Types of combining the activities of a teacher and students aimed at achieving any educational goal are called teaching methods.

In accordance with didactic purposes, the methods used are distinguished:

1) when learning new educational material;

2) when consolidating and improving knowledge;

3) when testing knowledge and skills.

Teaching methods, regardless of didactic goals, are divided into three groups:

I.Visual Methods- These are methods associated with the use of visual aids. Objects, processes, chemical experiments, tables, drawings, films, etc. can serve as visual aids.

Visual aids, when using visual methods, are a source of knowledge for students, they acquire knowledge by observing the object of study. For the teacher, visual aids are a means of teaching.

II.Practical Methods:

1. Laboratory work;

2. Practical exercises;

3. Solution of calculation problems.

Students also observe while performing chemical experiments. But in this case they change the object of observation (perform an experiment, obtain a substance, weigh it, etc.).

III.verbal methods(word usage):

1. Monological methods (story, lecture);

2. Conversation;

3. Work with the book;

4. Seminar;

5. Consultation.

verbal methods

1. Monological methods This is the presentation of the teaching material by the teacher. The presentation of the material can be descriptive or problematic, when a question is raised, in the solution of which students are involved in one way or another. The presentation may take the form of a lecture or a story.

Lecture is one of the most important forms of communication of theoretical scientific knowledge. The lecture is used mainly when studying new material. Recommendations for the wider use of the lecture in the upper grades were given as early as 1984 in the resolutions on school reform.

The requirements for lectures are as follows:

1) strict logical sequence of presentation;

2) availability of terms;

3) correct use of the notes on the board;

4) the division of the explanation into logical, complete parts with a phased generalization after each of them;

5) requirement for the teacher's speech.

The teacher should name the substances, not their formulas, etc. ("let's write the equation", not the reaction). The emotionality of the presentation, the teacher's interest in the subject, oratory, artistry, etc. are also important;

6) there should not be excessive demonstration material so as not to distract the student.

Lectures, as a teaching method, can be used at school in the case when the teacher in the process of work can rely on some of the information the student has about the subject of a given science or a system of other sciences. This determines the peculiarities of this method in the conditions of school, technical school and university.

School lecture , as a teaching method, can be used already in the 8th grade, but after studying the Periodic Law and the structure of matter. Its duration should not exceed 30 minutes, since students are not yet accustomed, they quickly get tired and lose interest in what is being reported.

The main points of the lecture should be recorded.

Somewhat more often lectures are used in senior (10-11) grades. Their duration is 35-40 minutes. Lectures are recommended to be used when:

b) its volume cannot be divided into parts;

V) new material does not build on previously acquired knowledge.

Students learn to take notes and draw conclusions.

In secondary special educational institutions lectures are used more often than in school. They take 3/4 of the time allotted for the lesson, 1/4 is used for a survey before the lecture or after it.

A university lecture, as a rule, lasts two academic hours. Students receive concentrated knowledge of a large amount of material, the concretization of which goes through practical knowledge and independent work with literature.

Story . The sharp border between lecture And story No. This is also a monologic method. The story is used in school much more often than the lecture. It lasts 20-25 minutes. A story is used if:

1) the studied material is difficult to perceive;

2) does not rely on previously studied material and is not connected with other subjects.

This method differs from a school lecture not only by the duration of the presentation, but also by the fact that in the process of communicating new material, the teacher turns to the knowledge of students, involves them in solving small problematic problems, writing equations chemical reactions, proposes to draw brief and general conclusions. The pace of the story is faster. No story material is recorded.

2. Conversation refers to dialogic methods. It is one of the most productive teaching methods in the school, because when using it, students take an active part in the acquisition of knowledge.

Benefits of Conversation:

1) in the course of a conversation, through old knowledge, new ones are acquired, but of a higher degree of generality;

2) active analytical and synthetic cognitive activity of students is achieved;

3) intersubject communications are used.

Preparing a teacher for this method of teaching requires a deep analysis of both the content of the material and the psychological capabilities of the contingent of this class.

The types of conversation are: heuristic, generalizing And accounting.

To the task heuristic conversations includes the acquisition of knowledge by students with a research approach and the maximum activity of students. This method is used when learning new material. Target generalizing conversations- systematization, consolidation, acquisition of knowledge. Control and accounting conversation suggests:

1) control over completeness, systematicity, correctness, strength, etc. knowledge;

2) correction of detected deficiencies;

3) assessment and consolidation of knowledge.

In grades 8-9, mainly combined presentations are used, that is, a combination of explanation with different types of conversations.

3. Working with textbooks and other books. Independent work with a book is one of the methods that students should get used to. Already in the 8th grade, it is necessary to systematically teach schoolchildren how to work with a book, to introduce this element of learning in the classroom.

1) understanding the title of the paragraph;

2) the first reading of the paragraph as a whole. Careful consideration of drawings;

3) finding out the meaning of new words and expressions (subject index);

4) drawing up a plan for reading;

5) repeated reading in parts;

6) writing all formulas, equations, sketching devices;

7) comparison of the properties of the studied substances with the properties of previously studied ones;

8) final reading in order to summarize all the material;

9) analysis of questions and exercises at the end of the paragraph;

10) final control (with knowledge assessment).

According to such a plan, learning to work with a book in the classroom should go on, and the same plan can be recommended when working at home.

After working with the book, a conversation is held, concepts are clarified. A film or chemical experiment may be additionally demonstrated.

4. Seminars can be used both in the lessons of studying new material and in generalizing knowledge.

Objectives of the seminars:

1) instilling the ability to independently acquire knowledge using various sources of information (textbooks, periodicals, popular science literature, the Internet);

2) the ability to establish a relationship between the structure and properties, properties and application, that is, learning the ability to apply knowledge in practice;

3) establishing a connection between chemistry and life.

Seminars can be built in the form of reports, in a free form, when all students are preparing on the same general issues, or in the form of business games.

The success of the workshop depends:

1) from the ability of students to work with a source of information;

2) from teacher training.

In preparing for the seminar, the teacher should:

2) compose questions that are accessible in terms of content and volume for students to master;

3) think over the form of the seminar;

4) provide time for discussion of all issues.

An important point is the development of students' speech. The ability to formulate one's thought, to speak using the language of this science.

5. Consultation contributes to the activation of schoolchildren in the learning process, the formation of their completeness, depth, systematic knowledge.

Consultations can be held in the classroom and outside it, on one topic or on several, individually or with a group of students.

1) the teacher selects the material for the consultation in advance, analyzing the oral and written answers of the student, their independent work;

2) a few lessons before the consultation, students can drop notes with questions into a specially prepared box (you can indicate the last name, then this will facilitate the individual work of the teacher with the students);

3) in direct preparation for the consultation, the teacher classifies the questions received. If possible, the central question should be singled out from among the questions received and the rest grouped around it. It is important to ensure the transition from simple to more complex;

4) the most prepared students can be involved in consultations;

5) at the beginning of the consultation, the teacher announces:

The topic and purpose of the consultation;

The nature of the questions received;

6) at the end of the consultation, the teacher gives an analysis of the work done. It is advisable to carry out independent work.

Topic 1. Methods of teaching chemistry as a science

and a subject in a pedagogical university

1. The subject of the methodology for teaching chemistry, the objectives of the methodology for teaching chemistry, research methods, state of the art and problems

The methodology of teaching chemistry is studied in a certain sequence. First, the main educational, nurturing and developing functions of the subject of chemistry in high school are considered.

The next stage is to familiarize students with general issues of organizing the process of teaching chemistry. The structural elements of this part of the course are the basics of the learning process, methods of teaching chemistry, teaching aids, organizational forms of learning and methodology. extracurricular activities by subject.

A separate section of the methodology for teaching chemistry considers recommendations for conducting a lesson and its individual stages and studying individual sections of a school chemistry course.

A special part of the course is devoted to an overview of modern pedagogical technologies and information tools for teaching chemistry.

At the final stage, the basics of research work in the field of chemistry methodology and ways to increase its effectiveness in practice are considered. All these stages are interconnected and should be considered from the standpoint of the three learning functions (which ones?).

The study of methodology is not limited to a lecture course. Students must acquire the skills of demonstrating chemical experiments, master the methodology of teaching the topics of the school curriculum in chemistry, the methodology of teaching students to solve chemical problems, learn how to plan and conduct lessons, etc. Particular importance is attached to working on course topics, independent methodological research during the period of pedagogical practice, which serves not only a means of forming a teacher, but also a criterion for the quality of his training. Students must master modern pedagogical learning technologies, including the use of new information learning tools. On certain important issues, special courses are taught, special workshops are held, which are also included in the general system of forms of teaching the methods of chemistry.

4. Modern requirements for professional

chemistry teacher training

The methodology of teaching chemistry as a subject at the university is of paramount importance for the training of teachers of chemistry high school. In the process of studying it, professional knowledge, skills and abilities of students are formed, which ensures effective training and education of chemistry students in high school in the future. The professional training of a future specialist is built in accordance with the teacher's professiogram, which is a model of specialist training that ensures the assimilation of the following knowledge, skills and abilities:

1. Knowledge of the basics of chemistry, its methodology, mastering the skills of an educational chemical experiment. Understanding the tasks of the science of chemistry and its role in the general system of natural sciences and in national economy. Understanding the sources of the emergence of chemophobia in society and mastering the methods of overcoming it.

