacy and homomorphism. The first one proceeds from the fact that the content should really reflect ideas about the objective picture of the world, the strategy of scientific knowledge, the specifics of rational thinking in relation to the subject. The inclusion of this or that information in the subject is considered from the standpoint of its significance for building an adequate vision of nature. The second principle suggests that the course of the subject should be a reflection of the realities of the relevant modern science. This applies both to the content and to its composition. At the same time, the subject should reflect: the unity of nature and the integrity of its description in the system of natural sciences; the relationship between objective reality as a prototype and a scientific model as a theoretical image of nature;
b) it is advisable to build the invariant part of natural science disciplines around the key problems for a growing person of the diversity of the representation of the reality under study in a person’s life, the philosophical reflection of the universe;
c) the acquisition of "supersubject" personal experience is due to the actualization of personally significant conflicts of knowledge, due to which the student's personal and creative potential is activated;
d) the structure-forming basis of the content of a natural science subject is the system of value orientations indicated above. The selection of the content of humanitarianly oriented material at the level of educational material implies a focus on the subject of cognitive activity, his humanitarian by its very nature (“human”) thinking, i.e.
associated with the motive, meaning, reflection of the personal significance of the actions performed; ensuring the integrity of the content of the academic subject through the unity of the knowledge-oriented, operational-activity and personal-value components; the unity of the substantive and procedural components (not only the expected result of learning is projected, but also the process of achieving it, the value-semantic attitude to the studied and the forms of organization of educational work); the possibility of "own vision" of the course being studied by the teacher and students, their author's position, presentation of their personal attitude to the problem.
8. The method of procedural and methodological explication of such content is a humanitarianly oriented situation, understood by us as a pedagogical environment that provides the creation of conditions for developing a strategy for the child's behavior in relation to nature; to man himself, as part of nature to the planet as a whole. Technological support for the practical implementation of the humanitarian-oriented ENO model involves a system of developing educational situations. Situations of the first type are aimed at students' awareness of the objective value of the knowledge they receive, the assimilation of methods for cognizing natural reality, an active attitude to the material being studied, and the experience of this knowledge as a need. Situations of the second type are focused on the acquisition by students of the experience of intersubjective interaction in the process of learning activities, the awareness of the value and productivity of interpersonal communication in solving emerging problems, the transformation of the personality itself on this basis,
focusing on oneself, self-knowledge, self-esteem. Situations of the third type involve the inclusion of the student in the processes of solving problems, the responsibility for which lies entirely with the individual. They require participants to comprehend the essence of the phenomenon, the manifestation of a personal position, are aimed at self-actualization and
self-realization of the individual due to the wide variability, level and profile of the proposed tasks and activities, as well as the mandatory presentation of one's own product of activity. Situations of the fourth type suggest the possibility for students to realize their place, role and responsibility in the natural environment; carry elements of ecological prudence, expedient economic activity in relation to natural phenomena, include students in a situation of "real life substitution". They enable students to realize the value of freedom of action and promote their awareness of responsibility on the scale of humanity and the planet.
Research base. Volgograd Men's Pedagogical Lyceum; School-Laboratory at the Research Institute for Problems of Personally Oriented Education of the Volgograd Pedagogical University; secondary schools in the city of Frolovo, Volgograd region No. 1, 2, 3, 4, 20, 51; schools in Volgograd No. 136, 17, 37, 61; engineering school No. 33; architectural and art gymnasium No. 4; Engineering and Technical Lyceum No. 5; gymnasium No. 8; college of oil and gas; secondary school No. 2 r.p. Svetly Yar, secondary school No. 3, Aktau, Kazakhstan.
Research stages. In the course of the study, three main stages can be distinguished. At the first stage (1991-1994)
studied the state and problems of natural science education, carried out a critical analysis of philosophical, psychological, pedagogical and methodological literature on the topic of research, searched for aspects of humanitarian knowledge in the natural sciences, considered the main trends in the humanitarization of education, developed a humanitarian strategy through knowledge of the realities of nature, focused on the assertion of essential forces person. The author took part in the organization of the educational process and experimental work as a teacher,
scientific adviser and scientific supervisor of a number of schools. There was an accumulation of empirical data, theoretical understanding, and a conceptual design of the study was developed.
At the second stage (1995-1998), a large-scale experiment was carried out, generalization and systematization of the materials obtained were carried out, the essential, invariant features of didactic
humanitarian orientation of natural science disciplines; the main conceptual approaches to the construction and implementation of science education were developed, reflecting the ideas of the humanitarian paradigm.
The third stage (1999-2000) was aimed at finalizing and generalizing the concept of humanitarization of natural science education, methods for selecting the content and technologies of teaching natural science disciplines in the context of the humanitarian paradigm. The results of the study were reflected in a textbook, a collective monograph, systematized and presented in the form of a monograph, and a presentation of materials was carried out. At the same time, the obtained technologies were put into practice. This work was carried out within the framework of the program of the Research Institute for the Problems of Personally Oriented Education (supervisor, Corresponding Member of the Russian Academy of Education, Professor V.V. Serikov). The result of the final stage was the writing of a dissertation, summarizing many years of research.
Modern Natural Science: The Problem of the Human Dimension
Human society has entered the age of domination of electronics, informatics and computer technology, which are designed to transform industrial and agricultural production. However, the technogenic type of culture, which at first contributed to social progress, is now actively generating means of destroying civilization. This led to changes in the person himself. By the end of the 20th century, technocratic thinking and a technocratic worldview had developed, leaving an imprint on human life, manifested in the fact that pragmatism and spiritual impoverishment, the dominance of anti-scientific prejudices and the decline in the prestige of education begin to prevail in the structure of the personality. Natural science should contribute not only to the formation of knowledge about nature, technological progress, but also to form the mentality of people, a special type of thinking, worldview and views, guidelines based on universal human values associated with humanitarian consciousness. Knowledge of nature as a factor in the development of the objective aspect of culture is in the modern era a necessary component of the essential forces of man (V.I. Danilchuk, V.V. Serikov, 1996).
