Agayeva Nurlana Yaverovna
Educational institution: MBOUDO "CHILDREN AND YOUTH CENTER"
Brief job description:
Publication date: 2018-04-28 Natural science direction in additional education Agayeva Nurlana Yaverovna MBOUDO "CHILDREN AND YOUTH CENTER" The article presents the municipal socio-pedagogical program "Laboratory of discoveries", which has a natural science orientation.

View Publication Certificate

Natural science direction in additional education

Currently, the education system is undergoing profound changes, primarily due to the peculiarities of the development of society. So, for example, the natural science direction is undergoing changes. Today, it is again put in the lead and is actively promoted in education. In the modern sense, the content of the natural science orientation includes the formation of a scientific picture of the world and the satisfaction of the cognitive interests of students in the field of natural sciences, the development of their research activity aimed at studying objects of animate and inanimate nature, the relationship between them, environmental education, the acquisition of practical skills, skills in the field of nature protection and nature management. At the present stage, many natural sciences (chemistry, physics, astronomy, earth sciences, ecology, medicine) are increasingly converging in their development. It is no coincidence that most of the most important scientific discoveries are made at the intersection of sciences.

Without exception, all thematic areas of natural science education of children contain elements of educational and research activities to one degree or another. In some projects, this is the search and study of retrospective and modern information, in other cases, students independently select an adequate solution to the tasks or conduct environmental studies.

For younger schoolchildren, natural science education is a way of solving the problems of education that are important for them, choosing and expanding the circle of communication, choosing life values ​​and guidelines for self-determination, as well as developing cognitive activity, independence and curiosity.

In the municipal budgetary educational institution of additional education, the CHILDREN AND YOUTH CENTER of Severodvinsk, the municipal social and pedagogical program "Laboratory of Discoveries" is being implemented. This program is designed for children 9-10 years old for the entire academic year and has a natural science focus.

The program includes 4 blocks of natural science disciplines:

· Block No. 1 "Biology" (September-October);

· Block No. 2 "Physics and Chemistry" (November-December);

· Block No. 3 "Geography" (January-February);

· Block No. 4 "Astronomy" (March-April).

This program allows students to get acquainted with many interesting issues that go beyond the scope of the school curriculum, to expand a holistic view of the sciences. Creating situations of active search at the stages of the program, providing an opportunity to make their own “discovery”, getting acquainted with original ways of reasoning, mastering elementary research skills will allow students to realize their potential, gain confidence in their abilities. The main goal of the program is to expand, deepen and consolidate the existing knowledge of younger students and show students that science is not a set of boring and difficult rules, but an exciting journey filled with interesting discoveries.

During the stages of the program, the following forms and methods of work are used: a game-journey, a master class, a fair, a presentation, defense of works, an exhibition, an educational game.

According to the results of the stages, all participating teams receive points that are entered into their special "diary". The evaluation of the results of the program is carried out according to the point-rating system. The winner of the program is the class with the most points at the end of all stages. The jury evaluates the work of the participants, based on the criteria prescribed for each event.

Literature:

1) Kaplan B.M. On the modern content of the natural science orientation in the additional education of children // Ecological education for sustainable development: theory and pedagogical reality: Proceedings of the International Scientific and Practical Conference. - Nizhny Novgorod: NGPU im. K. Minina, 2015. - S. 357–361.

2) Morgun D.V. Development of natural science literacy by means of additional education for children

3) Polat E.S. New pedagogical and information technologies in the education system. - M. - Academa. – 2003

, . .

science education

aims to train specialists in the field of natural sciences - biology, geology, geography, physics, astronomy, chemistry, mathematics, etc.

The explanation of natural phenomena, knowledge of its basic laws contribute to the most rational use of these laws in the interests of the development of modern society, as well as the formation of a materialistic worldview. Distinguish the general and special E. about. Systematic study and knowledge of the foundations of the natural sciences and some of the most general laws of nature are carried out in a secondary school, starting from the elementary grades (studying the basics of biology, chemistry, physics, mathematics, astronomy, geography gives schoolchildren a general idea of ​​​​the various forms of motion of matter, the laws of the development of nature and etc.). General E. o. are received by students of vocational and secondary specialized educational institutions, university students, regardless of the chosen specialty.

Special E. o. (training of specialists in the field of natural sciences for a number of branches of the national economy, science and education) is carried out at universities, pedagogical, agricultural, medical, geological exploration, as well as in some technological and technical higher and secondary specialized educational institutions. The main educational and scientific centers of E. o. are universities.

During the period of the rapid development of the scientific and technological revolution, when science is increasingly becoming the direct productive force of society, E. o. acquires special significance. The scientific and technological revolution is accompanied by the rapid development of physics, chemistry, mathematics and astronomy, as well as biological science in all its diversity. Such branches of biology as biochemistry, biophysics, microbiology, virology, genetics, histology are developing especially intensively, which contributes to a deep knowledge of the basic processes of life at the level of cells, subcellular structures and molecules. Specialists educated in the field of microbiology, mycology, genetics, biochemistry, together with engineers, technologists, chemists, carry out a number of biological syntheses that cannot be performed purely chemically (biosynthesis of antibiotics, vitamins, hormones, enzymes, amino acids, etc. biologically active compounds). The successes of modern physics, chemistry, biology, and other natural sciences are associated with the rapid development of mathematics and its penetration into these sciences. At the same time, the development of natural science contributes to the rapid progress of science and technology. During the period of mutual penetration of some sciences into others, new, most rapidly developing directions arise in the areas of contact between individual sciences.

