"PROBLEMS OF BIOLOGICAL EDUCATION AT THE PRESENT STAGE"

Article:

"PROBLEMS OF BIOLOGICAL EDUCATION AT THE PRESENT STAGE"

Content

Introduction____________________________________________________________3-5

1. The main problems of biological education at the present stage _____________________________________________________________ 6-12

2. Prospects for the development of biological education ______________ 13-15

3. Analysis of the experience of disclosing the problems of biological education by scientists - biologists and methodologists _____________________________________________ 16-21

Conclusion________________________________________________22-23

References ________________________________________________24-25

INTRODUCTION

Education is one of the most important spheres of public life. The future of the people and the very direction of its spiritual and intellectual development strongly depend on its specific filling with various social institutions, academic disciplines, systems of methods for presenting and assimilating information, the structure of building educational institutions. That is why in all developed countries education is one of the main state functions, for the implementation of which huge material and human resources are annually spent.

Biological education is an important component of the education system, which is located at the intersection of the natural sciences and the humanities, and occupies a special place in science education. It is it that is called upon to form in the younger generations an understanding of life as the greatest value - the basis of a humanistic worldview. The study of biology contributes to the realization that the preservation of the biosphere is an indispensable condition not only for the existence, but also for the development of mankind ... Biology becomes the leader of natural science. The importance of biological education in preparing schoolchildren for life and work is growing sharply (N.D. Nikandrov, V.N. Yarygin).

An analysis of different stages in the development of biology teaching methodology confirms the position that the content of biological education corresponds to the goals and objectives of a particular era, reflects the level and structure of public consciousness, and depends on the social and political situation in the country. An example is the situation that has developed in connection with the transition to new educational standards, when the traditional education system, the main principle of which is “to teach everyone everything”, comes into conflict with the needs of the information society. Focusing on the social order of society, it is necessary to take into account the contribution of each academic subject to the achievement of new goals facing education[8].

One of the most important tasks of biological education is the development of methodological support for the implementation of the ideas of the Federal State Educational Standard. The second generation standard sets two strategic goals for the biology course: socialization and familiarization with the cognitive culture.

Let's get acquainted with the goals of biological education, proclaimed by the educational standard. They are:

1. Mastering the system of biological knowledge.
2. Acquaintance with the methods of cognition of wildlife.
3. Mastering the skills to apply biological knowledge in practical activities.
4. Development of cognitive interests, intellectual and creative abilities.
5. Education of a positive value attitude towards wildlife.
6. Use of acquired knowledge and skills in everyday life.

As we can see, the content of biology standards to the greatest extent contributes to the formation of a number of general educational skills, skills and generalized methods of activity, universal educational skills and actions, as the basis of a student's culture.

Object of study- Biological education at school.

Subject of study- problems of biological education.

Purpose of the study- identification of the most urgent problems of biological education.

Research objectivesare:

- study of the state of modern biological education;

- definition of problems of biological education at the present stage;

- study of the experience of teachers and analysis of ways to solve the problems of biological education;

In the process of working on the coursework, the following research methods were used: study of scientific and pedagogical literature on research problems, study of theoretical materials; familiarization with the experience of biology teachers.

1. MAIN PROBLEMS OF BIOLOGICAL EDUCATION AT THE PRESENT STAGE.

Today, in the system of secondary education, including biological education, the problems associated with updating the structure and content of general education, ensuring the achievement of its new quality, come to the fore. These problems require a change in priorities in biological education, a rethinking of the goals and bringing its content in line with the new needs of society, global trends, and the achievements of life science at the present stage.

Currently, many problems of natural science, including biological education, are relevant. One of the main problems is the professionalism of natural science teachers. Biology is one of the fastest growing sciences, and teachers themselves studied either many years ago or from very old textbooks. As a result, they often do not know the latest achievements, and sometimes they themselves poorly understand biological patterns [2,23]. When teaching biology at school, there are numerous violations, shortcomings, non-compliance with the basic theoretical principles for the formation of the content of education, which are considered as fundamental for the modern education system. To achieve the required level of training of graduates of pedagogical universities and teaching biology at school, formal documentary restructuring based on educational standards is not enough. The teaching staff is not fully prepared to develop new skills and abilities, as well as to implement new ideas and translate the achievements of biology: there are many conditional specialists and non-specialists among them, whose training should be carried out more often and according to other programs. BThe future teacher must realize the role of education as the main institution for the reproduction of the intellectual and cultural potential of society. He must also understand that education, in thereforms, faced the need for a radical revision of its own value bases, principles of organizationalnization in the conditions of socialcultural transformations.