2. Comprehensive and deep understanding of the tasks of the chemistry course of a general education school; knowledge of the content, levels and profiles of secondary chemical education at the present stage of development of society. To be able to translate into the educational process the ideas and provisions of the Concept for the Development of General and Vocational Education in our country.

3. Knowledge of the basics of psychological, pedagogical, socio-political disciplines and university courses in chemistry in the scope of the university program.

4. Mastering the theoretical foundations and the current level of development of the methodology for teaching chemistry.

5. The ability to present a reasonable description and critical analysis of existing school programs, textbooks and manuals. Ability to independently create training programs elective courses and studying chemistry at various levels.

6. The ability to use modern pedagogical technologies, problem-based learning methods, the latest information teaching aids, to activate and stimulate the cognitive activity of students, to direct them to self-learning.

7. The ability to build worldview conclusions on the material of the chemistry course, apply scientific methodologies in explaining chemical phenomena, use the material of the chemistry course for the comprehensive development and education of students.

8. The ability to carry out the polytechnical orientation of the school chemistry course and to carry out career guidance work in chemistry in accordance with the needs of society.

9. Assimilation of the theoretical foundations of the methodology of a chemical experiment, its cognitive significance, mastering the technique of staging chemical experiments.

10. Possession of basic natural, technical and informational teaching aids, the ability to use them in educational work.

11. Knowledge of the tasks, content, methods and organizational forms of extracurricular work in chemistry.

12. The ability to carry out interdisciplinary connections with other academic disciplines.

13. Knowledge and skills of organizing the work of the chemistry classroom as the most important and specific means of teaching chemistry, in accordance with safety regulations and didactic opportunities for teaching the subject.

14. Mastering general pedagogical skills and skills of working with students, parents, the public, etc.

15. Mastering the methods of research work in the field of methods of teaching chemistry and improving the effectiveness of teaching the subject at school.

The course of teaching methods of chemistry in the course of theoretical and practical training of students should reveal the content, structure and methodology of studying the school course of chemistry, familiarize students with the features of teaching chemistry in schools of various levels and profiles, as well as in vocational schools, form stable skills and abilities of future teachers in the use of modern methods and means of teaching chemistry, learn the requirements for modern lesson chemistry and to achieve solid skills in their implementation at school, to introduce the features of conducting elective courses in chemistry and various forms of extracurricular work on the subject. Thus, the system of the university course in the methodology of teaching chemistry to a large extent forms the basic knowledge, skills and abilities that determine the professiogram of a chemistry teacher.

QUESTIONS

1. Definition of the concept Methods of teaching chemistry.

2. Name the subject of the methodology for teaching chemistry as a science.

3. Tell us briefly about the objectives of the methodology for teaching chemistry.

4. List the research methods for teaching chemistry.

5. What are the current state and problems of teaching methods in chemistry.

6. Methods of teaching chemistry as a subject at the university.

7. List the basic requirements for the professional qualities of a chemistry teacher.

8. Which of these qualities do you already possess?

Modern approaches to teaching chemistry at school

Chemistry teacher Zhmaka L.V.

In today's education, we are witnessing the modernization of education. In accordance with this, the main results of the activities of a general education school are not knowledge per se, but a set of social key 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, informational. Science teaching contributes to the formation of information concepts, development critical thinking at students. An important point in comprehending knowledge should be for students to accept personal meaning, which leads to self-knowledge Chemistry as a science in the context of global issues humanity is extremely relevant. The younger generation should form 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 ecological 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 the adaptation of children in the modern information society.

Any form of interactivity involves the active interaction of all students. The teacher and the student are passionate about the same process: to understand the lesson, to extract knowledge from it for themselves, to form the skills of an active life position, to critically understand the situation, to find the truth, to make the right decision. The teacher is, in fact, 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 cognition of knowledge by the student himself. At the lesson, an installation is created in which students positively set themselves up for the perception of new knowledge. To start learning new material, the teacher “launches” interesting fact which will arouse the interest of students in the perception of the material. Tasks enliven the student and make him memorize instructive facts. These methods include simulation methods that can be played in the classroom. This: role-playing games, discussions, debates, brainstorming, problem discussion, round table, search for truth, free microphone, situation analysis, decision tree, I ask for the floor, trial etc.

In today's education, we are witnessing the modernization of education. In accordance with this, the main results of the activities of a general education school are not knowledge per se, but a set of social key 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, informational. Teaching science contributes to the formation of information concepts, the development of critical thinking among students. An important point in the understanding of knowledge should be the acceptance of personal meaning by students, which leads to self-knowledge.

The competence-oriented approach is one of the new directions for the development of the content of education in Ukraine and the developed countries of the world. The very acquisition of vital competencies gives a person the opportunity to navigate in modern society, forms the ability of the individual to quickly respond to the demands of the time.

The introduction of a competency-based approach is an important condition for improving the quality of education. This is especially true of theoretical knowledge, which should cease to be dead baggage and become a practical means of explaining phenomena and solving practical situations and problems.

The main value is not the assimilation of the sum of information, but the development by students of such skills that would allow them to determine their goals, make decisions and act in typical and non-standard situations.

The competence-based approach in 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 - their student acquires in the process of studying a particular subject

Therefore, competence should be understood as a given requirement, the standard of educational training of students, and competence - as his actually formed personal qualities and minimal experience of activity.

School subject"chemistry" includes knowledge about chemical phenomena, philosophical and social character, modern chemical technologies, problems environment and human health. Chemistry, experimental science. Students get acquainted with substances and their properties, solve experimental and computational problems. The study of the subject allows you to orient children to the self-realization of the individual, where the student will be able to express his life position and value orientations. 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, to hold discussions, polemics, to solve a problem or a way out of the situation. If, when presenting knowledge, skillfully create conditions, then the material from boring can even become an event. In the learning process, the main thing is not to report all the information at once, but to help comprehend it and enable students to take part in the prediction of this information themselves. The search for knowledge engages children in empathy and the desire to learn. Problem situations are the impetus for a situation of success. At such lessons there is always an atmosphere of cooperation and an intellectual atmosphere. The desire to learn encourages the student to use additional literature, reference books and use the Internet.

A competent specialist, a competent person is a very profitable prospect. The formula of competence is offered. What are its main components? Firstly, knowledge, but not just information, but that which is rapidly changing, dynamic, diverse, which must be able to find, weed out from unnecessary, translate into the experience of one's own activity. Secondly, the ability to use this knowledge in a particular situation; understanding how to get this knowledge. 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 activity, as well as the method of obtaining or using it. This formula can logically be expressed in this way:

Competence = knowledge mobility + method flexibility + critical thinking

To avoid adverse influence on ecology, in order not to make environmental mistakes and create situations dangerous to health and life, a modern person must have elementary ecological knowledge and a new ecological type of thinking.

Ways to form competencies

What should be guided by the teacher for their implementation? First of all, regardless of the technologies that the teacher uses, he must remember the following rules:

It is not the subject that forms the personality, but the teacher through his activity related to the study of the subject.

To help students master the most productive methods of educational and cognitive activity, teach them to learn.

It is necessary to use the question “why?” more often to teach to think causally: understanding cause-and-effect relationships is a prerequisite for developmental learning.

Remember that it is not the one who retells that knows, but the one who uses it in practice.

Encourage students to think and act independently.

Develop creative thinking. Solve cognitive tasks in several ways, practice creative tasks more often.

It is necessary to show students the perspectives of their learning more often.

In the learning process, be sure to take into account individual characteristics each student, combine into differentiated subgroups of students with the same level of knowledge.

To study and take into account the life experience of students, their interests, features of development.

The teacher himself must be informed of the latest scientific achievements in your subject.

To teach in such a way that the student understands that knowledge is a vital necessity for him.

Explain to students that each person will find his place in life if he learns everything that is necessary for the implementation of life plans.

Competency-Based Approach in Teaching Chemistry

The educational process is carried out through lessons, optional, individual sessions.

An answer found on its own is a small victory for a child in understanding the complex world of nature, which gives confidence in their abilities, creates positive emotions, and eliminates unconscious resistance to the learning process.

Self-discovery of the smallest grain of knowledge by a student gives him great pleasure, allows him to feel his abilities, elevates him in his own eyes. The student asserts himself as a person. The student keeps this positive range of emotions in his memory, strives to experience it again and again. So there is an interest not just in the subject, but what is more valuable - in the very process of cognition - cognitive interest, motivation for knowledge.

"No interest - no success!"

"The Mystery of King Solomon". Solve the secret writing 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 the detective agency in the topic: "Hydrochloric acid" - grade 10, in the topic "Classification is not organic matter" - 8th grade;

Solve the chemical error of A. Conan-Doyle when describing the Baskervilles' dog from the work of the same name. "Phosphorus" - 10th grade.

Problematic issue, problematic situation

"Glucose" - 10th grade. Why does bread taste sweet when chewed for a long time?

Why does ironing take longer to get dirty?

"Amphotericity of amino acids" - class 9. “From biology, you are familiar with the animal chameleon. Is there something similar in chemistry?

"Alcohols" - 9th grade. How to get rubber galoshes from alcohol?;

"Aldehydes, acids" - class 9 "It's all about the ants." What do aldehydes, carboxylic acids and ants have in common?

Oxygen-containing organic compounds. Thinking is a riddle. The laboratory assistant prepared the reagents and left the office. Here Trihydric Alcohol stepped off the shelf and walked over to the table and took 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,” Formaldehyde said, “This is my substance.” What is the essence of the dispute?

