Exemplary programs of basic general education in chemistry. Working programs in chemistry. As a result of studying chemistry at a basic level, the student should

EXAMPLE PROGRAM
BASIC GENERAL EDUCATION
PO CHEMISTRY AND

EXPLANATORY NOTE
Document Status

An exemplary program in chemistry is compiled on the basis of the federal component of the state standard of the main general education.

The exemplary program specifies the content of the standard, gives an approximate distribution of teaching hours by sections of the course and the recommended sequence for studying topics and sections, taking into account inter-subject and intra-subject connections, the logic of the educational process, and the age characteristics of students. The sample program defines a list of demonstrations, laboratory experiments, practical exercises and computational tasks.

The sample program performs two main functions:
Information and methodological function allows all participants educational process get an idea of the goals, content, general strategy for teaching, educating and developing students by means of this subject.
The organizational and planning function provides for the allocation of stages of training, structuring educational material, determination of its quantitative and qualitative characteristics at each of the stages, including for the content of the intermediate attestation of students.

An exemplary program is a guideline for compiling author's curricula and textbooks. An exemplary program defines an invariant (mandatory) part of the chemistry course in basic school, outside of which there remains the possibility of the author's choice of a variable component of the content of education. At the same time, the authors of curricula and chemistry textbooks can offer their own approach in terms of structuring and determining the sequence of studying educational material, as well as ways to form a system of knowledge, skills and methods of activity, development and socialization of students. Thus, the exemplary program contributes to the preservation of a single educational space and provides ample opportunities for the implementation different approaches to the construction of a chemistry course in elementary school.

Document structure

The exemplary program includes three sections: an explanatory note; the main content with an approximate (in the modality "not less") distribution of teaching hours by sections of the course and the possible sequence of studying topics and sections; requirements for the level of preparation of graduates of the basic school in chemistry. The exemplary program presents a minimal but functionally complete content.

general characteristics subject

Methods of knowledge of substances and chemical phenomena. Experimental foundations of chemistry; Substance; Chemical reaction; Elementary foundations of inorganic chemistry; Initial ideas about organic matter; Chemistry and life. The content of these educational blocks in the author's programs can be structured by topic and detailed taking into account the author's concepts, but should be aimed at achieving the goals of chemical education.

Goals
The study of chemistry in elementary school is aimed at achieving the following goals:
mastering the most important knowledge about the basic concepts and laws of chemistry, chemical symbolism;
mastering the ability to observe chemical phenomena, conduct a chemical experiment, make calculations based on the chemical formulas of substances and equations of chemical reactions;
development cognitive interests and intellectual abilities in the process of conducting a chemical experiment, independent acquisition of knowledge in accordance with emerging vital needs;
education of attitude to chemistry as one of the fundamental components of natural science and an element of universal culture;
application of acquired knowledge and skills for the safe use of substances and materials in everyday life, agriculture and in production, solving practical problems in Everyday life, prevention of phenomena that are harmful to human health and the environment.
The place of the subject in the basic curriculum
For compulsory study subject "Chemistry" at the stage of basic general education federal basic curriculum for educational institutions The Russian Federation allocates 140 hours. Including 70 hours in grades VIII and IX, from the calculation - 2 academic hours per week.

The sample program is designed for 140 hours of study. It provides for a reserve of free study time in the amount of 14 study hours (or 10 for the implementation of author's approaches, the use of various forms of organization educational process, out-drain modern methods learning and pedagogical technologies.

General educational skills, skills and methods of activity
The exemplary program provides for the formation of students' general educational skills and abilities, universal methods of activity and key competencies. In this direction, the priorities for the subject "Chemistry" at the level of basic general education are: various methods(observations, measurements, experiments, experiment); conducting practical and laboratory work, simple experiments and description of their results; use of various sources of information for solving cognitive problems; compliance with the norms and rules of conduct in chemical laboratories, in the environment, as well as the rules healthy lifestyle life.

Learning Outcomes
The results of studying the course "Chemistry" are given in the section "Requirements for the level of training of graduates", which fully complies with the standard. The requirements are aimed at the implementation of activity-oriented, practice-oriented and person-oriented approaches; development by students of intellectual and practical activities; mastery of knowledge and skills that are in demand in everyday life, allowing you to orient yourself in the world around you, significant for conservation environment and own health.

The rubric "To be able" includes requirements based on more complex activities, including creative ones: explain, characterize, define, compose, recognize empirically, calculate.

The section “Use the acquired knowledge and skills in practical activities and everyday life” presents requirements that go beyond the educational process and are aimed at solving various life problems.

MAIN CONTENT (140 hours)
METHODS OF KNOWLEDGE OF SUBSTANCES AND CHEMICAL PHENOMENA.
EXPERIMENTAL BASICS OF CHEMISTRY (8 hours).

Chemistry as part of natural science. Chemistry is the science of substances, their structure, properties and transformations.
Observation, description, measurement, experiment, modeling. The concept of chemical analysis and synthesis.
Rules for working in the school laboratory. Laboratory glassware and equipment. Safety regulations.
Separation of mixtures. Purification of substances. Filtration.
Weighing. Preparation of solutions. Obtaining salt crystals. Holding chemical reactions in solutions.
heating devices. Carrying out chemical reactions when heated.
Methods for the analysis of substances. Qualitative reactions to gaseous substances and ions in solution. Determining the nature of the environment. Indicators.
Obtaining gaseous substances.

Demonstrations
Samples of simple and complex substances.
Burning magnesium.
Dissolution of substances in various solvents.
Laboratory experiments
Acquaintance with samples of simple and complex substances.
Separation of mixtures.
Chemical phenomena (calcination of copper wire; interaction of chalk with acid).
Practical lessons
Acquaintance with laboratory equipment. Rules for safe work in a chemical laboratory.
Purification of contaminated table salt.
Preparation of a solution with a given mass fraction of a solute.