E. o. is closely associated with humanitarian education and technical education, being a general theoretical basis for many specialties. See Higher Education, University Education, Secondary Specialized Education, as well as articles on individual branches of education, such as Biology Education, Geography Education, Geological Education, Hydrometeorological Education, Physical Education, Chemical Education, etc.

Izvestia DSPU, No. 3, 2014

PROBLEMS, DISADVANTAGES AND ADVANTAGES OF NATURAL SCIENCE EDUCATION FOR RUSSIAN SCHOOLCHILDREN

PROBLEMS, DISADVANTAGES AND ADVANTAGES OF RUSSIAN SCHOOLCHILDREN'S NATURAL

SCIENTIFIC EDUCATION

© 2014 Andreeva N. D.

Russian State Pedagogical University. A. I. Herzen

© 2014 Andreeva N. D. A. I. Herzen State Pedagogical University of Russia

Summary. The article deals with modern problems, disadvantages and advantages of domestic natural science education of schoolchildren, using the results of the analysis of data from international and Russian studies of the quality of education of Russian schoolchildren.

abstract. The article covers modern problems, advantages and disadvantages of Russian schoolchildren’s scientific education with attraction of the analysis results of international and Russian studies of the quality of Russian school education.

Rezjume. V stat "e rassmotreny sovremennye problemy, nedostatki i dostoinstva otechestvennogo es-testvennonauchnogo obrazovanija shkol" nikov s privlecheniem rezul "tatov analiz dannyh mezhduna-rodnyh i rossijskih issledovanij kachestva obrazovanija rossijskih shkol" nikov .

Key words: problems of science education, quality of science education for schoolchildren, results, international studies PISA and TIMSS.

Keywords: problems of scientific education, quality of scientific education of pupils, results of international studies, PlSA and Timss.

Kljuchevye slova: problemy estestvennonauchnogo obrazovanija, kachestvo estestvennonauchnogo obrazovanija shkol "nikov, rezul" taty mezhdunarodnyh issledovanij, PlSA i TIMSS.

Natural science education, as well as education in general, acting as an intermediate link between science and man, reflects the process of mastering the system of knowledge, abilities, skills, experience of practical, cognitive and creative activity by a person. Mastering the basics of natural science subjects (physics, biology, chemistry, ecology, geography) is crucial for a person's personal career. The quality of natural science education in modern conditions is becoming an arena of competition between countries and is the most important factor in the economic development of each country.

In order to identify problems and determine the quality of science education for schoolchildren, large-scale research has been carried out in two areas in recent decades:

In the course of selective monitoring studies of the quality of education at the federal and regional levels;

In the course of conducting international comparative studies of the quality of education in Russia.

Among international studies, The Trendsin International Mathematicsand Science Study (TIMSS) deserves special attention, which is a monitoring study in the field of general education and allows you to trace the trends in the development of general science education (1995,

1999, 2003, 2007, 2011). The aim of the TIMSS study is to compare the general education of secondary school students in mathematics and science in countries with different education systems, to identify the features of educational systems that determine different levels of student achievement. In accordance with the research program, the preparation of graduates of primary school and students of grade 8 in mathematics and natural science is being studied.

Another international study is the Program for International Student Assessment (PISA), in which Russia participates with

2000 under the Organization for Economic Cooperation and Development (OECD) International Student Assessment Program. In 2012 was held

the fifth cycle of the PISA study, students from 60 countries took part in it. In the PISA study (unlike TIMSS, which monitors the assimilation of knowledge and the ability to apply them in solving problems), students, when completing tasks, need to apply their existing knowledge in an unfamiliar situation that is close to real life. That is why the results of Russian schoolchildren differ markedly in these international studies.

The results of the international PISA program (2000, 2003, 2006 and 2009) showed that in all areas that the experts of the participating countries recognized as the main ones for the formation of functional literacy (orientation towards a competency-based approach, continuous self-education, mastering new information technologies, etc.), Russian eighth-graders are far behind their peers from most developed countries of the world.

Leading in the world in terms of natural science literacy of students, according to the results of international studies PISA (2000, 2003, 2006, 2009) and TIMSS (1995, 1999, 2003, 2007, 2011) are Hong Kong, Singapore, Japan, Republic of Korea and Finland.

According to the results of TIMSS in 2011, Russia showed a significant increase in the level of natural science training of 8th grade students. The average score of Russian students in science was 542 points for 8th grade students and 552 points for 4th grade students (compared to 2003, the average score increased by 28 points for eighth graders and 26 points for fourth graders). At the same time, it was found that with a sufficiently high level of mastery of subject knowledge and skills, Russian schoolchildren experience difficulties in applying this knowledge in situations close to everyday life, as well as in working with information presented in various forms.

