Teaching chemistry in high school. A
Modern approaches to teaching chemistry at school
Chemistry teacher Zhmaka L.V.
In education today we are witnessing the modernization of education. In accordance with this, the main results of the activities of a comprehensive school are not knowledge itself, but a set of key social competencies in the main areas of life. School graduates must enter the “big life” with a certain set of social competencies: political, intellectual, civil law, information. Teaching science contributes to the formation of information concepts and the development of critical thinking in students. An important point in the comprehension of knowledge, students should begin to accept personal meaning, which leads to self-knowledge. Chemistry as a science in the context of global problems of humanity is extremely relevant. The younger generation should develop a scientific picture of the world and knowledge of chemistry becomes fundamental. The development of a chemical picture of the world is important for the formation of a scientific worldview, a culture of environmental thinking and behavior.
The main pedagogical goals of knowledge are:
improving the quality of knowledge
ensuring a differentiated approach in the educational process
providing conditions for children’s adaptation in the modern information society.
Any form of interactivity involves the active interaction of all students. The teacher and student are passionate about the same process: to understand the lesson, extract knowledge from it for themselves, develop the skills of an active life position, critically understand the situation, find the truth, and make the right decision. The teacher, in essence, is the organizer of learning and its leader. His task is to approach the learning process in such a way that the student becomes interested and feels a desire to learn. The process of cognition consists in the acquisition of knowledge by the student himself. During the lesson, an attitude is created in which students positively prepare themselves to perceive new knowledge. To start learning new material, the teacher “launches” an interesting fact that will arouse students’ interest in perceiving the material. Problems enliven the student and force him to remember instructive facts. These techniques include simulation methods that can be played out in the classroom. These are: role-playing games, discussions, debates, brainstorming, problem discussion, round table, search for truth, free microphone, situation analysis, decision tree, asking for the floor, trial, etc.
In education today we are witnessing the modernization of education. In accordance with this, the main results of the activities of a comprehensive school are not knowledge itself, but a set of key social competencies in the main areas of life. School graduates must enter the “big life” with a certain set of social competencies: political, intellectual, civil law, information. Teaching science contributes to the formation of information concepts and the development of critical thinking in students. An important point in comprehending knowledge should be the acceptance of personal meaning among students, which leads to self-knowledge.
The competency-based approach is one of the new directions for the development of educational content in Ukraine and developed countries of the world. The very acquisition of vital competencies gives a person the opportunity to navigate modern society, forms the individual’s ability to quickly respond to the demands of time.
The introduction of a competency-based approach is an important condition for improving the quality of education. This is especially true for theoretical knowledge, which must cease to be dead baggage and become a practical means of explaining phenomena and solving practical situations and problems.
The main value becomes not the assimilation of a sum of information, but the development by students of skills that would allow them to determine their goals, make decisions and act in typical and non-standard situations.
The competency-based approach to education is associated with student-centered and active approaches to education, as it concerns the student’s personality. The system of competencies in education consists of: key, i.e. subject competencies - the student acquires them in the process of studying a particular subject
Therefore, competence should be understood as a given requirement, the norm of educational preparation of students, and competence - as his actually formed personal qualities and minimal experience.
The school subject "chemistry" includes knowledge about chemical phenomena, information of a philosophical and social nature, modern chemical technologies, environmental problems and human health. Chemistry, experimental science. Students become familiar with substances and their properties, solve experimental and computational problems. Studying the subject allows you to orient children towards personal self-realization, where the student will be able to express his life position and value guidelines. But this should be facilitated by a variety of methods and forms of training. It is important to create a situation of success in the lesson, conduct discussions, debates, solve a problem or find a way out of a situation. If you skillfully create conditions when presenting knowledge, then the material can turn from boring into even an event. In the learning process, the main thing is not to convey all the information at once, but to help them comprehend it and give students the opportunity to take part in predicting this information themselves. The search for knowledge engages children with empathy and a desire to learn. Problem situations are the impetus for a situation of success. These classes always have a collaborative and intellectual atmosphere. The desire to learn encourages the student to use additional literature, reference books and the Internet.
A competent specialist, a competent person is a very profitable prospect. A formula for competence is proposed. What are its main components? Firstly, knowledge, but not just information, but information that changes quickly, is dynamic, of various types, which you need to be able to find, weed out unnecessary information, and translate it into the experience of your own activities. Secondly, the ability to use this knowledge in a specific situation; understanding how this knowledge can be obtained. Thirdly, an adequate assessment of oneself, the world, one’s place in the world, specific knowledge, whether it is necessary or unnecessary for one’s activities, as well as the method of obtaining or using it. This formula can logically be expressed in this way:
Competence = mobility of knowledge + flexibility of method + criticality of thinking
To avoid adverse impacts on the environment, to avoid making environmental mistakes and to avoid creating situations dangerous to health and life, modern people must have basic environmental knowledge and a new ecological type of thinking.
Ways to develop competencies
What should a teacher be guided by to carry them out? First of all, regardless of the technology that the teacher uses, he must remember the following rules:
It is not the subject that shapes the personality, but the teacher through his activities related to the study of the subject.
Help students master the most productive methods of educational and cognitive activity, teach them how to learn.
It is necessary to use the question “why?” more often to teach how to think causally: understanding cause-and-effect relationships is a prerequisite for developmental learning.
Remember that it is not the one who retells it that knows, but the one who uses it in practice.
To teach students to think and act independently.
Develop creative thinking. Solve cognitive problems in several ways, practice creative tasks more often.
It is necessary to show students the prospects for their learning more often.
During the learning process, be sure to take into account the individual characteristics of each student; unite students with the same level of knowledge into differentiated subgroups.
Study and take into account the life experiences of students, their interests, and developmental characteristics.
The teacher himself must be informed about the latest scientific developments in his subject.
Teach in such a way that the student understands that knowledge is a vital necessity for him.
Explain to students that every person will find his place in life if he learns everything that is necessary to realize his life plans.
Competency-based approach to teaching chemistry
The educational process is carried out through lessons, electives, and individual classes.
An independently found answer is a small victory for a child in understanding the complex world of nature, giving confidence in his abilities, creating positive emotions, and eliminating unconscious resistance to the learning process.
The independent discovery of the slightest grain of knowledge by a student gives him great pleasure, allows him to feel his capabilities, and elevates him in his own eyes. The student asserts himself as an individual. The student keeps this positive range of emotions in his memory and strives to experience it again and again. This is how interest arises not just in the subject, but what is more valuable - in the process of cognition itself - cognitive interest, motivation for knowledge.
“No interest - no success!”
"The Riddle of King Solomon." Unravel the secret letter of King Solomon (Qualitative reactions to iron compounds. Grade 10);
“The mystery of the yacht “Call of the Sea”.” Corrosion of metals - 10, 11 classes. Unravel the mystery of the death of a millionaire's expensive yacht;
The work of a detective agency in the topic: “Hydrochloric acid” - grade 10, in the topic “Classification of inorganic substances” - grade 8;
Solve the chemical mistake of A. Conan Doyle when describing the Hound of the Baskervilles from the work of the same name. "Phosphorus" - 10th grade.
Problematic issue, problematic situation
"Glucose" - 10th grade. Why does bread acquire a sweet taste if chewed for a long time?
Why does ironed laundry stay dirty longer?
“Amphotericity of amino acids” - 9th grade. “You are familiar with the animal chameleon from biology. Is there something similar in chemistry?
"Alcohols" - 9th grade. How to make rubber galoshes from alcohol?;
“Aldehydes, acids” - 9th grade “It’s all about the ants.” What do aldehydes, carboxylic acids and ants have in common?
Oxygen-containing organic compounds. Thinking is a mystery. The laboratory assistant prepared the reagents and left the office. Here trihydric alcohol, coming off the shelf, walked up to the table and took away his reagent. Seeing this, Glucose was indignant: “What are you doing, why are you taking someone else’s, this is my recognizer!” “Let me, let me intervene in your dispute,” said Formaldehyde, “This is my substance.” What is the essence of the dispute?
Conflicting facts
“Dual position of hydrogen in PSHE” - 8th grade. Why does hydrogen rank in the D.I. table? Mendeleev two places: among typical metals and among typical non-metals?
When studying the topic “Electrolytic dissociation”. Distilled water does not conduct electricity, but regular tap water does.
Why did D.I. Mendeleev compile PSHE for chemists, but physicists rightfully use it in their research?
Skills for safe behavior with substances
We live in an era of scientific and technological progress. Technological progress should be aimed at improving human life. However, the environment, including the household environment, has changed dramatically. Substances of artificial origin have appeared in the air, water, and food. Most of them are toxic, that is, poisonous.
Within the framework of social competencies, the requirements for appropriate functional literacy are also determined - the formation of chemically safe behavior in the surrounding world. A person receives his first knowledge about chemicals and their handling at school. How should we treat them in order to maintain the health and cleanliness of the world around us? Chemistry lessons provide answers to these questions. Practical work develops skills in working with chemicals.
There are a lot of lessons in the chemistry course in which we study the properties of different substances and always name and show substances that are used at home and precautions for working with them. We teach children to read labels and know examples of the safe use of chemicals in everyday life.
Interactive activities provide not only an increase in knowledge, skills, methods of activity and communication, but also the discovery of new opportunities for students.
"Key Question Method"
Heuristic conversation- this is a certain series of questions that direct students’ thoughts and answers in the right direction. In essence, children discover certain facts and phenomena.
I love this method because it promotes creativity, creative thinking and logical thinking, students develop productive approaches to mastering information, the fear of making the wrong assumption disappears (since an error does not entail a negative assessment) and a trusting relationship is established with the teacher.
Interactive learning increases the motivation and involvement of participants in solving the problems under discussion, which gives an emotional impetus to the subsequent search activity of the participants. In interactive learning, everyone is successful, everyone contributes to the overall result of the work, the learning process becomes more meaningful and exciting.
Presenting educational material using the method of heuristic conversation, the teacher from time to time addresses the class with questions that encourage students to engage in the search process.
We use the following words: “maybe”, “suppose”, “let’s say”, “possibly”, “what if...”
1. It is no coincidence that hydrogen occupies such an honorable place in the Periodic Table. It has unique physical and chemical properties, which gives it the right to be called element No. 1. Why did it get this right?
2. Why is water a liquid? How are beautiful patterns formed on glass?
3. About 100 years ago N.G. Chernyshevsky said about aluminum that this metal is destined for a great future, that aluminum is the metal of socialism. He turned out to be a visionary: in the 20th century, this element became the basis of many structural materials. The changes in the cost of aluminum are striking. How can we explain the wide range of aluminum uses?
Aluminum is the most common metal on Earth (it accounts for more than 8% of the earth’s crust), and it began to be used in technology relatively recently (at the Paris Exhibition of 1855, aluminum was demonstrated as the rarest metal, which cost 10 times more than gold). In the 19th century aluminum was worth its weight in gold. Thus, at the international congress of chemists, Mendeleev was given a valuable gift as a sign of his scientific merits - a large aluminum mug. Think about why aluminum was so highly valued? Why has the price of aluminum fallen so much over time?
The new metal turned out to be very beautiful and similar to silver, but much lighter. It was these properties of aluminum that determined its high cost: at the end of the 19th and beginning of the 20th centuries. aluminum was valued higher than gold. For a long time it remained a museum rarity.
Problem situation- this is a difficulty or contradiction that arose in the process of performing a certain educational task, the solution of which requires not only existing knowledge, but also new ones. The situation can be addressed throughout the lesson or part of it.
When presenting a problematic material, the teacher guides the students’ cognitive process, poses questions that focus students’ attention on the inconsistency of the phenomenon being studied and makes them think. Before the teacher gives an answer to the question posed, students can already give an answer to themselves and compare it with the course of judgment and the teacher’s conclusion.
2. When studying the composition of air. Think about how to experimentally prove the composition of air. How to start this?
3. For example, the teacher demonstrates allotropic modifications of sulfur or oxygen and offers to explain why they are possible
4. Constructing a hypothesis based on a known theory and then testing it. For example, will acetic acid, as an organic acid, exhibit the general properties of acids? Students make a guess, the teacher performs an experiment, and then a theoretical explanation is given.
5. The most successfully found problem situation should be considered one in which the problem is formulated by the students themselves. For example, when studying chemical bonding, students can independently pose a problem - why metal atoms enter into a chemical reaction with non-metals
6. Why did the light on the device come on when testing a solution of a substance for electrical conductivity?
Methods of pedagogical activity
In teaching activities, a variety of teaching methods are used, guided by pedagogical expediency. The choice of methods is carried out on the basis of the objectives of the lesson, the content of the material being studied and the development goals of students in the learning process. To implement the basic principles of the competency-based approach and the rational combination of individual and collective education, the most effective methods of organizing training are selected.
Students independently conduct chemical experiments and research activities.
Logical methods (organization of logical operations):
Inductive (classify chemical reactions).
Deductive (having a general formula, create an algorithm for solving specific chemical problems of the same type).
Analytical (for example, when studying reactions).
Problem-search methods (problem competencies are formed).
Problematic presentation of knowledge. Used when students do not have sufficient knowledge to actively participate in solving a problem. For example, when studying the theory of the structure of organic substances A.M. Butlerov. 9th, 11th grades.
Heuristic method. Search (heuristic conversation). It is carried out on the basis of a problem situation created by the teacher. For example, what does hydrogen turn into when it “takes” electrons from lithium? 8th grade. "Oxidation state".
Research method. Used when students have sufficient knowledge to make scientific conjectures. For example, when studying alkali metals, it is proposed to identify the role of water in the reactions of interaction of alkali metals with solutions various salts. 9th grade.
Creating a situation of success in learning is a prerequisite for competency-based learning.
Creative tasks. Creating presentations, for example, “Application of sulfuric acid in the national economy” 9th grade, “Chemistry and cosmetics” 11th grade.
Creative tasks. Creation of projects “Our kitchen is a chemical laboratory” “Home first aid kit”
Statement of a problem or creation of a problematic situation. Based on the material they read, students themselves create a problematic question.
What should a teacher be able to do?