The spontaneous call for humanization and humanitarization that has sounded recently can be explained by the fact that by the beginning of the 21st century it had already become obvious that a person develops mainly as a carrier of certain functions, information, and intellect. Researchers have already proven that in addition to the cognitive and intellectual spheres of the personality, the motivational, emotional, volitional, existential and self-regulation spheres are also the most important (O.S. Grebenyuk). However, they have not yet been properly reflected in the content of education.
There was a peculiar paradox: the progress of the natural sciences, which was conceived for the benefit of mankind and so greatly transformed man himself, the way of his thoughts and existence, in the end turned out to be, as it were, on the sidelines of human spirituality. Moreover, the development of scientific and technical progress has led to crisis phenomena in ecology, economy, social phenomena, and has also affected education. One of the ways out of the current situation is seen as humanization. And it is a consequence of the division of sciences into the humanities and the natural sciences.
At the initial stage of the scientific and technological revolution, the growth in the number of scientific and technological discoveries was seen as the benefit of mankind. Therefore, the priority of natural science knowledge in this period is understandable. C. Snow openly declares in that period about the presence of trends outlined in the works of a number of philosophers (for example, W. Dilthey) about the division of knowledge into the sciences of nature and the sciences of culture. The author himself went even further and proclaimed two cultures, arguing that "there is no ground at all for the unification of cultures" (253. p. 29). For him, the phenomenon of two cultures is the coexistence of two essentially different realities, between which there are no points of contact. Subsequent fragmentation leads to the "mosaic culture" of A. Mol (169. p. 45). The dismemberment and split of culture, the disappearance of its integrity is a phenomenon that can be explained from the point of view of socio-philosophical theory. Indeed, at a certain stage, the differentiation of sciences is justified: the presence of its object of study, specific methods and evaluation criteria contributed to the development of knowledge. Although, according to the outstanding historian of science O. Neugebauer, "the artists of the Middle Ages and the Renaissance did not consider it necessary to be proud of ignorance in science." And such well-known names as Descartes, Leibniz, Newton are associated not only with science. They viewed mathematics in a broader context; for them it was an integral part of philosophy and served as a means of understanding the world. “The period of “carefree”, in a sense, development of science has been replaced by a period of contradictory,” D.M. Gvishiani (51. p. Z). “The loss of culture of its integrity is directly associated with the crisis of humanism,” a number of philosophers believe (186. p. 39).
Already in the mid-1970s, a number of realistically thinking scientists put forward proposals for the humanization of science, for improving the ways of using it for the good, and not to the detriment of mankind. However, at that time it sounded only like a call. Today we are witnessing the birth of a new stage in the evolution of views on the place, methods of development and use of science.
“The opposition of the two sciences and the associated opposition of the two cultures has also affected the modern problems of education, among which was the problem of its humanization” (105. p. 23).
Today, unfortunately, the gap between the "two cultures" is not narrowing, which adversely affects both the development of natural and human sciences, as well as the general situation of today. Awareness of the social danger of non-ethical knowledge has become a disturbing reality. Modern history has proved that the great achievements of science can turn to the detriment of society, can be reduced to the production of barbaric means of global destruction. This reveals the fact that "knowledge in itself is not good, as it was believed since the time of Socrates" (133. p. 6). Beyond the limits of social and moral use, scientific knowledge loses its cultural and humanistic dimension and leads to the cynicism of knowledge. “Humanity, faced with the problem of ecology in our century, began to understand that from now on nature cannot be viewed only as a material and raw material for production, and the environment, i.e. utilitarian-egoistically, how production, technology and the exact sciences approach it - as an object. Nature must be restored in its violated rights: to perceive it as a value in itself and to understand it as a subject of both life and consciousness, as the Biosphere in which the Noosphere lives, to develop an ecological consciousness. And in it, the image will take equal rights with the concept, ”G.D. Gachev (50. p. 12-13). Today the task of integral, harmonious development of the spiritual and material forces of man arises. But the way b to the solution is not in differentiation, i.e. separation of natural, technical and humanitarian knowledge, as it was before, and in their unity, integration. Separating himself from the humanitarian component in natural-science knowledge, a person thereby strengthened his own problems. Modern natural science should touch upon questions not only of the natural science proper, but also of the humanities, because it illuminates the paths of man's cognition of nature, the paths of the development of science.
A feature of the current situation, which humanity has not encountered before, is in the new interaction between society and nature, which gives rise to new requirements for science and technology. We have clearly seen the limits of the traditional type of industrialization. “Now it becomes clear the limitations of anthropocentrism - the desire to measure nature by the criteria of human needs: what is good for society is good for the biosphere. The project approach to the biosphere, the attempt to “correct” nature with technology turned out to be erroneous. Extreme biocentrism did not justify itself either - alarmist calls “back to nature” are not constructive,” S.N. Glazachev (62. p. Z). Further * distribution in breadth leads to an ecological catastrophe. A new concept of scientific and technological progress is needed. Scientists believe that such a concept can be developed and disseminated only in the organic unity of natural science, technical and humanitarian knowledge (V.V. Sviridov, N.P. Tulchin). “The unity of the world also requires the unity of science, and a certain metascience will gradually arise, uniting both humanitarian and natural science knowledge, the science of how the human race can preserve itself, how to preserve and develop the amazing thing that happened in the evolution of the Universe, when it is represented by She created a unique tool for a person, with the help of which she will be able to know herself and thereby influence her further development,” N.N. Moiseev (168. p. 16). Philosophers come to the conclusion that integrative, synthetic tendencies should be taken as the basis. They already reveal themselves in numerous manifestations, their necessity is substantiated by the emerging contradictions.