In the international test TIMSS-2011, the content of school science education was represented by the following blocks: biology (35%), physics (25%), chemistry (20%), geography (20%). All tested skills and types of educational and cognitive activity in the international test were represented by such groups as: knowledge (35%); application of knowledge (35%); reasoning (30%).

Russian eighth-graders had statistically higher results for tasks in chemistry and physics and statistically lower results for tasks in biology and geography. The introduction of an independent state attestation (SIA) since 2008 can be cited as a reason for the increase in results in natural science. Creation of control measuring materials of the GIA in the subjects of the natural science cycle allowed teachers to realize the requirements for the final results.

The following factors were identified as the main causes of these problems in the PISA and TIMSS studies:

1. Congestion in the programs of subjects of the natural science cycle, which determines the low attention to the development of students' general educational, intellectual and communicative skills.

2. Underdeveloped practical and activity component of the content of natural science education (insufficient amount of practical and laboratory work, practice-oriented tasks for self-fulfillment, etc.).

These shortcomings were considered by international experts as a consequence of the extremes in the implementation of the academic and fundamental approaches in the programs and textbooks of secondary education in Russia. In this regard, it was recommended to strengthen the personal and practical orientation of the content and learning process, to increase its developmental nature. This required Russian specialists to revise the requirements for learning outcomes and recommend introducing practice-oriented materials into programs and textbooks, and strengthening the dialogic nature of learning.

3. Insufficiently complete implementation of new educational priorities in mass school practice: focus not on mastering a large amount of natural science knowledge, but on developing the ability to apply the acquired knowledge in various life situations, solve the problems posed by scientific methods, be able to work with various sources of information and critically evaluate the information received. information, hypotheses and research. These areas are identified as promising in the new Russian educational standards.

At the same time, M. Barber and M. Murshed, studying the best world practices of school education, note that highly effective school systems, strikingly different from each other in the structure and content of education, focus on improving the quality of the teacher’s work, since this factor has a direct impact on the educational level of students. In their quest to improve the quality of teaching, these advanced school systems adhered firmly to three principles:

Attract the right people as teachers (the quality of the education system cannot be higher than the quality of the teachers working in it);

Turn these people into effective educators (the only way to improve student outcomes is to improve the quality of teaching);

Create a system and provide targeted support so that every child can have access to highly qualified teaching (the only way to achieve the highest level of performance

Izvestia DSPU, No. 3, 2014

system - to raise the level of each student).

The problem of the quality of science education can be considered as a general one with respect to other problems. One of the most serious problems at present is the problem of curricula and textbooks, which differ sharply in approaches to the formation of content (system-structural and functional) and the structure of the curriculum (concentric and linear). 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, which negatively affects the natural science training of students, especially in cases where students transfer from one school to another.

Another problem of modern science education is the problem of forms of education. Excursions into nature have almost completely disappeared from school practice, classes are not held at educational and experimental sites due to their absence in real life. For example, 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. Increasingly, wildlife is studied at school through virtual tours and virtual laboratory work.

International and Russian studies have made it possible to identify not only problems and shortcomings, but also the advantages and achievements of Russian natural science education in comparison with foreign experience. In part, these advantages are due to the fact that Russian school science education is traditionally aimed at forming the foundations of the sciences (physics, chemistry, biology, and physical geography). As international studies show, the results of Russian students on tasks for understanding the basics

sciences are quite high, due to the fact that at school much attention is paid to the formation of an understanding of the meaningful meaning of concepts. More than 70% of students mastered most of the program issues. These data are confirmed by the results of the exam.

The achievements of domestic education include the fact that in Russia at present special attention is paid to the development of the educational environment of schools, which is manifested in the following:

In the development and implementation of health-saving technologies in school education in the context of an expanded study of the disciplines of the natural science cycle;

In updating the subject-educational environment of schools with modern means of information technology;

In the creation of resource centers for natural science school education with a bank of ICT (information and communication technologies) resources for all levels and levels

It is positive that in many general education schools in the country today they are increasing their attention to teaching subjects of the natural science cycle. Recently, Russian education has become more individualized and there is a tendency to saturate the content of natural science education with ideological, morally and environmentally valuable ideas.

One of the most significant trends in the development of the content of natural science education at the present stage is its saturation with the types of universal educational activities (in accordance with the requirements of the Federal State Educational Standard (FGOS), the list of concepts is not as detailed in the content, as the composition of activities is specifically and in an expanded composition ).

Thus, at present there are a number of problems related to domestic science education, and along with this, as evidenced by the results of science education, there are certain advantages and positive trends.

Literature

1. Barber M. How to achieve a consistently high quality of education in schools / M. Barber, M. Murshed // Educational Issues. GU HSE. 2008. No. 3. S. 7-60. 2. Kovaleva G. S., Krasnovsky E. A., Krasnokutskaya L. P., Krasnyanskaya K. A. The main results of the international study of educational achievements of students PISA-2000 // School technologies. 2003. No. 5. S. 85-96. 3. Main results of the international study of educational achievements of students. PISA-2006: M. : ISMO RAO.