SUBSTANCE (25 hours).
Atoms and molecules. Chemical element. The language of chemistry. Signs chemical elements, chemical formulas. The law of constancy of composition.
Relative atomic and molecular masses. Atomic mass unit. Amount of substance, mol. Molar mass. molar volume.
Pure substances and mixtures of substances. Natural mixtures: air, natural gas, oil, natural waters.
Qualitative and quantitative composition of the substance. Simple substances (metals and non-metals). Complex substances (organic and inorganic). The main classes of inorganic substances.
Periodic law and periodic system of chemical elements D.I. Mendeleev. Groups and periods of the periodic system.
The structure of the atom. Nucleus (protons, neutrons) and electrons. Isotopes. The structure of the electron shells of atoms of the first 20 elements of the periodic system D.I. Mendeleev.
The structure of molecules. Chemical bond. Types chemical bonds: covalent (polar and non-polar), ionic, metallic. The concept of valency and oxidation state. Compilation of formulas of compounds by valency (or oxidation state).
Substances in solid, liquid and gaseous states. Crystal and amorphous substances. Types crystal lattices(atomic, molecular, ionic and metallic).

Demonstrations
Chemical compounds by the amount of substance in 1 mol.
Model of the molar volume of gases.
Collections of oil, coal and products of their processing.
Acquaintance with samples of oxides, acids, bases and salts.
Models of crystal lattices of covalent and ionic compounds.
Sublimation of iodine.
Comparison of physical and chemical properties of compounds with covalent and ionic bonds.
Samples of typical metals and non-metals.
Calculation problems
Relative calculation molecular weight formula substances.
Calculation of the mass fraction of an element in a chemical compound.
Establishment of the simplest formula of a substance by mass fractions of elements.

CHEMICAL REACTION (15 hours).
Chemical reaction. Equation and scheme of a chemical reaction. Conditions and signs of chemical reactions. Conservation of the mass of substances in chemical reactions.
Classification of chemical reactions according to various criteria: the number and composition of the initial and resulting substances; change in the oxidation states of chemical elements; absorption or release of energy. The concept of the rate of chemical reactions. Catalysts.
Electrolytes and non-electrolytes. Electrolytic dissociation of acids, alkalis and salts in aqueous solutions. Ions. Cations and anions. Ion exchange reactions.
Redox reactions. Oxidizing agent and reducing agent.

Demonstrations
Reactions illustrating the main signs of characteristic reactions
Neutralization of alkali with acid in the presence of an indicator.
Laboratory experiments
Interaction of magnesium oxide with acids.
Interaction of carbon dioxide with lime water.
Obtaining precipitates of insoluble hydroxides and studying their properties.
Practical lessons
Performing experiments demonstrating the genetic relationship between the main classes inorganic compounds.
Calculation problems
Calculations by chemical equations mass, volume or quantity of one of the reaction products by mass of the initial substance and the substance containing a certain proportion of impurities.

ELEMENTARY BASES OF INORGANIC CHEMISTRY (62 hours).
Hydrogen, physical and Chemical properties, receiving and applying.
Oxygen, physical and chemical properties, production and application.
Water and its properties. Solubility of substances in water. The water cycle in nature.
Halogens. Hydrogen chloride. Hydrochloric acid and its salts.
Sulfur, physical and chemical properties, occurrence in nature. Sulfur(VI) oxide. Sulfuric acid and her salt. Oxidizing properties of concentrated sulfuric acid. Sulphurous and hydrosulfide acids and their salts.
Ammonia. Ammonium salts. Nitrogen, physical and chemical properties, production and application. The nitrogen cycle. Nitrogen oxides (II and IV). Nitric acid and its salts. Oxidizing properties of nitric acid.
Phosphorus. Phosphorus (V) oxide. Orthophosphoric acid and its salts.
Carbon, allotropic modifications, physical and chemical properties of carbon. Carbon monoxide - properties and physiological effects on the body. Carbon dioxide, carbonic acid and its salts. The carbon cycle.
Silicon. Silicon (IV) oxide. Silicic acid and silicates. Glass.
The position of metals in Periodic system chemical elements D.I. Mendeleev. The concept of metallurgy. Methods for obtaining metals. Alloys (steel, cast iron, duralumin-mini, bronze). General chemical properties of metals: reactions with non-metals, acids, salts. A number of stresses of metals.
Alkali and alkaline earth metals and their compounds.
Aluminum. Amphotericity of oxide and hydroxide.
Iron. Oxides, hydroxides and salts of iron (II and III).

Demonstrations

Interaction of sodium and calcium with water.
Samples of non-metals.
Sulfur allotropy.
Production of hydrogen chloride and its dissolution in water.
Recognition of chlorine compounds.
Crystal lattices of diamond and graphite.
Getting ammonia.
Laboratory experiments
Acquaintance with samples of metals and alloys (work with collections).
Dissolution of iron and zinc in hydrochloric acid.
The displacement of one metal by another from a salt solution.
Acquaintance with samples of natural compounds of non-metals (chlorides, sulfides, sulfates, nitrates, carbonates, silicates).
Acquaintance with samples of metals, iron ores, aluminum compounds.
Recognition of chloride, sulfate, carbonate anions and cations of ammonium, sodium, potassium, calcium, barium.
Practical lessons
Obtaining, collecting and recognizing gases (oxygen, hydrogen, carbon dioxide).
Solution experimental tasks in chemistry on the topic "Obtaining metal compounds and studying their properties."
Solution of experimental problems

In the system of natural science education, chemistry as an academic subject occupies an important place in the knowledge of the laws of nature, the formation of a scientific picture of the world, the creation of the basis of chemical knowledge necessary for everyday life, the skills of a healthy and safe lifestyle for a person and his environment, as well as in the education of ecological culture .

The success of the study of chemistry is associated with the mastery of the chemical language, compliance with the rules of safe work when performing a chemical experiment, awareness of the numerous connections of chemistry with other subjects. school course.

The program includes the basics of inorganic and organic chemistry. The main idea of the program is to create a basic complex basic knowledge in chemistry, expressed in a form appropriate for the age of the students.

Theoretical basis the study of inorganic chemistry is an atomic-molecular doctrine, the Periodic Law of D.I. Mendeleev with summary about the structure of the atom, the types of chemical bonds, the patterns of chemical reactions.

In studying the course, a significant role is given to a chemical experiment: conducting practical and laboratory work, describing the results of a student experiment, observing the rules and regulations for safe work in a chemical laboratory.