See and understand the real life interests of your students;
Show respect for your students, for their judgments and questions, even if they seem at first glance difficult and provocative, as well as for their independent trial and error;
Feel the problematic nature of the situations being studied;
Connect the material being studied to the everyday life and interests of students characteristic of their age;
Consolidate knowledge and skills in educational and extracurricular practice;
Plan a lesson using all the variety of forms and methods of educational work, and, above all, all types of independent work (group and individual), dialogic and design-research methods;
Set goals and evaluate the degree of their achievement together with students;
Use the “Creating a Situation of Success” method perfectly;
Evaluate students’ achievements not only by grades, but also by meaningful characteristics;
Assess the progress of the class as a whole and individual students not only in the subject, but also in the development of certain vital qualities;
See gaps not only in knowledge, but also in readiness for life.
Information system concept
The information space attracts a lot of attention from researchers. Information technologies are penetrating various spheres of life, and education cannot remain on the sidelines. Success modern man in professional activities often depends on his ability to find and process the necessary information. Modern technologies firmly entered into our lives. The role of integrated knowledge is also important. When teaching teenagers to work with information technologies on the Internet, traditional methods are used - conversation, story, explanation, self-study, accompanied by a visual display on the computer, supplemented by the use of various visual aids - tables, posters, and various new forms of organizing students' educational activities: project methods, group work, the use of virtual techniques, distance learning etc., which cannot be limited within the office system,
Modern didactics
school chemistry
Course curriculum
| Newspaper no. | Educational material |
| 17 | Lecture No. 1. Main directions of modernization of school chemical education. An experiment on the transition of schools to 12-year education. Pre-vocational training for primary school students and specialized training for high school students. Unified State Exam as final form quality control of knowledge in chemistry of high school graduates. Federal component of the state educational standard in chemistry |
| 18 | Lecture No. 2. Concentrism and propaedeutics in modern school chemical education. A concentric approach to structuring school chemistry courses. Propaedeutic chemistry courses |
| 19 | Lecture No. 3. Analysis of original chemistry courses from the federal list of textbooks on the subject. Basic school chemistry courses and pre-professional preparation of students. Chemistry courses at the senior level of general education and specialized training in the academic discipline. Linear, linear-concentric and concentric construction of author's courses. |
| 20 | Lecture No. 4. The process of teaching chemistry. Essence, goals, motives and stages of teaching chemistry. Principles of teaching chemistry. Student development in the process of learning chemistry. Forms and methods of improving the creative and research abilities of students when studying chemistry |
| 21 | Lecture No. 5. Methods of teaching chemistry. Classification of methods of teaching chemistry. Problem-based learning in chemistry. Chemical experiment as a method of teaching the subject. Research methods in teaching chemistry |
| 22 | Lecture No. 6 . Monitoring and assessing the quality of students' knowledge as a form of guiding their educational activities. Types of control and their didactic functions. Pedagogical testing in chemistry. Typology of tests. Single state exam(Unified State Examination) in chemistry. |
| 23 | Lecture No. 7. Personally oriented technologies for teaching chemistry. Collaborative learning technologies. Project-based learning. Portfolio as a means of monitoring the success of a student’s mastery of an academic subject |
| 24 | Lecture No. 8. Forms of organization of chemistry teaching. Chemistry lessons, their structure and typology. Organization of educational activities of students in chemistry lessons. Elective courses, their typology and didactic purpose. Other forms of organizing students’ educational activities (clubs, competitions, scientific societies, excursions) |
| Final work. Development of a lesson in accordance with the proposed concept. A brief report on the final work, accompanied by a certificate from the educational institution, must be sent to the Pedagogical University no later than February 28, 2008. | |
LECTURE No. 5
Chemistry teaching methods
Classification of chemistry teaching methods
The word “method” is of Greek origin and translated into Russian means “the path of research, theory, teaching.” In the learning process, the method acts as an orderly way of interrelated activities between teachers and students to achieve certain educational goals.
The concept of “teaching method” is also widespread in didactics. A teaching method is an integral part or a separate aspect of a teaching method.
Didactics and methodologists failed to create a single universal classification of teaching methods.
The teaching method presupposes, first of all, the teacher’s goal and his activities with the help of the means available to him. As a result, the student’s goal and his activity arise, which is carried out by the means available to him. Under the influence of this activity, the process of assimilation by the student of the studied content occurs, the intended goal, or learning result, is achieved. This result serves as a criterion for the suitability of the method for the purpose. So anyone teaching method is a system of purposeful actions of the teacher, organizing the cognitive and practical activities of the student, ensuring that he masters the content of education and thereby achieves learning goals.
The content of education to be mastered is heterogeneous. It includes components (knowledge about the world, experience of reproductive activity, experience of creative activity, experience of an emotional-value attitude towards the world), each of which has its own specifics. Numerous studies by psychologists and school experience indicate that Each type of content has a specific way of assimilating it.. Let's look at each of them.
It is known that mastering the first component of educational content – knowledge about the world, including the world of substances, materials and chemical processes, requires, first of all, active perception, which initially proceeds as sensory perception: visual, tactile, auditory, gustatory, tactile. Perceiving not only real reality, but also symbols and signs that express it in the form of chemical concepts, laws, theories, formulas, equations of chemical reactions, etc., the student correlates them with real objects, recodes them into a language that corresponds to his experience. In other words, the student acquires chemical knowledge through various types of perception, awareness acquired information about the world and memorization her.
The second component of educational content is experience in implementing activities. To ensure this type of assimilation, the teacher organizes the reproductive activities of students according to a model, rule, algorithm (exercises, solving problems, drawing up equations of chemical reactions, performing laboratory work, etc.).
The listed methods of activity, however, cannot ensure the development of the third component of the content of school chemical education - creative experience. To master this experience, the student must independently solve problems that are new to him.
The last component of educational content is experience of emotional and value attitude towards the world - involves the formation of normative attitudes, value judgments, attitudes towards substances, materials and reactions, towards activities for their knowledge and safe use, etc.
Specific ways of nurturing relationships may vary. Thus, you can amaze students with the surprise of new knowledge, the effectiveness of a chemical experiment; attract by the possibility of demonstrating one’s own strengths, independent achievement of unique results, the significance of the objects being studied, the paradoxical nature of thoughts and phenomena. All these specific methods have one common feature - they influence the emotions of students, form an emotionally charged attitude towards the subject of study, and cause experiences. Without taking into account the emotional factor of the student, it is possible to teach knowledge and skills, but it is impossible to arouse interest and a constant positive attitude towards chemistry.
The classification of methods, which is based on the specific content of educational material and the nature of educational and cognitive activity, includes several methods: explanatory-illustrative method, reproductive method, problem presentation method, partial search or heuristic method, research method.
Explanatory and illustrative method
The teacher organizes the transfer of ready-made information and its perception by students using various means:
A) spoken word(explanation, conversation, story, lecture);
b) printed word(textbook, additional manuals, reading books, reference books, electronic sources of information, Internet resources);
V) visual aids(use of multimedia, demonstration of experiments, tables, graphs, diagrams, slide shows, educational films, television, video and filmstrips, natural objects in the classroom and during excursions);
G) practical demonstration of methods of activity(demonstration of examples of formulating formulas, installing a device, how to solve a problem, drawing up a plan, summary, annotations, examples of doing exercises, designing work, etc.).
Explanation. Explanation should be understood as a verbal interpretation of principles, patterns, essential properties of the object being studied, individual concepts, phenomena, processes. It is used in solving chemical problems, revealing the causes, mechanisms of chemical reactions, and technological processes. Application of this method requires:
– precise and clear formulation of the essence of the problem, task, question;
– argumentation, evidence of consistent disclosure of cause-and-effect relationships;
– use of techniques of comparison, analogy, generalization;
– attracting bright, convincing examples from practice;
– impeccable logic of presentation.
Conversation. Conversation is a dialogical teaching method in which the teacher, by posing a carefully thought-out system of questions, leads students to understand new material or checks their understanding of what has already been learned.
Used to transfer new knowledge informative conversation. If a conversation precedes the study of new material, it is called introductory or introductory The purpose of such a conversation is to update students’ existing knowledge, to evoke positive motivation, a state of readiness to learn new things. Fixing conversation is used after studying new material in order to check the degree of its assimilation, systematization, and consolidation. During the conversation, questions can be addressed to one student ( individual conversation) or students of the whole class ( frontal conversation).
The success of the conversation largely depends on the nature of the questions: they should be short, clear, meaningful, formulated in such a way as to awaken the student’s thoughts. You should not ask double, suggestive questions or questions that encourage you to guess the answer. You should also not formulate alternative questions that require unambiguous answers like “yes” or “no”.
The advantages of the conversation include the fact that it:
– activates the work of all students;
– allows you to use their experience, knowledge, observations;
– develops attention, speech, memory, thinking;
– is a means of diagnosing the level of training.
Story. The story method involves a narrative presentation of educational material of a descriptive nature. There are a number of requirements for its use.
The story should:
– have a clear goal setting;
– include a sufficient number of vivid, imaginative, convincing examples, reliable facts;
– be sure to be emotionally charged;
– reflect elements of the teacher’s personal assessment and attitude to the presented facts, events, and actions;
– accompanied by writing on the board the corresponding formulas, reaction equations, as well as a demonstration (using multimedia, etc.) of various diagrams, tables, portraits of chemist scientists;
– illustrated with a corresponding chemical experiment or its virtual analogue, if required by safety regulations or if the school does not have the capacity to conduct it.
Lecture. A lecture is a monologue way of presenting voluminous material, necessary in cases where it is necessary to enrich the content of the textbook with new, additional information. It is used, as a rule, in high school and takes up the entire or almost the entire lesson. The advantage of a lecture is the ability to ensure completeness, integrity, and systematic perception of educational material by schoolchildren using intra- and interdisciplinary connections.
A school lecture on chemistry, just like a story, should be accompanied by a supporting summary and appropriate visual aids, a demonstration experiment, etc.
Lecture (from lat. lectio reading) is characterized by rigor of presentation and involves note-taking. The same requirements apply to it as to the method of explanation, but a number of additional ones are added:
– the lecture has a structure, it consists of an introduction, main part, conclusion;
The effectiveness of the lecture is significantly increased by using elements of discussion, rhetorical and problematic questions, comparing different points of view, expressing one’s own attitude to the problem under discussion or the position of the author.
The explanatory and illustrative method is one of the most economical ways to convey the generalized and systematized experience of mankind.
In recent years, a powerful information reservoir has been added to the sources of information - the Internet, a global telecommunications network covering all countries of the world. Many teachers consider the didactic properties of the Internet not only as a global information system, but also as a channel for transmitting information through multimedia technologies. Multimedia technologies (MMT) are information technologies that provide work with animated computer graphics, text, speech and high-quality sound, still or video images. We can say that multimedia is a synthesis of three elements: digital information (texts, graphics, animation), analog visual information (video, photographs, paintings, etc.) and analog information (speech, music, other sounds). The use of MMT promotes better perception, awareness and memorization of material, while, according to psychologists, it activates right hemisphere brain, responsible for associative thinking, intuition, the birth of new ideas.
Reproductive method
For students to acquire skills and abilities, the teacher uses a system of assignments organizes activities of schoolchildren to apply the acquired knowledge. Students perform tasks according to the model shown by the teacher: solve problems, create formulas of substances and equations of reactions, follow instructions laboratory work, work with a textbook and other sources of information, reproduce chemical experiments. The number of exercises necessary to develop the skill depends on the complexity of the task and the student’s abilities. It has been established, for example, that mastering new chemical concepts or formulas of substances requires that they be repeated about 20 times over a certain period of time. Reproducing and repeating the method of activity according to the teacher’s assignments is the main feature of the method called reproductive.
Chemical experiment is one of the most important in teaching chemistry. It is divided into demonstration (teacher) experiment, laboratory and practical work(student experiment) and will be discussed below.
Algorithmization plays a major role in the implementation of reproductive methods. The student is given an algorithm, i.e. rules and order of actions, as a result of which he obtains a certain result, while mastering the actions themselves and their order. An algorithmic prescription can be related to the content of an educational subject (how to determine the composition of a chemical compound using a chemical experiment), to the content of educational activity (how to take notes on various sources of chemical knowledge), or to the content of a method of mental activity (how to compare different chemical objects). The use by students of an algorithm known to them on the instructions of the teacher characterizes reception reproductive method.
If students are tasked with finding and creating an algorithm for an activity themselves, this may require creative activity. In this case it is used research method.
Problem-based learning in chemistry
Problem-based learning is a type of developmental education that combines:
Systematic independent search activity of students with their assimilation of ready-made scientific conclusions (at the same time, the system of methods is built taking into account goal setting and the principle problematic);
The process of interaction between teaching and learning is focused on the formation of students’ cognitive independence, stability of learning motives and mental (including creative) abilities in the course of their assimilation of scientific concepts and methods of activity.
The goal of problem-based learning is to assimilate not only the results scientific knowledge, knowledge systems, but also the path itself, the process of obtaining these results, the formation of the student’s cognitive independence and the development of his creative abilities.
The developers of the international test PISA-2003 identify six skills necessary for solving cognitive problems. The student must have the skills:
a) analytical reasoning;
b) reasoning by analogy;
c) combinatorial reasoning;
d) distinguish between facts and opinions;
e) distinguish and correlate causes and effects;
e) state your decision logically.
The fundamental concept of problem-based learning is problematic situation. This is a situation in which the subject needs to solve some difficult problems for himself, but he lacks data and must look for it himself.
Conditions for a problem situation to arise
A problematic situation arises when students realize insufficiency of previous knowledge to explain a new fact.
For example, when studying the hydrolysis of salts, the basis for creating a problematic situation can be the study of the solution environment of various types of salts using indicators.
Problematic situations arise when students encounter the need to use previously acquired knowledge in new practical conditions. For example, the qualitative reaction known to students for the presence of a double bond in molecules of alkenes and dienes also turns out to be effective for determining the triple bond in alkynes.
A problematic situation easily arises when there is a contradiction between a theoretically possible way to solve a problem and the practical impracticability of the chosen method. For example, the generalized idea formed among students about the qualitative determination of halide ions using silver nitrate is not observed when this reagent acts on fluoride ions (why?), so the search for a solution to the problem leads to soluble calcium salts as a reagent on fluoride ions.
A problematic situation arises when there is the contradiction between the practically achieved result of completing an educational task and the students’ lack of knowledge for its theoretical justification. For example, the rule known to students from mathematics “the sum does not change if the places of the terms are changed” is not observed in some cases in chemistry. Thus, the production of aluminum hydroxide according to the ionic equation
Al 3+ + 3OH – = Al(OH) 3
depends on which reagent is added to the excess of another reagent. If a few drops of alkali are added to a solution of aluminum salt, a precipitate forms and persists. If a few drops of an aluminum salt solution are added to an excess of alkali, the precipitate that initially forms immediately dissolves. Why? Solving the problem that has arisen will allow us to move on to considering amphotericity.