The methodological training of biology teachers in the current conditions of reforming school biological education requires significant changes. Such changes should include the revision of the program on the methodology of teaching biology and the content of textbooks, the development of special courses, etc. All this will contribute to the effective training of teaching staff in the field of biology teaching methods [11].

The databases of the "Modern Natural Science" Foundation have accumulated information about more than 35 thousand schools and universities of the Russian Federation, information about tens of thousands of teachers teaching natural science disciplines. All teachers in the database were conditionally divided into groups: "elite teachers", "strong creative teachers", "experienced qualified teachers", "young teachers". At the same time, several criteria were used: the total number of students enrolled in the best universities in the country; the presence of graduates who have become famous scientists; level of basic education; quality and recognition of methodological developments; past or present research experience. Despite the fact that the calculation results have statistical errors, and the calculation procedures themselves are not methodologically ideal, it can be stated with a high degree of certainty that that today no more than 100-200 people can be classified as “elite teachers” throughout the country (even 15-20 years ago there were several times more). To the category of "strong creative teachers" - no more than 2000-2500 teachers. At the same time, from 50 to 80% of these teachers work in schools in Moscow and St. Petersburg. The number of teachers in each of these groups is decreasing year by year, as the natural course of the processes of creative growth and the development of teacher potential is seriously disrupted [2].

One of the most serious problems at present is the problem of curricula and textbooks. The federal list of textbooks recommended by the Russian Ministry of Education and Science for use only in the 2012/13 academic year includes 68 biology textbooks for grades 5-9. Biology textbooks differ in approaches to the formation of content (system-structural and functional) and structure (concentric and linear) [19]. In this regard, in curricula and textbooks of different subject lines, there are fundamental differences in the sequence of presentation not only of educational topics, but also of entire sections. For example, the section "Man and his health" according to different author's programs can be studied either in the 8th or in the 9th grade. It means,

Any school subject is a kind of copy of the relevant field of scientific knowledge, therefore, it should include, if possible, all sections of this science, acquaint students with the basic theories, laws, concepts and facts of this science by the end of basic school. That's just no one can accurately explain what kind of knowledge should be considered basic, and which - optional. Therefore, if we open the federal component of the state standard in biology, then the main volume is knowledge of human anatomy, physiology and hygiene. At least these sections contain the most detailed description of the issues to be mastered. If we consider the existing textbooks, then almost half of the material contained in them is devoted to botany, zoology and, in general, the diversity of the living world.

Another problem of modern natural - scientific education is the problem of forms of education. In biology classes at school, not enough time is devoted to the practical part - excursions, laboratory work, experiments and observations, which affects the decline in students' interest in biology. Excursions into nature have almost completely disappeared from school practice, classes are not held at educational and experimental communication sites due to their absence in real life. The study of biology is increasingly carried out not on natural objects, but only with the involvement of their images. None of the latest teaching aids (informational, including multimedia) can replace plants, animals and their study in the natural environment. Relatively rarely, in a mass school, the necessary laboratory work is carried out and natural teaching aids are used.

Doctor of Pedagogical Sciences N.D. Andreeva asks the question: “Is time in the classroom used effectively in Russian schools?” It is difficult to find a study that could give a definitive answer to this question. Some indirect judgments can be made based on the results of international studies. As part of the TIMSS-R study, some features of the organization of the educational process were identified. An analysis of the results of a survey of teachers confirmed that most science lessons (biology, chemistry, physics, geography) have a traditional structure: control, learning new material, consolidating material, etc. Experimental or practical work is rarely carried out, but written control of knowledge is carried out at almost every lesson . When asked about what happens in the lessons of natural science subjects, 75% of Russian eighth graders answered, that they do independent or control work almost at every lesson; 88% of students said that at almost every lesson they copy notes made by the teacher on the blackboard into their notebooks. However, in the last decade, there have been positive trends in the practice of school science education, indicating the intensification of educational activities in the lessons of natural science subjects [2].