The implementation of this program in the learning process will allow students to master the key chemical competencies and understand the role and importance of chemistry among other natural sciences.

The study of the subject "Chemistry" in terms of the formation of a scientific worldview among students, the development of general scientific methods (observation, measurement, experiment, modeling), development practical application scientific knowledge is based on interdisciplinary connections with subjects: "Biology", "Geography", "History", "Literature", "Mathematics", "Fundamentals of Life Safety", "Russian Language", "Physics", "Ecology".

Initial chemical concepts

The subject of chemistry. Bodies and substances. Basic methods of knowledge: observation, measurement, experiment. Physical and chemical phenomena. Pure substances and mixtures. Methods for separating mixtures. Atom. Molecule. Chemical element. Signs of chemical elements. Simple and complex substances. Valence. The law of the constancy of the composition of matter. Chemical formulas. Indexes. Relative atomic and molecular weights. Mass fraction of a chemical element in a compound. The law of conservation of mass of substances. Chemical equations. Coefficients. Conditions and signs of chemical reactions. A mole is a unit of quantity of a substance. Molar mass.

Oxygen. Hydrogen

Oxygen is a chemical element and a simple substance. Ozone. Air composition. Physical and chemical properties of oxygen. Obtaining and using oxygen. Thermal effect of chemical reactions. The concept of exo- and endothermic reactions. Hydrogen is a chemical element and a simple substance. Physical and chemical properties of hydrogen. Obtaining hydrogen in the laboratory. Obtaining hydrogen in industry. The use of hydrogen. Avogadro's law. Molar volume of gases. Qualitative reactions to gaseous substances (oxygen, hydrogen). Volume ratios of gases in chemical reactions.

Water. Solutions

Water in nature. Water cycle in nature. Physical and chemical properties of water. Solutions. Solubility of substances in water. The concentration of solutions. The mass fraction of a solute in a solution.

Main classes of inorganic compounds

Oxides. Classification. Nomenclature. Physical properties of oxides. Chemical properties of oxides. Obtaining and application of oxides. Foundations. Classification. Nomenclature. Physical properties of bases. Obtaining bases. Chemical properties of bases. Neutralization reaction. Acids. Classification. Nomenclature. Physical properties of acids. Obtaining and using acids. Chemical properties of acids. Indicators. Changing the color of indicators in various environments. Salt. Classification. Nomenclature. Physical properties of salts. Preparation and use of salts. Chemical properties of salts. Genetic relationship between classes of inorganic compounds. The problem of the safe use of substances and chemical reactions in everyday life. Toxic, combustible and explosive substances. Household chemical literacy.

The structure of the atom. Periodic law and periodic system of chemical elements D.I. Mendeleev

The structure of the atom: nucleus, energy level. Composition of the nucleus of an atom: protons, neutrons. Isotopes. Periodic law D.I. Mendeleev. Periodic system of chemical elements D.I. Mendeleev. physical meaning atomic (ordinal) number of a chemical element, group number and period of the periodic system. The structure of energy levels of atoms of the first 20 chemical elements of the periodic system D.I. Mendeleev. Patterns of changes in the properties of atoms of chemical elements and their compounds based on the position in the periodic system D.I. Mendeleev and the structure of the atom. The meaning of the Periodic Law D.I. Mendeleev.

The structure of substances. chemical bond

Electronegativity of atoms of chemical elements. Covalent chemical bond: non-polar and polar. The concept of hydrogen bonding and its effect on physical properties substances such as water. Ionic bond. Metal connection. Types of crystal lattices (atomic, molecular, ionic, metallic). Dependence of the physical properties of substances on the type of crystal lattice.

chemical reactions

The concept of the rate of a chemical reaction. Factors affecting the rate of a chemical reaction. The concept of a catalyst. Classification of chemical reactions according to various criteria: the number and composition of the starting and obtained substances; change in the oxidation states of atoms of chemical elements; absorption or release of energy. electrolytic dissociation. Electrolytes and non-electrolytes. Ions. Cations and anions. Ion exchange reactions. Conditions for the occurrence of ion exchange reactions. Electrolytic dissociation of acids, alkalis and salts. The degree of oxidation. Determination of the degree of oxidation of atoms of chemical elements in compounds. Oxidizer. Reducing agent. The essence of redox reactions.

Non-metals of IV - VII groups and their compounds

The position of non-metals in the periodic system of chemical elements D.I. Mendeleev. General properties of nonmetals. Halogens: physical and chemical properties. Halogen compounds: hydrogen chloride, hydrochloric acid and its salts. Sulfur: physical and chemical properties. Sulfur compounds: hydrogen sulfide, sulfides, sulfur oxides. Sulfuric, sulphurous and hydrosulfide acids and their salts. Nitrogen: physical and chemical properties. Ammonia. Ammonium salts. nitrogen oxides. Nitric acid and its salts. Phosphorus: physical and chemical properties. Phosphorus compounds: phosphorus (V) oxide, phosphoric acid and its salts. Carbon: physical and chemical properties. Allotropy of carbon: diamond, graphite, carbyne, fullerenes. Carbon compounds: oxides of carbon (II) and (IV), carbonic acid and its salts. Silicon and its compounds.

Metals and their compounds

The position of metals in the periodic system of chemical elements D.I. Mendeleev. Metals in nature and common ways receiving them. General physical properties of metals. General chemical properties of metals: reactions with non-metals, acids, salts. Electrochemical series of voltages of metals. alkali metals and their connections. Alkaline earth metals and their compounds. Aluminum. Amphotericity of aluminum oxide and hydroxide. Iron. Iron compounds and their properties: oxides, hydroxides and salts of iron (II and III).

Initial information about organic substances

Initial information about the structure of organic substances. Hydrocarbons: methane, ethane, ethylene. Sources of hydrocarbons: natural gas, oil, coal. Oxygen-containing compounds: alcohols (methanol, ethanol, glycerin), carboxylic acids (acetic acid, aminoacetic acid, stearic and oleic acids). Biologically important substances: fats, glucose, proteins. chemical pollution environment and its consequences.