D.Z. Knebelman names the following features of problem problems , questions.
The task should be of interest to you unusualness, surprise, non-standard. Information is especially attractive to students if it contains inconsistency, at least apparent. The problem task should cause astonishment, create an emotional background. For example, problem solving, which explains the dual position of hydrogen in the periodic table (why does this only element in the periodic system have two cells in two groups of elements that are sharply opposite in properties - alkali metals and halogens?).
Problem tasks must contain feasible cognitive or technical difficulty. It would seem that a solution is visible, but an annoying difficulty “gets in the way,” which inevitably causes a surge in mental activity. For example, the production of ball-and-stick or scale models of molecules of substances, reflecting the true position of their atoms in space.
The problem task provides elements of research, search various ways of performing it, their comparison. For example, the study of various factors that accelerate or slow down the corrosion of metals.
Logic for solving an educational problem:
1) analysis of the problem situation;
2) awareness of the essence of the difficulty - vision of the problem;
3) verbal formulation of the problem;
4) localization (limitation) of the unknown;
5) identification of possible conditions for a successful solution;
6) drawing up a plan to solve the problem (the plan necessarily includes a selection of solution options);
7) putting forward an assumption and substantiating a hypothesis (arises as a result of “mentally running ahead”);
8) proof of the hypothesis (carried out by deriving consequences from the hypothesis that are verified);
9) verification of the solution to the problem (comparison of the goal, the requirements of the task and the result obtained, compliance of theoretical conclusions with practice);
10) repetition and analysis of the solution process.
In problem-based learning, the teacher’s explanation and students’ performance of tasks and assignments that require reproductive activity are not excluded. But the principle of search activity dominates.
Method of problem presentation
The essence of the method is that the teacher, in the process of learning new material, shows a sample scientific research. He creates a problem situation, analyzes it and then carries out all the steps to solve the problem.
Students follow the logic of the solution, control the plausibility of the proposed hypotheses, the correctness of the conclusions, and the persuasiveness of the evidence. The immediate result of a problem presentation is the assimilation of the method and logic of solving a given problem or a given type of problem, but without the ability to apply them independently. Therefore, for problem presentation, the teacher can select problems that are more complex than those that are within the power of students to solve independently. For example, solving the problem of the dual position of hydrogen in the periodic table, identifying the philosophical foundations of the generality of the periodic law of D.I. Mendeleev and the theory of structure of A.M. Butlerov, evidence of the relativity of truth on the typology of chemical bonds, the theory of acids and bases.
Partial search or heuristic method
The method in which the teacher organizes the participation of schoolchildren in performing individual stages of problem solving is called partial search.
Heuristic conversation is an interconnected series of questions, most or less of which are small problems, which together lead to a solution to the problem posed by the teacher.
In order to gradually bring students closer to solving problems independently, they must first be taught how to carry out individual steps of this solution, individual stages of research, which are determined by the teacher.
For example, when studying cycloalkanes, the teacher creates a problematic situation: how can we explain that a substance of the composition C 5 H 10, which should be unsaturated and, therefore, decolorize a solution of bromine water, in practice does not decolorize it? Students suggest that, apparently, this substance is a saturated hydrocarbon. But saturated hydrocarbons must have 2 more hydrogen atoms in their molecule. Therefore, this hydrocarbon must have a structure different from alkanes. Students are asked to derive the structural formula of an unusual hydrocarbon.
Let us formulate problematic questions that create appropriate situations when studying D.I. Mendeleev’s periodic law in high school and initiate heuristic conversations.
1) All scientists who searched for a natural classification of elements started from the same premises. Why did he only “submit” to D.I. Mendeleev? periodic law?
2) In 1906, the Nobel Committee considered two candidates for the Nobel Prize: Henri Moissan (“For what merit?” – the teacher asks an additional question) and D.I. Mendeleev. Who was awarded the Nobel Prize? Why?
3) In 1882, the Royal Society of London awarded D.I. Mendeleev the Devi Medal “for the discovery of periodic relations of atomic weights,” and in 1887 it awarded the same medal to D. Newlands “for the discovery of the periodic law.” How can we explain this illogicality?
4) Philosophers call Mendeleev’s discovery a “scientific feat.” A feat is a mortal risk in the name of a great goal. How and what did Mendeleev risk?
Chemical experiment
as a method of teaching the subject
Demonstration experiment sometimes called teacher's, because it is conducted by a teacher in a classroom (office or chemistry laboratory). However, this is not entirely accurate, because the demonstration experiment can also be carried out by a laboratory assistant or 1-3 students under the guidance of a teacher.
For such an experiment, special equipment is used that is not used in student experiments: a demonstration stand with test tubes, an overhead projector (Petri dishes are most commonly used as reactors in this case), a graphic projector (glass cuvettes are most commonly used as reactors in this case), a virtual experiment, which is demonstrated using a multimedia installation, computer, TV and VCR.
Sometimes the school lacks these technical means, and the teacher tries to make up for their lack with his own ingenuity. For example, in the absence of an overhead projector and the ability to demonstrate the interaction of sodium with water in Petri dishes, teachers often demonstrate this reaction effectively and simply. A crystallizer is placed on the demonstration table, into which water is poured, phenolphthalein is added and a small piece of sodium is dropped. The process is demonstrated through a large mirror that the teacher holds in front of him.
Teacher ingenuity will also be required to demonstrate models of technological processes that cannot be repeated in a school setting or demonstrated using multimedia. The teacher can demonstrate the “fluidized bed” model using a simple setup: a pile of semolina is poured onto a frame covered with gauze and placed on the ring of a laboratory stand, and an air flow from a volleyball chamber or a balloon is supplied from below.
Laboratory and practical work or student experiment play a vital role in teaching chemistry.
The difference between laboratory work and practical work lies primarily in their didactic purposes: laboratory work is carried out as an experimental fragment of a lesson when studying new material, and practical work is carried out at the end of studying the topic as a means of monitoring the formation practical skills and skills. The laboratory experiment got its name from Lat. laborare, which means “to work.” “Chemistry,” emphasized M.V. Lomonosov, “is in no way possible to learn without seeing the practice itself and without taking up chemical operations.” Laboratory work is a teaching method in which students, under the guidance of a teacher and according to a predetermined plan, perform experiments, certain practical tasks, using instruments and instruments, during which they acquire knowledge and experience of the activity.
Conducting laboratory work leads to the formation of skills and abilities that can be combined into three groups: laboratory skills and abilities, general organizational and labor skills, and the ability to record experiments performed.
Laboratory skills and abilities include: the ability to conduct simple chemical experiments in compliance with safety regulations, observe substances and chemical reactions.
Organizational and labor skills include: maintaining cleanliness and order in the desktop, compliance with safety regulations, economical use of funds, time and effort, ability to work in a team.
The skills to record experience include: sketching a device, recording observations, reaction equations and conclusions regarding the course and results of a laboratory experiment.
Among Russian chemistry teachers, the following form of recording laboratory and practical work is most common.
For example, when studying the theory of electrolytic dissociation, laboratory work is carried out to study the properties of strong and weak electrolytes using the example of the dissociation of hydrochloric and acetic acids. Acetic acid has a strong, unpleasant odor, so it is rational to conduct the experiment using the drop method. If special containers are not available, wells cut from tablet plates can be used as reactors. According to the teacher’s instructions, students place in two wells, respectively, one drop of solutions of concentrated hydrochloric acid and table vinegar in each. The presence of odor from both holes is recorded. Then three or four drops of water are added to each. The presence of odor in a dilute acetic acid solution and its absence in a hydrochloric acid solution are recorded (table).
Table
| What did you do (name of experience) |
What I observed (drawing and recording observations) |
Conclusions and reaction equations |
| Strong and weak electrolytes | Before dilution, both solutions had a pungent odor. After dilution, the odor of the acetic acid solution remained, but that of hydrochloric acid disappeared. |
1. Hydrochloric acid is a strong acid, it dissociates irreversibly: HCl = H + + Cl – . 2. Acetic acid is a weak acid, therefore it dissociates reversibly: CH 3 COOH CH 3 COO – + H + . 3. The properties of ions differ from the properties of the molecules from which they were formed. Therefore, the smell of hydrochloric acid disappeared when it was diluted. |
To develop experimental skills, the teacher must perform the following methodological techniques:
– formulate the goals and objectives of laboratory work;
– explain the procedure performing operations, show the most complex techniques, sketch action diagrams;
– warn about possible errors and their consequences;
– observe and control the performance of work;
- sum up the results of the work.
It is necessary to pay attention to improving the ways of instructing students before performing laboratory work. In addition to oral explanations and demonstrations of working methods, written instructions, diagrams, demonstrations of film fragments, and algorithmic instructions are used for this purpose.
Research method in teaching chemistry
This method is most clearly implemented in students’ project activities. A project is a creative (research) final work. The introduction of project activities into school practice has the goal of developing the intellectual abilities of students through mastering the algorithm scientific research and developing experience in carrying out a research project.
Achieving this goal is carried out as a result of solving the following didactic tasks:
– to form motives for abstract and research activities;
– teach the algorithm of scientific research;
– to develop experience in carrying out a research project;
– ensure the participation of schoolchildren in various forms of presenting research works;
– organize pedagogical support for research activities and the inventive level of students’ developments.
Such activities are personally oriented in nature, and students’ motives for performing research projects serve: cognitive interest, orientation towards a future profession and higher polytechnic education, satisfaction from the work process, the desire to assert oneself as a person, prestige, the desire to receive an award, the opportunity to enter a university, etc.
The topics of research work in chemistry can be different, in particular:
1) chemical analysis of environmental objects: analysis of soil acidity, food, natural waters; determination of water hardness from different sources, etc. (for example, “Determination of fat in oilseeds”, “Determination of the quality of soap by its alkalinity”, “Analysis of food quality”);
2) studying the influence of various factors on the chemical composition of some biological fluids (skin excrement, saliva, etc.);
3) study of the influence of chemicals on biological objects: germination, growth, development of plants, behavior of lower animals (euglena, ciliates, hydra, etc.).
4) study of the influence of various conditions on the occurrence of chemical reactions (especially enzymatic catalysis).
Literature
Babansky Yu.K.. How to optimize the learning process. M., 1987; Didactics of secondary school. Ed. M.N. Skatkina. M., 1982; Dewey D. Psychology and pedagogy of thinking. M., 1999;
Kalmykova Z.I. Psychological principles of developmental education. M., 1979; Clarin M.V.. Innovations in global pedagogy: learning through inquiry, play and discussion. Riga, 1998; Lerner I.Ya. Didactic foundations of teaching methods. M., 1981; Makhmutov M.I.. Organization of problem-based learning at school. M., 1977; Basics of didactics. Ed. B.P. Esipova, M., 1967; Window B. Fundamentals of problem-based learning. M., 1968; Pedagogy: Textbook for students of pedagogical institutes. Ed. Yu.K. Babansky. M., 1988; Rean A.A., Bordovskaya N.V.,
Rozum S.N.. Psychology and pedagogy. St. Petersburg, 2002; Improving the content of education at school. Ed. I.D. Zvereva, M.P. Kashina. M., 1985; Kharlamov I.F.. Pedagogy. M., 2003; Shelpakova N.A. etc.. Chemical experiment at school and at home. Tyumen: TSU, 2000.
COURSE CURRICULUM
| Newspaper no. | Educational material |
|---|---|
| 17 | Lecture No. 1. Contents of the school chemistry course and its variability. Propaedeutic chemistry course. Basic school chemistry course. High school chemistry course.(G.M. Chernobelskaya, doctor pedagogical sciences, professor) |
| 18 | Lecture No. 2. Pre-professional preparation of primary school students in chemistry. Essence, goals and objectives. Pre-professional elective courses. Methodological recommendations for their development.(E.Ya. Arshansky, Doctor of Pedagogical Sciences, Associate Professor) |
| 19 | Lecture No. 3. Profile training in chemistry at the senior level of general education. A unified methodological approach to structuring content in classes of different profiles. Variable content components.(E.Ya. Arshansky) |
| 20 | Lecture No. 4. Individualized technologies for teaching chemistry. Basic requirements for building individualized learning technologies (ITI). Organization of independent work of students at various stages of the lesson in the TIO system. Examples of modern TIOs.(T.A. Borovskikh, candidate of pedagogical sciences, associate professor) |
| 21 | Lecture No. 5. Modular teaching technology and its use in chemistry lessons. Fundamentals of modular technology. Methods for constructing modules and modular programs in chemistry. Recommendations for using technology in chemistry lessons.(P.I. Bespalov, candidate of pedagogical sciences, associate professor) |
| 22 | Lecture No. 6. Chemical experiment in a modern school. Types of experiment. Functions of a chemical experiment. A problem-based experiment using modern technical teaching aids.(P.I. Bespalov) |
| 23 | Lecture No. 7. Ecological component in a school chemistry course. Content selection criteria. Ecologically oriented chemical experiment. Educational and research environmental projects. Problems with environmental content.(V.M. Nazarenko, Doctor of Pedagogical Sciences, Professor) |
| 24 | Lecture No. 8. Monitoring the results of chemistry training. Forms, types and methods of control. Test control of knowledge in chemistry.(M.D. Trukhina, candidate of pedagogical sciences, associate professor) |
Final work. Development of a lesson in accordance with the proposed concept. A short report on the final work, accompanied by a certificate from the educational institution, must be sent to the Pedagogical University no later than |
|
T.A.BOROVSKIKH
LECTURE No. 4
Customized Technologies
teaching chemistry
Borovskikh Tatyana Anatolevna– Candidate of Pedagogical Sciences, Associate Professor at Moscow State Pedagogical University, author of teaching aids for chemistry teachers working using various textbooks. Scientific interests: individualization of teaching chemistry to primary and secondary school students.
Lecture outline
Basic requirements for individualized learning technologies.
Construction of a lesson system in TIO.
Programmed teaching of chemistry.
Leveled learning technology.
Technology of problem-based modular learning.
Technology of project-based learning.
INTRODUCTION
In modern pedagogy, the idea of student-centered learning is being actively developed. The requirement to take into account the individual characteristics of the child in the learning process is a long-standing tradition. However, traditional pedagogy with its rigid school system and curriculum, the same for all students, does not have the opportunity to fully implement an individual approach. Hence the weak educational motivation, the passivity of students, the randomness of their choice of profession, etc. In this regard, it is necessary to look for ways to restructure the educational process, directing it towards achieving a basic level of education by all students, and higher results by interested students.