Contradiction of facts

"The dual position of hydrogen in PSCE" - Grade 8. Why does hydrogen rank in the D.I. Mendeleev two places: among typical metals and among typical non-metals?

When studying the topic "Electrolytic dissociation". Distilled water does not conduct electricity, and ordinary tap water conducts.

Why did D.I. Mendeleev compose PSCE for chemists, and why do physicists rightfully use it in their research?

Substance safety practices

We live in an era of scientific and technological progress. Technological progress should be aimed at improving human life. However, the environment, including domestic environment, has changed dramatically. Substances of artificial origin appeared in the air, in water, and in 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 outside world. First knowledge about chemical substances ah and the treatment a person gets at school. How should they be handled in order to maintain the health and cleanliness of the world around us? Chemistry lessons provide answers to these questions. During practical work, the skills of working with chemicals are practiced.

There are a lot of lessons in the chemistry course, in which we study the properties of different substances and be sure to name and show the substances that are used at home and the precautions for working with them. We teach children to read labels, to know examples of the safe use of chemicals in everyday life.

Interactive activity provides not only an increase in knowledge, skills, methods of activity and communication, but also the disclosure of new opportunities for students.

"Key Question Method"

Heuristic conversation- this is a certain series of questions that direct the thoughts and answers of students in the right direction. In fact, children discover certain facts and phenomena.

I love this method as it encourages creative thinking and logical thinking, students develop productive approaches to mastering information, the fear of making a 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 discussed, which gives an emotional impetus to the subsequent search activity of the participants. In interactive learning, everyone is successful, everyone contributes to overall result work, the learning process becomes more meaningful and exciting.

Presenting the educational material using the method of heuristic conversation, the teacher from time to time turns to the class with questions that encourage students to be included 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 system. It has unique physical and chemical properties, which gives it the right to be called element number 1. And why did he get this right?

2. Why is water liquid? How are beautiful patterns formed on glass?

3. About 100 years ago, N.G. Chernyshevsky said about aluminum that this metal was destined for a great future, that aluminum was the metal of socialism. He turned out to be a visionary: in the 20th century, this element became the basis of many construction materials. Striking changes in the cost of aluminum. How to explain the wide range of uses of aluminum?

Aluminum is the most abundant metal on Earth (accounting for over 8% of earth's crust), and in technology it began to be used 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. So, at the international congress of chemists, Mendeleev, as a sign of his scientific merit was presented with a valuable gift - a large aluminum mug. Why is aluminum so valuable? Why has the price of aluminum dropped so much over time?

The new metal turned out to be very beautiful and similar to silver, but much lighter. It is these properties of aluminum that determined its high cost: in the late XIX - early XX century. aluminum was valued more than gold. For a long time it remained a museum rarity.

Problem situation- this is a difficulty or contradiction that has arisen in the process of performing a certain task. learning task, the solution of which requires not only existing knowledge, but also new ones. The situation can be solved by the whole lesson or part of it.

The teacher in the problematic presentation of the material leads cognitive process students, raises questions that draw students' attention to the inconsistency of the phenomenon under study and make them think. Before the teacher gives an answer to the question posed, the students can already give an answer to themselves and check it with the course of judgment and the conclusion of the teacher.

2. When studying the composition of air. Think about how to experimentally prove the composition of air. How to get started?

3. For example, the teacher demonstrates the allotropic modifications of sulfur or oxygen and offers to explain why they are possible

4. Building a hypothesis based on a known theory, and then testing it. For example, will acetic acid, as an organic acid, exhibit general properties acids? The students make a guess, the teacher sets up 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 a chemical bond, students can independently pose a problem - why metal atoms enter into a chemical reaction with non-metals

6. Why did the lamp of the device light up when testing a solution of a substance for electrical conductivity

Methods of pedagogical activity

In pedagogical activity, a variety of teaching methods are used, guided by pedagogical expediency. The choice of methods is carried out on the basis of the target settings of the lesson, the content of the material being studied and the tasks of developing students in the learning process. To implement the basic principles of the competence-based approach and the rational combination of individual and collective education, the most effective methods organization of training.

Independent conduct by students of chemical experiments, research activities.

Logical methods (organization of the implementation of logical operations):

Inductive (classify chemical reactions).

deductive (having general formula, compose an algorithm for solving similar specific chemical problems).

Analytical (for example, when studying reactions).

Problem-search methods (problem competencies are formed).

Problematic presentation of knowledge. It is used when students do not have enough knowledge to actively participate in solving a problem. For example, when studying the theory of the structure of organic substances, A.M. Butlerov. 9, 11 grades.

heuristic method. Search (heuristic conversation). It is carried out on the basis of a problem situation created by the teacher. For example, what happens to hydrogen when it “takes” electrons from lithium? 8th grade. "The degree of oxidation."

research method. It is used when students have sufficient knowledge necessary to build scientific assumptions. For example, in the study of alkali metals, it is proposed to reveal the role of water in the reactions of interaction of alkali metals with solutions of various salts. Grade 9

Creating a situation of success in learning is a prerequisite for competence-based learning.

Creative tasks. Creation of presentations, for example, "Use of sulfuric acid in the national economy" grade 9, "Chemistry and cosmetics" grade 11.

Creative tasks. Creation of projects “Our kitchen is a chemical laboratory” “Home first aid kit”

Statement of a problem or creation of a problem situation. On the basis of the material read, students themselves create a problematic question.

What should a teacher be able to do?

To see and understand the real vital interests of their 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 of the situations being studied;

Associate learning material with everyday life and interests of students, characteristic for their age;

To consolidate knowledge and skills in educational and extracurricular practice;

Plan a lesson using a variety of forms and methods academic work, and, above all, all types of independent work (group and individual), dialogical and project-research methods;

Set goals and evaluate the degree of their achievement together with students;

Perfectly use the method "Creating a situation of success";

Evaluate the achievements of students not only with a mark-point, but also with a meaningful characteristic;

Evaluate 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.

concept information system

The information space attracts a lot of attention of researchers. Information technologies penetrate into different spheres of life, and education cannot stand aside. success modern man V professional activity often depends on his ability to find, process the necessary information. Modern technologies firmly entered our lives. The role of integrated knowledge is also important in teaching adolescents to work with information technology on the Internet are used as traditional methods- conversation, story, explanation, independent study, accompanied by a visual display on a computer, supplementing the use of various visual aids - tables, posters, and various new forms of organization learning activities students: project methods, group work, use of virtual methods, distance learning etc., which cannot be limited to the cabinet system,

EXPLANATORY NOTE

When passing the candidate exam, a graduate student (applicant) must find an understanding of the patterns, driving forces and dynamics of the development of chemical science, evolution and basic structural elements of chemical knowledge, including fundamental methodological ideas, theories and the natural scientific picture of the world; deep knowledge of programs, textbooks, teaching aids and teaching aids in chemistry for secondary schools and the ability to analyze them; to reveal the main ideas and methodological options for presenting the most important sections and topics of the course of chemistry at the basic, advanced and in-depth levels of its study, the disciplines of the chemical block in secondary and higher education; a deep understanding of the prospects for the development of chemical education in educational institutions of various types; the ability to analyze their own work experience, the experience of teachers-practitioners and teachers-innovators. The person passing the candidate exam must be proficient in innovative pedagogical technologies for teaching chemistry and disciplines of the chemical block, be familiar with modern trends in the development of chemical education in the Republic of Belarus and the world as a whole, know the system of school and university chemical experiment.

The program lists only the main literature. In preparing for the exam, the applicant (postgraduate student) uses curricula, textbooks, collections of problems and popular science literature on chemistry for secondary schools, reviews actual problems development of chemistry, as well as articles on the methodology of its teaching in scientific and methodological journals (“Chemistry at school”, “Chemistry: teaching methods”, “Chemistry: problems of presentation”, “Adukatsia and output”, “Vesti BDPU”, etc.) and additional literature on the topic of their research.

primary goal of this program - to reveal in applicants the formation of a system of methodological views and beliefs, conscious knowledge and practical skills that ensure the effective implementation of the process of teaching chemistry in educational institutions of all types and levels.

Methodological preparation provides for the implementation of the following tasks :

• formation of scientific competence and methodological culture of graduate students and applicants degrees candidate of pedagogical sciences, mastering modern technologies for teaching chemistry;
• developing the ability of applicants to critically analyze their own pedagogical activity, to study and generalize advanced pedagogical experience;
• formation of a research culture of applicants for the organization, management and implementation of the process of chemical education.

When taking the candidate exam, the examinee must discover understanding the patterns, driving forces and dynamics of the development of chemical science, evolution and the main structural elements of chemical knowledge, including fundamental methodological ideas, theories and the natural scientific picture of the world; deep knowledge of programs, textbooks, teaching aids and teaching aids in chemistry for secondary and higher schools and the ability to analyze them; reveal the main ideas and methodological options for presenting the most important sections and topics of the chemistry course at the basic, advanced and in-depth levels of its study, as well as the courses of the most important chemical disciplines at the university; understanding of the prospects for the development of chemical education in educational institutions of various types; the ability to analyze their own work experience, the experience of teachers-practitioners and teachers-innovators.

The applicant for the candidate's examination must own innovative pedagogical technologies for teaching chemistry, to be familiar with modern trends in the development of chemical education in the Republic of Belarus and the world as a whole, to know the system and structure of school and university chemical workshops.

Applicants must know all the functions of a teacher of chemistry and a teacher of disciplines of the chemical block and the psychological and pedagogical conditions for their implementation; be able to apply them in practice.