Types of calculation tasks:

1. Calculation of the mass fraction of a chemical element according to the formula of the compound.

Establishment of the simplest formula of a substance by mass fractions of chemical elements.

2. Calculations on the chemical equations of quantity, volume, mass of a substance by the quantity, volume, mass of reagents or reaction products.

3. Calculation of the mass fraction of a solute in a solution.

Sample Topics practical work:

1. Laboratory equipment and methods of handling it. Rules for safe work in a chemical laboratory.

2. Purification of contaminated table salt.

3. Signs of chemical reactions.

4. Obtaining oxygen and studying its properties.

5. Obtaining hydrogen and studying its properties.

6. Preparation of solutions with a certain mass fraction of the dissolved substance.

7. Solving experimental problems on the topic "Main classes of inorganic compounds".

8. Ion exchange reactions.

9. Qualitative reactions to ions in solution.

10. Obtaining ammonia and studying its properties.

11. Obtaining carbon dioxide and studying its properties.

12. The solution of experimental problems on the topic "Non-metals of IV - VII groups and their compounds."

13. Solving experimental problems on the topic "Metals and their compounds".

The manual is intended for students in grades 9-11 who want to deal with the problems of environmental protection, as well as deepen their knowledge of chemistry. Also this manual It will be useful not only for schoolchildren, but also for the leaders of circles, the topics of which are close to this one, for chemistry teachers working in chemical classes.
As part of the course "Chemical and physico-chemical methods of analysis of environmental objects", taught on the basis of the laboratory of ecology and biomonitoring of the Ecological and Biological Center "Krestovsky Island" in St. Petersburg, students get acquainted with the main methods of analyzing environmental objects in theory and on practice. The goal is to develop skills in working in the laboratory, broaden the horizons of students and respect for nature. A career-guiding feature is the connection between analytical chemistry, ecology, biology, and medicine.
The manual contains general provisions, concepts and theories prevailing in chemistry. The most important laws on which chemistry in general and analytical chemistry in particular are based are described, as well as the most acceptable methods of conducting an experiment for schoolchildren.
The manual contains six parts. Each part contains chapters on each of the analysis methods with a brief theoretical description focused on the analysis of environmental objects.
The manual contains 24 laboratory work with instructions for implementation.

Target audience: for teachers

The work program of the chemistry course for grade 8 is compiled on the basis of the state standard for basic general education in chemistry, an exemplary program for basic general education in chemistry, as well as a chemistry course program for educational institutions(Gabrielyan O.S. The program of the course of chemistry for grades 8-11 of educational institutions / O.S. Gabrielyan. - 2nd ed., Revised and added. - M .: Bustard, 2010.), recommended by the Ministry of Education of the Russian Federation.

The work program in chemistry was compiled on the basis of the author's program by G.E. Rudzitis, F.G. Feldman for grades 8 - 9 (basic level).
The work program specifies the content of the subject topics of the educational standard, gives the distribution of teaching hours by sections of the course and the recommended sequence for studying topics and sections of the subject, taking into account inter-subject and intra-subject connections, the logic of the educational process, and the age characteristics of students. The work program defines a list of demonstrations, laboratory experiments, practical exercises and computational tasks.

Target audience: for grade 8

When developing elective course, I chose the topic "Solving complicated chemical problems" not by chance. As my little experience of working at school showed, it is more difficult for children to deal with problems than with theoretical material. Thematic planning takes little time to solve problems. This course really helped me teach children how to solve problems in chemistry. The course program can be used as an addition to the thematic plan.

The working program of the chemistry course for the 10th grade was compiled on the basis of an exemplary federal program for basic general education in chemistry for grades 8-11; chemistry course programs for grades 8 - 11 of educational institutions, author O.S. Gabrielyan (2010). The program is designed for 68 hours per year (2 hours per week). The work program includes: goals and objectives work program, educational and methodological set, course content, requirements for the results of mastering educational material in organic chemistry, calendar and thematic planning and information and methodological support.

The work program in chemistry is compiled on the basis of the federal component of the state educational standard for basic general education in basic level, on the basis of an exemplary program in chemistry for the main school and on the basis of the program of the author's chemistry course for grades 8-11 O.S. Gabrielyan (the CMC is based on the principles of developing and educating education. The sequence of studying the material: the structure of the atom → the composition of matter → properties). The work program is designed to study chemistry in the 8th grade of a secondary school according to the textbook by O.S. Gabrielyan "Chemistry. 8th grade". Bustard, 2013 The textbook complies with the federal component of the state educational standard for basic general education in chemistry and implements the author's program of O.S. Gabrielyan.

Target audience: for grade 8

The work program was developed on the basis of the Federal component of the state standard of general education; standard of secondary (complete) general education in chemistry and biology. Elective Course Program " Analytical chemistry» is focused on students of grade 11 secondary general education schools. The course is designed for 1 year, the total duration is 34 hours, of which 16 hours are devoted to practical training.

Target audience: for grade 11

This work program determines the content of the chemical training of students in the MBOU "Lyceum No. 2" and is based on the Fundamental core of the content of general education, the requirements for the results of basic general education, presented in the federal state educational standard for general education and the Exemplary program in chemistry. It concretizes the content of subject topics, suggests the distribution of teaching hours by sections of the course, the sequence of studying topics and sections, taking into account inter-subject and intra-subject connections, the logic of the educational process, and the age characteristics of students.
According to BUP 2004, 35 hours are provided for the study of chemistry in the 10th grade, according to the Curriculum of MBOU "Lyceum No. 2" also 35 hours.
The course is systematic and is determined by the basic level of education, including the study of the basics of organic chemistry in the 10th grade.
Textbook Gabrielyan O.S. "Chemistry" - 10th grade. Textbook for educational institutions. M., ed. Bustard, 2012

Target audience: for grade 10

This work program determines the content of the chemical training of students in the MBOU "Lyceum No. 2" and is compiled on the basis of the Fundamental core of the content of general education, the requirements for the results of basic general education, presented in the federal state educational standard for general education of the second generation and the Exemplary program in chemistry. It concretizes the content of subject topics, suggests the distribution of teaching hours by sections of the course, the sequence of studying topics and sections, taking into account inter-subject and intra-subject connections, the logic of the educational process, and the age characteristics of students. The course is studied according to the textbook Gabrielyan O.S .. "Chemistry" - 9 Class. Textbook for educational institutions. M., ed. Bustard, 2012 (included in FP teaching aids for 2014-2015 academic year year).