What is “individualized learning”? Often the concepts of “individualization”, “individual approach” and “differentiation” are used interchangeably.
Under individualization of training understand the consideration in the learning process of the individual characteristics of students in all its forms and methods, regardless of what characteristics and to what extent are taken into account.
Differentiation of learning– this is the grouping of students based on certain characteristics; In this case, training takes place according to various curricula and programs.
Individual approach is a principle of learning, and individualization of learning is a way of implementing this principle, which has its own forms and methods.
Individualization of learning is a way of organizing the educational process taking into account the individual characteristics of each student. This method allows students to fully realize their potential, encourages individuality, and also recognizes the existence of individually specific forms of learning material.
In real school practice, individualization is always relative. Due to the large class sizes, students with approximately the same characteristics are combined into groups, and only those characteristics that are important from the point of view of learning are taken into account (for example, mental abilities, giftedness, health, etc.). Most often, individualization is not implemented in the entire scope of educational activities, but in some type of educational work and is integrated with non-individualized work.
To implement effective educational process a modern pedagogical technology of individualized learning (IET) is needed, within which an individual approach and an individual form of training are a priority.
BASIC REQUIREMENTS FOR TECHNOLOGY
INDIVIDUALIZED TRAINING
1. The main goal of any educational technology is the development of the child. Education for each student can be developmental only if it is adapted to the level of development of a given student, which is achieved through individualization of educational work.
2. To proceed from the achieved level of development, it is necessary to identify this level for each student. The level of development of a student should be understood as learning ability (prerequisites for learning), training (acquired knowledge) and speed of assimilation (an indicator of the rate of memorization and generalization). The criterion for mastering is the number of completed tasks necessary for the emergence of stable skills.
3. The development of mental abilities is achieved through special means training - developmental tasks. Tasks of optimal difficulty form rational mental work skills.
4. The effectiveness of learning depends not only on the nature of the tasks presented, but also on the activity of the student. Activity as a student’s state is a prerequisite for all his educational activities, and therefore for general mental development.
5. The most important factor stimulating a student to educational activity is educational motivation, which is defined as the student’s orientation towards various aspects of educational activity.
When creating a TIO system, certain steps should be followed. You should start by presenting your training course as a system, i.e. carry out initial structuring of the content. For this purpose, it is necessary to identify the core lines of the whole course and then, for each line for each class, determine the content that will ensure the development of ideas along the line under consideration.
Let's give two examples.
C o r n e d l i n e - basic chemical concepts. Contents: 8th grade - simple and complex substances, valency, main classes of inorganic compounds; 9th grade – electrolyte, oxidation state, groups of similar elements.
The core line is chemical reactions. Contents: 8th grade – signs and conditions of chemical reactions, types of reactions, drawing up reaction equations based on the valence of atoms of chemical elements, reactivity of substances; 9th grade – drawing up reaction equations based on the theory of electrolytic dissociation, redox reactions.
A program that takes into account the individual differences of students always consists of a comprehensive didactic goal and a set of differentiated learning activities. Such a program is aimed at mastering new content and developing new skills, as well as consolidating previously formed knowledge and skills.
To create a program in the TIO system, you must select big topic, highlight the theoretical and practical parts in it and distribute the time allotted for study. It is advisable to study the theoretical and practical parts separately. This will allow you to master the theoretical material of the topic quickly and create a holistic understanding of the topic. Practical tasks are performed at a basic level in order to better understand the basic concepts and general laws. Mastering the practical part allows for the development of children’s individual abilities at the applied level.
At the beginning of the work, students should be offered a flowchart that highlights the basis (concepts, laws, formulas, properties, units of quantities, etc.), the student’s basic skills at the first level, and ways to move to higher levels that lay the foundation for independent development each student according to his wishes.
BUILDING A SYSTEM OF LESSONS IN TIO
Elements of individualized learning should be observed in every lesson and at all stages. Lesson on learning new material can be divided into three main parts.
1st part. P r e s e n t i o n o f new materi al. At the first stage, students are given the task of mastering certain knowledge. To enhance the individualization of perception, various techniques can be used. For example, control sheets over the work of students during the explanation of new material, in which students answer questions posed before the lesson. Students hand in their answer sheets for checking at the end of the lesson. The level of difficulty and the number of questions are determined in accordance with the individual characteristics of the children. As an example, we give a fragment of a sheet for monitoring students’ activities during a lecture when studying the topic “Complex compounds”.
Checklist on the topic 1. The connection ……..... ............................. is called complex. 2. The complexing agent is called ………... .......................... 3. Ligands are called ……………………… ……………………….. . 4. The internal sphere is …………………………………………………. . 5. The coordination number is ………………… ……………...………. Determine coordination number (CN): 1) + , CC = … ; 2) 0, CN = ... ; 3) 0, CN = ... ; 4) 3– , CN = … . 6. The external sphere is ……………………………… …………………. 7. The ions of the outer and inner spheres are interconnected………. communication; their dissociation occurs……………. . For example, ……………………… . 8. Ligands are connected to the complexing agent by a ………………………… bond. Write down the dissociation equation for the complex salt: K 4 = ………………………………………………………………. 9. Calculate the charges of complex ions formed by chromium(III): 1) ………………….. ; 2) ………………….. . 10. Determine the degree of oxidation of the complexing agent: 1) 4– ………………….. ; 2) + ………………….. ; 3) – ………………….. . |
Another example shows the use of so-called “guide cards” in the lesson “Acids as Electrolytes”. While working with cards, students make notes in their notebooks. (The work can be done in groups.)
Guide card
Part 2. ABOUT UNDERSTANDING NEW MATERIAL. Here, students are prepared for independent problem solving through a learning conversation in which students are encouraged to generate hypotheses and demonstrate their knowledge. In the conversation, the student is given the opportunity to freely express his thoughts related to his personal experience and interests. Often the topic of the conversation itself grows out of the students’ thoughts.
3rd part. Summary: At this stage of the lesson, assignments should be exploratory in nature. In the lesson “Acids as Electrolytes,” students can be shown the demonstration experiment “Dissolving copper in nitric acid.” Then consider the problem: do metals that are in the stress series after hydrogen really do not interact with acids? You can have students perform laboratory experiments, for example: “Reaction of magnesium with aluminum chloride solution” and “Relation of magnesium to cold water.” After completing the experiment, in a conversation with the teacher, students learn that solutions of some salts can also have the properties of acids.
The experiments carried out make you think and make it possible to make a smooth transition to the study of subsequent sections. Thus, the third stage of the lesson promotes the creative application of knowledge.
Lesson on systematization of knowledge effective when using the technique of free choice of tasks different levels difficulties. Here students develop skills and abilities on this topic. The work is preceded by an entrance control - a small independent work that allows you to determine whether students have the necessary successful work knowledge and skills. Based on the test results, students are offered (or they select) a certain level of task difficulty. After completing the task, the correctness of its completion should be checked. Testing is carried out either by the teacher or by the student using templates. If the task is completed without errors, then the student moves to a new, higher level. If errors are made during execution, knowledge is corrected under the guidance of a teacher or under the guidance of a stronger student. Thus, in any TIO, a mandatory element is a feedback loop: presentation of knowledge - mastery of knowledge and skills - control of results - correction - additional control of results - presentation of new knowledge.
The lesson of systematization of knowledge ends with an exit control - a small independent work that allows you to determine the level of development of students' skills and knowledge.
Lesson on monitoring the mastery of the material covered– a highly individualized form of training. In this lesson there is freedom of choice, i.e. the student himself chooses tasks of any level according to his abilities, knowledge and skills, interests, etc.
To date, a number of TIOs have been well developed and successfully used in school practice. Let's look at some of them.
PROGRAMMED CHEMISTRY TRAINING
Programmed learning can be characterized as a type of independent work of students, controlled by the teacher with the help of programmed aids.
The methodology for developing a training program consists of several stages.
Stage 1 – selection of educational information.
Stage 2 – construction of a logical sequence of presentation of the material. The material is divided into separate portions. Each portion contains a small piece of information that is complete in meaning. To self-test your assimilation, questions, experimental and computational problems, exercises, etc. are selected for each piece of information.
Stage 3 – establishing feedback. Various types of training program structures are applicable here - linear, branched, combined. Each of these structures has its own instructional step model. One of the linear programs is shown in Diagram 1.
Scheme 1
Linear program step model
IC 1 – the first information frame, contains a piece of information that the student must learn;
OK 1 – first operational frame - tasks, the implementation of which ensures the assimilation of the proposed information;
OC 1 – first feedback frame – instructions with which the student can check himself (this can be a ready-made answer with which the student compares his answer);
KK 1 - control frame, serves to implement the so-called external feedback: between the student and the teacher (this communication can be carried out using a computer or other technical device, and also without it; in case of difficulties, the student has the opportunity to return to the original information and study it again).
IN linear program the material is presented sequentially. Small pieces of information almost eliminate student errors. Multiple repetition of material in different forms ensures the strength of its absorption. However, the linear program does not take into account individual characteristics of assimilation. The difference in the pace of movement through the program arises only due to how quickly students can read and comprehend what they read.
Branched program takes into account the individuality of students. The peculiarity of the branched program is that students do not answer the questions themselves, but choose an answer from a series of proposed ones (O 1a – O 1d, diagram 2).
Scheme 2
Branched program step model
Note. The textbook page with self-test material is indicated in brackets.
Having chosen one answer, they go to the page prescribed by the program, and there they find material for self-test and further instructions for working with the program. As an example of a ramified program, one can cite the manual “Chemical Simulator” (J. Nentwig, M. Kreuder, K. Morgenstern. M.: Mir, 1986).
The extensive program is also not without its drawbacks. Firstly, when working, the student is forced to constantly flip through pages, moving from one link to another. This distracts attention and contradicts the stereotype of working with a book that has been developed over the years. Secondly, if a student needs to repeat something from such a manual, he will not be able to find the right place and must go all the way through the program again before finding the right page.
Combined program more than the first two, it is convenient and efficient to use. Its peculiarity is that information is presented linearly, and in the feedback frame there are additional explanations and links to other material (elements of a branched program). Such a program is read like an ordinary book, but more often than in a non-programmed textbook, it contains questions that force the reader to think about the text, tasks for the development of educational skills and thinking techniques, as well as for consolidating knowledge. Self-test answers are provided at the end of chapters. In addition, you can work with it using the reading skills of a regular book, which are already firmly established in students. As an example of a combined program, we can consider the textbook “Chemistry” by G.M. Chernobelskaya and I.N. Chertkov (M., 1991).
After receiving introductory instructions, students work with the manual independently. The teacher should not take students away from work and can only conduct individual consultations at their request. The optimal time for working with the programmed manual, as the experiment showed, is 20-25 minutes. Programmed control takes only 5-10 minutes, and testing in the presence of students lasts no more than 3-4 minutes. At the same time, the variants of the assignments remain in the hands of the students so that they can analyze their mistakes. Such control can be carried out in almost every lesson on different topics.
Programmed learning has worked particularly well for students' independent work at home.
TECHNOLOGY OF LEVEL TRAINING
The goal of leveled learning technology is to ensure that each student masters educational material in his zone of proximal development based on the characteristics of his subjective experience. In the structure of level differentiation, three levels are usually distinguished: basic (minimal), program and complicated (advanced). Preparation of educational material involves highlighting several levels in the content and planned learning outcomes and preparing a technological map for students, in which for each element of knowledge the levels of its assimilation are indicated: 1) knowledge (remembered, reproduced, learned); 2) understanding (explained, illustrated); 3) application (based on a model, in a similar or modified situation); 4) generalization, systematization (selected parts from the whole, formed a new whole); 5) assessment (determined the value and significance of the object of study). For each unit of content, the technological map contains indicators of its assimilation, presented in the form of control or test tasks. The first level assignments are designed in such a way that students can complete them using a sample provided either when completing this assignment or in a previous lesson.
Order of execution of operations (algorithm) (For the reaction of NaOH with CO 2) 1. Write down the formulas of the starting substances: 2. After the “” sign, write H 2 O +: NaOH + CO 2 H 2 O + . 3. Create a formula for the resulting salt. To do this:
4. Write the formula of the resulting salt on the right side of the reaction diagram: NaOH + CO 2 H 2 O + Na 2 CO 3. 5. Arrange the coefficients in the reaction equation: 2NaOH + CO 2 = H 2 O + Na 2 CO 3. |
Exercise (1st level).
Based on the algorithm, create reaction equations:
1) NaOH + SO 2 ...;
2) Ca(OH) 2 + CO 2 ... ;
3) KOH + SO 3 ...;
4) Ca(OH) 2 + SO 2….
Tasks at the second level are cause-and-effect in nature.
Exercise (2nd level). Robert Woodward, a future Nobel laureate in chemistry, courted his bride using chemical reagents. From the chemist’s diary: “Her hands froze during a sleigh ride. And I said, “It would be nice to get a bottle of hot water!” - “Great, but where can we get it?” “I’ll do it now,” I replied and took out from under the seat a wine bottle, three-quarters filled with water. Then he took out a bottle of sulfuric acid from the same place and poured a little syrup-like liquid into the water. After ten seconds, the bottle became so hot that it was impossible to hold it in your hands. When it started to cool, I added more acid, and when the acid ran out, I took out a jar of caustic soda sticks and added them little by little. So the bottle was heated almost to a boil the entire trip.” How to explain the thermal effect used by the young man?
When completing such tasks, students rely on the knowledge they received in class and also use additional sources.
The tasks of the third level are partially exploratory in nature.
Task 1 (3rd level). What physical error is made in the following verses?
“She lived and flowed on the glass,
But suddenly she was shackled with frost,
And the drop became a motionless piece of ice,
And the world has become less warm.”
Confirm your answer with calculations.
Task 2 (3rd level). Why does moistening the floor with water make the room cooler?
When conducting lessons within the framework of leveled training technology on preparatory stage After informing students about the purpose of the training session and the corresponding motivation, introductory control is carried out, most often in the form of a test. This work ends with mutual verification and correction of identified gaps and inaccuracies.
At the stage mastering new knowledge new material is given in a succinct, compact form, ensuring that the main part of the class is transferred to independent study of educational information. For students who do not understand the new topic, the material is explained again using additional didactic tools. Each student, as he or she masters the information being studied, is included in the discussion. This work can take place both in groups and in pairs.