2007. 4. The main results of the international study of the quality of mathematical and natural

vennoscientific education TIMSS-2011: Analytical report / M. Yu. Demidova et al. / ed. ed. G. S. Kovaleva. M. : MAKS Press, 2013. 154 p. 5. The Russian system for assessing the quality of education: the main lessons http://www.rtc-edu.ru/resources/publications/94. 6.http://www. Centero-ko.ru/pisa09/pisa09_pub.htm 7. http://timss.bc.edu/

1. Barber M. How to achieve consistently high quality of teaching at schools / M. Barber, M. Murshed // Education Problems. SU HSE. 2008. # 3. P. 7-60. 2. Kovaleva G. S., Krasnovsky E. A., Krasnokutskaya

L. P., Krasnyanskaya K. A. Main results of the international study PISA-2000 // School technology.2003. # 5. P. 85-96. 3. The main results of the international study of educational achievements of pupils. PISA

Psychological and pedagogical sciences

2006: M. : ISMO RAO. 2007. 4. The main results of the international study of the quality of mathematics and science study TIMSS-2011: Analytical report / M.Yu. Demidova et al. sci. / ed. G. S. Kovaleva. M. : MAX Press, 2013. 154 p. 5. Russian system of education quality assessment: key lessons http://www.rtc-edu.ru/resources/publications/94 6. http://www.centeroko.ru/pisa09/pisa09_pub.htm 7. http:/ /timss. bc.edu/

1. Barber M. Kak dobit "sja stabil" no vysokogo kachestva obuchenija v shkolah / M. Barber, M. Mur-shed // Voprosy obrazovanija. GU VShJe. 2008. No. 3. S. 7-60. 2. Kovaleva G. S., Krasnovskij Je. A., Krasnokutskaja L. P., Krasnjanskaja K. A. Osnovnye rezul "taty mezhdunarodnogo issledovanija ob-razovatel" nyh dostizhenij uchashhihsja PISA-2000 // Shkol "nye tehnologii. 2003. No. 5. S. 85-96. 3. Osnovnye rezul" taty mezh dunarodnogo issledovanija obrazovatel "nyh dostizhenij uchashhihsja. PISA-2006: M.:, ISMO RAO. 2007.

4. Osnovnye rezul "taty mezhdunarodnogo issledovanija kachestva matematicheskogo i estestvennonauch-nogo obrazovanija TIMSS-2011: Analiticheskij otchet / M. Ju. Demidova i dr. / pod nauch. red. G. S. Kovale-voj. M. : MAKS Press, 2013. 15 4 s. 5. Rossijskaja sistema ocenki kachestva obrazovanija: glavnye uroki http://www.rtc-edu.ru/resources/publications/94. 6. http://www.centeroko.ru/pisa09/pisa09_pub.htm

7. http://timss.bc.edu/

The article was received by the editors on 06/06/2014.

COMPONENTS OF BIODIVERSITY

COMPONENTS OF THE BIOLOGY DIVERSITY IN THE CONTENT OF THE GENERAL COMPLETE

BIOLOGICAL EDUCATION

© 2014 Vlasova E. A., Sukhorukova L. N. Yaroslavl State Pedagogical University

them. K. D. Ushinsky © 2014 Vlasova E. A., Sukhorukova L. N. K. D. Ushinsky Yaroslavl State Pedagogical University

Summary. The article is devoted to biological diversity, its study and conservation. It reveals the content of the concept of biological diversity in the school course of general biology. At the same time, the value component of biodiversity is noted, including ethical, aesthetic, economic values. Particular attention is paid to scientific components, their development from genetic diversity through population-species to ecosystem.

abstract. The article deals with the biological diversity, its study and preservation. It reveals the essence of the concept of biological diversity in the school course of General Biology. The authors note the value component of biodiversity, including ethical, aesthetic, and economic values. Special attention is paid to scientific components, their development since the genetic diversity through population species to ecosystem.

Rezjume. Stat'ja posvjashhena odnoj biologicheskomu raznoobraziju, ego izucheniju i sohraneniju. V nej raskryvaetsja soderzhanieponjatija o biologicheskom raznoobrazii v shkol'nom kurse obshhej biologii. Pri jetom otmechaetsja cennostnyj komponent bioraznoobrazija, vkljuchajushhij jeticheskuju, jesteti-cheskuju, jekonomicheskuju cennosti. Osoboe vnimanie udeljaetsja nauchnym komponentam, ih razviti-ju nachinaja s genetic raznoobrazija cherezpopuljacionno-vidovoe k jekosistemnomu.

1 Education, science and culture are the most important areas for the development of any state. If these three spheres are underestimated, the state inevitably dooms itself to vegetating in the backyards of the civilized world community. The problems of education, relevant at all times, have become especially relevant and acute today in connection with the modernization of education being carried out in our country and the main directions for the reform of schools and higher educational institutions recently approved by the government of the Russian Federation, which caused a lot of criticism.