Target audience: for grade 9

Chemistry

General characteristics of the program

An exemplary chemistry program for a basic school is compiled on the basis of the Fundamental core of the content of general education and the Requirements for the results of basic general education, presented in the federal state educational standard of general education of the second generation. It also takes into account the main ideas and provisions of the program for the development and formation of universal learning activities for basic general education, continuity is observed with exemplary programs of primary general education.

An exemplary program is a guideline for compiling work programs: it determines the invariant (mandatory) part of the training course, outside of which there remains the possibility of the author's choice of the variable component of the content of education. The authors of work programs and textbooks can offer their own approach in terms of structuring educational material, determining the sequence of its study, expanding the volume (detailing) of the content, as well as ways to form a system of knowledge, skills and methods of activity, development, education and socialization of students. Work programs based on the sample program can be used in educational institutions different profiles and different specializations.

The exemplary program for the main school provides for the development of all the main activities presented in the programs of primary general education. However, the content of exemplary programs for the basic school has features due, firstly, to the subject content of the general secondary education system, and secondly, to the psychological and age characteristics of the students.

Each academic subject or set of academic subjects is a reflection of scientific knowledge about the relevant area of the surrounding reality. Therefore, if in primary school learning activity is put forward in the first place, associated with the formation of the ability to learn, adapt in a team, read, write and count, then in the main school students master the elements of scientific knowledge and learning activities that underlie the formation of cognitive, communicative, value-oriented, aesthetic, technical and technological, physical education, formed in the process of studying the totality of educational subjects.

At the same time, universal learning activities are formed as a result of the interaction of all educational subjects and their cycles, each of which is dominated by certain types of activities and, accordingly, certain learning actions. In the subjects of the natural-mathematical cycle, the leading role is played by cognitive activity and the cognitive learning activities corresponding to it; in the subjects of the communicative cycle - communicative activity and the corresponding learning activities, etc.

In this regard, in the exemplary programs for the basic school in different curricula, different types of activities prevail at the level of goals, requirements for learning outcomes and the main activities of the student.

The main feature of adolescence is the beginning of the transition from childhood to adulthood. At the age of 11 to 14-15, the cognitive sphere develops, learning activity acquires the features of self-development and self-education, students begin to master theoretical, formal, reflective thinking. At the forefront of adolescents is the formation of universal educational activities that ensure the development of civic identity, communicative, cognitive qualities of the individual. At the stage of basic general secondary education, students are included in project and research activities, which are based on such learning activities as the ability to see problems, ask questions, classify, observe, conduct an experiment, draw conclusions and conclusions, explain, prove, defend their ideas, define concepts. This also includes techniques similar to the definition of concepts: description, characterization, explanation, comparison, distinction, classification, observation, skills and abilities to conduct an experiment, the ability to draw conclusions and conclusions, structure the material, etc. These skills lead to the formation of cognitive needs and development cognitive abilities.

Taking into account the above, as well as the provision that educational results at the subject level should be subject to assessment during the final certification of graduates, in the exemplary thematic planning, the subject goals and planned learning outcomes are concretized to the level of learning activities that students master in the process of mastering the subject content. At the same time, a certain type of activity (cognitive, communicative, etc.) remains the leading one for each academic subject. In subjects where cognitive activity plays a leading role (physics, chemistry, biology, etc.), the main types of student learning activities at the level of learning activities include the ability to characterize, explain, classify, master methods scientific knowledge etc.; in subjects where the leading role belongs to communication activities(Russian and foreign languages), other types of learning activities predominate, such as the ability to fully and accurately express one’s thoughts, argue one’s point of view, work in a group, present and communicate information orally and writing, enter into a dialogue, etc.
Thus, in the exemplary program, the goal-setting of subject courses for different levels: at the level of meta-subject, subject and personal goals; at the level of meta-subject, subject and personal educational outcomes(requirements); at the level of learning activities.
An exemplary program in chemistry consists of four sections.

1. Explanatory note, which specifies common goals education, taking into account the specifics of the subject - its content, with its inherent features in the formation of knowledge, skills, general and special methods of activity.

For the convenience of practical use of the exemplary program in the explanatory note, the goals of studying chemistry are presented in the form of a detailed description of personal, meta-subject and subject results of the activities of an educational institution of general education in teaching chemistry to schoolchildren. Subject deliverables are labeled according to major areas human activity: cognitive, value-oriented, labor, physical, aesthetic.
2. The main content of the course, which is the first step in concretizing the provisions of the Fundamental Core of the content of general education. When selecting the content, it was taken into account that the amount of chemical knowledge presented in the Fundamental Core is mastered by schoolchildren not only in the basic, but also in the secondary (complete) school. The basis of the exemplary program is that part of the Fundamental Core of the Content of General Education, which can be consciously mastered by 13-15-year-olds. The most complex elements of the Fundamental core of the content of general education in chemistry, which were not reflected in this sample program, are included in the model program in chemistry for the secondary (complete) school. So, for example, calculations on chemical equations, the basics of organic and industrial chemistry have been transferred to the curriculum of the secondary (complete) school.

The introduction of compulsory secondary (complete) education made it possible to abandon the concentric model of the course, in which up to 40% of the study time was used inefficiently, and return to the spiral model, which provides for the gradual development and deepening of theoretical ideas with a linear acquaintance with empirical material.

3. Exemplary thematic planning is the next step in concretizing the content of education in chemistry. The main function of the exemplary thematic planning, organizational and planning, provides for the allocation of stages of training, structuring of educational material, taking into account inter-subject and intra-subject communications, the logic of the educational process and the age characteristics of students, determining its quantitative and qualitative characteristics at each stage.