One of the fundamental contradictions of the modern world is the difference between the strategy of human transformational activity and the "strategy" of ecosystem development. During the period of intensification, they proceeded from the idea of man's independence from nature, the inexhaustibility of natural resources, etc. All this led to the emergence of contradictions, the resolution of which is possible provided that the phenomenon of nature is understood as the origin of man, and the phenomenon of man as an integral part of nature, designed to reveal its essential nature. potential. The problem of harmonization of relations "man-nature" is the problem of transforming the biosphere into the noosphere, which is ultimately formed by the conscious activity of people based on the awareness of the laws of the natural environment as a systemic whole (61. p.33).
Trends in the humanization of modern education, a plurality of approaches
The problem of humanization and humanitarization of various aspects of human society is not new. Its roots go back to antiquity. As a scientific problem, it began to form in the Middle Ages, when spontaneously arisen technical knowledge began to “bud off” (V.P. Zinchenko, E.B. Morgunov) from the entire socio-cultural basis of society. Various ideas were reflected in literature, philosophy, and art. The humanities were focused on understanding the essence, meaning and philosophy of technology (F. Bacon, L. Mumford, M. Heidegger, etc.). In the 20th century, the differentiation of natural science and humanitarian knowledge became acute and grew into a contradiction between two “types of cultures” (C. Snow, V. Dilthey), and there was also talk of “mosaic culture” (A. Mol).
In the first chapter, we reflect the prerequisites, and also show the necessity and possibility of overcoming dehumanized thinking and technocratic approaches. Humanitarianization, showing a multidimensional nature, is also a promising direction in the reorganization of the education system. The official document "Education Reform in Russia and State Policy in the Sphere of Education" contains ten main principles of the reform. The first five provide "external" in relation to the sphere of education socio-economic conditions for its development. The remaining five are “internal”, actually pedagogical conditions for the life of the education sector. Among them is the humanization of education. (38. p. 10). The document points out that the humanitarization of education is not a specifically domestic phenomenon of our day, but a phenomenon that embraces the education of the whole world. First of all, “it is aimed at turning education towards a holistic picture of the world - the world of culture, the world of man, at the humanization of knowledge, at the formation of humanitarian and systemic thinking” (ibid., p. 14).
In modern psychological and pedagogical literature, although a lot of attention is paid to the concepts of "humanization" and "humanization" of education, however, they are not properly separated, the conceptual apparatus is ambiguous. The problem is that the contents of these concepts overlap. There are certain etymological and substantive grounds for this. So the word "humanism" comes from "humanus" - humane, and the word "humanitarian" - from "humanitas" - human nature, spiritual culture. The moment of similarity is obvious, however, these concepts are not identical.
In the most generalized form, the humanization of education can be defined following E.D. Dneprov as “overcoming the main vice of the old school - its impersonality, turning the school towards the child, respect for his personality, dignity, trust in him, acceptance of his personal goals, requests and interests. This is the creation of the most favorable conditions for the disclosure and development of the abilities and talents of the child, for his self-determination. This is overcoming the former agelessness of education, taking into account the psychophysiological identity of various age stages, the characteristics of the social and cultural context of a child's life, the complexity and ambiguity of his inner world. Humanization is the key point of the new pedagogical thinking. It requires revision, reassessment of all components of the pedagogical process in the light of their human-forming function. It radically changes the very essence and nature of this process, placing the child at the center. The main meaning of the pedagogical process is the development of the student. The measure of this development acts as a measure of the quality of the work of the teacher, the school, and the entire education system. (E.D. Dneprov).
An analysis of recent studies and publications gives grounds to state that in the psychological and pedagogical literature the term humanization is used in three main meanings. Authors often understand the humanization of the content of education as humanization. At the same time, the aspects of humanization are very different: the creation of a new generation of textbooks and teaching aids focused on the characteristics of children, the dialogization of educational content, the teaching of this content in the form of various modern technologies, the differentiation and individualization of the process, etc. In other words, humanization is understood as approaching a person , humanization of educational material, means of its teaching and assimilation. The second approach is the designation of the liberalization and democratization of the style of pedagogical communication, when the authoritarian-command relations between the teacher and students are replaced by subject-subject relations implemented through humane forms of pedagogical interaction. A number of authors proceed from the position that the basis of humanization should be “constructive self-change of people, humanization and harmonization of the personality of each teacher and each student included in the educational process” (185. p. 146). The humanization of education is giving it more spirituality, expanding and deepening the general culture. Humanitarian, universal values in our time are becoming not only relevant, but also a priority. “Any form of human activity, including educational, must not only be learned by force or spontaneously, but it must be voluntarily and freely constructed. The student should be able to rise above the space of activities available to him, choose one or another subject content, find himself in the material, build a new activity. Then she will not oppress him, and he himself will dominate her,” E.A. Kryukov (136. p. 29).
“The humanization of education is a system of measures aimed at the priority development of general cultural components in the content of education and thus at the formation of the personal maturity of students” (209. p. 107).
However, the points of view of scientists on the ratio of the categories "humanization of education" and "humanization of education" do not coincide. So, A.I. Panchenko understands humanization more broadly than humanization, including the content of the latter (190. p. 9).
I. M. Oreshnikov adheres to the same position: “The humanization of education in the broad sense includes its humanization, is based on it” (184. p. 227).
Humanitarian components of ENO, their nature and ways of inclusion in the educational process
The main goal of modern education is the formation of a personality and its preparation for effective activity in the conditions of the information society and modern technologies. This goal assumes that the graduate of the school will receive a full-fledged understanding of the world and the responsibility that falls on his shoulders in today's conditions in connection with an avalanche-like increase in information, powerful destructive equipment and the general ecological situation. The most important role in this is assigned to the natural sciences. The goal of mastering ENO should be a holistic view of the place, role and responsibility of man for cosmogenesis. In this regard, here is how we see the graduate model.
We proceed from the fact that in later life a school graduate needs: - the realization that the world is limitless and is a collection of a huge number of complex, interconnected, constantly evolving systems; -confidence in the cognizability of the natural world and the ability to do this by scientific and theoretical methods; - understanding of the infinity of knowledge; - understanding of one's place in the natural world and awareness of the possible boundaries of the impact on the world around; - knowledge of the scientific principles of cognition of natural reality; - knowledge of the foundation of scientific worldview; - possession of the methodology for solving natural science problems; - value attitude to nature; - quick adaptation for further successful functioning in the conditions of an avalanche-like increase in information; - ideas about the ideas and principles of NLP; - the ability to plan their activities, based on the achievements of science.