An important problem today is the problem of the quality of biological education, which can be considered as a general one with respect to the above problems [2]. At present, a fundamentally new approach has been defined in the definition of the concept of "quality of education". It is considered from a humanistic position as a basis for ensuring and improving the quality of life, as well as a spiritual, moral, social quality of life, which reveals the spiritual, moral potential of the individual, the realization of his creativity. In this regard, special attention is paid to the use of active forms of organization of the educational process, the use of developing technologies, the integrated use of appropriate means, methods and teaching methods that activate the activity and self-realization of students' creative abilities.

Education issues are in the center of attention not only in Russia, but also in many other countries. A landmark event among others was the one held in 1997 at the Faculty of Biology of Moscow State University. M.V. Lomonosov International Conference "Biology, Humanities and Education" of the International Union of Biological Sciences at UNESCO (CBE-IUBS). The conference showed that along with the peculiarities characteristic of individual countries, there are also common problems in both school and university biology education. Chief among them is the general biological illiteracy of the majority of the population, which has led to the threat of a global anthropogenic crisis, the depletion of natural resources, a decrease in the species diversity of the biosphere, and so on.

The results of the PISA (2000, 2003, 2006, 2009) and TIMSS (1999, 2003, 2007) studies show that Russian 15-year-old students lag far behind their peers from most developed countries in all main areas of functional literacy development. A general result of the study of natural science literacy was made: Russian students still do not know how or know how badly:

In connection with these shortcomings, it was recommended to strengthen the personal and practical orientation of the content and learning process, to increase its developmental character [2].

Systematic reform of biological education will make it possible to lay the foundations for the elimination of biological illiteracy. The ideological basis of systemic reform in our country was formulated earlier by biologists of Moscow State University. Its essence lies in the need to move from the anthropocentric principle of constructing biological and environmental educational programs to the biocentric one [6].

2. PROSPECTS FOR THE DEVELOPMENT OF BIOLOGICAL EDUCATION.

Today there are many problems in the world, but it is necessary to start solving them with upbringing and education, but few people know exactly all the main problems of modern education and ways to solve them. But if you do not solve these problems, then it makes no sense to start solving others, since they all come back. The mind of a person, his thoughts and feelings are the most important and often influenced by our education system [24].

The problem of determining the place of biology as an academic subject in the school curriculum remains relevant. Reducing the number of hours for studying biology leads to a reboot, intensification, and consolidation of the content of education. When determining the hours for a subject, it is necessary to take into account the periods of its study, the volume of the accepted "core" of the content of education, the role of the course in the development of the student's worldview, and other criteria [8].

The problem of the correlation of empirical and theoretical knowledge in the school course and the removal of the contradiction: the abundance of factual knowledge in the basic school and the predominance of theoretical generalizations in the senior school without reinforcement by specific material requires special study. It is no coincidence that in terms of natural science and, in particular, biological literacy, in international studies, our students perform better tasks for reproducing factual knowledge and their application in typical educational situations and cope worse with tasks that require the application of theoretical knowledge in new non-standard situations, to explain, substantiation of biological phenomena.

In the process of studying biology, it is necessary to strengthen integration links with other subjects. Without the support and use of knowledge from physics and chemistry, it is impossible to understand general biological patterns, the essence of physiological processes, the relationship between biological systems and the environment, the unity of the picture of the world. In particular, connections with chemistry serve as the basis for understanding the origin of life and the vital processes of living organisms; with physics - to explain the patterns of energy flows in cells, organisms, ecosystems and the biosphere, understanding the essence of metabolism, etc .; with geography - the use of knowledge about environmental factors, weather, climate, soil, natural areas, geographical envelope, etc.

In the content of teaching biology, it is necessary to develop the stages of achieving personal and meta-subject results, the nomenclature of universal educational activities. Particular attention should be paid to the problem of implementing project activities, the use of which not only contributes to the development of a system of biological concepts, patterns, theories, laws, scientific facts, but also forms such key skills as independent acquisition and transfer of knowledge, cooperation and mutual assistance, self-organization, value judgments. and argumentation of their point of view, their position. And this, in turn, ensures the implementation of the results of mastering the main educational programs laid down in the Federal State Educational Standard [8].