The development of approximate thematic planning was carried out on the basis of the following provisions:
a) at none of the stages of general education, educational institutions are faced with the task of vocational training students, therefore, the content of teaching chemistry should be of a general cultural, and not professional, nature. This means that students must master the content that is significant for the formation of cognitive, moral and aesthetic culture, the preservation of the environment and their own health, everyday life and practical activities;

b) the possibility of changing the structure, content in terms of its expansion, changing the number of hours, which is a necessary condition for the development of work programs that can be used in educational institutions of different profiles and different specializations;

c) strict adherence to the fundamental didactic principles of scientific character and accessibility;
d) accounting psychological features concept formation. The most complex concepts of a school course in chemistry are formed on the basis of direct observation of objects, phenomena or their models, that is, direct sensations. From individual sensations, perception is formed, which is irreducible to a simple sum of sensations. On the basis of numerous perceptions of the studied objects and phenomena (or their didactic images-models, presented with the help of teaching aids), representations are formed. The logic of the formation of concepts determines the logic of building a chemistry course for the basic school.

An exemplary thematic planning gives an idea of:

a) about the main activities of the student in the process of mastering the course of chemistry in the main school. Learning activities it is concretized to the level of educational activities from which it is composed, and described in terms of the Program for the formation and development of universal educational activities. In addition, in exemplary thematic planning, to characterize the activities of schoolchildren, terms are used that are well-established in the domestic methodology for teaching chemistry and reflect the specifics of the subject "Chemistry";

b) about the possible distribution of 35 hours of the variable part of the program, which the authors of the work programs can use to introduce additional learning content.

Approximate thematic planning was developed in two versions: for 140 hours in accordance with the basic curriculum (educational) and for 350 hours for classes with in-depth study of chemistry. The proposed options for approximate thematic planning can be used by educational institutions as a work program.

When developing their own work program, the authors must provide for a certain reserve of time, the need for which is due to the fact that the actual duration of the academic year is always less than the standard one. In the first version of the approximate thematic planning, 10 hours of reserve time are provided for two years of study, in the second - 25 hours.

The contribution of the subject to the achievement of the goals of basic general education

Basic general education is the second stage of general education. One of the most important tasks of this stage is to prepare students for a conscious and responsible choice of life and professional path. Students must learn to independently set goals and determine ways to achieve them, use the experience gained at school in real life outside of the educational process.

The main objectives of basic general education are:

1) the formation of a holistic view of the world, based on the acquired knowledge, skills and methods of activity;

2) gaining experience in various activities, knowledge and self-knowledge;

3) preparation for the implementation of a conscious choice of an individual educational or professional trajectory.

A great contribution to the achievement of the main goals of basic general education is made by the study of chemistry, which is designed to provide:

1) formation of a system of chemical knowledge as a component of the natural scientific picture of the world;

2) the development of the personality of students, their intellectual and moral improvement, the formation of humanistic relations and environmentally appropriate behavior in their everyday life and work;

3) development of an understanding of the social need for the development of chemistry, as well as the formation of an attitude towards chemistry as a possible area of future practical activity;

4) the formation of skills for the safe handling of substances used in everyday life.
The goals of studying chemistry in elementary school are:

1) the formation of students' ability to see and understand the value of education, the importance of chemical knowledge for each person, regardless of his professional activity; the ability to distinguish between facts and assessments, to compare assessment conclusions, to see their connection with assessment criteria and the connection of criteria with a certain system of values, to formulate and justify one's own position;

2) the formation of a holistic view of the world and the role of chemistry in the creation of a modern natural-scientific picture of the world among students; the ability to explain the objects and processes of the surrounding reality - the natural, social, cultural, technical environment, using chemical knowledge for this;

3) the acquisition by students of the experience of various activities, knowledge and self-knowledge; key skills (key competencies) that are of universal importance for various kinds activities: problem solving, decision making, search, analysis and processing of information, communication skills, measurement skills, cooperation, safe handling of substances in everyday life.

General characteristics of the subject

Features of the content of teaching chemistry in basic school are determined by the specifics of chemistry as a science and the tasks set. The main problems of chemistry are the study of the composition and structure of substances, the dependence of their properties on the structure, obtaining substances with desired properties, the study of the laws of chemical reactions and ways to control them in order to obtain substances, materials, energy. Therefore, the main content lines are reflected in the exemplary program in chemistry:

Substance - knowledge about the composition and structure of substances, their most important physical and chemical properties, biological effects;

chemical reaction - knowledge about the conditions in which the chemical properties of substances are manifested, ways to control chemical processes;

use of substances - knowledge and practical experience with substances that are most often used in everyday life, are widely used in industry, agriculture, and transport;

the language of chemistry - the system the most important concepts chemistry and the terms in which they are described, the nomenclature of inorganic substances, that is, their names (including trivial ones), chemical formulas and equations, as well as the rules for translating information from natural language into the language of chemistry and vice versa.

Since the main content lines of the school chemistry course are closely intertwined, in the exemplary program the content is presented not by lines, but by sections: “Basic concepts of chemistry (level of atomic and molecular representations)”, “Periodic law and the periodic system of chemical elements. The structure of matter”, “Variety of chemical reactions”, “Variety of substances”.

The results of the study of the subject

The activities of an educational institution of general education in teaching chemistry should be aimed at achieving the following personal results by students:

1) in the value-oriented sphere - a sense of pride in the Russian chemical science, humanism, attitude to work, purposefulness;

2) in the labor sphere - readiness for a conscious choice of a further educational trajectory;

3) in the cognitive (cognitive, intellectual) sphere - the ability to manage one's cognitive activity.

The meta-subject results of mastering the chemistry program by graduates of the basic school are:

1) the use of skills and abilities of various types of cognitive activity, the use of basic methods of cognition (system-information analysis, modeling) to study various aspects of the surrounding reality;

2) the use of basic intellectual operations: the formulation of hypotheses, analysis and synthesis, comparison, generalization, systematization, identification of cause-and-effect relationships, search for analogues;

3) the ability to generate ideas and determine the means necessary for their implementation;

4) the ability to determine the goals and objectives of the activity, choose the means of achieving the goal and apply them in practice;

5) the use of various sources to obtain chemical information.

