Використання вчителями біології дискусій на уроках в основній школі
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2013
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В статті розкриваються особливості використання дискусій як форми організації навчально-виховної діяльності з біології в основній школі. Проаналізовано місце дискусій у сучасних психолого-педагогічних дослідженнях вітчизняних та зарубіжних учених. З’ясовано ставлення вчителів біології до дискусійної форми навчання та визначено ступінь їх обізнаності з методикою організації та проведення дискусій. Визначено перспективи та шляхи здійснення подальших досліджень з оптимізації використання дискусій на уроках біології в основній школі з метою підвищення пізнавальної активності, самостійності та компетентності учнів.
The article reveals the peculiarities of the use of discussion as a form of educational activity in biology in secondary school. The place of discussion in the contemporary psychological and educational research of native and foreign scholars is analyzed. The attitude of biology teachers to the discussion form of learning is found out and the degree of awareness of methods of organization and leading of discussions is determined. The prospects and the ways to carry out further studies to optimize the use of discussions in biology class in the secondary school in order to increase cognitive activity, independence and competence of students are defined. The results of the survey conducted by the author showed a lack of awareness of the pupils’ concerning the discussions as a form of training and discussion items at the lessons, including biology lessons. This, in our opinion, testifies to the fact that teachers of biology do not use or use not enough discussions at the lessons. The author concludes that the discussion is an effective means to enhance the cognitive activity of students, which is confirmed by the research of teachers and psychologists. Discussions form a confident, competent, resistance to conflict personality, the future active worker of the society. However, the results of the survey prove insufficient attention of biology teachers to the discussion as the form of organization of the educational-cognitive activity of pupils, especially in the secondary school. This may be due to the low level of awareness of teachers on the techniques of discussion conducting, their diversity and impact on the level of cognitive activity and independence of the students. The author outlines the further directions of research of the given problem: assistance to teachers in the selection of the topics of discussion and their content; development of clear criteria of estimation of results of the discussion; development of the recommendations concerning the peculiarities of organization and holding of discussions and the teacher's role in them.
The article reveals the peculiarities of the use of discussion as a form of educational activity in biology in secondary school. The place of discussion in the contemporary psychological and educational research of native and foreign scholars is analyzed. The attitude of biology teachers to the discussion form of learning is found out and the degree of awareness of methods of organization and leading of discussions is determined. The prospects and the ways to carry out further studies to optimize the use of discussions in biology class in the secondary school in order to increase cognitive activity, independence and competence of students are defined. The results of the survey conducted by the author showed a lack of awareness of the pupils’ concerning the discussions as a form of training and discussion items at the lessons, including biology lessons. This, in our opinion, testifies to the fact that teachers of biology do not use or use not enough discussions at the lessons. The author concludes that the discussion is an effective means to enhance the cognitive activity of students, which is confirmed by the research of teachers and psychologists. Discussions form a confident, competent, resistance to conflict personality, the future active worker of the society. However, the results of the survey prove insufficient attention of biology teachers to the discussion as the form of organization of the educational-cognitive activity of pupils, especially in the secondary school. This may be due to the low level of awareness of teachers on the techniques of discussion conducting, their diversity and impact on the level of cognitive activity and independence of the students. The author outlines the further directions of research of the given problem: assistance to teachers in the selection of the topics of discussion and their content; development of clear criteria of estimation of results of the discussion; development of the recommendations concerning the peculiarities of organization and holding of discussions and the teacher's role in them.
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Ключові слова
навчально-виховний процес, пізнавальна діяльність, самостійність, компетентність, конфліктостійкість, дискусія, форма навчання, анкетування, educational process, cognitive activity, independence, competence, resistance to conflict, discussion, form of education, questioning
Бібліографічний опис
Агапшук, С. С. Використання вчителями біології дискусій на уроках в основній школі [Текст] / С. С. Агапшук // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №8 (34). – С. 328–334.