Section I.

General questions of theory and methods of teaching chemistry

Introduction

Goals and objectives training course methods of teaching chemistry.

The structure of the content of the methodology for teaching chemistry as a science, its methodology. Short story development of methods of teaching chemistry. The idea of ​​the unity of the educational, upbringing and developing functions of teaching chemistry as the leading one in the methodology. Construction of a training course in teaching methods of chemistry.

Modern problems of learning and teaching. Ways to improve the teaching of chemistry. Continuity in teaching chemistry in secondary and higher schools.

1.1 Goals and objectives of teaching chemistry in secondary and higher schools.

Specialist model and training content. Dependence of the content of training on the objectives of training. Features of teaching chemistry as a major and as a non-major academic discipline.

Scientific and methodological foundations of chemistry.Methodology in Philosophy and Natural Science. Principles, steps and methods scientific knowledge. Empirical and theoretical levels of chemical research. General scientific methods of knowledge in chemistry. Private methods of chemical science. Chemical experiment, its structure, goals and significance in the study of substances and phenomena. Features of modern chemical experiment as a method of scientific knowledge.

Building a chemistry course based on the transfer of the science system to the education system. Basic teachings of chemical science and intrascientific connections between them. The influence of interscientific relations on the content of the academic discipline. Showing interdisciplinary connections of courses in chemistry, physics, mathematics, biology, geology and others fundamental sciences. Communication of chemistry with the sciences of the humanities cycle.

A complex of factors determining the selection of the content of the subject of chemistry and didactic requirements for it: the social order of society, the level of development of chemical science, the age characteristics of students and students, the working conditions of educational institutions.

Modern ideas implemented in the content of the academic subject of chemistry and disciplines of the chemical block: methodologization, ecologization, economization, humanization, integrativity.

Analysis and justification of the content and construction of a chemistry course in mass general education school, disciplines of the chemical block in the system higher education. The most important blocks of content, their structure and intra-subject communications. Theories, laws, systems of concepts, facts, methods of chemical science and their interaction in school course chemistry. Information about the contribution to science of outstanding chemical scientists.

Systematic and non-systematic chemistry courses. Propaedeutic chemistry courses. Integrative natural science courses. The concept of the modular structure of content. The concept of linear and concentric course construction.

Standards, chemistry programs for secondary and higher schools as a normative document regulating the education of secondary school students and students, the structure and methodological apparatus of the program standard.

1.2. Education and development of personality in the process of teaching chemistry

The concept of student-centered learning I.S. Yakimanskaya in the light of the idea of ​​humanization of teaching chemistry. Humanistic orientation of the school chemistry course.

Issues of ecological, economic, aesthetic and other areas of education in the study of chemistry. The program of the ecologized course of chemistry by V.M. Nazarenko.

Psychological theories of developmental education as a scientific basis for optimizing the study of chemistry in secondary schools.

Problem-based teaching of chemistry important tool development of students' thinking. Signs of an educational problem in the study of chemistry and the stages of its solution. Ways to create a problem situation, the activities of the teacher and students in the conditions of problematic teaching of chemistry. Positive and negative aspects of problem-based learning.

The essence and ways of using a differentiated approach in teaching chemistry as a means of developing education.

1.3. Methods of teaching chemistry in secondary and higher schools

Methods of teaching chemistry as a didactic equivalent of the methods of chemical science. Specificity of methods of teaching chemistry. The most complete realization of the unity of the three learning functions as the main criterion for choosing teaching methods. Necessity, validity and dialectics of a combination of teaching methods in chemistry. The concept of modern learning technologies.

Classification of teaching methods for chemistry according to R.G. Ivanova. Verbal teaching methods. Explanation, description, story, conversation. Lecture and seminar system of teaching chemistry.

Verbal and visual methods of teaching chemistry. Chemical experiment as a specific method and means of teaching chemistry, its types, place and significance in educational process. Educational, nurturing and developing functions of a chemical experiment.

Demonstration experiment in chemistry and requirements for it. Methodology for demonstrating chemical experiments. Safety precautions in their implementation.

The method of choice and the use of various visual aids in the study of chemistry, depending on the nature of the content and the age characteristics of students. The concept of a set of teaching aids on specific topics of the chemistry course. Methods of compiling and using basic notes in chemistry in teaching.

Management of cognitive activity of pupils and students with various combinations of the teacher's word with visualization and experiment.

Verbal-visual-practical methods of teaching chemistry. Independent work of pupils and students as a way to implement verbal-visual-practical methods. Forms and types of independent work in chemistry. Chemistry experiment: laboratory experiments and practical exercises in chemistry. Methods of formation of pupils and students of laboratory skills and abilities.

Programmed learning as a type of independent work in chemistry. Basic principles of programmed learning.

Methods of use in teaching chemical tasks. The role of tasks in the implementation of the unity of the three learning functions. Place of tasks in the course of chemistry and in the educational process. Classification of chemical problems. Solving computational problems at the stages of teaching chemistry. The methodology for selecting and compiling tasks for the lesson. The use of quantitative concepts for solving computational problems. A unified methodological approach to solving chemical problems in high school. Solution of experimental problems.

Methods of using TCO in teaching chemistry. Methods of working with a graph projector, educational films and filmstrips, transparencies, a tape recorder and a video recorder.

Computerization of education. Using the methods of programmed and algorithmic learning in the methods of computer learning of chemistry. Controlling computer programs.

1.4. Monitoring and evaluation of learning outcomes in chemistry

Goals, objectives and significance of monitoring the results of teaching chemistry.

System for monitoring learning outcomes. Credit-rating system and final control system. The content of tasks for control. Forms of control. Classification and functions of tests. Methods of oral control of learning outcomes: individual oral survey, frontal control conversation, test, exam. Methods for written verification of results: test, written independent work of a supervisory nature, written homework. Experimental verification of learning outcomes.

The use of computer technology and other technical means to monitor learning outcomes.

Evaluation of the results of teaching chemistry on a 10-point scale of assessments in secondary and higher schools, adopted in the Republic of Belarus.

1.5. Means of teaching chemistry in secondary and higher schools.

Chemistry cabinet

The concept of the system of chemistry teaching aids and educational equipment. Chemistry cabinet of a secondary school and a laboratory of a student workshop at a university as a necessary condition for the implementation of a full-fledged chemistry education. Modern requirements for the school chemistry room and student laboratory. Laboratory rooms and furniture. Arrangement of class-laboratory and laboratory rooms. The system of educational equipment for the chemistry classroom and chemical laboratories. Equipment for the workplaces of a teacher, pupils, students and a laboratory assistant.

Means for ensuring safety requirements when working in a chemical cabinet and chemical laboratories. The work of the teacher of pupils and students on the self-equipment of the chemical laboratory and laboratories.

Textbook of chemistry and chemical disciplines as a teaching system. The role and place of the textbook in the educational process. Brief history of domestic school and university textbooks of chemistry. Foreign textbooks of chemistry. The structure of the content of the chemistry textbook and its difference from other educational and popular science literature. Requirements for a chemistry textbook determined by its functions.

Methods of teaching pupils and students to work with the textbook. Maintaining a working and laboratory notebook in chemistry.

Technical teaching aids, their types and varieties: chalk board, overhead projector (graph projector), overhead projector, film projector, epidiascope, computer, video and sound reproducing equipment. Tables, figures and photographs as teaching aids. Ways to use technical training aids to improve cognitive activity trainees and improve the efficiency of knowledge acquisition. Didactic possibilities of technical teaching aids and evaluation of the effectiveness of their application.

The role of the computer in the organization and conduct of extracurricular and extracurricular cognitive activities of students. Computer study guides in chemistry courses. Internet resources on chemistry and the possibility of their use in teaching in secondary and higher schools.

1.6. Chemical language as a subject and means of knowledge in teaching chemistry.The structure of the chemical language. Chemical language and its functions in the process of teaching and learning. The place of the chemical language in the system of teaching aids. Theoretical basis formation of a chemical language. The volume and content of language knowledge, skills and abilities in the school and university course of chemistry and their relationship with the system of chemical concepts. Methods of studying terminology, nomenclature and symbols in the school and university course in chemistry.

1.7. Organizational forms of teaching chemistry in secondary and higher schools

Lesson as the main organizational form in teaching chemistry in high school. Lesson as a structural element of the educational process. Lesson types. Lesson as a system. Requirements for a chemistry lesson. Structure and construction of lessons different type. The concept of the dominant didactic goal of the lesson.

Educational, nurturing and developing goals of the lesson. Lesson content system. The meaning and methodology for selecting methods and didactic tools in the classroom.

Preparing the teacher for the lesson. Concept and design of the lesson. Determining the objectives of the lesson. Methodology for planning the lesson content system. Step by step generalizations. Planning a system of organizational forms. Methodology for establishing interdisciplinary links between the content of the lesson and other academic subjects. Methodology for determining the system of logical approaches of teaching methods and means in conjunction with the goals, content and level of students' learning. Planning the introductory part of the lesson. The method of establishing intra-subject connections of the lesson with the previous and subsequent material.

Technique and methodology for drawing up a plan and outline of a chemistry lesson and working on them. Lesson modeling.

Conducting a lesson. Organization of the class. Communication between teacher and students in class. The system of assignments and teacher requirements for students in the classroom and ensuring their implementation. Save time in class. Analysis of the chemistry lesson. Lesson analysis scheme depending on its type.