This can be achieved if the content of natural science education meets the requirements of today, outlined above, and also integrates natural science knowledge with the subject of knowledge - humanizing them. The problem of including the humanitarian component in the structure of didactic material (educational text, didactic manual, teacher's book, etc.) is an urgent problem. At the same time, most authors are talking about two ways of setting the humanitarian component: explicit, in which philosophical, historical, factual information is directly used in texts, and implicit, involving indirect procedural ways of influencing the value-semantic sphere of students. The authors who study this problem believe that, in accordance with the humanitarian paradigm, certain criteria methodological guidelines must be met in the process of humanization of education. The humanitarian component of education, regardless of the area of culture in which it is implemented, cannot be fully and adequately formed before the subjects of the educational process have begun to assimilate the corresponding area of culture. In other words, both the goal and the content of the actual humanitarian component of education are of a procedural and even conventional nature, i.e. are born in the process of subject-object and subject-subject interaction of participants in the educational process. Humanitarian is also the actual personal experience acquired by the subject in the process of mastering this sphere of objective culture. The introduction of a humanitarian component into the content of education means the exit of the educational process from the narrow subject sphere and the spatio-temporal potential of the educational institution into the sphere of social and regional problems, the interests of the individual, his needs for philosophical and ideological self-determination and their improvement in a certain status and recognition. The introduction of a humanitarian component contributes to the emergence of a learning environment, the learning process is transformed into a kind of learning situation that is closest to the natural life of a person (vital and practical tasks, choice of strategy, cooperation, internal motivation). At the same time, a change of priorities should be laid as the basis: orientation not so much towards acquiring ready-made knowledge, as towards one's own efforts, initiative, testing various options, and developing a subjective meaning of activity. External motivation must give way to internal.
This is facilitated by the use of methods of contextuality, paradoxicality, dialogism, didactic game, methodological analysis, scientific reflection, etc.
In the study of T.V. Barsukova (13) developed a conceptual model of biological education with humanitarian components. The proposed model is one of the possible options for using the content of humanities courses in teaching biology. It includes the following elements: new functions acquired by biological education as a result of humanization (for example, the perception
biological facts as certain values through a historical situation or literary texts). The dissertation emphasizes the role in the formation of students' personal, aesthetic, moral attitude to nature. The principles of biological education built on a humanitarian basis have been developed. These include: observance of the measure of humanitarian material in biological content, its limitation to the limits of humanitarian orientation; naturalness, organic connection of biological and humanitarian content, its ability to reincarnate. The orientation of integrated links (from humanitarian subjects to biology and vice versa) was revealed, the levels of "humanitarianization" of biological content were developed: insignificant, significant, deep. The place of the humanitarian component in the general structure of the learning process is shown. At the initial stage, the humanitarian component plays the role of an emotional and psychological attitude; at advanced stages - creates an emotional background; at the final stage, through works of art, biology is brought into the sphere of life.
In his work "Methodology for the disclosure of philosophical issues in physics" G.I. Gavrina shows the relationship between the material (nature, nature) and the spiritual (thought, philosophy). Noteworthy is the systematic nature of philosophical work through implementation in lessons, seminars, and laboratory classes. Let's show an example of a seminar.
Orientation to the concept of humanization in the development of the standard and educational programs of the block of natural sciences
The standardization of education is one of the signs of the current stage of reforms. The concept of a standard comes from the English word standart, which means a sample, a measure. The main purpose of standards is the production of products with some predetermined qualities. In the Law "On Education" the state educational standard (SES) is interpreted as a standard that establishes a mandatory minimum of the content of education, the maximum amount of teaching load and requirements for the level of preparedness at the final stage of education.
Until recently, the term "educational standard" was not used in Russia, but unified state curricula and programs played its role.
Let us consider the issue of the need to introduce state standards of natural science education at the current stage, when it comes to the humanization, humanitarization and democratization of education, when it became possible to work with alternative programs and textbooks, use copyrighted programs, etc. Let's see what we have today.
For Russia, the problems of the quality of education remain a priority for many reasons. In modern conditions, it is necessary to continue the growth of science-intensive and high-tech industries, which requires an ever higher level of training in natural disciplines in most working specialties. We are talking about the development of the Russian economy, focused on production. But what do we really have? In recent years, the domestic system of natural science education is losing ground. The standardization of the content of education is due to the need for the country to enter the system of world culture, and therefore it is necessary to take into account the trends in the development of education in other countries, which is easier to do centrally. So, in the context of a variety of types of schools and subjects, the task of standardization becomes relevant, since it should establish a federal minimum of the content of curricula sufficient for a full-fledged education, which would resist the aspirations of subjective interpretation and at the same time provide variability in the content of education. Analysis of approaches and attempts to create educational standards in the second half of the 80s - early 90s. testifies to the desire in many countries to create an optimal standard of education. As a rule, these are clearly formulated state requirements for the content of education - a kind of set of subjects or areas of knowledge, as well as the content of the subjects themselves.
The standard of education is understood as a system of basic parameters accepted as the state norm of education, reflecting the social ideal and taking into account the possibility of a real person and the education system to achieve this ideal (V.C. Lednev, 1993). But the point of view on the state standard of V.P. Bespalko: “The standard of education should be understood as a diagnostic description of the minimum mandatory requirements for certain aspects of education or education in general, which satisfies the following conditions:
It is applicable to a well-defined pedagogically justified educational phenomenon (the quality of the personality, the content of the educational process, the quality of assimilation, etc.), which is easily distinguished from the general structure of education and has a certain integrity;
Performed in diagnostic indicators of the quality of this phenomenon, satisfying the requirement of completeness of the description of the goals of training or education;
Contains quantitative criteria for assessing the quality of the manifestation of an educational phenomenon, associated with an adequate scale for its assessment;
Focused on objective (reproducible) quality control methods for all identified indicators” (22. p. 17).