A huge role in solving the problems of our education is played by the development of a regional system of biological education, which ensures its continuity and high quality. The question is raised about the need to create conditions for the realization of the need for continuous biological education, including self-education through the sphere of the system of additional and non-formal education; highlights the prospects for the development of continuous biological education based on the relationship of a higher educational institution in the region with educational institutions providing services in the field of biological education. The presented provisions orient the regional system of natural science education to the use of internal reserves of its educational, scientific and innovative potential, to the search for new,

In Russia, at present, special attention is paid to the development of the educational environment of schools, which is manifested in the following:

Recently, Russian education has become more individualized and intensive. One of the important tasks is to unlock the potential of students, strengthening their creative and independent activity. The change in the ratio of classroom, extracurricular and extracurricular in teaching natural-scientific subjects occurs due to the organization of independent work, research, implementation of projects and practical tasks, etc. [2].

3. ANALYSIS OF THE EXPERIENCE OF DISCLOSURE OF PROBLEMS OF BIOLOGICAL EDUCATION BY SCIENTISTS-BIOLOGISTS AND METHODISTS.

The development of biological education requires taking into account the historical experience and national traditions of the national school, using the contribution of biologists and methodologists. Turning to history prevents the repetition of mistakes, allows you to understand the present, predict the future, use the achievements of the past to solve the problems of modern biology teaching at school [8].

Analysis of the experience of revealing the problems of biological education

Based on the results of the analysis, it can be concluded that many scientists -biologists and methodologists reveal in their articles the problems of biological education at the present stage.S.K.Ostanina, G.S.Kalinova, V.P.Aleksandrova and others note thatproblems of biological education are related to the implementationnew standard, which outlined new requirements for educational results. But besides this, the standards of the second generation provide "ground" for new ideas and new creative discoveries, do not limit the teacher in the choice of means and methods of teaching. But while the standards are being tested, it is not worth discarding the old methods of work and finding their application along with new pedagogical technologies in a new educational environment. Second-generation standards are one of the important educational topics today, which raises and will raise many more questions, and in order for the work on the implementation of the Federal State Educational Standard to be fruitful, it is necessary to develop a mechanism for phased actions to change the existing educational system.

CONCLUSION

There are always a lot of problems in the teaching profession, especially during periods of unsustainable development, political and economic instability, including due to frequent changes in state educational standards.

Some of the identified problems are already being solved, but most of them still remain a prospect for the development of general education. However, tasks such as the rationalization of leisure remain unresolved, as far as is known, everyone determines their leisure independently, including during holidays, however, some schools, often thanks to the initiative of the teacher, still go on excursions to other cities. In my opinion, the solution of the problem associated with the low wages of teachers should not be postponed, its solution will not only improve the quality of the position of teachers, stimulate their activities, but also possibly increase the demand for this type of profession. It cannot be denied that the material factor in Russia most often plays a paramount role. Therefore, much still remains to be brought to mind in Russia, or at least get off the ground.

It is also obvious that we lack progressively thinking, qualified, culturally developed teachers and lecturers. And it's not just the lack of funding for the education sector. People lack not only material, but also moral and spiritual incentives. The work of teachers and teachers requires enormous dedication. And not many people are capable of such an everyday feat. At the highest level, it is necessary to develop a new paradigm for the development of the Russian state as a whole, and education as its support and asset. Enthusiasts - it was they who, in the conditions of the crisis, did not allow us to completely reduce our education and science. And while they are, we can hope for a favorable exit from the crisis and further development. At the same time, broad public support for the educational policy being pursued is needed. restoration of the responsibility and active role of the state in this area, deep and comprehensive modernization of education with the allocation of the necessary resources for this and the creation of mechanisms for their effective use. And as experience tells us, the allocated funds do not always go in the right direction. Unfortunately, in addition to the development of education, first of all in our society it is necessary to develop moral and moral responsibility and the rule of law, a sense of duty and responsibility.

The latest documents that define the strategy for the development of general education in Russia (The New School, the national project Education) also give hope, since the goals set correspond to the needs of our society.

I would like to hope that the modernization of education, in our case, general education will not be in vain, and soon everyone who works in this area will feel these updates for themselves.

But we can confidently say that if we solve the problems of modern education, improve the education system, change the quality of information and education, the world will change beyond recognition.

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