At the stage consolidation The mandatory part of the tasks is checked using self- and mutual testing. The teacher evaluates the excess part of the work; he communicates the most significant information for the class to all students.
Stage summing up The training session begins with a control test, which, like the introductory one, has mandatory and additional parts. Current control over the assimilation of educational material is carried out on a two-point scale (pass/fail), final control - on a three-point scale (pass/good/excellent). For students who have not completed key tasks, correctional work is organized until they are fully mastered.
TECHNOLOGY OF PROBLEM-MODULAR TRAINING
Restructuring the learning process on a problem-modular basis makes it possible to: 1) integrate and differentiate the learning content by grouping problem-based modules of educational material, ensuring the development of a training course in full, shortened and in-depth versions; 2) carry out independent choice by students of one or another course option depending on the level of training and individual pace of progress through the program;
3) focus the teacher’s work on the advisory and coordinating functions of managing students’ individual educational activities.
The technology of problem-based modular learning is based on three principles: 1) “compression” of educational information (generalization, enlargement, systematization); 2) recording educational information and educational activities of schoolchildren in the form of modules; 3) purposeful creation of educational problem situations.
The problem module consists of several interconnected blocks (training elements (TE)).
Block "incoming control" creates the mood for work. As a rule, test tasks are used here.
Update block– at this stage they update background knowledge and methods of action necessary to master the new material presented in the problem module.
Experimental block includes a description of a teaching experiment or laboratory activity that contributes to the conclusion of the statements.
Problem block– formulation of an enlarged problem, the solution of which the problem module is aimed at.
Generalization block– primary system representation of the content of the problem module. Structurally, it can be designed in the form of a block diagram, supporting notes, algorithms, symbolic notation, etc.
Theoretical block contains the main educational material, arranged in a certain order: didactic goal, formulation of the problem (task), justification of the hypothesis, solution to the problem, control test tasks.
Output control block– control of learning results by module.
In addition to these main blocks, others may be included, for example application block– a system of tasks and exercises or docking block– combining the material covered with the content of related academic disciplines, and also recess block– educational material of increased complexity for students who have a special interest in the subject.
As an example, we give a fragment of the problem-module program “Chemical properties of ions in the light of the theory of electrolytic dissociation and redox reactions.”
Integrating goal. Consolidate knowledge about the properties of ions; develop skills in drawing up equations of reactions between ions in electrolyte solutions and redox reactions; continue to develop the ability to observe and describe phenomena, put forward hypotheses and prove them.
UE-1. Incoming control. Target. Check the level of knowledge about redox reactions and the ability to write equations using the electronic balance method to assign coefficients.
| Exercise | Grade |
|---|---|
| 1. Zinc, iron, aluminum in reactions with non-metals are: a) oxidizing agents; b) reducing agents; c) do not exhibit redox properties; d) either oxidizing or reducing agents, it depends on the non-metal with which they react |
1 point |
| 2. Determine the oxidation state of a chemical element using the following scheme: Answer options: a) –10; b) 0; c) +4; d) +6 |
2 points |
| 3. Determine the number of electrons given (accepted) according to the reaction scheme: Answer options: a) given 5 e; b) accepted 5 e; c) given 1 e; d) accepted 1 e |
2 points |
| 4. Total number electrons involved in the elementary reaction equals: a) 2; b) 6; c) 3; d) 5 |
3 points |
(Answers to tasks UE-1: 1 – b; 2 - G; 3 - A; 4 – b.)
If you scored 0–1 points, study the summary “Oxidation-reduction reactions” again.
If you score 7–8 points, move on to UE-2.
UE-2. Target. Update knowledge about the redox properties of metal ions.
Exercise. Complete the equations for possible chemical reactions. Justify your answer.
1) Zn + CuCl 2 ... ;
2) Fe + CuCl 2 ... ;
3) Cu + FeCl 2 ... ;
4) Cu + FeCl 3 ... .
UE-3. Target. Creating a problematic situation.
Exercise. Perform a laboratory experiment. Pour 2–3 ml of 0.1 M iron trichloride solution into a test tube with 1 g of copper. What's happening? Describe your observations. Doesn't this surprise you? State the contradiction. Write an equation for the reaction. What properties does the Fe 3+ ion exhibit here?
UE-4. Target. Study the oxidative properties of Fe 3+ ions in reaction with halide ions.
Exercise. Perform a laboratory experiment. Pour 1–2 ml of 0.5 M solutions of potassium bromide and potassium iodide into two test tubes, add 1–2 ml of 0.1 M solution of iron trichloride to them. Describe your observations. State the problem.
UE-5. Target. Explain the results of the experiment.
Exercise. Which reaction in the task from UE-4 did not occur? Why? To answer this question, remember the differences in the properties of halogen atoms, compare the radii of their atoms, and create an equation for the reaction. Draw a conclusion about the oxidizing power of the iron ion Fe 3+.
Homework. Answer the following questions in writing. Why does a green solution of iron(II) chloride quickly change its color to brown in air? What property of the iron ion Fe 2+ is manifested in this case? Write an equation for the reaction of iron(II) chloride with oxygen in an aqueous solution. What other reactions are characteristic of the Fe 2+ ion?
PROJECT-BASED LEARNING TECHNOLOGY
Most often you hear not about project-based learning, but about the project method. This method was formulated in the USA in 1919. In Russia it became widespread after the publication of W.H. Kilpatrick’s brochure “The Project Method. Application of target setting in the pedagogical process" (1925). This system is based on the idea that only those activities are carried out by the child with great enthusiasm, which are freely chosen by him and are not built in line with the academic subject, in which the reliance is placed on the children’s momentary hobbies; true learning is never one-sided; side information is also important. The original slogan of the founders of the project-based learning system is “Everything from life, everything for life.” Therefore, the design method initially involves considering the phenomena of life around us as experiments in a laboratory in which the process of cognition takes place. The goal of project-based learning is to create conditions under which students independently and willingly search for missing knowledge from different sources, learn to use the acquired knowledge to solve cognitive and practical problems, acquire communication skills by working in different groups; develop research skills (ability to identify problems, collect information, observe, conduct experiments, analyze, build hypotheses, generalize), develop systems thinking.
To date, the following stages of project development have developed: development of a project assignment, development of the project itself, presentation of results, public presentation, reflection. Possible topics for educational projects are varied, as are their volumes. Based on time, three types of educational projects can be distinguished: short-term (2–6 hours); mid-term (12–15 h); long-term, requiring considerable time to search for material, analyze it, etc. The evaluation criterion is the achievement of both the project goal and over-subject goals during its implementation (the latter seems to be more important). The main disadvantages in using the method are low motivation of teachers to use it, low motivation of students to participate in the project, insufficient level of development of research skills among schoolchildren, and unclear definition of criteria for assessing the results of work on the project.
As an example of the implementation of project technology, we will give a development carried out by US chemistry teachers. In the course of working on this project, students acquire and use knowledge in chemistry, economics, psychology, and participate in a wide variety of activities: experimental, calculation, marketing, and make a film.
We design household chemical products*
One of the goals of the school is to show the applied value of chemical knowledge. The task of this project is to create an enterprise for the production of window cleaning products. Participants are divided into groups, forming “production firms”. Each “firm” faces the following tasks:
1) develop a project for a new window cleaner; 2) produce experimental samples of a new product and test them; 3) calculate the cost of the developed product;
4) conduct marketing research and an advertising campaign for the product, receive a quality certificate. As the game progresses, students not only become familiar with the composition and chemical effects of household detergents, but also receive basic information about economics and market strategy. The result of the “company’s” work is a feasibility study of a new detergent.
The work is carried out in the following sequence. First, the “employees of the company,” together with the teacher, test one of the standard window cleaning products, copy its chemical composition from the label, and analyze the principle of the cleaning action. At the next stage, the teams begin to develop their own detergent formulation based on the same components. Next, each project goes through the stage of laboratory implementation. Based on the developed recipe, students mix the required quantities of reagents and place the resulting mixture in small bottles with a spray bottle. Labels with the trade name of the future product and the inscription “New window cleaner” are affixed to the bottles. Next comes quality control. “Companies” evaluate the cleaning ability of their products in comparison with purchased products and calculate the cost of production. The next stage is obtaining a “quality certificate” for the new detergent. “Companies” submit the following information about their product to the commission for approval: compliance with quality standards (laboratory test results), absence of environmentally hazardous substances, availability of instructions on the method of use and storage of the product, draft trade label, expected name and approximate price of the product. At the final stage, the “company” conducts an advertising campaign. Develop a plot and shoot a 1-minute commercial. The result of the game may be a presentation of a new tool with the invitation of parents and other participants in the game.
Individualization of learning is not a fad, but an urgent necessity. Technologies for individualized teaching of chemistry, with all the variety of methodological techniques, have much in common. All of them are developmental, providing clear control of the educational process and predictable, reproducible results. Often, individualized chemistry teaching technologies are used in combination with traditional methods. The inclusion of any new technology in the educational process requires propaedeutics, i.e. gradual training of students.
Questions and tasks
1. Describe the role of the academic subject of chemistry in solving the problems of developing students’ mental activity.
Answer. For mental development, it is important to accumulate not only knowledge, but also firmly established mental techniques and intellectual skills. For example, when forming a chemical concept, it is necessary to explain what techniques should be used so that the knowledge is correctly learned, and these techniques are then used by analogy in new situations. When studying chemistry, intellectual skills are formed and developed. It is very important to teach students to think logically, use techniques of comparison, analysis, synthesis and highlighting the main thing, draw conclusions, generalize, argue reasonably, and consistently express their thoughts. It is also important to use rational teaching methods.
2. Can individualized learning technologies be classified as developmental education?
Answer. Training using new technologies ensures the full assimilation of knowledge, shapes learning activities and thereby directly affects the mental development of children. Individualized learning is certainly developmental.
3. Develop a teaching methodology for any topic in a school chemistry course using one of the individualized technologies.
Answer. The first lesson when studying the topic “Acids” is a lesson in explaining new material. According to the individualized technology, we will distinguish three stages in it. Stage 1 – presentation of new material – is accompanied by control of assimilation. As the lesson progresses, students fill out a sheet in which they answer questions about the topic. (Sample questions and answers to them are given.) Stage 2 – comprehension of new material. In a conversation related to the properties of acids, the student is given the opportunity to express his thoughts on the topic. The 3rd stage is also a mental one, but of a research nature, on a specific problem. For example, dissolving copper in nitric acid.
The second lesson is training, systematization of knowledge. Here students choose and complete tasks of varying difficulty levels. The teacher provides them with individual advisory assistance.
The third lesson is monitoring the assimilation of the material covered. It can be carried out in the form of a test, a test, a set of tasks according to a problem book, where simple tasks are graded “3”, and complex tasks are graded “4” and “5”.
* Golovner V.N.. Chemistry. Interesting lessons. From foreign experience. M.: Publishing house NTs ENAS, 2002.
Literature
Bespalko V.P.. Programmed learning (didactic foundations). M.: Higher School, 1970; Guzik N.P.. Learn to learn. M.: Pedagogika, 1981; Guzik N.P. Didactic material on chemistry for
9th grade. Kyiv: Radyanska School, 1982; Guzik N.P. Organic chemistry training. M.: Education, 1988; Kuznetsova N.E.. Educational technologies in subject teaching. St. Petersburg: Education, 1995; Selevko G.K.. Modern educational technologies. M.: Public Education, 1998; Chernobelskaya G.M. Methods of teaching chemistry in high school. M.: VLADOS, 2000; Unt I. Individualization and differentiation of training. M.: Pedagogy, 1990.
Source of information: Methods of teaching chemistry. A textbook for students of pedagogical institutes in chemical and biological specialties. Moscow. "Education". 1984. (Chapter I, p. 5 - 12; Chapter II, p. 12 - 26) .
See Chapters III, IV and V in the section: http://site/article-1090.html
See Chapter VI in the section: http://site/article-1106.html
Methods of teaching chemistry
Textbook for students of pedagogical institutes
PART 1
Valentin Pavlovich Garkunov
Chapter I
METHODOLOGY FOR TEACHING CHEMISTRY AS A SCIENCE AND SUBJECT
Methods of teaching chemistry is a pedagogical science that studies the content of a school chemistry course and the patterns of its assimilation by students.
§ 1. METHODOLOGY FOR TEACHING CHEMISTRY AS A SCIENCE
The essence of the methodology for teaching chemistry as a science is to identify the patterns of the process of teaching chemistry. The main components of this process are the following: learning goals, content, methods, forms and means, activities of the teacher and students. The function of chemistry methodology is to find optimal ways for secondary school students to master basic facts, concepts, laws and theories, their expression in terminology specific to chemistry.
Based on the most important conclusions, principles and laws of didactics, the methodology solves the most important tasks of developing and educating teaching of chemistry, pays great attention to the problem polytechnic education and career guidance for students. The methodology, like didactics, considers the development of educational and cognitive activity of students and the formation of a dialectical-materialistic worldview.
Unlike didactics, the methodology of chemistry has specific patterns determined by the content and structure of the science of chemistry and the academic subject, as well as the characteristics of the process of learning and teaching chemistry at school. An example of such a pattern is the tendency to shift the most important theoretical knowledge of a school chemistry course to earlier stages of education. This became possible thanks to the ability of modern students to quickly assimilate scientific information, analyze and process it.
The methodology for teaching chemistry solves three main problems: what to teach, how to teach and how to learn.
The first problem is about is limited by the selection of material for a school chemistry course. This takes into account the logic of the development of chemical science and its history, psychological and pedagogical conditions, and also establishes the relationship between theoretical and factual material.
Second task associated with teaching chemistry.
Teaching is the activity of a teacher aimed at transmitting chemical information to students, organizing the educational process, guiding their cognitive activity, instilling practical skills, developing creative abilities and forming the foundations of a scientific worldview.
Third task follows from the principle of “teaching to learn”: how to most effectively help students study. This task is related to the development of students’ thinking and is to teach them optimal ways processing chemical information coming from a teacher or other source of knowledge (book, cinema, radio, television). Managing students' cognitive activity is a complex process that requires a chemistry teacher to use all means of educational influence on students.
In scientific work on methods of teaching chemistry, various research methods are used: specific(characteristic only for chemistry techniques), general pedagogical and general scientific.