We have allowed ourselves such a lengthy quotation only to express doubts about how it is possible today to reflect the above-mentioned standardization criteria in a state of transition to a new educational paradigm. We can only talk about some prototype.
Starting to discuss the standard of natural science education within the framework of the humanitarian paradigm, it is advisable to clarify the problems that it should solve, its functions. According to B.L. Wulfson "standards contribute to the consolidation of the country's population, form a sense of community, awareness of spiritual and cultural identity, and finally, strengthen the integrity of the state" (47. p. 136). The standard is a tool for managing the quality of education. By fixing a certain required volume of the content of education and setting the lower limit of its level, the educational standard thereby guarantees a certain level of quality in the training of graduates.
Performing the function of social regulation, the educational standard includes components related to the organization of education, determines how education satisfies the current tasks of the development of society as a whole and the individual in particular. In the period of active search for new models and ways of education, standards play a stabilizing role. Another function of the educational standard is to create conditions for the free functioning of education, and therefore there must be an interconnection and continuity of standards across the levels of education, docking in border areas. The latter is very important for our further reasoning.
The state educational standard acts as a regulatory tool, but does not use strict procedures for the transition from general requirements to specific forms. Which is very significant in the approach we are discussing. The standard assumes a variety of conditions, forms, content, and therefore we can talk about typical, recommended, but not strictly mandatory organizational and methodological and procedural aspects. Another function of standardization is related to the humanization of education. The definition of minimum requirements opens up opportunities for further differentiation, mastery of the material at any level. This approach will allow to remove emotional stress, overload of students, take into account their needs and inclinations. Standardization in no way means bringing the individual under any standard. On the contrary, its task is to stimulate the development of the individual, non-standard, original approaches to solving various kinds of problems.
The state educational standard also performs the function of management, since it is associated with the possibility of reorganizing the existing system of control and quality assessment of learning outcomes, which eliminates spontaneity and subjectivity in assessing the quality of schoolchildren's education.
The standard should be guided by the trends of modern education, i.e. have a predictive function. One of the most important trends of today is the humanization of the educational process. And if so, then probably already today there is a need to try to present some guidelines in the development of the state standard, based on the concept of the humanization of education.
Under the direction of B.C. Ledneva (1993) substantiated the main principles for the development of the state educational standard: -analysis of the state of the socio-cultural environment and taking into account the educational needs and opportunities of stakeholders; - minimizing the complexity of standardization objects (educational content units, etc.) while maintaining their integrity, consistency and functional completeness in terms of the goals of education; -consistency and continuity of education standards for its levels and areas; - the dynamism of the educational standard, the possibility of its improvement; - the possibility of high-tech instrumental verification of the standard of education.
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Ministry of Education and Science of the Russian Federation
FBGOU VPO "Volgograd State University"
Institute of Natural Sciences
Department of Ecology and Nature Management
ESSAY
onecologicaleducation
natural scienceeducationinRussiainmiddle19 century
Completed by: 4th year student
group EPb-111
Lukyanova E.S.
Checked by: assistant
Vostrikova Yu.V.
Volgograd 2015
natural science environmental learning schoolboy
The general upsurge of thought in the 1960s is connected in part with the appearance of Charles Darwin's book On the Origin of Species. The advanced part of Russian society raises the question of educating children in a materialistic explanation of nature, based on direct observation of natural objects and understanding the relationships between them.
The new school programs were built according to the principles of A. Luben, a talented German teacher who acted as a reformer of school science in the 30s of the 19th century. He wrote the first method of natural science. The teacher proposed an inductive method of studying natural science, in which the knowledge of nature went from the simple to the complex, from the known to the unknown, from the concrete to the abstract. The inductive method was based on students' direct observations of natural objects and understanding of the relationships between them. The ideas of A. Luben penetrated into the Russian school three decades later. It was undoubtedly a progressive approach in the teaching of science. However, the content of the textbooks of botany by N. I. Raevsky, zoology by D. S. Mikhailov, built on the principles of Luben, did not correspond to methodological recommendations. They were overloaded with monotonous systematic material and did not develop the thinking of students.
By the middle of the 19th century, when the growing and strengthening bourgeoisie of Russia was looking for domestic markets and new objects of capital investment, interest in knowing their country had greatly increased. The concrete expression of this interest in social and cultural life resulted in a movement called "homeland studies". On its basis, “homeland studies” arose as a movement pursuing the same goals, but counting on a smaller territory. It brought to life the so-called "homeland" direction of natural science and geography in the school of that time.
A progressive teacher had a huge impact on the development of this direction in teaching younger students. KonstantinDmitrievichUshinsky(1824-1870).
K. D. Ushinsky considered nature one of the "powerful agents of human education", and natural history - the subject most "convenient for accustoming the child's mind to logic." The great educator wrote: “Children have a common unaccountable and natural desire for nature, and they love to observe the objects around them, as a result of which they have many questions that can only be solved on the basis of the principles of science.” This proves that "primary mental education must begin with the study of the natural sciences."
Ushinsky considered the whole system of studying nature, assimilation of ideas and concepts about it in explanatory reading, highlighting the method of observation as the most effective in the knowledge of nature. In his books "Native Word" (1864) and "Children's World" (1868), he included rich material on wildlife, involving observations and experiments. K. D. Ushinsky suggested starting the acquaintance of children with nature with studying their locality and observing the seasons, so that the child could check the impressions of reading books or teacher's messages with personal experience.
The talented teacher was struck by the gulf between the patriotic upbringing of children in the West and in Russia. “Take any little Swiss, and he will amaze you with a solid and extremely detailed knowledge of his homeland ... You will notice the same thing with little Germans and Englishmen, and even more so with Americans ...”. At the same time, a Russian person "... very often does not know which river Samara stands by, and as for some small river ... there is nothing to say, unless he himself had to swim in it."