Natural sciences (physics, chemistry, biology, mathematics) form the scientific and technical potential of the country, underlie scientific and technological progress, ensure the reliability of technological solutions and the competitiveness of manufactured products in the world market. Therefore, the training of specialists in natural science specialties and areas is a priority and important task of higher education. However, we cannot say that our natural science education, which plays a key role in the formation of a modern specialist, is at the proper level, since our economy is uncompetitive, Russian products are inferior in quality to foreign ones, and the vast majority of industrial goods are imported from abroad. Apparently, the knowledge, skills and abilities that graduates of our universities receive do not meet the level of modern world standards.

One of the main problems of science education is the gap between the achievements of the natural sciences themselves and the level of science education. In the context of a rapid increase in the volume of natural science knowledge, the question inevitably arises of what and how to teach. It is possible to take the path of maximum specialization of knowledge, narrowing the range of disciplines studied and concentrating efforts on narrowly professional training. On the contrary, one can take as a basis a broad training that allows one to see the whole variety of scientific thought, but does not have depth and does not provide for specialization in any field of knowledge. Probably, their combination will be optimal, which will allow mastering the latest achievements of science and technology on the basis of serious fundamental natural science training. Ways to solve this problem are seen, firstly, in strengthening the active creative work of the teaching staff in the direction of the formation of interconnectedness of fundamental natural science disciplines, and secondly, in the integration of natural science education with academic science. The interconnectedness of natural science disciplines (multidisciplinarity) can provide a deeper understanding of the global problems of mankind and finding ways to solve them. The division of knowledge into separate disciplines is not a special feature inherent in humanity. For example, in the Renaissance, the breadth of a person's outlook was highly valued. We could achieve a new renaissance by eliminating the tendency to divide knowledge into disciplines. At the same time, it should still be remembered that, along with the breadth of the scientific outlook, the specialist will have especially deep knowledge in one of the disciplines. Regarding the integration of education and science, one can note the involvement in this process of a number of higher educational institutions and the positive results achieved in the course of integration. So, on the basis of the KemSU as the lead contractor in the period 1997-2004. within the framework of the Federal Target Program "Integration", a set of thematically unified studies in the field of fundamental materials science was carried out, in which teachers and employees of NSU, TPU, SibGIU and scientists from institutes of the Siberian Branch of the Russian Academy of Sciences participated; the results of the work found expression in the creation of new departments-laboratories, holding regular scientific conferences on physical and chemical processes in materials, holding youth scientific schools and competitions for young scientists on materials science topics and, as a result, raising the level of training of young specialists.

Modern natural science disciplines are fundamental disciplines that have a huge amount of factual material, the volume of which is growing from year to year. In the context of a rapid increase in natural science knowledge, the classical model of education, in which the lecture course is the basis, and seminars, practical and laboratory classes only reinforce the knowledge gained in lectures, is not consistent and new models have been put forward to replace it, characterized by a high degree of individualization of learning and strengthening of self-study. student work. One of these models, which have become quite widespread, is the modular-rating technology of education, which is based on the modular construction of the academic discipline and the rating system for monitoring and evaluating knowledge.

The introduction of module-rating technology is associated with the creation of the necessary methodological support, which should include the work program of the course, lecture material, questions and tasks for monitoring the assimilation of lecture material, individual tasks, control tasks, colloquium programs, laboratory workshop, guidelines for students' independent work , list of recommended reading. This is labor intensive. The development of computer technology makes it possible to solve many of the above problems in a new way. Relevant is the creation of educational electronic textbooks designed for use in local and global networks and for specialized navigation in search of resources related to the study of this discipline.

Back in the early 90s of the last century, Russian universities took a strategic course to strengthen the fundamentalization of natural science education through the transition to a multi-level system of higher professional education, including bachelor's and master's levels. A number of universities have implemented such a system. In connection with Russia's entry into the Bologna process, two-level training under the bachelor-master scheme has again become the subject of active discussion. By itself, the two-tier system of higher education, which has many attractive moments, does not raise objections. However, a total transition to a two-level education is not advisable for several reasons, among which the following should be mentioned:

• licensing the training of masters requires a higher (compared to the training of graduates) level of development of scientific research, therefore, not every university will receive permission for master's training, and in this case it will be able to train only bachelors, thus leaving its region without qualified specialists;
• taking into account the state of the housing market and the level of material support of young specialists, the migration of specialists within the country is unlikely, therefore, the implementation of only a two-tier system will deprive some regions of the prospects for economic and cultural development.

The most optimal solution to this problem seems to be a multi-level training scheme that provides for the possibility of a trainee's transition, upon completion of the bachelor's level of education, both to the master's level (2 years of study) and to the level of a graduate (1 year of study). Academic training of bachelors, which implies subsequent effective training of masters, can easily be transformed into training of bachelors with a specialty, on the basis of which it is easy to organize effective training of a graduate within one year.