Optional classes in chemistry. The purpose and objectives of school electives. The place of extracurricular activities in the system of forms of teaching chemistry. The relationship of optional classes in chemistry, their content and requirements for them. Features of the organization and methods of conducting optional classes in chemistry.

Extracurricular work in chemistry. The purpose of extracurricular work and its significance in the educational process. The system of extracurricular work in chemistry. Content, forms, types and methods of extracurricular work in chemistry. Planning extracurricular activities, means of organizing and conducting them.

Organizational forms of teaching chemistry at the university: lecture, seminar, laboratory workshop. Methods of conducting a university lecture in chemistry. Requirements for a modern lecture. Organization of the lecture form of education. Communication between the lecturer and the audience. Lecture demonstrations and demonstration experiment. Lecture control over the assimilation of knowledge.

Seminar in teaching chemistry and types of seminars. The main goal of the seminar is the development of students' speech. Discussion method of conducting seminars. Selection of material for discussion discussion. Methodology for organizing a seminar.

Laboratory workshop and its role in teaching chemistry. Forms of organization laboratory workshops. Individual and group performance laboratory work. Educational and scientific communication in the performance of laboratory tasks.

1.8. Formation and development of systems of the most important chemical concepts

Classification of chemical concepts, their relationship with theories and facts, and methodological conditions for their formation. Concepts of basic and developing. Interrelation of systems of concepts about substance, chemical element, chemical reaction among themselves.

The structure of the system of concepts about a substance: its main components are the concepts of composition, structure, properties, classification, chemical methods of research and the use of substances. The connection of these components with the system of concepts of a chemical reaction. Disclosure of the dialectical essence of the concept of substance in the process of its study. Qualitative and quantitative characteristics of the substance.

The structure of the system of concepts of a chemical element, its main components: classification chemical elements, their prevalence in nature, the atom of a chemical element as a specific carrier of the concept of "chemical element". Systematization of information about a chemical element in periodic system. The problem of the relationship between the concepts of "valence" and "oxidation state" in the course of chemistry, as well as the concepts of "chemical element" and "simple substance". Formation and development of concepts about the natural group of chemical elements. Methodology for studying groups of chemical elements.

The structure of the system of concepts about chemical objects and their models. Typology of chemical objects (substance, molecule, molecular model), their essence, relationship, invariant and variable components. Typology of models, their use in chemistry. The problem of the relationship between a model and a real object in chemistry.

The structure of the content of the concept of "chemical reaction", its components: signs, essence and mechanisms, patterns of occurrence and course, classification, quantitative characteristics, practical use and methods for studying chemical reactions. Formation and development of each component in their relationship. The connection of the concept of "chemical reaction" with theoretical topics and with other chemical concepts. Providing an understanding of the chemical reaction as a chemical form of the movement of matter.

2. Methodology of chemical and pedagogical research

2.1 Methodology of chemical and pedagogical research

Science and scientific research

Pedagogical Sciences. Types of scientific and pedagogical research, Structural components of research. The ratio of science and scientific research.

Chemical-pedagogical research

Chemical-pedagogical researches and their specificity. Specificity of the object and subject of scientific and pedagogical research By theory and methodology of chemical education.

Methodological foundations of chemical and pedagogical research

Methodology of science. Methodological approaches (system-structural, functional, personal-activity). Integrative approach in chemical and pedagogical research.

Psychological and pedagogical concepts and theories used in research on the theory and methodology of teaching chemistry. Consideration in the study of the specifics of teaching chemistry, due to the specifics of chemistry.

Consideration of the methodological system in the trinity of education, upbringing and development, teaching and learning, theoretical and axeological levels of knowledge.

Methodological bases for identifying regular connections in learning (adequacy of the target, motivational, content, procedural and result-evaluative aspects of learning).

2.2. Methodology and organization of chemical and pedagogical research

Methods in chemical-pedagogical research

Research methods. Classification of research methods (according to the degree of generality, according to the intended purpose).

General scientific methods. Theoretical analysis and synthesis. Analytical review of methodical literature. Modeling. Study and generalization of pedagogical experience. Questionnaires of closed and open type (advantages and disadvantages). Pedagogical experiment

Organization and stages of research

Organization of chemical and pedagogical research. The main stages of the study (stating, theoretical, experimental, final).

The choice of the object, subject and purpose of the study in accordance With problem (topic). Statement and implementation of tasks. Formulation of the research hypothesis. Correction of the hypothesis during the study.

Selection and implementation of methods to evaluate the effectiveness of the study, confirm the hypothesis and achieve the goal of the study.

Pedagogical experiment in chemistry education

Pedagogical experiment, essence, requirements, plan and conditions, functions, types and types, methodology and organization, project, stages, stages, factors.

2.3 Evaluation of the effectiveness of chemical and pedagogical research

Novelty and significance of researchCriteria of novelty and significance of chemical and pedagogical research. The concept of criteria for the effectiveness of pedagogical research. Novelty, relevance, theoretical and practical significance. Scale and readiness for implementation. Efficiency.

Measurement in Educational Research

Measurement in pedagogical research. The concept of measurements in pedagogical research. Criteria and indicators for evaluating results educational process.

Parameters of the effectiveness of the educational process. Component analysis of the results of education and training. Operational analysis of the quality of knowledge and skills of students. Statistical Methods in Pedagogy and Methods of Teaching Chemistry, Reliability Criteria.

Generalization and presentation of scientific results

Processing, interpretation and summary of research results. Processing and presentation of the results of chemical and pedagogical research (in tables, diagrams, diagrams, drawings, graphs). Literary design of the results of chemical-pedagogical research.

The dissertation as a final research work and as a genre literary work on the results of chemical-pedagogical research.

Section III. Particular questions of the theory and methods of teaching chemistry

3.1 Scientific foundations of school and university courses in chemistry

General and inorganic chemistry

Main chemical concepts and laws.Atomic-molecular doctrine. Basic stoichiometric laws of chemistry. Laws of the gas state.

The most important classes and nomenclature of inorganic substances. General provisions chemical nomenclature. Classification and nomenclature of simple and complex substances.

Periodic law and the structure of the atom.Atom. atomic nucleus. Isotopes. The phenomenon of radioactivity. Quantum-mechanical description of the atom. Electronic cloud. atomic orbital. quantum numbers. Filling principles atomic orbitals. The main characteristics of atoms: atomic radii, ionization energies, electron affinity, electronegativity, relative electronegativity. Periodic law D.I. Mendeleev. The modern formulation of the periodic law. The periodic system as a natural classification of elements according to the electronic structures of atoms. Periodicity of properties of chemical elements.

Chemical bond and intermolecular interaction.The nature of the chemical bond. The main characteristics of the chemical bond. The main types of chemical bonds. covalent bond. The concept of the method of valence bonds. Bond polarity and molecular polarity. s- and p-bonds. Communication multiplicity. Types of crystal lattices formed by substances with covalent bond in molecules. Ionic bond. Ionic crystal lattices and properties of substances with ionic crystal lattice. Polarizability and polarizing effect of ions, their influence on the properties of substances. Metal connection. Intermolecular interaction. Hydrogen bond. Intramolecular and intermolecular hydrogen bonds.

Theory of electrolytic dissociation.Basic provisions of the theory of electrolytic dissociation. Causes and mechanism of electrolytic dissociation of substances with different types of chemical bonds. Hydration of ions. The degree of electrolytic dissociation. Strong and weak electrolytes. True and apparent degree of dissociation. Activity coefficient. dissociation constant. Acids, bases and salts from the point of view of the theory of electrolytic dissociation. amphoteric electrolytes. Electrolytic dissociation of water. Ionic product of water. medium pH. Indicators. buffer solutions. Salt hydrolysis. Solubility product. Conditions for the formation and dissolution of precipitates. Proton theory of acids and bases of Bronsted and Lowry. The concept of Lewis acids and bases. Acidity and basicity constants.

complex compounds.The structure of complex compounds. The nature of the chemical bond in complex compounds. Classification, nomenclature of complex compounds. Stability of complex compounds. Instability constant. Formation and destruction of complex ions in solutions. Acid-base properties of complex compounds. Explanation of hydrolysis of salts and amphotericity of hydroxides in terms of complexation and proton theory of acid-base balance.

Redox processes.Classification of redox reactions. Rules for compiling equations of redox reactions. Coefficient placement methods. The role of the environment in the course of redox processes. Electrode potential. The concept of a galvanic cell. Standard red-ox potentials. Orientation of redox reactions in solutions. Corrosion of metals and methods of protection. Electrolysis of solutions and melts.

Properties of basic elements and their compounds.Halogens. general characteristics elements and simple substances. Chemical properties of simple substances. Obtaining, structure and chemical properties of the main types of compounds. Biogenic value of elements and their compounds. p-elements of the sixth, fifth and fourth groups. General characteristics of elements and simple substances. Chemical properties of simple substances. Receipt. Structure and chemical properties of the main types of compounds. Biogenic value of elements and their compounds.

Metals. Position in the periodic system and features of physico-chemical properties. Natural compounds of metals. Receiving principles. The role of metals in the vital activity of plant and local organisms.

Physical and colloidal chemistry

Energy and orientation of chemical processes.The concept of the internal energy of the system and enthalpy. Heat of reaction, its thermodynamic and thermochemical designations. Hess's law and consequences from it. Estimation of the possibility of a chemical reaction proceeding in a given direction. The concept of entropy and isobaric-isothermal potential. Maximum process work. The role of enthalpy and entropy factors in the direction of processes under various conditions.