K. D. Ushinsky believed that this situation could be corrected by introducing into Russian schools a subject based on the sensory perception of the surrounding nature - fatherland studies. “It is easy to imagine,” writes K. D. Ushinsky, “how many vivid and true to reality images, completely concrete, will accumulate in the soul of children from such a lively, visual mandatory course.”
Under the influence of the ideas of K. D. Ushinsky, new textbooks of natural science and geography began to appear in Russia, based on the principle of “homeland studies” (modern local history).
The ideas of K. D. Ushinsky had a huge impact on pedagogical and literary activity DmitryDmitrievichSemenov(1835-1902) - a talented teacher-geographer.
He began working with K. D. Ushinsky in 1860. D. D. Semenov developed a methodology for conducting excursions, compiled a manual “Fatherland Studies. Russia according to the stories of travelers and scientific research” in 6 issues.
In 1862, three parts of D. D. Semenov's "Lessons of Geography" were published. KD Ushinsky highly appreciated this textbook.
In the preface to the textbook, the author wrote: “It is best to start teaching geography from the vicinity of the area where students live ... Through comparisons of close objects with distant ones, through entertaining stories, children quietly receive the most correct concepts of various natural phenomena ... ". So the foundations of the local lore principle of education were first expressed.
D. D. Semenov believed that homeland studies could serve as a preparatory course for the study of geography, but it should also contain the beginning of natural sciences and history. "The only guide for pupils should be a reading book with a local character, where articles would be selected relating to the well-known locality in which the children live."
D. D. Semenov compiled such a textbook for the environs of St. Petersburg. First, he talks about the city, then characterizes its environs, the county and the entire St. Petersburg province, and then proceeds to the study of the land as a whole.
Semyonov proposed to complete the entire course of homeland studies in two years. In the first year, which he calls “sketchy,” the teacher “talks only about what is available to children and gradually moves from the easiest to the most difficult, from the familiar to ... the unfamiliar.” In the second year, "all fragmentary information is brought together into one whole picture, into a coherent description of the whole region."
For the purpose of a deeper explanation of certain issues, the teacher suggested setting up simple experiments and conducting demonstrations: on the vaporization of water and the condensation of vapors, determining the cardinal points using a compass, measuring atmospheric pressure with a barometer, etc.
The activities of D. D. Semenov contributed to the appearance in Russia of textbooks based on the principle of homeland studies.
In contrast to the systematics and morphology of K. Linnaeus in the second half of the 19th century. in Russia, the biological direction began to be popularized, which later became the foundation of ecology (later it was put forward in Germany in the works of F. Junge and O. Schmeil). The Russian biological direction (or method) was substantiated in the works of Professor of Moscow University K.F. Rul'e, who proposed to study life in all its manifestations. He stated: “We consider it a task worthy of the first of the first learned societies to assign the following topic for the scientific work of the first scientists to investigate three inches of the swamp closest to the researcher regarding plants and animals, and to investigate them in the gradual mutual development of organization and way of life in the midst of certain conditions.”
This task was unusual for that time, it demanded to pay attention to the everyday manifestations of life, aimed at their study and explanation. Unlike the German Methodists, Roulier was an evolutionist. For him, organisms were not adapted, but adaptable to the environment. When studying the body of an animal, he first of all found out the reason for the formation of one or another organ.
Speaking about the learning process, K. F. Roulier emphasized that one of its most important conditions is visibility, which can only be higher than the study of nature.
The development of natural science methods in the second half of the 19th century. associated with the name AlexandraYakovlevichGerda(1841-1888). He substantiated the system of studying nature in elementary school, from the inorganic world to plants, animals and humans.
The textbook "The World of God", written by A. Ya. Gerd for students in grades 2 and 3, consisted of 2 parts - "Earth, air, water" and "Plants, animals, man." It also included the study of the history of the Earth with elements of evolutionary teaching.
The teacher rightly justified this construction of the course by the fact that “observations on minerals are easier and simpler than observations on plants and animals, and at the same time, observation skills are acquired ... Acquaintance with the mineral kingdom provides children with the information necessary for complete observations of plants and animals. An animal must be considered in connection with its entire environment, a plant in connection with the soil on which it grows, therefore, first of all, children should be introduced to the mineral kingdom ... ". In addition, the laws of the evolution of nature cannot be known without understanding the relationships that exist between the inorganic and organic worlds.
A. Ya. Gerd believed that “... before embarking on a systematic course in the natural sciences, the teacher needs to arouse in children an interest in nature, and this is possible only with a direct collision of children with natural objects in their natural environment. The teaching of natural science should, if possible, begin in a garden, in a forest, in a field, in a swamp ... When children study their surroundings in this way, then you can move on to the flora and fauna of remote areas, defining and enlivening them with comparisons with well-known pictures of the homeland.
A. Ya. Gerd saw the basis of successful teaching of natural science in sensory cognition, "living contemplation", based on the study of the nature of one's region during excursions. A. Ya. Gerd added to the forms of teaching natural science and developed a methodology for conducting practical classes in subject lessons in the classroom, the basic material for which was the local nature. The factual material obtained in the natural environment through extracurricular observations, according to A. Ya. Gerd, created a solid foundation for building a theory of the issue under study. Thus, A. Ya. Gerd outlined the ways of interconnecting the forms of education and successfully implemented them in his pedagogical activity.
In 1883, Gerd published a methodological manual for teachers entitled "Subject Lessons in Primary School", in which he proposed a methodology for conducting observations and experiments in science lessons. Unlike Luben, the teacher brought to the fore the development of schoolchildren's ability to make generalizations and conclusions based on observed facts. He called not to be limited to the inductive method of studying natural science, which reduces the knowledge of nature to description and comparison, but also recommended the use of deduction, which makes it possible to establish cause-and-effect connections between phenomena. A. Ya. Gerd believed that the main task of the teacher is to give competent explanations in the classroom, and children, observing natural objects and conducting experiments with them, will learn to describe, compare, generalize, draw appropriate conclusions.