The quality of education has always been and remains an urgent problem for natural science faculties. An important factor prompting to pay the most serious attention to the problem of quality was the modernization of education that began in the country and a new strategy for the development of education in the 21st century, focused on the creation of an information civilization, the imperative of which is the advanced development of education. To take its rightful place in the global information civilization of the future, Russia needs to ensure the targeted use of the education system to solve both social and economic problems, and one of the requirements here is quality education. Among the problems that are acutely related to science education, one should single out such problems as assessing the quality of education and quality management. It would seem that the natural basis for assessing quality should be the State Standard of Higher Professional Education, which defines the requirements for the level of training of specialists. However, these requirements are not formulated in such a way that it would be possible to unambiguously assess the degree of compliance with the standards of the level of graduates' training. The quality of education as a category of a market economy represents a set of properties of an educational product (trained specialist) evaluated by the consumer. The assessment here depends on the state of the economy in the region, on the profile of specialists, their demand in the labor market and other market factors. Until now, there is no single generally accepted and approved system for assessing the quality of higher education, although much attention is paid to the problem of building a quality management system based on international standards.

BIBLIOGRAPHY

1. Modernization of Education // Poisk, No. 22 (576), June 2, 2000
2. Controversial education // Rossiyskaya Gazeta, No. 277 (3654), December 15, 2004
3. Where are the resources for the new course? The government approved the priorities for the development of education // Poisk, online newspaper scientific. communities. publ. December 17, 2004 (www.poisknews.ru).
4. Fundamentals of problem-modular learning technology / A.I. Galochkin, N.G. Bazarnova, V.I. Markin and others. Barnaul: Alt. un-ta, 1998.- 101 p.
5. Denisov V.Ya., Muryshkin D.L., Chuikova T.V. Modular-rating technology in the course of organic chemistry // Physical and chemical processes in inorganic materials: reports of the 9th international conference, September 22-25, 2004: in 2 volumes / KemSU-V.2.- Kemerovo: Kuzbassvuzizdat, 2004 .- S. 288-290.
6. Information materials for the participants of the meeting "Natural science education in higher education in Russia". November 26-27, 1992 - Moscow, 1992. - 69 p.
7. The system of education to strengthen the intellectual and spiritual potential of Russia // Bulletin of the Highest. School, 2000. No. 1. S. 3-15.
8. Problems of ensuring the quality of university education: Proceedings of the All-Russian scientific and methodological. conf. Kemerovo, February 3-4, 2004 - Kemerovo: UNITI, 2004.- 492 p.

The work was presented at the II conference of students, young scientists and specialists with international participation "Modern problems of science and education", February 19-26, 2005. Hurghada (Egypt) Received December 29, 2004

Bibliographic link

Denisov V.Ya. PROBLEMS OF NATURAL SCIENCE EDUCATION // Successes of modern natural science. - 2005. - No. 5. - P. 43-45;
URL: http://natural-sciences.ru/ru/article/view?id=8453 (date of access: 12/17/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History" 1

The main task of natural science education is to provide schoolchildren with the opportunity to successfully master the basics of the knowledge that has been accumulated by modern sciences about inanimate and living nature. Since this accumulation is very rich, it is impossible to fully comprehend it during the period of study in secondary school, therefore the content of programs and textbooks of each school discipline of the natural science cycle covers only the main facts, concepts, theories and methods of the corresponding science, and at the same time reflects the historical path of scientific research and highlights their theoretical significance from the standpoint of dialectical materialism at the level of scientificity accessible to schoolchildren. The article shows the role of interdisciplinary connections in the formation of natural science knowledge of students in secondary schools. It is noted that students' mastery of the system of natural science knowledge largely depends on the teaching methods implemented by the teacher, as well as on the teaching methods implemented by the students themselves. The use of interdisciplinary connections in the learning process instills in students a culture of mental and physical labor and teaches them to work independently, to approach the achievement of the goal productively and with interest.

science education

intersubject communications

independent work of students

1. Berlyant A.M. Cartography: textbook. for universities. - M. : Aspect Press, 2002. - S. 226-227.

2. Vorobieva O.V. On the role of autonomy as an educational goal in mastering a foreign language // World of Pedagogy and Psychology. - 2016. - No. 4. - P. 12-15.

3. Grigoryeva E.Ya., Maleeva E.A. Autonomy of students as a principle of organization of teaching foreign languages ​​// Modern problems of science and education. - 2014. - No. 2. - URL: https://www.?id=12621 (date of access: 02/13/2017).

4. Matrusov I.S. Geography teachers on methods of teaching and educating schoolchildren: Sat. articles based on materials of the Sixth All-Union. readings. Book. for the teacher / I.S. Matrusov, M.V. Ryzhakov. - M .: Education, 1985. – P. 10.

5. Solovova E.N. Integrative-reflexive approach to the formation of methodological competence of a foreign language teacher in the system of continuing professional education: abstract of the thesis. dis. ... doc. teacher. Sciences (13.00.02) / Moscow State University. M.V. Lomonosov. - M., 2004. - S. 17-18.

6. Fedorova V.N. Intersubject communications of natural-mathematical disciplines. A guide for teachers. - M .: Education, 1980. - S. 12-27.

7. Khizbullina R.Z., Sattarova G.A. The use of the statistical method in teaching geography at school: a teaching aid for teachers of geography and university students in natural geographic areas. - Ufa: BSPU, 2016. - P. 70.