Specific methods The research consists of selecting educational material and methodically transforming the content of the science of chemistry for the implementation of school chemical education. Using these methods, the researcher determines the feasibility of including this or that material in the content of the academic subject, finds criteria for selecting knowledge, skills and abilities and ways of their formation in the process of teaching chemistry. He develops the most effective methods, forms, and teaching techniques. Specific methods make it possible to develop new and modernize existing school demonstration and laboratory experiments in chemistry, contribute to the creation and improvement of static and dynamic visual aids, materials for students’ independent work, and also influence the organization of elective and extracurricular classes in chemistry.
To general pedagogical methods research includes: a) pedagogical observation; b) conversation between the researcher and teachers and students; c) survey; d) modeling of an experimental teaching system; e) pedagogical experiment. Pedagogical observation of the work of students in the chemistry classroom during the lesson and during elective and extracurricular activities helps the teacher to establish the level and quality of students’ knowledge in chemistry, the nature of their educational and cognitive activity, determine the students’ interest in the subject being studied, etc.
Conversation (interview) and questionnaires make it possible to characterize the state of the issue, the attitude of students to the problem raised during the research, the degree of assimilation of knowledge and skills, the strength of acquired skills, etc.
The main general pedagogical method in research on teaching chemistry is the pedagogical experiment. It is divided into laboratory and natural. A laboratory experiment is usually carried out with a small group of students. Its task is to identify and preliminary discuss the issue under study. A natural pedagogical experiment takes place in a normal school setting, and the content, methods or means of teaching chemistry can be changed.
§ 2. BRIEF HISTORICAL SKETCH OF THE FORMATION AND DEVELOPMENT OF TEACHING METHODS OF CHEMISTRY
The formation of chemistry methods as a science is associated with the activities of such outstanding chemists as M. V. Lomonosov, D. I. Mendeleev, A. M. Butlerov. These are major Russian scientists and at the same time reformers of chemical education.
The activity of M. V. Lomonosov as a scientist took place in the middle of the 18th century. This was the period of the formation of chemical science in Russia. M.V. Lomonosov was the first professor of chemistry in Russia. Lomonosov created the first scientific laboratory in Russia in 1748, and in 1752 he gave there the first lecture “Introduction to true physical chemistry" M. V. Lomonosov's lectures were distinguished by great brightness and imagery. He was a master of the Russian word and a good speaker. An example of a colorful transmission of chemical information is his famous “Word on the Benefits of Chemistry.” A fragment of this work by M. V. Lomonosov are the winged words “Chemistry stretches its hands wide into human affairs,” used by every chemistry teacher even today.
M.V. Lomonosov was the creator of chemical atomism; he was the first to point out the use of corpuscular concepts to explain chemical phenomena in teaching chemistry. Being a versatile scientist, M.V. Lomonosov always pointed out the importance of interdisciplinary connections in the process of explaining facts. He made a major contribution to the formulation of chemical experiments and widely used chemical experiments in his lectures. Even a special laboratory assistant was assigned to demonstrate experiments in the chemical laboratory.
Thus, M.V. Lomonosov, as a chemist teacher, skillfully combined the methods of theoretical and experimental teaching.
Much credit for the development of advanced pedagogical ideas in teaching chemistry in the mid-19th century. belongs to the Russian chemist D.I. Mendeleev. He paid great attention to the issues of methods of teaching chemistry in higher education. The history of chemical science shows that, when starting to give lectures, D.I. Mendeleev tried to systematize scattered facts about chemical elements and their compounds in order to give a coherent system for presenting a course in chemistry. The result of this activity, as is known, was the discovery of the periodic law and the creation of the periodic system. The textbook “Fundamentals of Chemistry” (1869) contains important methodological provisions, the significance of which has survived to this day.
D.I. Mendeleev noted that in the process of teaching chemistry it is necessary: 1) to introduce the basic facts and conclusions of chemical science; 2) point out the significance of the most important conclusions of chemistry for understanding the nature of substances and processes; 3) reveal the role of chemistry in agriculture and industry; 4) form a worldview based on a philosophical interpretation of the most important facts and theories of chemistry; 5) develop the ability to use chemical experiment as one of the most important means of scientific knowledge, learn the art of questioning nature and listening to its answers in laboratories and books; 6) to accustom to work on the basis of chemical science - to prepare for practical activities.
Significant influence on the development of chemical education in Russia second half of the 19th century V. provided by the great Russian organic chemist A.M. Butlerov. After graduating from Kazan University, he became involved in teaching. Methodological views of A.M. Butlerov are presented in the book “Basic Concepts of Chemistry”. He notes that learning chemistry should begin with substances that students are familiar with, such as sugar or acetic acid.
A. M. Butlerov believed that the structural principle should be the basis for constructing a course in organic chemistry. The most important provisions of the theory of structure were included in his pedagogical work “Introduction to a complete study of organic chemistry.” These ideas are leading in the construction of all modern organic chemistry textbooks.
The formation of methods of teaching chemistry in high school is associated with the name of the outstanding Russian methodologist-chemist S. I. Sozonov (1866-1931), who was a student of D. I. Mendeleev, his student at St. Petersburg University. Considering the issues of teaching chemistry at school, S.I. Sozonov paid great attention to chemical experiment, considering it the main method of introducing students to substances and phenomena. S: I. Sozonov initiated the first practical classes in high school. At the famous Tenishevsky School, he, together with V.N. Verkhovsky created the first educational laboratory. As a high school teacher, he taught classes in both chemistry and physics. His experience in high school was reflected in the construction of the textbook “Elementary Course of Chemistry” (S.I. Sozonov, V.N. Verkhovsky, 1911), which in those years was the best textbook for students.
The formation and development of chemistry methods in our country is associated with the Great October Revolution socialist revolution. Based on the experience of the Russian school and the advanced ideas of outstanding chemist teachers, Soviet methodologists created a branch of pedagogical science that was new for that time—the methodology for teaching chemistry.
Materialist teaching changed the views of methodologists on issues of teaching chemistry. This was primarily manifested in the assessment of atomic-molecular teaching. It has become the fundamental theory on which initial training is built.
The first years after the revolution were devoted to restructuring the entire system of public education and combating the shortcomings of the old school. At the same time, new methodological ideas were born, methodological schools of various directions were created. The school became mass, unified, labor school. This posed big problems for the methodology of chemistry, as a new emerging science: the content and structure of the chemistry course in the secondary school curriculum; connection between teaching chemistry and practice; laboratory work of students and organization of independent research activities in the process of teaching chemistry. The views of methodologists of various schools and directions on these issues were sometimes opposite, and heated discussions arose on the pages of methodological journals.
It was necessary to systematize the accumulated material. Such a methodological generalization was the work of the outstanding Soviet methodologist-chemist S. G. Krapivin (1863-1926) “Notes on Chemistry Methods.” This work, the first in Soviet chemistry methodology, was a large and serious conversation with teachers on the problems of teaching this subject. Considerable interest was aroused by the judgments expressed in the book on the issues of setting up a school chemical experiment, problems of chemical language, etc. Despite all the positive significance of S. G. Krapivin’s book and its strong influence on the development of methodological ideas, it was rather a collection of pedagogical thoughts of a prominent teacher, methodologist-chemist , his scientific work.
A new stage in the development of chemistry methods is associated with the name of Professor V. N. Verkhovsky. It defines the main fundamental directions of the new young branch of pedagogical science. Much credit to Prof. V. N. Verkhovsky is to develop problems in the content and construction of a chemistry course in high school. He was the author of state programs, school textbooks, manuals for students and teachers, which went through multiple editions. The most important work of V.N. Verkhovsky was his book “Techniques and Methods of Chemical Experiments in Secondary Schools,” which has retained its significance to this day.
Experimental and pedagogical research in methods of teaching chemistry began to develop only in the late 30s. The center of these studies becomes the chemistry room of the State Research Institute of Schools of the People's Communist Party of the RSFSR.
§ 3. METHODOLOGY FOR TEACHING CHEMISTRY AT THE PRESENT STAGE
The current stage in the development of methods for teaching chemistry as a science begins with the emergence in 1944 of the Academy of Pedagogical Sciences. Already in 1946, the fundamental works of the employees of the laboratory of methods of teaching chemistry S. G. Shapovalenko “Methods of scientific research in the field of methods of chemistry” and Yu. V. Khodakov “Basic principles of constructing a chemistry textbook” appeared. The first of them determined the nature of research work on chemistry methods; the second is the structure and content of a chemistry textbook for high school.
A special place in this period belongs to L. M. Smorgonsky. He considered the problem of forming a Marxist-Leninist worldview in students and their communist education through the academic subject of chemistry. The scientist correctly revealed the class essence of the idealistic views of bourgeois methodological chemists. The works of L. M. Smorgonsky were important for the theory and history of teaching chemistry methods.
The works of K. Ya. Parmenov turned out to be important for teaching chemistry. They were devoted to the history of teaching chemistry in Soviet and foreign schools, and the problems of school chemical experiments. D. M. Kiryushkin made a significant theoretical contribution to the formation and development of the methodology. His research in the field of combining the teacher’s words and visuals when teaching chemistry, students’ independent work in chemistry, as well as solving issues of interdisciplinary connections contributed to the development of methods for teaching chemistry.
The development of a polytechnic education system was one of the directions in the scientific work of methodologists-chemists of the Academy of Pedagogical Sciences. Under the leadership of S. G. Shapovalenko and D. A. Epstein, material about chemical production was selected, the most effective methods of studying them in school using various diagrams, tables, models, filmstrips and films were considered.
Over the years of its existence, the Academy of Pedagogical Sciences has become a major scientific center. In its institutes and laboratories, important problems of chemistry teaching methods are solved, scientific works methodological chemists throughout the country.
In addition to the Academy of Pedagogical Sciences, research work is carried out at the departments of pedagogical institutes and universities. Methodists of the Moscow Pedagogical Institute named after. V.I. Lenin and the Leningrad Pedagogical Institute named after A.I. Herzen are exploring the problems of the content and methods of studying chemistry in secondary schools and vocational schools, as well as issues of higher chemical education.
Experience and creative work P. A. Gloriozova, K. G. Kolosova, V.I. Levashev, A.E. Somin and other teachers help develop the methods of chemistry as a science. Many of them are successfully involved in the study of problems in teaching chemistry and achieve great results.
§ 4. METHODOLOGY FOR TEACHING CHEMISTRY AS A SUBJECT
Methods of teaching chemistry as an academic subject are of paramount importance for the training of secondary school chemistry teachers. In the process of studying it, professional knowledge, skills and abilities of students are formed, which ensures in the future effective training and education of chemistry students in high school. Vocational training the future specialist is built in accordance with the teacher’s professiogram, which is a model of specialist training that ensures the acquisition of the following knowledge, skills and abilities:
1. Understanding the tasks set by the party and government in the field of development of chemistry and its role in the national economy.
2. Comprehensive and deep understanding of the tasks of teaching chemistry in high school modern stage development of the public education system.
3.Knowledge of psychological, pedagogical, socio-political disciplines and university chemistry courses within the scope of the university program.
4. Mastering the theoretical foundations and the current level of development of chemistry teaching methods.
5.Ability to give a reasonable description and critical analysis existing school programs, textbooks and manuals.
6.The ability to use problem-based learning methods, activate and stimulate students’ cognitive activity, and direct them to an independent search for knowledge.
7. The ability to build worldview conclusions on the material of the chemistry course, to apply the dialectical method when explaining chemical phenomena, to use the material of the chemistry course for atheistic education, Soviet patriotism, proletarian internationalism, and the communist attitude to work.
8. Ability to carry out the polytechnic orientation of the chemistry course.
9. Mastering the theoretical foundations of a chemical experiment, its cognitive significance, mastering the technique of conducting chemical experiments:
10. Possession of basic technical teaching aids, the ability to use them in educational work. Basic knowledge of the use of educational television and programmed instruction.
11.Knowledge of the tasks, content, methods and organizational forms of extracurricular work in chemistry. Ability to carry out career guidance work in chemistry in accordance with needs national economy.
12.Ability to carry out interdisciplinary connections with other academic disciplines.
The course of methods of teaching chemistry in theoretical and practical training of students allows you to reveal the content, structure and methodology of studying a school chemistry course, get acquainted with the features of teaching chemistry in evening, shift and correspondence schools, as well as in vocational schools, develop sustainable skills and abilities in using modern methods and chemistry teaching aids, master the requirements for modern lesson chemistry and achieve solid skills when implementing them at school, get acquainted with the features of conducting elective classes in chemistry and various forms of extracurricular work in the subject.
Theoretical preparation consists of a course of lectures, which is designed to introduce common problems methods of chemistry (goals, objectives of teaching chemistry, content and structure of a high school chemistry course, teaching methods, chemistry lesson, etc.), to study theoretical issues and specific topics of a school chemistry course.
Practical training is carried out through a system of classes and seminars that provide experimental training and instill relevant skills. At the same time, students perform tasks to analyze the program and school textbooks, draw up plans, lesson notes, didactic material, card indexes, etc. These types of work are activated in the process of teaching practice, where future teachers receive their first teaching skills in chemistry.
Self-test questions
1.What are the goals and objectives of the methodology for teaching chemistry in Soviet schools?
2.What is the object and subject of the methodology for teaching chemistry?
3.What characteristics determine the independence of the methods of chemistry as a science?
4.What do you need to know and be able to do in order to prepare yourself to become a chemistry teacher?
5.What are the main historical stages in the development of chemistry methods in the USSR?
6.What large methodological centers in our country do you know?
1. Read the first chapter from the book “General Methods of Teaching Chemistry” edited by L. A. Tsvetkov.
2. Make a summary of the contents of § 2 “The formation and development of the academic subject of chemistry in a secondary school.”
3. Read the book by K. Ya. Parmenov “Chemistry as an academic subject in pre-revolutionary and Soviet schools” and highlight the main stages in the development of methods of teaching chemistry in our country.
4. Familiarize yourself with the content and main provisions of the chemistry teacher’s professional program.
Ninel Evgenieva Kuznetsova
Chapter II
GOALS AND OBJECTIVES OF TEACHING CHEMISTRY
§ 1. SECONDARY CHEMICAL EDUCATION, ITS FUNCTIONS AND IMPORTANT COMPONENTS
Public education in the USSR is called upon to ensure the training of highly cultural, comprehensively developed and ideologically convinced builders of a new society. The social order of society for the system of public education in our country is enshrined in the CPSU Program and the Fundamentals of the legislation of the USSR and union republics on public education. These directive documents receive further specification and development in the decisions of the CPSU congresses, in the resolutions of the party and government on the school.