The rate of chemical reactions, chemical equilibrium.The rate of chemical reactions. Factors affecting the rate of a chemical reaction. Classification of chemical reactions. Molecularity and reaction order. Activation energy. Reversible and irreversible reactions. Conditions for the onset of chemical equilibrium. Chemical equilibrium constant. Le Chatelier-Brown principle and its application. The concept of catalysis. Catalysis is homogeneous and heterogeneous. Theories of catalysis. Biocatalysis and biocatalysts.

properties of dilute solutions.General characteristics of dilute solutions of non-electrolytes. Properties of solutions (saturated vapor pressure over a solution, ebullioscopy and cryoscopy, osmosis). The role of osmosis in biological processes. Disperse systems, their classification. Colloidal solutions and their properties: kinetic, optical, electrical. The structure of colloidal particles. The value of colloids in biology.

Organic chemistry

Limit hydrocarbons (alkanes). Isomerism. Nomenclature. Synthesis methods. Physical and chemical properties of alkanes. S radical substitution reactions R . Radical halogenation of alkanes. Halogenalkanes, chemical properties and applications. unsaturated hydrocarbons. Alkenes. Isomerism and nomenclature. Electronic structure of alkenes. Production methods and chemical properties. Double bond ionic addition reactions, mechanisms and basic patterns. Polymerization. The concept of polymers, their properties and characteristics, use in everyday life and industry. Alkynes. Isomerism and nomenclature. Obtaining, chemical properties and application of alkynes. Alkadienes. Classification, nomenclature, isomerism, electronic structure.

Aromatic hydrocarbons (arenes).Nomenclature, isomerism. Aromaticity, Hückel's rule. Polycyclic aromatic systems. Methods for obtaining benzene and its homologues. Electrophilic substitution reactions in the aromatic ring S E Ar, general patterns and mechanism.

Alcohols. Monohydric and polyhydric alcohols, nomenclature, isomerism, methods of preparation. Physical, chemical and biomedical properties. Phenols, methods of obtaining. Chemical properties: acidity (influence of substituents), reactions on the hydroxyl group and aromatic ring.

Amines. Classification, isomerism, nomenclature. Methods for obtaining aliphatic and aromatic amines, their basicity and chemical properties.

Aldehydes and ketones.Isomerism and nomenclature. Comparative reactivity of aldehydes and ketones. Production methods and chemical properties. Aldehydes and aromatic ketones. Production methods and chemical properties.

Carboxylic acids and their derivatives.carboxylic acids. Nomenclature. Factors affecting acidity. Physical and chemical properties and methods for obtaining acids. Aromatic carboxylic acids. Production methods and chemical properties. Derivatives of carboxylic acids: salts, halides, anhydrides, esters, amides and their mutual transitions. Mechanism of the esterification reaction.

Carbohydrates. Monosaccharides. Classification, stereochemistry, tautomerism. Preparation methods and chemical properties. The most important representatives of monosaccharides and their biological role. Disaccharides, their types, classification. Differences in chemical properties. Mutorotation. Sucrose inversion. The biological significance of disaccharides. Polysaccharides. Starch and glycogen, their structure. Cellulose, structure and properties. Chemical processing of cellulose and the use of its derivatives.

Amino acids. Structure, nomenclature, synthesis and chemical properties. a-Amino acids, classification, stereochemistry, acid-base properties, features of chemical behavior. Peptides, peptide bond. Separation of amino acids and peptides.

heterocyclic compounds.Heterocyclic compounds, classification and nomenclature. Five-membered heterocycles with one and two heteroatoms, their aromaticity. Six-membered heterocycles with one and two heteroatoms. The idea of ​​the chemical properties of heterocycles with one heteroatom. Heterocycles in natural compounds.

3.2 Features of the content, structure and methodology of studying the course of chemistry in secondary and higher education.

Principles of construction and scientific and methodological analysis of the educational support of chemistry courses in the main. complete (secondary) and higher education. Educational value of chemistry courses.

Scientific and methodological analysis of the section “Basic chemical concepts”.The structure, content and logic of the study of basic chemical concepts at the basic, advanced and in-depth levels of chemistry. Analysis and methodology for the formation of basic chemical concepts. Features of the formation of concepts of a chemical element and substance at the initial stage. General methodological principles for the study of specific chemical elements and simple substances based on atomic and molecular concepts (on the example of the study of oxygen and hydrogen). Analysis and method of formation of quantitative characteristics of the substance. The concept of a chemical reaction at the level of atomic and molecular representations. The relationship of the original chemical concepts. The development of initial chemical concepts in the study of individual topics of the eighth grade chemistry course. The structure and content of the educational chemical experiment in the section "Basic chemical concepts". Problems of methods of teaching basic chemical concepts in secondary school. Features of the study of the section "Basic chemical concepts" in high school chemistry courses.

Scientific and methodological analysis of the section "Main classes inorganic compounds". The structure, content and logic of the study of the main classes of inorganic compounds at the basic, advanced and in-depth levels of chemistry. Analysis and methodology for the study of oxides, bases, acids and salts in the basic school. Analysis and methodology for the formation of the concept of the relationship between classes of inorganic compounds. Development and generalization of the concepts of the most important classes of inorganic compounds and the relationship between classes of inorganic compounds in complete (secondary) school. The structure and content of the educational chemical experiment in the section "Basic classes of inorganic compounds". Problems of methods of teaching the main classes of inorganic compounds in secondary school. Features of the study of the section "Main classes of inorganic compounds" in high school chemistry courses.

Scientific and methodological analysis of the section "Structure of the atom and the periodic law".The periodic law and the theory of the structure of the atom as the scientific foundations of the school course in chemistry. The structure, content and logic of studying the structure of the atom and the periodic law at the basic, advanced and in-depth levels of studying chemistry. Analysis and methodology for studying the structure of the atom and the periodic law. Problems associated with radioactive contamination of the territory of Belarus in connection with the accident at the Chernobyl nuclear power plant.

Structure, content and logic of the study of the periodic system of chemical elements D.I. Mendeleev at the basic, advanced and advanced levels of chemistry. Analysis and methodology for studying the periodic system of chemical elements based on the theory of the structure of the atom. The meaning of the periodic law. Features of the study of the section "Structure of the atom and the periodic law" in high school chemistry courses.

Scientific and methodological analysis of the section "Chemical bond and structure of matter".The value of studying the chemical bond and the structure of substances in the course of chemistry. The structure, content and logic of the study of the chemical bond and the structure of matter at the basic, advanced and in-depth levels of chemistry. Analysis and methodology for the formation of the concept of a chemical bond based on electronic and energy concepts. Development of the concept of valency based on electronic representations. The degree of oxidation of elements and its use in the process of teaching chemistry. The structure of solids in the light of modern ideas. Disclosure of the dependence of the properties of substances on their structure as the main idea of ​​studying the school course. Features of the study of the section "Chemical bond and structure of matter" in high school chemistry courses.

Scientific and methodological analysis of the section "Chemical reactions".

The structure, content and logic of the study of chemical reactions at the basic, advanced and advanced levels of the study of chemistry. Analysis and methodology for the formation and development of a system of concepts about a chemical reaction in basic and complete (secondary) school.

Analysis and methodology for the formation of knowledge about the rate of a chemical reaction. Factors influencing the rate of a chemical reaction and the methodology for the formation of knowledge about them. The ideological and applied significance of knowledge about the rate of a chemical reaction.

Analysis and methodology for the formation of concepts about the reversibility of chemical processes and chemical equilibrium. Le Chatelier's principle and its significance for the use of the deductive approach in studying the conditions for shifting the equilibrium in the course of reversible chemical reactions. Features of the study of the section "Chemical reactions" in high school chemistry courses.

Scientific and methodological analysis of the section "Chemistry of solutions and fundamentals of the theory of electrolytic dissociation".The place and significance of educational material on solutions in the school course of chemistry. The structure, content and logic of the study of solutions at the basic, advanced and in-depth levels of chemistry. Analysis and methods of studying solutions in the school chemistry course.

The place and significance of the theory of electrolytes in the school course of chemistry. The structure, content and logic of the study of the processes of dissociation of electrolytes at the basic, advanced and in-depth levels of chemistry. Analysis and methodology for studying the main provisions and concepts of the theory of electrolytic dissociation in the school course of chemistry. Disclosure of the mechanisms of electrolytic dissociation of substances with different structures. Development and generalization of students' knowledge about acids, bases and salts based on the theory of electrolytic dissociation.

Analysis and methodology for studying the hydrolysis of salts in specialized classes and classes with in-depth study of chemistry. The value of knowledge about hydrolysis in practice and for understanding a number of natural phenomena. Features of the study of the section "Chemistry of solutions and fundamentals of the theory of electrolytic dissociation".in university chemistry courses.

Scientific and methodological analysis of the sections "Non-metals" and "Metals" ..Educational tasks of studying non-metals and metals in the course of high school chemistry. The structure, content and logic of the study of non-metals and metals at the basic, advanced and in-depth levels of chemistry. Analysis and methodology for the study of non-metals and metals at various stages of teaching chemistry. The meaning and place of the chemical experiment and visual aids in the study of non-metals. Analysis and methodology for studying subgroups of non-metals and metals. Interdisciplinary connections in the study of non-metals and metals. The role of studying the systematics of non-metals and metals for the development of general chemical and polytechnical outlook and the scientific outlook of students. Features of the study of the section "Non-metals" and "Metals".in university chemistry courses.