In the development of modern education, there is a tendency to combine knowledge from different scientific fields, since only at the junction of several areas a holistic view of the world is formed, new horizons of knowledge open up. This integration process is also a necessary component of school education and is implemented through the use of the principle of interdisciplinary connections in education.

Modern natural science disciplines include a huge body of knowledge that reveals the essence of natural phenomena. Unfortunately, this knowledge is not always clear to students of a general education school. This is due to the fact that in school programs they are presented in the form:

• individual scientific facts;
• concepts;
• laws.

They are studied within the framework of different academic disciplines: the world around, biology, geography, physics, chemistry. Mathematical education is directly related to these subjects, which allows using the system of mathematical knowledge and skills to analyze, predict and model various natural phenomena and processes.

The main task of natural science education is to provide schoolchildren with conditions for mastering the foundations of the knowledge that has been accumulated today by the Earth sciences. Since this accumulation is very rich, it is impossible to fully comprehend it during the period of study in secondary school, therefore the content of programs and textbooks of each school discipline of the natural science cycle covers only the main facts, concepts, theories and methods of the corresponding science, and at the same time reflects the historical path of scientific research and highlights their theoretical significance from the standpoint of dialectical materialism at the level of scientificity accessible to schoolchildren.

The development of the system of natural science knowledge occurs on the basis of teaching methods, as well as on the basis of teaching methods implemented by students. The teacher uses both (standard school) verbal teaching methods (storytelling, explanation, lecture, work with the text of the textbook, etc.) and practical teaching methods (the practice of observing various objects, processes and phenomena, conducting educational experiments, setting and solving various calculation problems, modeling, plotting, drawing up analytical tables, etc.). Observations stimulate sensory knowledge to a greater extent; experiments, modeling, graphs, tasks and assignments of a mathematical nature excite all the processes of cognitive activity of schoolchildren and especially enhance abstract thinking.

The requirements of the Federal State Educational Standard for the subject results of development also imply the possession of the ability to conduct observations of individual objects, processes and phenomena, their changes as a result of natural and anthropogenic influences, the ability to analyze and interpret a variety of information. For knowledge and comparison of various natural and socio-economic objects, processes and phenomena, assessment of the degree of natural, anthropogenic and man-made changes, search and analysis of digital information, you can use the statistical teaching method, the main tasks of which are to form the ability to select various statistical data and calculate the necessary indicators , their understanding and objective interpretation. The use of the statistical method presupposes the presence of competencies that are formed in the study of mathematics. Of course, first of all, we are talking about the ability to work with numerical information presented in tables, diagrams, graphs, the skills of oral, written and instrumental calculations, and the construction of various graphs. Often, when conducting observations and research, it is required to concisely present conclusions using specific terminology, bringing rationale and evidence.

When studying a school geography course, various indicators are in demand to explain, compare, and analyze many natural and socio-economic processes:

1) absolute indicators showing the volume, area, length and other values ​​of the studied objects and phenomena (volume of mining, territory area, length of borders, population, annual precipitation, etc.). As a rule, they are expressed in physical and cost units (m3, km2, km, people, mm, etc.). The choice of a unit of measurement is determined by the essence of the object and its value;

2) relative indicators, which are the result of the ratio of two indicators in a digital measure (indicators of structure, dynamics, comparison, intensity). The result can be expressed in fractions, percentages, ppm, named units of measurement (person/km2, rub/person, mm/m2);

3) average values ​​characterizing the typical level of any indicator (average monthly temperatures, average annual population, average yield).

In the control and measuring materials of the Unified State Exam in geography, it is required to analyze the dynamics of production in the constituent entities of the Russian Federation, evaluate and compare the resource availability of the countries of the world, evaluate the role of various types of activities in the economy, determine the coefficient of natural increase and migration growth in the constituent entity of the Russian Federation for a certain year. The calculation and interpretation of the presented indicators assumes the possession of skills and abilities acquired in mathematics lessons and fixed in geography lessons.

For the effective use of statistical indicators, it is necessary to adhere to the following rules:

• the statistical data used should serve as arguments for certain theoretical positions;
• the number and content of the calculated statistical indicators should correspond to the goals and objectives of the study;
• observe the rules for compiling and designing tables and graphs;
• the statistical data used must meet the criteria of specificity (Specific), measurable (Measurable), territorial certainty (Area-specific), realism (Realistic) and certainty in time (Time-bound) - these requirements are usually denoted by the abbreviation SMART.

The use of an array of various data on various phenomena and processes makes it possible to estimate their size and level of development. The use of all this diversity of methodological wealth by teachers in action not only expands and deepens the natural scientific knowledge of schoolchildren, but also develops their mental activity, observation, memory, and imagination.

The ability to assess the real situation is formed in the course of active learning activities, which may include modeling. For example, when studying the features of the development of agriculture, students in grade 9 can be given the following task: “In the village of Novoselovo, residents are engaged in meat and dairy farming. This is due to both natural-climatic and historical-cultural factors. Currently, the main problem for the villagers is the sale of products. Suggest your solutions to the problem. What information are you missing? Solving the problem, students use knowledge from mathematics, geography, economics, biology, and the media. As a result, schoolchildren improve the methods of mental activity, implement theoretical knowledge.