Our country implements universal secondary education. It also includes chemistry education. Secondary general chemical education is the result of mastering the normative system of knowledge of science and its technology, methods of chemical and educational knowledge and the ability to apply them in practice, achieved through special training at school and self-education.
The goal of universal chemical education is to ensure that every young person acquires the knowledge and skills necessary for work and for further education.
The main function of secondary chemical education is to convey in a generalized, logically and didactically processed form the experience of chemical knowledge accumulated by previous generations of youth for its reproduction, application, and enhancement.
Modern requirements of society for the comprehensive development of the individual are feasible only under the condition of comprehensive and targeted implementation of education, upbringing and development. This is achieved most successfully in school settings.
The educational, upbringing and developmental possibilities of chemistry are determined by the goals of education, the content and its place in the system of general education subjects. Chemistry studies substances, the patterns of their transformations and ways to control these processes. Social, scientific and practical significance Chemistry in the knowledge of the laws of nature and in the material life of society determines the role of the corresponding academic subject in teaching, its great potential in general education, in polytechnic training, in the ideological, political, moral and labor education of students.
The educational function of teaching chemistry is the main and determining one. Only on the basis of acquired knowledge and skills is it possible to assimilate the ideals of society and develop the individual.
The educational nature of learning is an objective law. The implementation of educational and educational functions is carried out in the process of teaching chemistry in unity. Through learning, students perceive the ideology of our society. Chemistry, which reveals to students the world of substances around us and various transformations, is an important factor in the formation of dialectical-materialistic views and atheistic beliefs. This determines the attitude of students to the surrounding reality.
An important condition for the formation of appropriate beliefs among students is the purposeful organization of the educational process based on the principles of communist education.
Teaching chemistry should be developmental. The high ideological and theoretical level of the content of school chemistry courses, the active use of problem-based learning, chemical experiments, and the dialectical method of learning chemistry influence the development of thinking, memory, speech, imagination, sensory, emotional and other personality qualities.
Carrying out experiments and working with handouts develop observation, accuracy, perseverance, and responsibility. Using the language of science in teaching promotes speech development. Systematic problem solving, performing graphic tasks, modeling and design in chemistry develop a creative approach to knowledge, cultivate a culture of mental work, and cognitive independence.
The active use of theoretical knowledge and symbolism develops students' thinking and imagination.
The harmonious unity of training and development is achieved by the scientific organization of these processes. Only such an organization of learning will contribute to the implementation of the developmental function, which is based on the age and typological characteristics of students, from the possibilities of the content of the subject and takes into account the “zone of proximal development of the student.”
To achieve the unity of the educational, developmental and nurturing functions of teaching, a targeted approach to organizing this process is important. Its prerequisites are the provisions of the Marxist-Leninist theory about the expedient nature of human activity and personal development.
§ 2. OBJECTIVES OF TEACHING CHEMISTRY
Before deciding what and how to teach, it is necessary to determine the learning goals. Goals are the intended learning outcome, towards which the joint activities of the teacher and students will be aimed in the process of studying chemistry. The question of goals is resolved from the standpoint of Marxism-Leninism about the class nature of education, about the conditionality of its goals and content by the needs and ideals of society.
The comprehensive implementation of education, upbringing and development of students in secondary schools has put forward three teaching functions and three groups of goals: educational, educational and developmental. Every teacher takes this into account when planning educational material and preparing for lessons. Specifying the general goals of teaching chemistry in relation to each topic or lesson requires the most rational combination of goals for different purposes, highlighting the most important among them. The approach to defining only educational goals, which is still widespread in educational practice, does not allow satisfying society’s requirements for school in the formation of a harmoniously developed personality.
In teaching chemistry, all groups of goals are realized: education, upbringing and development.
Educational goals include the formation of natural science and technological knowledge in chemistry and related skills. They make a significant contribution to the scientific worldview of students and to the formation of their dialectical-materialistic worldview. Educational goals include the ideological, political, moral, aesthetic, and labor education of students in the process of studying chemistry, interconnected with each other and with the goals of education. The developmental goals of teaching chemistry include the formation of a socially active personality. At the same time, the psyche develops, the will is strengthened, and the interests and abilities of students are revealed. In a generalized form, the complex of educational, educational and developmental goals of teaching chemistry is reflected in the introduction to chemistry programs for secondary schools.
Determining the goals of teaching chemistry is influenced by the specific content of the subject. This helps the teacher to establish a correspondence between goals and content, clarify the focus of educational material on achieving goals, and select teaching methods and tools that correspond to goals and content.
The general goals of teaching chemistry cover the entire process of teaching this subject: 1) students’ acquisition of the fundamentals of chemical science and methods of its knowledge, polytechnic training in the process of familiarization with the scientific foundations of chemical production and the most important areas of chemicalization of the national economy; 2) developing the ability to observe and explain chemical phenomena occurring in nature, in the laboratory, in production, in everyday life, to use logical techniques, to present the material being studied coherently and convincingly; 3) the formation of practical skills and abilities to handle substances, chemical equipment, measuring instruments, carry out a simple chemical experiment, solve chemical problems, perform graphic work, etc.; 4) orientation of students towards the possibility of applying chemical knowledge and skills in future work activities, preparation for work; 5) the formation of a scientific worldview, Soviet patriotism, and proletarian internationalism, careful attitude to nature; 6) development of love for chemistry, sustainable interest in the subject, inquisitiveness, independence in acquiring knowledge; 7) development of general and special (chemical) abilities, observation, accuracy and other personality qualities.
General learning goals include more specific goals for studying individual sections, topics, lessons, electives, etc.
The specification of general learning goals is based on an understanding of the specifics of the subject, on knowledge of what it can contribute to the development of the student’s personality in comparison with other subjects.
To do this, we can highlight what is specific in the content of education that is studied, revealed and formed only when studying chemistry: 1) a system of knowledge about chemical elements, the substances formed by them and their transformations, about the most important chemical laws, about methods of their knowledge - as an important component of chemical education and knowledge about the world around us and its laws; 2) the chemical picture of nature as an integral part of the scientific picture of the world and one of the foundations for the formation of a scientific worldview; 3) the fundamentals of chemical technology and production as an important component of polytechnic training for students; 4) the concept of the chemicalization of the country as an indicator of scientific and technological progress, knowledge about the social patterns of its development, about the connection between science and production, about the role of creative and transformative human activity in creating a world of synthetic materials, about the importance of chemistry in raising the material standard of living. This is important for the formation of positive motives for learning, a conscious attitude to learning, and for preparing students for life; 5) methods of cognition specific to chemistry and important for life (chemical experimentation and modeling, analysis and synthesis of substances, operating with the language of science, techniques and operations used in a chemical laboratory, which is also necessary to prepare students for work).
Knowing the possibilities of chemistry as an academic subject in shaping the personality of students, the teacher determines the goals of the lessons, topics, and sections. For most chemistry lessons, the goals of education, upbringing and development can be identified, for example, a lesson in grade IX “Corrosion of metals. Methods for preventing corrosion."
Educational goals: to give the concept of corrosion as a type of redox processes, to reveal their essence and types. Introduce students to ways to prevent metal corrosion. Develop the ability to express these processes graphically and symbolically.
Educational goals: to reveal the connection between the theory of these processes and life, to show the social significance of the fight against corrosion, to carry out career guidance for students based on this material.
Development goals: to develop the ability to transfer knowledge about redox reactions to new conditions, to explain and predict the processes of corrosion and protection against it, as well as model them using conventional symbols of science and solve problems with practical content.
It is often not possible to identify all target groups. In this case, the main, dominant one is singled out, subordinating all the others to it. An example is the lesson in the 7th grade “Drawing up formulas based on valency.” Its content is aimed at teaching students how to compose formulas based on patterns and algorithms. The leading educational goal here will be to clarify the concept of valency and develop the ability to compose formulas for binary compounds. However, its implementation should contribute to the education and development of students.
A systematic and comprehensive approach to determining learning goals should reflect not only their totality, but also their complication and continuous development. This is most fully realized in the long-term planning of studying program content.
Often in teaching practice, the teacher formulates only the goals of teaching (to present, teach, organize.), losing sight of the goals of teaching (to study, master, apply...). So, for example, in the lesson “Drawing up formulas by valence,” the teaching goals will be the teacher’s presentation of knowledge about the formula, demonstration of actions for drawing up formulas, and organization of students’ activities to master knowledge and skills. The goals of the study will be to master techniques for drawing up formulas and exercise in applying knowledge. It is important that the goals of teaching and learning are formulated in unity and coincide with each other, that is, expressed in the following formulations: to ensure the assimilation of knowledge, methods of action, application of knowledge in practice, and so on
The goals of teaching chemistry are specified and implemented through learning objectives. Learning objectives are means to achieve goals. In accordance with the goals, they are divided into the tasks of education, development and upbringing.
§ 3. EDUCATIONAL TASKS OF TEACHING CHEMISTRY AND WAYS FOR THEIR PERFORMANCE
Educational objectives follow from corresponding goals. Their consistent solution leads to the acquisition of knowledge and skills. When teaching chemistry, general chemical and polytechnic problems arise.
The objectives of general chemical education are aimed at students acquiring knowledge of the basics of general chemistry and relevant skills. Leading knowledge is theories, laws, ideas. Mastering this material is the main general educational task of teaching chemistry.
This knowledge will turn out to be formal if the teacher does not include selected facts in the process of educational knowledge that will connect theory with practice, with life. It is important that facts are grouped around certain theories that explain them. Mastering the necessary factual material, establishing a connection between theory and facts, and them with life, is the second general educational task.
Knowledge is transmitted to students in a generalized and condensed form - in concepts. Concepts contain numerous and versatile knowledge about chemical objects, phenomena, and processes. The formation, development and integration of concepts into theoretical knowledge systems is the third general educational task of teaching chemistry. The acquired knowledge must be accurately described and expressed in the language of science. Mastering chemical terminology, nomenclature and symbolism is the fourth objective of teaching chemistry.
In the process of teaching chemistry, methods of chemical knowledge and rational methods of educational work are actively used.
Mastering methodological knowledge is the fifth general educational task.
Conscious mastery of chemistry is possible only in the process of active educational and cognitive activity of students. Developing skills and abilities, developing experience in creative activity is the sixth general educational task of teaching chemistry.
To solve many educational and educational problems, it is important that knowledge and skills are acquired in a certain system using intra-subject and inter-subject connections. Establishing these connections in the process of studying chemistry is the seventh general educational task.
Systematic and consciously acquired knowledge about substances and the chemistry of their transformations serves as the basis for the development of students’ scientific ideas about reality, for the subsequent formation of dialectical-materialistic views and beliefs. Synthesis of the natural science system of knowledge, formation of a scientific picture of the world is the eighth general educational task.
When studying at school, not only knowledge, skills, and experience of creative activity are formed, but also the attitude of students to the world around them. In the absence of a teacher's purposeful influence on this aspect of learning, students' attitude toward nature and reality may not coincide with the knowledge acquired. The ninth task of teaching chemistry is the formation of evaluative knowledge and skills, the development of norms of relationships (the emotional and evaluative attitude of students to the environment, its protection and transformation).
The Soviet school, along with general chemistry, provides students with a polytechnic education and prepares them for work. The ideas, theory and content of polytechnic education are substantiated by the classics of Marxism-Leninism. Polytechnic education of students is also carried out when studying chemistry. This is dictated by society, the need of material production for qualified personnel.
Penetration of chemistry into all sectors of the national economy and everyday life, development chemical industry, the increased chemicalization of the national economy poses specific tasks for polytechnic education for schools:
1.Explain the scientific foundations and principles of chemical production, taking into account their specifics.
2. Form a system of technological concepts.
3.Introduce specific chemical production and industries using chemical processes.
4.Give an idea about practical application substances and materials in everyday life and in the national economy.
5. Reveal the basics of chemicalization of the national economy and the prospects for its development, show the relationships between science, production and society.
6. Develop the ability to solve problems with production content, read and draw up simple technological diagrams, graphs, perform laboratory operations, and practically identify substances.
7. Taking into account the role of chemistry in agriculture, show the possibilities of agrochemistry in solving the Food Program and arouse interest in agricultural work.
8. To orient students to professions related to chemistry and their labor education.
§ 4. TASKS OF DEVELOPING STUDENTS’ EDUCATIONAL AND COGNITIVE ACTIVITIES
Training and development are two interrelated processes. The implementation of the goals of developmental education requires defining the tasks for the development of educational and cognitive activity of students and their personality. Most often they are solved together with the educational tasks of teaching chemistry.
It is known that learning leads to development. It is more successful when it is somewhat ahead of the curve, focusing on the student’s “zone of proximal development.” It is especially important to develop the memory and thinking of students, since without this it is unthinkable to master the modern fundamentals of chemistry. The accumulation of a fund of knowledge and the development of intellectual skills is an active mental process in which memory and thinking are involved. Their development is most active in the process of productive cognitive activity. The development of the student’s memory and thinking in the process of studying chemistry is the first task of educational and cognitive activity or the personality of students.
Educational and cognitive activities in chemistry include many actions that are important for mastering chemistry, for example the following: carrying out a chemical experiment, analyzing and synthesizing substances, operating with symbols and graphics, using the heuristic capabilities of the periodic table, solving chemical problems, etc. The result of their mastery is skills. Both practical and intellectual skills are important for successful study of chemistry. The skills developed in the process of teaching chemistry must be generalized, taking into account the skills of other natural science subjects, into more general and easily transferable learning skills and developed. The gradual and purposeful development of generalized intellectual and practical skills is the second task of developing educational and cognitive activity.
In the process of teaching chemistry, it is important to develop both reproductive and productive educational and cognitive activities of students. The most successful development of students and their cognitive activity occurs in conditions of problem-based learning. During the course, students are actively involved in an independent search for knowledge.
A reasonable combination of means and methods that activate all types of educational and cognitive activities in chemistry, their gradual complication and development, strengthening problem-based learning is the third task of developing cognitive activity.
The teacher should not focus only on the external side of teaching, forgetting about the subjective factors of this process. Practice provides many examples when an apparently well-organized lesson does not achieve its goals, because students were not familiar with or did not realize the goals and significance of their work, they did not have formed motives for their activities. In didactics it has been proven that cognitive interest is the leading motive of educational and cognitive activity of students.