A. Ya. Gerd demanded that the teacher regularly compose lesson notes and he himself developed a methodological guide for teachers, "The First Lessons of Mineralogy." Lesson plans for the study of inanimate nature were the first example of a methodology for teaching a separate subject.
Consequently, A. Ya. Gerd was the first to solve the main general problems of the methodology of teaching natural science. Until now, the works of A. Ya. Gerd serve as the basis for methodological developments in the course of natural science.
The contribution of A. Ya. Gerd to the theory of the methodology of natural science can hardly be overestimated, but the practical significance of his work at that time was not great due to the exclusion of natural science in 1871 from the number of subjects taught in public schools.
Again, the question of studying the surrounding nature begins to be discussed at the end of the 19th century. This was facilitated by the journal "Natural Science and Geography", which raised the problems of using the natural environment of children in organizing various forms of educational work. Particular attention was paid to the organization and conduct of excursions in the city. “It is by no means redundant, but it is absolutely necessary to talk with students about such subjects that they daily have before their eyes. It would be extremely erroneous to think that the child peers into what surrounds him. The purpose of the school, in general, is to accustom the student to stop his attention on those subjects on which his gaze until then glided without any thought.
The development of capitalism at the end of the XIX century. demanded a broad reform of school education and the mandatory introduction of natural science into the system of school subjects.
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The main provisions of the pedagogical concept of L.N. Tolstoy. The history of the creation of the Yasnaya Polyana school. The use of pedagogical ideas of L.N. Tolstoy in modern elementary school. The use of methods and techniques of the writer's work in teaching and education.
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The concept, goals and objectives of environmental education. Principles, methods and techniques of ecological education of junior schoolchildren. Basic ecological ideas in the course "The World Around". Extracurricular and extracurricular, game form of organization of education.
Z.I. Kolycheva,
(Tobolsk) N.N. Surtaeva, (St. Petersburg), Zh.B. Margolin
(St. Petersburg)
SCIENCE EDUCATION IN RUSSIA: PROBLEMS OF DEVELOPMENT
natural science education IN RussiA: pRoBLEMs of
The article discusses the state of modern natural science education, its main problems, which are caused both by the state of society and scientific knowledge, and by the peculiarities of the development of the natural science education itself. The directions and content of modern research aimed at improving the quality of natural science education are considered.
Key words: science education, goals and objectives of science education, quality of science education, humanization and dehumanization of science education.
The article discusses the state of modern natural science education, its main problems, which are caused both by the state of society and scientific knowledge in general, and by specific features of development of natural science education. The directions and content of modern research aimed at improving the quality of natural science education are considered
Key words: natural science education, goals and objectives of natural science education, quality of natural science education, humanization and dehumanization of natural science education.
At the present stage, almost all discussion platforms state that the development of an innovative or “smart” economy and a society based on knowledge is impossible without the advanced innovative development of the education system, including science education. Innovative transformations of almost all components of the educational system are today the basis for its modernization. Science education is the main tool for building the industry of the future. Numerous studies, including international ones (PISA), as well as studies by The Boston Consulting Group and the World Economic Forum (Davos) "A New Look at Education"
emphasize that the economy of the 21st century will require workers not only to have knowledge of mathematics and natural sciences, but also certain “soft skills” (soft skills) - this is critical and creative thinking, the ability to work in a team, initiative, curiosity, perseverance, which forces to strengthen worldview accents natural science disciplines.
It should be noted that in the process of studying the natural sciences in the Russian education system, systematic work on the development of “soft skills” is not carried out and there is no system for measuring the formation of these skills, including in the process of studying natural science disciplines, which further leads to
that about 40% of young specialists cannot find a job in their specialty.
Natural science and modern natural science education are an important factor in the development of society. The natural sciences (physics, chemistry, biology, mathematics) form the scientific and technical potential of the country, underlie scientific and technological progress, ensure the reliability of technological solutions, and ensure the competitiveness of the country as a whole at the world level.
The main goals of natural science education are: the creation of a holistic view of the scientific picture of the world among students, the assimilation of the scientific method of cognition and its inclusion in the system of values of a modern person.
In accordance with the goals, it is possible to single out the tasks of natural science education: the formation of a scientific worldview, a modern natural-science picture of the world and a natural-science worldview of students; disclosure of the unity of the structure of matter, universality, fundamentality of the laws of nature; education of scientific culture; application of acquired knowledge in everyday life; acquisition of skills to navigate in the world around; personal development of students; formation of environmental knowledge and ecological culture.
Modern natural science education is based on a number of ideas, among which we note:
Unity, which focuses on the study of nature from a single point of view, due to the unity of nature, the existence of a natural-science picture of the world;
Activities, implying the implementation of the activity approach in science education;
Combination, postulating a combination of the logic of personality development with the logic of science development;
Variability, proclaiming the possibility of choice and active participation of the student in realizing their own potential, building an individual educational trajectory;
Humanization, which determines the place of natural science education in the general culture of society and the individual.
In Russia, according to many researchers, natural science education has practically not realized its potential over the past decades, since it is in a state of crisis. The consequence of this are technological and scientific barriers: the first is expressed in the inability of domestic engineers to master and repeat the technologies of the leading countries, the second - in the lag of domestic science from world positions.
There are two groups of problems of natural science education - external and internal. External problems are understood as problems that are set by the social development of society, the development of science, the state of education in general:
The gap between achievements in the development of natural sciences and the level of natural science education, which leads to the loss of competitiveness of domestic science and technology in the world market;
The gap between the natural sciences and the humanities, which prevents dialogue and further convergence of the two areas of universal culture;
Loss of traditions and fundamental nature of Russian natural science education; a decline in prestige in society and a decline in interest in the natural sciences and science education in general.