It should be noted that the solution of such tasks helps students to gain independence in decision-making, that is, it strengthens the autonomy of the student. Schoolchildren develop:

• ability to independently acquire knowledge and skills;
• fundamentals of critical thinking;
• independence of mental activity, which allows them to come to certain conclusions, decisions, recommendations.

Such a process involves a special form of learning: students have the freedom to choose the volume, pace of mastering the material, etc. This model of learning imposes obligations on the teacher, who needs:

• to make the content of curricula, forms of teaching and control open and accessible to students;
• refuse the role of the only source of information;
• act as an assistant and consultant of educational activities;
• provide the necessary educational materials and technologies for working with them;
• stimulate skills in self- and mutual control of the results achieved.

The upbringing power of natural science education primarily lies in its dialectical essence and scientific wealth, in its organic connections with nature and various social spheres, in its influence on the feelings, mind and consciousness of students. For this reason, it is a powerful source of knowledge for schoolchildren, provides them with ideological and moral hardening, stimulates a thirst for knowledge of nature and the desire to actively participate in labor in production after graduation.

Interesting points of contact can be found between the programs of different subjects, it all depends on the desire and capabilities of subject teachers - at the junction of this interaction, new knowledge, new areas of knowledge, knowledge, and application can arise. Let us give as an example the study of the relationship between mathematics and geography (or rather, a section of geography - morphometry).

The most important mathematical concepts and skills are formed over a fairly long time. This allows students at different levels of education to consistently learn the most important concepts, skills and abilities and contributes to an in-depth study of the program as a whole.

Timely mastery of the mathematical apparatus ensures the preparation of students for the study of physics, chemistry, biology through mathematical methods and from the standpoint of modern mathematical theory, in particular the theory of sets and the theory of mathematical logic.

The origin of geometry is associated with measurements of the earth's surface, and morphometry, which is the application of geometry to the study of the current state of the relief, appeared long before geomorphology, which studies the origin and development of the relief. Difficulties in the mathematical description of the origin and development of the relief excluded for some time from the field of view of geomorphologists mathematical methods of research. But practical needs still required accurate data on landforms and their changes over time, and engineers were forced to get these data. Modern applications of mathematics to the study of relief are largely the merit of geodesists, hydraulic engineers, railroad workers, builders, land reclamators, geological engineers, and geophysicists.

Initially, morphometry and cartometry developed thanks to the analysis of relief from topographic maps, but then they began to be widely used in oceanology, ecology, geology, landscape science, planetology, economic geography and population geography. As a result, thematic morphometry was formed. Sections and objects of study of thematic morphometry are shown in the figure.

The use of "butt topics" by subject teachers significantly increases the scientific level of education, helps to improve the quality of mastering the educational material, affects the teaching methods used by the teacher, as well as the teaching methods that students independently carry out. In addition, the active use of interdisciplinary connections makes it possible to optimize the process of teaching subjects of the natural science cycle and thereby reduce the ever-increasing teaching load on students.

Sections and objects of thematic morphometry

The use of interdisciplinary connections in the context of updating the content of education and the rapidly changing equipment of the educational process with the achievements of technical progress contributes to improving the quality of students' knowledge in the subjects of general education schools. Interdisciplinary connections contribute to the evidence of explanations of geographical phenomena, show the unity of scientific knowledge, reflecting the unity of the world. I.S. Matrusov noted: “The necessary geographical knowledge from related subjects can be reproduced in the lessons, their connection can be shown using various methodological techniques. First, the teacher's reference to material studied in related subjects (recording of historical dates, biological terms, chemical symbols or formulas, etc.). Secondly, the formulation of questions for the restoration of information of interdisciplinary significance in memory. You can also give individual advanced tasks according to the corresponding textbook in order to remember the necessary concept, fact, etc. .

In conclusion, we note that today the teacher must activate the educational process, arouse in the student the need to work, to gain knowledge by labor: independently or under the guidance of a teacher. Many of the problems facing the school educational system are related to the rapidly increasing volume of human knowledge. It is possible to facilitate the assimilation and application of this knowledge by schoolchildren through the use of interdisciplinary connections. The problem of using interdisciplinary connections in teaching is not new, but very relevant, because it allows:

• to activate the cognitive activity of students;
• improve the quality of knowledge acquisition by schoolchildren;
• increase the level of education of students by expanding the subject of knowledge;
• learn to independently acquire new knowledge from different sources;
• to teach students to use the acquired knowledge, skills and abilities in real life;
• to develop in students observation, logical thinking, creative activity;
• form a holistic picture of the world around students;
• improve the content, methods and forms of organization of training;
• “reach”, “reach out” to each student, skillfully influencing his feelings and mind.

Bibliographic link

Vorobieva O.V., Khizbullina R.Z., Sattarova G.A., Yakimov M.S. FEATURES OF THE FORMATION OF NATURAL SCIENCE KNOWLEDGE IN THE MODERN SCHOOL // Modern problems of science and education. - 2017. - No. 2.;
URL: http://?id=26170 (date of access: 12/17/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"