Scientific and methodological analysis of the course of organic chemistry.Tasks of the course of organic chemistry. The structure, content and logic of the study of organic compounds at the basic, advanced and in-depth levels of chemistry in high school and university. The theory of the chemical structure of organic compounds as the basis for the study of organic chemistry.

Analysis and methodology for studying the main provisions of the theory of chemical structure. Development of concepts about the electron cloud, the nature of its hybridization, the overlap of electron clouds, the strength of communication. Electronic and spatial structure of organic substances. The concept of isomerism and homology of organic compounds. The essence of the mutual influence of atoms in molecules. Disclosure of the idea of ​​the relationship between the structure and properties of organic substances. Development of the concept of a chemical reaction in the course of organic chemistry.

Analysis and methodology for the study of hydrocarbons, homo-, poly- and heterofunctional and heterocyclic substances. The relationship of classes of organic compounds. The value of the organic chemistry course in polytechnic training and the formation of the scientific worldview of students. The relationship of biology and chemistry in the study of organic substances. Organic chemistry as a basis for the study of integrative disciplines of chemical-biological and medical-pharmaceutical profile.

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MUNICIPAL STATE GENERAL EDUCATIONAL INSTITUTION
CHULOK BASIC EDUCATIONAL SCHOOL
BUTURLINOVSKY MUNICIPAL DISTRICT
VORONEZH REGION

ABSTRACT

Subject:

« Chemistry teaching methods: concept, classification options. Reception as an integral part of the method. Chemistry Teaching Aids System. »

Completed:

Vlasovskaya Galina Nikolaevna

Job title:

chemistry teacher

2017

S. Stocking
Buturlinovsky municipal district
Voronezh region

2.2 Classification of methods.

. The relationship of teaching aids and teaching methods

3. Active learning methods
3.1. Problem learning chemistry

1. Basic methodological concepts

Methods, techniques and teaching aids are the main methodological concepts that every teacher needs to master. There are certain reasons for this, firstly: without mastering these concepts, it is difficult to understand methodological literature (hence, the possibility of using the generalized experience of other teachers in one's work);

Secondly, the systems of these concepts form a kind of "explanatory schemes" that allow for an effective analysis of the learning process (as one of the necessary foundations for managing this process).

2. Methods and techniques and means of teaching chemistry.

2.1 The concept of "teaching methods"

Teaching method (from the Greek. methodos - "the way, the way to achieve the goal") - a system of consistent interrelated actions of the teacher and students, ensuring the assimilation of educational material.

Method is a multidimensional and multidimensional concept. In pedagogical science there is no single approach to the selection of methods. Different authors distinguish the following teaching methods: story, explanation, conversation, lecture, discussion, work with a book, demonstration, illustration, video method, exercise, laboratory method, practical method, test, survey (varieties: oral and written, individual, frontal, compacted), method of programmed control, test control, abstract, didactic game, etc.

This list is far from complete. In addition, each method in its practical application has varieties and can be used to solve different didactic problems.

The teaching method presupposes, first of all, the goal of the teacher and his activity with the help of the means available to him. As a result, the goal of the student and his activity, which is carried out by the means available to him, arise. Under the influence of this activity, the process of assimilation of the studied content by the student arises, the intended goal, or the result of learning, is achieved. This result serves as a criterion for the suitability of the method for the purpose. Thus, anythe method of teaching is a system of purposeful actions of the teacher, organizing the cognitive and practical activities of the student, ensuring the assimilation of the content of education by him and thereby achieving the goals of learning.

Teaching methods are usually understood asgeneralized methods of activity in the learning process. In the traditional (class-lesson) educational process, this concept will cover the most general principles building interconnected activities of the teacher and students.

2.2 Classification of methods.

It was not possible to create a unified universal classification of teaching methods for didactics and methodologists.

The classification of teaching methods is possible for various reasons, and depends on 1) paradigm approaches to the description and design of the educational process and 2) goal-setting systems.

Some examples of classifications of teaching methods

1. According to the specifics of the constituent parts of historical material from the point of view of the Marxist-Leninist methodology of historical knowledge (V.G. Kartsov):

a) methods for creating historical representations and singular concepts;

b) formation methods general concepts;

c) methods of revealing dialectics historical development in time and space (i.e. about historical patterns);

d) methods for establishing a connection between history and modernity and applying historical knowledge on practice.

2. According to the peculiarities of educational historical material (A.I. Strazhev):

a) methods for studying the conditions of the material life of society;

b) methods of forming concepts of classes, class struggle and the state;

c) methods of studying the history of wars, culture, etc. (i.e. separate specific types historical material)

d) chronological and cartographic methods.

3. In accordance with the sources of knowledge acquisition (with options - N.V. Andreevskaya, A.A. Vagin, P.S. Leibengrub and others):

a) methods of oral presentation;

b) visualization methods;

c) methods of working with printed and oral texts;

d) practical methods (excursions, expeditions, etc.).

4. According to the specifics of the goals and content of education, the peculiarities of the methods of its assimilation and the nature of the cognitive activity of students (I.Ya. Lerner):

a) explanatory and illustrative:

b) reproductive;

c) research;

d) partial search;

e) problem statement.

5. According to the methods of teaching and learning (P.V. Gora):

a) visual teaching method;

b) methods of verbal teaching (divided into the method of oral teaching and the method of working with printed texts);

c) practical method.

In the methodology of teaching the history of the last two decades, the most used are the classifications of P.V. Gory and I.Ya. Lerner.

In my opinion, the question of which of the possible classifications is the “best” is not entirely correct to raise. It is more useful to understand that, being carried out for different reasons, different classifications of teaching methods can be considered as complementary. In real pedagogical work, the idea of ​​these classifications helps the conscious choice of methodological tools and techniques that are adequate from the point of view of a combination of learning factors (goals, content, cognitive abilities of students, etc.) in a specific educational situation.

In addition to the classifications of P.V. Gory and I.Ya. Lerner, some others are also productive, although rarely used in works on the methodology of teaching history: on subject-object relations in the learning process (monologic, dialogic and polylogical methods); by way of organization learning interactions(frontal, group, individual methods); according to the didactic purpose (methods of studying factual material, the formation of theoretical concepts, the development of learning skills, control and evaluation), etc.

2.3. Reception as an integral part of the method.

Widespread in didactics is also the concept of "learning method". Reception of training is an integral part or a separate side of the teaching method.

A technique is not yet a method, but its integral part, however, the practical implementation of the method is achieved precisely with the help of techniques. So, in the method of working with a book, the following techniques can be distinguished: 1) reading aloud; 2) drawing up a text plan; 3) filling in the table according to the material read; 4) drawing up a logical scheme of what was read; 5) note-taking; 6) selection of citations.

The same method in different situations can be done using different methods. For example, working with a book in one case may include reading aloud and drawing up a text plan, in another case, drawing up a logical diagram and selecting quotes, and in a third case, taking notes.

The same technique can be included in different methods. Thus, drawing up a logical diagram can be part of an explanatory and illustrative method (for example, a teacher, explaining new material, draws a diagram on a blackboard), and can also be used as part of a research method (for example, students draw up a diagram reflecting the material they study independently).

Practical use teaching methods and techniques is possible only if the necessary material resources are available. So, to work with a book, a book is needed, for a laboratory method, appropriate laboratory equipment, etc.

2.4. Chemistry Teaching Aids System . The relationship of teaching aids and teaching methods

Means of education - this is the substantive support of the educational process: material and materialized objects used as tools for the teacher's activity, as well as as information carriers in the educational process. TO include textbooks, visual aids (illustrations, dummies, stuffed animals, collections of minerals, etc.), didactic material, technical means training (TSO), other equipment used in training. Materialized means are speech, facial expressions and gestures, as well as various activities (labor, cognitive, communicative, etc.)

Functions of Learning Tools due to their didactic properties. In the educational process, teaching aids perform four main functions:

1) compensatory (learning tools facilitate the learning process, help to achieve the goal with the least effort and time);

2) adaptive (teaching aids help the teacher to adapt the content of education to the age and individual abilities of children, create favorable conditions for learning: help organize the necessary demonstrations, independent work of students, differentiate learning tasks, etc.);

3) informative (teaching aids are either a direct source of information (for example: a textbook, an educational video), or they contribute to the transfer of information (for example: a computer, projection equipment, laboratory equipment);

4) integrative (the use of teaching aids allows us to consider the studied objects and phenomena multilaterally, to identify and observe the various properties of the studied, to penetrate deeper into its essence, for example, when studying any law of physics, the use of educational and laboratory equipment allows us to observe the effect of this law, to understand it value, etc.).

3. Active learning methods

3.1. Problem learning chemistry

Problem learning is a type of developmental education that combines:

systematicindependent search activity of students with their assimilation of ready-made conclusions of science (at the same time, the system of methods is built taking into account goal-setting and the principleproblematic );

the process of interaction between teaching and learning is focused on the formation of cognitive independence of students, the stability of learning motives and mental (including creative) abilities in the course of mastering scientific concepts and ways of doing things.

The purpose of problem-based learning is the assimilation of not only the results of scientific knowledge, the system of knowledge, 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 PISA-2003 international test distinguish six skills necessary for solving cognitive problems. The student must be proficient in:

a) analytical reasoning;

b) reasoning by analogy;

c) combinatorial reasoning;

d) distinguish between facts and opinions;

e) distinguish and correlate causes and effects;

f) State your decision logically.