The internal problems inherent in natural science education are generated by its state as a system and the interconnections of the components of this system:
Low quality of natural science training of graduates of secondary educational institutions, lack of motivation for further study of natural science disciplines;
The focus of the content of natural science disciplines on the development of an objective system of knowledge about nature, the lack of due attention to the semantic and value areas of natural science, the development of the personality of students;
Insufficient amount of hours provided by the curricula for the study of natural sciences, lack of proper material and technical base of professional educational institutions;
Orientation of the educational process of studying natural sciences to traditional forms and methods, etc. .
Improving the quality of science education in Russia is a complex, multifaceted and systemic problem. Research on this problem is carried out in various aspects and directions by both domestic and foreign scientists, research teams (TIMSS, PISA), in which Russia occupies a middle place in the natural sciences, yielding to Poland and Vietnam, which previously always lagged behind Russia. At the same time, there are several most important directions in the ongoing research.
1. The reflection of the socio-philosophical foundations of the evolution of education as a whole, natural science education as part of it is carried out. Approaches are being developed to create a modern system of natural science education. At the same time, it is postulated that this system should be formed in accordance with the trends in the evolution of domestic education, including natural science education, global trends in the development of education, and a long-term forecast.
2. The volume and content of natural science education as a whole, its individual levels and disciplines are determined; an analysis is made of the adequacy of the content of natural science education to the imperatives of humanization, socio-natural and socio-cultural evolution, which ensure the sustainable development of civilization on the basis of modern natural science.
3. It is substantiated that modern natural science education should be adequate to the post-non-classical stage of development of science and natural science, and the scientific worldview that is formed in the process of natural science education is characterized as evolutionary, noospheric, synergistic, creative.
It can also be postulated that research is also carried out by levels of education - general science education, professional science education, teacher education (training of science teachers).
The practical implementation of the research results is a rather long-term task. Undoubtedly, the solution to the problem of the education crisis involves managerial strategies. We observe the implementation of these strategies in changing educational standards, programs and teaching materials, searching for criteria and indicators of the quality of natural science education, and developing requirements for control and measuring materials.
It is impossible not to note the change in financing, material and technical, personnel, information support of the educational process, etc. All this is reflected in the legal and regulatory documents that regulate the educational activities of levels and the direction of natural science education in the country.
However, the main problem, in our opinion, is to change the values, goals and meanings of education. The goals of education at the present stage are pragmatic, utilitarian and applied. Education (and natural science education is no exception) has turned from a goal into a means of increasing social status, prestige, and the meaning of education is not educational values, but the final pragmatic result. The formation of the spiritual, moral and ideological qualities of students has receded into the background after professional competence, and the declared creativity as a result of education is understood as instrumental and search (managerial) characteristics of a person who can find the right information, the right algorithms for solving problems, make the right decisions, etc. . .
Based on the foregoing, it can be argued that the crisis of education (including natural science) has not so much a social
nal, how much a general cultural character. He poses the problem of the mission of education in society. The primary question is the values and goals of education: why teach? It is the anthropological aspect of education from the works of philosophers and educators, where it is present only in a declarative format, that should move into a practical plane.
The non-classical ideal of natural science education should be based on a person, but not on a “man of desire”, cultivating his humanity, destroying the environment, but on a creative person who has creativity, which implies the independent building of his humanity, his human dimension.
Changes should begin with the worldview of the subjects involved in the system of science education, their attitude to science education, understanding its importance in the development of students, and the development of "human capital".
The training of teachers of natural science education has a special role and special significance, since it is this factor in the development of education that is decisive. The essence of the new worldview of a teacher of natural science education should be the idea and conviction that natural science is a national treasure, a strategic resource and a condition for innovative development; its level determines the level of development of civilization and human potential; it has been and must again become an area of Russian national superiority.
The process of preparing a teacher of natural science education should undergo significant changes not so much of a content nature as of a procedural activity, where the student is put in an active position, in which natural science knowledge acts as a tool for developing a worldview, a natural science picture of the world, a tool for the formation of "soft skills". Students on this
technologies are in the position of independent decision-making, constant such activity allows solving the problems of raising responsibility for one's life, preparing for life after graduation from an educational institution - this is designated as the tasks of education in the 21st century. So far, the traditional system of education, including natural science education, prevails to a greater extent, which Pasi Mattila notes, stating that today a student lives in the 21st century, his teachers from the 20th century teach, and learning takes place in the classrooms of the 19th century. We need to understand and admit that if we teach today the way we taught yesterday, we will steal tomorrow from children, neither parents nor teachers are in the mood for this, and this does not contribute to the development of a “smart” economy, human capital.
Literature
1. Aliyeva N. Z. Post-non-classical natural science education: conceptual and philosophical foundations: Monograph [Electronic resource]. - Access mode: http://www.monographies.ru/ru/book (date of access: 03/19/2016)
2. Andreeva N. D. Problems, disadvantages and advantages of the natural science education of Russian schoolchildren // News of the DSPU - 2014. - No. 3. - P.92 - 95.
3. Denisov V. Ya. Problems of natural science education // Successes of modern natural science. - 2005. - No. 5 - S. 43 - 45.
4. Kolycheva Z. I. Problems of training a teacher of natural science education // Actual problems of chemical and natural science education: materials of the VII All-Russian scientific and methodological conference. - M.: MIOO. - 2016. - S. 36 - 39.
5. Popova T. N. Humanistic and cultural educational paradigms in the didactics of modern natural science education [Electronic resource]. - Access mode: https://interactive-plus.ru/e-artides/monography-20141031/monography (date of access: 03/19/2016).
6. Kolycheva Z. I. Problem fields and aspects of the study of natural science education // Modern natural science education: Content, innovation, practice: materials of the All-Russian scientific and practical conference. - Tobolsk, 2016. - S. 64 - 68.
7. Solozhnina N. A. Content, goals and objectives of natural science education [Electronic resource]. - Access mode: http://pandia.ru/text/78/564/70204.php (date of access: 04/08/2016)
8. Starostina S.E. Natural science education as a factor in the economic development of society and the formation of a modern personality // Fundamental Research. - 2011. - No. 8-1. - S. 56 - 60; [Electronic resource]. - Access mode: http:/fundamental-research. en/
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