Pedagogical theory and practice and methodological research show that if students’ interests in chemistry are not developed, they decline sharply, especially by the middle of the 8th grade, where the study of chemistry is saturated with abstract theoretical material. Means of stimulating the cognitive interests of students can be the alternation of experimental and theoretical study of chemistry, strengthening the connection between theory and practice, active use of the history of chemistry, entertaining elements, game situations, the use of didactic games, strengthening interdisciplinary and intradisciplinary connections, elements of chemical research.
Strengthening motivation in learning, constantly identifying and developing students’ cognitive interests in chemistry is the fourth development task.
The pattern revealed by psychology—the unity of activity and consciousness—suggests the creation of conditions in chemistry teaching that increase the activity and consciousness of students. First of all, this is a constant disclosure of the meaning and methods of activity, a clear statement of learning goals and bringing them to the consciousness of students. An important factor in stimulating the cognitive activity of students is their inclusion in solving an increasingly complex system of cognitive tasks in the subject, and a gradual increase in students’ independence in learning.
Increasing the complexity of students' educational and cognitive activities, the constant development of their creativity and abilities, increasing activity and independence in mastering chemistry is the fifth task of students' development in their educational activities.
§ 5. TASKS OF FORMING A SCIENTIFIC WORLDVIEW AND IDEAL AND MORAL EDUCATION
The educational nature of teaching chemistry at school is determined by the goals of communist education and the content of the subject. Genuine science and its foundations have enormous educational power. It is no coincidence that the classics of Marxism-Leninism constantly turned to chemistry and its history to identify and confirm the laws of materialist dialectics. The role of chemistry in understanding the world around us and in the development of social production for the purposes of educating students should be actively used in teaching.
The educational function of the subject is implemented in the general system of teaching students in the Soviet school. In this case, it is necessary to solve the following problems:
1.Formation of the scientific worldview and atheism of students.
2.Ideological and political education.
3. Education of Soviet patriotism, communist internationalism and other moral traits.
4.Labor education.
In educating students, it is important to proceed from the fact that the communist worldview, ideological conviction and high morality are the core of the personality of the socialist type.
Based on the capabilities of the subject and the functions of teaching, chemistry makes a significant contribution to the formation of dialectical-materialistic views and beliefs. The motivating beginning of this is the positive motives of students to master worldview knowledge. A prerequisite for this is an objective chemical picture of nature, the disclosure of which is aimed at the study of the basics of chemistry in school. The scientific worldview of students forms the basis for solving all other educational problems.
Throughout the entire period of studying chemistry, students learn about substances as one of the types of matter, and a chemical reaction as a form of its movement. They experimentally and theoretically study the composition, structure, properties, and transformations of substances, while acquiring the essence of chemical knowledge and mastering its methods. Gradually, students are led to the conclusion about the knowability and variability of substances, that there are no unchangeable substances in nature. In addition to substances, they become familiar with various particles. The study of the structure of the atom convinces them that the atoms of all elements have the same material basis. Their unity is manifested in their subordination to the action of the universal law of nature - the law of periodicity.
The idea of the development of substances from simple to complex protein compounds and their interrelationship runs through the entire chemistry course. This knowledge serves as the basis for understanding the universal natural relationships in nature. In his book “Dialectics of Nature” F. Engels convincingly showed that the core of knowledge of the doctrine of matter consists of the ideas of materialism and dialectics. Based on knowledge about matter in teaching chemistry, worldview conclusions are drawn: about the materiality of the world, about its unity and diversity, about its knowability.
In the formation of students' scientific worldview, the periodic law plays a great role as the theoretical and methodological basis of the school course. When studying the periodic law, it is important to show it as a universal law of the development of nature, and the periodic system as the greatest generalization of chemical knowledge about the elements and the substances formed by them.
The study of chemical reactions as qualitative changes in substances convinces students that their constituent atoms are not destroyed. Knowledge of the dynamics of chemical transformations of substances is convenient for the conclusion that the world is constantly changing, some forms of existence of matter pass into others. Therefore, matter is changeable, but indestructible.
Knowledge of chemical reactions also serves as the basis for revealing and confirming the materialistic laws of dialectics: redox and acid-base interactions confirm the action of the law of the struggle of opposites and the law of negation of negation; study of composition, classifications homologous series connections - the law of transition of quantity into quality. Every chemical reaction is a qualitative change in substances. This is exactly what was said in the definition of chemistry given by F. Engels: “Chemistry can be called the science of qualitative changes in bodies that occur under the influence of changes in quantitative composition”*.
* M a r k s K. and Engels F. Complete. collection soch., vol. 20, p. 387.
When studying chemistry, students encounter many contradictions. An example is the nature of the atom, the presence of positive and negative particles in its composition, their interactions, reflecting the struggle and unity of opposites. Contradictions should be shown as a source of development of nature and actively used to create problem situations in teaching.
As they accumulate worldview knowledge and become familiar with the methods of scientific knowledge, students gradually master the dialectical approach to the study of objects and phenomena of chemistry, the dialectical method of their cognition. The theoretical basis of this method is dialectical determinism and the dialectical-materialist theory of development. The dialectical method is manifested in a comprehensive examination based on interdisciplinary connections of chemical phenomena in their development and interrelation: in the study of essential relationships between them; in revealing the causes and patterns of their manifestation, the sources of their development.
Dialectics acts as a method for ideological interpretation of knowledge acquired in teaching chemistry and other subjects. Worldview conclusions serve as a means of transforming knowledge into beliefs through an understanding of the value of knowledge, through the motives of teaching. Therefore, both need to be given special attention. Of great importance in this process is the connection between theory and practice. In the process of studying chemistry, students are constantly convinced that the studied patterns of chemical reactions underlie their management in production and laboratory conditions. Gradually, chemistry appears before them not only as a science that explains the world, but also transforms it in the course of human practice.
Transforming knowledge into beliefs and finding ways to do this process is an important educational task in teaching chemistry.
Scientific worldview! The teacher uses the worldview views of students to form atheistic beliefs. Throughout the entire period of study, students encounter chemical phenomena that, due to their unusual nature, once seemed like miracles to people (the phenomenon of spontaneous combustion, glow, bactericidal properties of silver water, etc.). Mystical ideas about the nature of substances were supported and interpreted by religion to strengthen faith in supernatural forces. It is important, on the basis of ideological knowledge, to reveal at every opportunity the anti-scientific and reactionary essence of religion. Using the foundations of scientific atheism and knowledge of chemistry, one must skillfully develop the ability to resist religion and expose the inconsistency of superstitions. This is one of the main educational tasks in teaching chemistry.
The consistent formation of ideological and atheistic views and beliefs is a complex and lengthy process associated with the communist education of the individual as a whole. It requires targeted pedagogical influence and compliance with certain conditions. First of all, this is a strict selection of issues of an ideological nature, the solution of ideological problems of an interdisciplinary nature. It is necessary to determine the stages of studying and generalizing this material, the optimal sequence of including it in the main content of the program. An important condition is the selection and use of active methods and means of influence. When studying ideological content, it is necessary to rely on students’ life experience and connection with the practice of communist construction. Worldviews and beliefs cannot be created without the widespread use of interdisciplinary connections that reflect the ideas of the unity of the world, expressed in its materiality. An important condition in achieving the results of this process will be an individual approach to students.
In the formation of a person’s personality in a socialist society, a large role belongs to ideological and political education. At the same time, it is necessary to clarify the directive materials and policies of the party and government in the field of development of the chemical industry and chemicalization of the national economy, in the field of solving the Food Program.
The study of polytechnic material opens up great opportunities for ideological and political education. A historical approach to the study of production makes it possible to trace the formation and development of the chemical industry over the years of Soviet power, ways to increase the pace of chemicalization of the national economy, and V.I. Lenin’s great concern in their development.
To solve this problem, it is important to have a high ideological and political level of presentation by the teacher of the content of polytechnic material, the implementation of the principle of party affiliation in teaching, and a class assessment of the policy of the party and government in the field of production development and chemicalization of the country. It is necessary to introduce students to analysis in working with policy documents reflecting the achievements and prospects for the development of science and technology, to reading the works of the classics of Marxism-Leninism. Understanding of policy documents is achieved if they are filled in the classroom with specific content, vivid examples of reality, which clearly reflect the successes of the national economy and convincingly reveal the basis of the policy of the party and government in the development of the country's economy, in improving the material life of society. The works of the classics of Marxism-Leninism, documents of the party and government should form the basis for the ideological and political education of students in chemistry lessons. The practice of teaching has accumulated great experience on ideological and political education, on working “with primary sources and documents. The creation of educational situations, the use of appropriate forms and means of teaching, methods that stimulate curiosity, independence and activity in the discussion and application of knowledge are also necessary conditions for a positive solution to this issue.
Forming the morality of students is an important aspect of communist education. The tasks of moral education should include the education of socialist patriotism and proletarian internationalism, collectivism, humanism, and a communist attitude towards work. The social and moral aspect of the content of chemistry allows us to give ideas about duty, responsibility, patriotism and, together with other academic subjects, contribute our duty to the formation of these personality traits of students. Holistic ideas about the moral character of a person can be formed using the example of the personalities of great chemists.
Great opportunities for solving this problem open up the study of the life and work of D. I. Mendeleev and the chemists who were associates of V. I. Lenin. Studying the history of chemistry, its discoveries, the contribution of domestic and foreign scientists to the development of science and production, showing the labor exploits of Soviet people - this is an essential basis for the formation of students’ morality in the process of studying chemistry.
The current stage of development of society and its education system puts forward the need to further improve the efficiency and quality of the educational process in school. The resolution of the CPSU Central Committee “On further improvement of ideological, political and educational work” (1979) again set the task of ensuring the organic unity of the educational and educational processes, the formation of a scientific worldview, high moral and political qualities, and hard work in students. The implementation of these tasks is essential in the context of an intensified ideological struggle between the two social systems.
The XXVI Congress of the CPSU set new tasks for the school. The main thing now is to improve the quality of education, labor and moral education, to improve the preparation of students for socially useful work.
To fulfill the new social order of society, a lot of work remains to be done to improve the educational process based on an integrated approach that combines ideological, political, moral and labor education. It is necessary to significantly strengthen labor education and career guidance for students in chemical and chemistry-related professions. To do this, make the most of the possibilities of the polytechnic content of the school chemistry course, think through a system of career guidance and labor education through all forms of educational organization: lessons, elective classes, field trips, extracurricular activities. For these purposes, it is necessary to more actively use the possibilities of visibility, TCO, and especially excursions to chemical and agricultural production.
When carrying out this work, it is very important to take care that cognitive interests transfer students to industrial, professional ones. Students should be more boldly involved in socially useful work in equipping the chemistry laboratory, in the school area, and in student teams. It is necessary to consider inclusion in their labor activity feasible agrochemical experiments and research, analyzes of raw materials and production products carried out on the basis of sponsoring enterprises and state farms.
In the implementation of the education of students, a big role belongs to the connection of the school with industries and vocational schools, the inclusion of production organizers, specialists, and workers in this process. It is important to carry out work on career guidance, labor training and education taking into account urban and rural conditions and their specifics.
Self-test questions
1. How should we understand the goals and objectives of teaching chemistry?
2.What factors influence the determination of the goals and objectives of teaching chemistry?
3.What are the ways to implement the goals of education and development in teaching chemistry?
4.What are the tasks of training and education at the present stage?
Tasks for independent work
1. Analyze the composition and structure of educational goals and establish their connection with the goals of education and development of students in teaching chemistry.
2.Explain the objectives of polytechnic education and ways to implement them.
3.Analyze the content of chemistry programs and textbooks in terms of their opportunities for developing a scientific worldview and atheism among students.
4.Specify the tasks of atheistic education of students.
5. Indicate ways to solve the problems of ideological and moral education.
6.Identify the objectives of environmental education and training.
File: MethodPrKhimGl1Gl2
In memory of Nineli Evgenievna Kuznetsova
Source of information - http://him.1september.ru/view_article.php?id=201000902
On February 28, 2010, in St. Petersburg, at the 79th year of her life, Ninel Evgenievna Kuznetsova, a professor at the Department of Chemistry Teaching Methods at the Russian State Pedagogical University. A.I. Herzen (RGPU), Doctor of Pedagogical Sciences, full member of the International Academy of Acmeological Sciences, Honored Worker high school Russian Federation, honorary professor of the Russian State Pedagogical University, excellent student of education of the USSR.
In 1955, N.E. Kuznetsova graduated from the Faculty of Natural Sciences of the Leningrad State Pedagogical Institute named after. A.I. Herzen (LGPI, now RGPU), and in 1963 - postgraduate study at the Department of Methods of Teaching Chemistry and defended her dissertation for the degree of candidate of pedagogical sciences on the topic “Formation and development of concepts about the main classes of inorganic compounds in a high school chemistry course " Her doctoral dissertation, completed in 1987, was devoted to the theoretical foundations of the formation of concept systems in chemistry teaching.
In LSPI (RGPU) named after. A.I. Hertsena Ninel Evgenievna worked since 1960 at the department of methods of teaching chemistry and went from an assistant to the head of this department. Since 1992, she held the position of professor of the department. A scientist and teacher, she trained 8 doctors and 32 candidates of pedagogical sciences, who work fruitfully in the field of chemical and pedagogical education not only in Russia, but also abroad.
The main works of Professor N.E. Kuznetsova dedicated current problems methodology of developing chemical education; its fundamentalization, computerization, technologization and greening. She is the creator of the theory of the formation of chemical concepts and their systems, the theory and methodology of educational and cognitive activity of students, the author of numerous scientific articles, a set of school textbooks on chemistry, federal level curricula and teaching aids for secondary and higher schools.
Ninel Evgenievna combined the talent of a great scientist and an excellent organizer. In addition to her extensive scientific and pedagogical activities, she took an active part in public life, was a member of scientific, methodological and expert advice Ministry of Education, was a member of the Educational and Methodological Association, the Academic Council, the Council of the Faculty of Chemistry and a number of dissertation councils.
Ninel Evgenievna amazed everyone with her cheerful optimistic character; she never complained about failures or ill health. She was characterized by subtle humor, which was so appreciated by those around her. She enjoyed well-deserved authority among fellow teachers, scientists and students. The bright memory of Professor Nineli Evgenievna Kuznetsova will forever remain in our hearts.
The staff of the Department of Methods of Teaching Chemistry of the Russian State Pedagogical University named after. A.I. Herzen
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