The fundamental concept of problem-based learning isproblematic situation. This is a situation in which the subject needs to solve some difficult tasks for himself, but he does not have enough data and he must look for them himself.

Problem conditions

A problematic situation arises when students realizeinsufficiency of previous knowledge to explain a new fact .

For example, when studying the hydrolysis of salts, the basis for creating a problem situation can be the study of the medium of a solution of various types of salts using indicators.

Problem situations arise when students encounterthe 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 the molecules of alkenes and dienes is also effective for determining the triple bond in alkynes.

A problem situation arises easily ifthere is a contradiction between the theoretically possible way of solving the problem and the practical impracticability of the chosen method . For example, the generalized idea formed by students about the qualitative determination of halide ions using silver nitrate is not observed when this reagent acts on fluoride ions (why?), therefore, the search for a solution to the problem that has arisen leads to soluble calcium salts as a reagent for fluoride ion.

A problem situation arises when there isthe contradiction between the practically achieved result of completing the 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 from a change in the places of the terms” is not observed in some cases in chemistry. So, obtaining aluminum hydroxide according to the ionic equation

Al 3+ + 3OH - \u003d Al (OH) 3

depends on which reagent is added to the excess of another reagent. When a few drops of alkali are added to an aluminum salt solution, a precipitate forms and persists. If a few drops of an aluminum salt solution are added to an excess of alkali, then the precipitate formed at the beginning immediately dissolves. Why? The solution of the problem that has arisen will allow us to proceed to the consideration of amphotericity.

D.Z. Knebelman names the followingfeatures of problematic tasks , questions.

The task should arouse the interest of itsunusual , surprise, non-standard. Information is especially attractive to students if it containsinconsistency , at least seeming. The problem task should causeastonishment, create an emotional background. For example, a solution to a problem that explains the dual position of hydrogen in the periodic system (why does this single element in the periodic system have two cells in two groups of elements that are sharply opposite in properties - alkali metals and halogens?).

Problematic tasks must containfeasible cognitive or technicaldifficulty. It would seem that a solution is visible, but an unfortunate difficulty “interferes”, which inevitably causes a surge of mental activity. For example, the manufacture of ball-and-stick or scale models of the molecules of substances, reflecting the true position of their atoms in space.

The problem task providesresearch elements, search various ways of its implementation, their comparison. For example, the study of various factors that accelerate or slow down the corrosion of metals.

The logic of solving the 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 for solving the problem (the plan necessarily includes a choice of solutions);

7) putting forward an assumption and substantiating a hypothesis (arises as a result of “mental running ahead”);

8) proof of the hypothesis (carried out by deriving consequences from the hypothesis that are being tested);

9) verification of the solution to the problem (comparison of the goal, the requirements of the task and the result obtained, the correspondence of theoretical conclusions to practice);

10) repetition and analysis of the decision process.

In problem-based learning, the explanation of the teacher and the performance by students of tasks and assignments that require reproductive activity are not excluded. But the principle of search activity dominates.

3.1.1. Method of problem statement

The essence of the method is that the teacher, in the process of studying new material, shows an example of scientific research. He creates a problem situation, analyzes it and then performs all stages of solving the problem.

Students follow the logic of the solution, control the plausibility of the proposed hypotheses, the correctness of the conclusions, the credibility of the evidence. The immediate result of the problem presentation is the assimilation of the method and logic of solving this problem or of this type problems, but still without the ability to apply them independently. Therefore, for a problematic presentation, the teacher can select problems that are more complex than those that are feasible for students to solve on their own. For example, solving the problem of the dual position of hydrogen in the periodic system, 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 in typology chemical bonds, the theory of acids and bases.

3.1.2. Partial search, or heuristic, method

The method in which the teacher organizes the participation of schoolchildren in the implementation of individual stages of problem solving is called the partially search method.

A heuristic conversation is an interconnected series of questions, most or less of which are small problems that collectively lead to a solution to the problem posed by the teacher.

In order to gradually bring students closer to independent problem solving, they must first be taught how to perform the individual steps of this solution, the individual stages of the study, which are determined by the teacher.

For example, when studying cycloalkanes, the teacher creates a problematic situation: how to explain that a substance of composition C 5 N 10 , which should be unsaturated and, therefore, discolor the solution bromine water, in practice does not discolor it? Students suggest that, apparently, this substance is a saturated hydrocarbon. But saturated hydrocarbons in the composition of the molecule should have 2 more hydrogen atoms. Therefore, this hydrocarbon must have a structure different from alkanes. Students are invited to derive the structural formula of an unusual hydrocarbon.

Let us formulate problematic issues that create appropriate situations in the study of the periodic law of D.I. Mendeleev in high school, initiate heuristic conversations.

1) All scientists who were looking for a natural classification of the elements started from the same premises. Why is it that only D.I. Mendeleev “obeyed” the 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. To whom was it given 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 awards the same medal to D. Newlands “for the discovery of the periodic law”. How to explain such 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?

3.2. Chemical experiment as a method of teaching the subject

Demo Experiment sometimes called teacher, because it is conducted by the teacher in the classroom (room or chemistry lab). However, this is not entirely accurate, because a 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 a student experiment: a demonstration rack with test tubes, a codoscope (in this case, Petri dishes are most commonly used as reactors), a graph projector (glass cuvettes are most commonly used as reactors in this case), a virtual experiment, which is demonstrated using a multimedia installation, a computer, a TV and a VCR.

Sometimes the school does not have these technical means, and the teacher tries to make up for their lack with his own ingenuity. For example, in the absence of a codoscope and the ability to show 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 lowered. 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 school conditions or shown using multimedia tools. The teacher can demonstrate the “fluidized bed” model on the simplest installation: a slide of semolina is poured onto a frame covered with gauze and placed on the ring of a laboratory tripod, and an air stream is supplied from below from a volleyball chamber or a balloon.

Laboratory and practical work or student experiment play an important 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 the lesson when studying new material, and practical work is carried out at the end of the study of the topic as a means of monitoring the formation of practical skills. Your name laboratory experience received from lat.laborare which means "to work". “Chemistry,” emphasized M.V. Lomonosov, “is impossible to learn in any way 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 devices and tools, during which knowledge and experience are acquired.

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 the experiments done.

The number of laboratory skills and abilities includes: the ability to conduct simple chemical experiments in compliance with safety regulations, to observe substances and chemical reactions.

Organizational and labor skills include: maintaining cleanliness, order on the desktop, compliance with safety regulations, economical use of funds, time and effort, the ability to work in a team.

The skills to fix the experience include: sketching the device, recording observations, reaction equations and conclusions in the course and results of a laboratory experiment.

The following form of fixing laboratory and practical work is most common among Russian chemistry teachers.

Table

After dilution, the smell of the acetic acid solution was preserved, while that of the 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 form experimental skills, the teacher must perform the following methodological techniques:

– formulate the goals and objectives of laboratory work;

– explain the order of operations, show the most complex techniques, draw action schemes;

– warn about possible errors and their consequences;

– observe and control the performance of work;

– sum up the work.

It is necessary to pay attention to improving the methods of instructing students before performing laboratory work. In addition to oral explanations and demonstration of working methods, written instructions, diagrams, demonstration of film clips, and algorithmic prescriptions are used for this purpose.

3.3. Research method in teaching chemistry

This method is most clearly implemented in the project activities of students. A project is a creative (research) final work. The introduction of project activities into school practice pursues the goal of developing the intellectual abilities of students through the assimilation of the algorithm of scientific research and the formation of experience in the implementation of a research project.

The achievement of this goal is carried out as a result of solving the following didactic tasks:

– to form the motives of abstract and research activities;

– to teach the algorithm of scientific research;

– to form experience in the implementation of a research project;

– ensure the participation of schoolchildren in various forms of presentation research work;

– organize pedagogical support for research activities and the inventive level of students' developments.

Such activities are personally oriented, and the motives for students to perform research projects serve: cognitive interest, orientation to 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 papers in chemistry can be different, in particular:

1) chemical analysis environmental objects: analysis of soil acidity, food products, 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) study of the influence of various factors on the chemical composition of certain biological fluids (skin excreta, saliva, etc.);

3) study of the influence of chemicals on biological objects: germination, growth, development of plants, behavior of lower animals (euglenas, ciliates, hydras, etc.).

4) influence study various conditions on the course of chemical reactions (especially enzymatic catalysis).

Conclusion

One of the main components successful learning is not only the teacher's knowledge of the theory of the subject being taught, but also the successful possession of his methodology, the ability to rationally use traditional and modern methods learning. In the light of modern requirements for the organization of education, methods and techniques that contribute to increasing the cognitive activity of the students themselves are becoming increasingly relevant, which leads to a wider use of the research method and the method of problem presentation.

Permission problem situations under the guidance of a teacher, makes students compare, generalize, analyze phenomena, and not just memorize them mechanically. The processes of proposing and resolving problem situations are a continuous chain, since when a problem is proposed, its solution begins at the same time, which in turn leads to the formulation of new problems. That is, a contradictory and continuous process of active knowledge of new scientific concepts is carried out.

Using the methods of problem-based learning in the classroom, I am convinced by experience that they contribute to the development of cognitive activity, research abilities, creative independence of students, the formation of their worldview, a sense of responsibility, intellectual development, and as a result, improve the quality of knowledge.

Based on the results of my work, I propose to apply the methods of problem-based learning more widely in the study of the course of chemistry.

Literature