The subject results of mastering the chemistry program by graduates of the basic school are:

1. In the cognitive sphere:

give definitions of the concepts studied: substance (chemical element, atom, ion, molecule, crystal lattice, substance, simple and complex substances, chemical formula, relative atomic mass, relative molecular weight, valence, oxides, acids, bases, salts, amphotericity, indicator, periodic law, periodic system, periodic table, isotopes, chemical bond, electronegativity, oxidation state, electrolyte); chemical reaction (chemical equation, genetic bond, oxidation, reduction, electrolytic dissociation, chemical reaction rate);

· describe demonstration and self-conducted experiments, using for this natural (Russian, native) language and the language of chemistry;

· describe and distinguish the studied classes of inorganic compounds, simple and complex substances, chemical reactions;

classify the studied objects and phenomena;

· observe demonstrated and self-conducted experiments, chemical reactions occurring in nature and in everyday life;

draw conclusions and conclusions from observations, studied chemical patterns, predict the properties of unstudied substances by analogy with the properties of the studied ones;

structure the studied material and chemical information obtained from other sources;

· to model the structure of atoms of elements of the first - third periods (within the framework of the studied provisions of the theory of E. Rutherford), the structure of the simplest molecules.

2. In the value-oriented sphere:

· analyze and evaluate the consequences for the environment of household and industrial human activities associated with the processing of substances.

3. In the labor sphere:

Conduct a chemical experiment.

provide first aid for poisoning, burns and other injuries associated with substances and laboratory equipment.

The place of the course "Chemistry" in the basic curriculum (educational) plan

Features of the content of the course "Chemistry" are the main reason that in the basic curriculum (educational) plan, this subject appears last in a series of natural science disciplines, since in order to master it, schoolchildren must have not only a certain amount of preliminary natural science knowledge, but also enough well developed abstract thinking.

An exemplary program in chemistry for basic general education is compiled from the calculation of the hours indicated in the basic curriculum (educational) plan of educational institutions of general education, taking into account 25% of the time allocated to the variable part of the program, the content of which is formed by the authors of work programs. The invariant part of any author's chemistry course for a basic school must fully include the content of an exemplary program, which takes 105 hours to master. The authors of work programs can use the remaining 35 hours to introduce additional learning content.

The Prosveshcheniye Publishing House publishes a series of manuals for employees of educational institutions "Standards of the second generation", which ensures a successful transition to the new federal standard of general education. You can order the book on the publisher's website.

EXPLANATORY NOTE

Document Status

An exemplary program in chemistry is based on the federal component of the state standard for basic general education.

The sample program performs two main functions:

The informational and methodological function allows all participants in the educational process to get an idea of the goals, content, general strategy for teaching, educating and developing students by means of a given subject.

The organizational and planning function provides for the allocation of stages of training, the structuring of educational material, the determination of its quantitative and qualitative characteristics at each of the stages, including for the content of the intermediate certification of students.

An exemplary program is a guideline for compiling author's curricula and textbooks. The exemplary program defines the invariant (mandatory) part of the chemistry course in the basic school, outside of which there remains the possibility of the author's choice of the variable component of the content of education. At the same time, the authors of chemistry curricula and textbooks can offer their own approach in terms of structuring and determining the sequence of studying educational material, as well as ways to form a system of knowledge, skills and methods of activity, development and socialization of students. Thus, the exemplary program contributes to the preservation of a single educational space and provides ample opportunities for the implementation of various approaches to building a chemistry course in basic school.

Document structure

General characteristics of the subject

The main problems of chemistry are the study of the composition and structure of substances, the dependence of their properties on the structure, the design of substances with desired properties, the study of the laws of chemical transformations and ways to control them in order to obtain substances, materials, and energy. Therefore, no matter how different the author's programs and textbooks may be in terms of the depth of interpretation of the issues under study, their educational content should be based on the content of the exemplary program, which is structured into six blocks: Methods of cognition of substances and chemical phenomena. Experimental foundations of chemistry; Substance; Chemical reaction; Elementary foundations of inorganic chemistry; Initial ideas about organic substances; Chemistry and life. The content of these educational blocks in the author's programs can be structured by topic and detailed taking into account the author's concepts, but should be aimed at achieving the goals of chemical education.

Goals

The study of chemistry in elementary school is aimed at achieving the following goals:

· development essential knowledge about the basic concepts and laws of chemistry, chemical symbolism;
· mastery of skills observe chemical phenomena, conduct a chemical experiment, make calculations based on the chemical formulas of substances and equations of chemical reactions;
· development cognitive interests and intellectual abilities in the process of conducting a chemical experiment, self-acquisition of knowledge in accordance with emerging vital needs;
· upbringing attitudes towards chemistry as one of the fundamental components of natural science and an element of human culture;
· application of acquired knowledge and skills for the safe use of substances and materials in everyday life, agriculture and production, solving practical problems in everyday life, preventing phenomena that are harmful to human health and the environment.

The place of the subject in the basic curriculum

For compulsory study of the subject "Chemistry" at the stage of basic general education, the federal basic curriculum for educational institutions Russian Federation takes 140 hours. Including 70 hours in grades VIII and IX, at the rate of 2 teaching hours per week.

The sample program is designed for 140 hours of study. It provides for a reserve of free study time in the amount of 14 study hours (or 10%) for the implementation of author's approaches, the use of various forms of organization of the educational process, the introduction of modern teaching methods and pedagogical technologies.

General educational skills, skills and methods of activity

The exemplary program provides for the formation of students' general educational skills and abilities, universal methods of activity and key competencies. In this direction, the priorities for the subject "Chemistry" at the level of basic general education are: the use of various methods for understanding the world around us (observations, measurements, experiments, experiments); carrying out practical and laboratory work, simple experiments and a description of their results; use of various sources of information for solving cognitive problems; compliance with the norms and rules of conduct in chemical laboratories, in the environment, as well as the rules of a healthy lifestyle.

Learning Outcomes

The results of studying the course "Chemistry" are given in the section "Requirements for the level of graduates' training", which fully complies with the standard. The requirements are aimed at the implementation of an activity-oriented, practice-oriented and personally oriented approaches; development by students of intellectual and practical activities; mastering the knowledge and skills that are in demand in everyday life, allowing you to navigate in the world around you, significant for preserving the environment and your own health.

The “To be able” section includes requirements based on more complex activities, including creative ones: explain, characterize, define, compose, recognize empirically, calculate.

MAIN CONTENT (140 hours)

METHODS OF KNOWLEDGE OF SUBSTANCES AND CHEMICAL PHENOMENA.

EXPERIMENTAL BASICS OF CHEMISTRY (8 hours).

Chemistry as part of natural science. Chemistry is the science of substances, their structure, properties and transformations.

Observation, description, measurement, experiment, modeling. The concept of chemical analysis and synthesis.

Rules for working in the school laboratory. Laboratory glassware and equipment. Safety regulations.

Separation of mixtures. Purification of substances. Filtration.

Weighing. Preparation of solutions. Obtaining salt crystals. Carrying out chemical reactions in solutions.

heating devices. Carrying out chemical reactions when heated.

Methods for the analysis of substances. Qualitative reactions to gaseous substances and ions in solution. Determining the nature of the environment. Indicators.

Obtaining gaseous substances.

Demonstrations

Samples of simple and complex substances.

Burning magnesium.

Dissolution of substances in various solvents.

Laboratory experiments

Acquaintance with samples of simple and complex substances.

Separation of mixtures.

Chemical phenomena (calcination of copper wire; interaction of chalk with acid).

Practical lessons

Introduction to laboratory equipment. Rules for safe work in a chemical laboratory.

Purification of contaminated table salt.

Preparation of a solution with a given mass fraction of a solute.

SUBSTANCE (25 hours).

Atoms and molecules. Chemical element. The language of chemistry. Signs of chemical elements, chemical formulas. The law of constancy of composition.

Relative atomic and molecular masses. Atomic mass unit. Amount of substance, mol. Molar mass. molar volume.

Pure substances and mixtures of substances. Natural mixtures: air, natural gas, oil, natural waters.

Qualitative and quantitative composition of the substance. Simple substances (metals and non-metals). Complex substances (organic and inorganic). The main classes of inorganic substances.

Periodic law and periodic system of chemical elements D.I. Mendeleev. Groups and periods of the periodic system.

The structure of the atom. Nucleus (protons, neutrons) and electrons. Isotopes. The structure of the electron shells of atoms of the first 20 elements of the periodic system D.I. Mendeleev.

The structure of molecules. Chemical bond. Types of chemical bonds: covalent (polar and non-polar), ionic, metallic. The concept of valency and oxidation state. Drawing up formulas of compounds by valency (or oxidation state).

Substances in solid, liquid and gaseous states. Crystalline and amorphous substances. Types of crystal lattices (atomic, molecular, ionic and metallic).

Demonstrations

Chemical compounds by the amount of substance in 1 mol.

Model of the molar volume of gases.

Collections of oil, coal and products of their processing.

Acquaintance with samples of oxides, acids, bases and salts.

Models of crystal lattices of covalent and ionic compounds.

Sublimation of iodine.

Comparison of physical and chemical properties of compounds with covalent and ionic bonds.

Samples of typical metals and non-metals.

Calculation problems

Calculation of the relative molecular weight of a substance by the formula.

Calculation of the mass fraction of an element in a chemical compound.

Establishment of the simplest formula of a substance by mass fractions of elements.

CHEMICAL REACTION (15 hours).

Chemical reaction. Equation and scheme of a chemical reaction. Conditions and signs of chemical reactions. Conservation of the mass of substances in chemical reactions.

Classification of chemical reactions according to various criteria: the number and composition of the starting and obtained substances; change in the oxidation states of chemical elements; absorption or release of energy. The concept of the rate of chemical reactions. Catalysts.

Electrolytes and non-electrolytes. Electrolytic dissociation of acids, alkalis and salts in aqueous solutions. Ions. Cations and anions. Ion exchange reactions.

Redox reactions. Oxidizing agent and reducing agent.

Demonstrations

Reactions illustrating the main signs of characteristic reactions

Neutralization of alkali with acid in the presence of an indicator.

Laboratory experiments

Interaction of magnesium oxide with acids.

Interaction of carbon dioxide with lime water.

Obtaining precipitates of insoluble hydroxides and studying their properties.

Practical lessons

Performing experiments demonstrating the genetic relationship between the main classes of inorganic compounds.

Calculation problems

Calculations according to the chemical equations of mass, volume or quantity of one of the reaction products by the mass of the initial substance and the substance containing a certain proportion of impurities.

ELEMENTARY BASES OF INORGANIC CHEMISTRY (62 hours).

Hydrogen, physical and chemical properties, production and application.

Oxygen, physical and chemical properties, production and application.

Water and its properties. Solubility of substances in water. The water cycle in nature.

Halogens. Hydrogen chloride. Hydrochloric acid and its salts.

Sulfur, physical and chemical properties, occurrence in nature. Sulfur(VI) oxide. Sulfuric acid and its salts. Oxidizing properties of concentrated sulfuric acid. Sulphurous and hydrosulfide acids and their salts.

Ammonia. Ammonium salts. Nitrogen, physical and chemical properties, production and application. The nitrogen cycle. Nitrogen oxides (II and IV). Nitric acid and its salts. Oxidizing properties of nitric acid.

Phosphorus. Phosphorus (V) oxide. Orthophosphoric acid and its salts.

Carbon, allotropic modifications, physical and chemical properties of carbon. Carbon monoxide - properties and physiological effects on the body. Carbon dioxide, carbonic acid and its salts. The carbon cycle.

Silicon. Silicon (IV) oxide. Silicic acid and silicates. Glass.

The position of metals in the Periodic system of chemical elements D.I. Mendeleev. The concept of metallurgy. Methods for obtaining metals. Alloys (steel, cast iron, duralumin, bronze). General chemical properties of metals: reactions with non-metals, acids, salts. A number of stresses of metals.

Alkali and alkaline earth metals and their compounds.

Aluminum. Amphotericity of oxide and hydroxide.

Iron. Oxides, hydroxides and salts of iron (II and III).

Demonstrations

Interaction of sodium and calcium with water.

Samples of non-metals.

Sulfur allotropy.

Production of hydrogen chloride and its dissolution in water.

Recognition of chlorine compounds.

Crystal lattices of diamond and graphite.

Getting ammonia.

Laboratory experiments