Шкільна біологічна освіта в Україні на початку XXI століття
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Дата
2018
Автори
Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Проаналізовано освітні зміни в Україні впродовж 90-х років, детерміновані здобуттям державою незалежності в 1991 році як передумови розвитку шкільної біології початку ХХІ століття. У зв'язку з трансформацією стратегічних пріоритетів освіти кінця ХХ - початку ХХІ століття зі знань і умінь школяра на його особистісні якості та формування компетентностей запропоновано модель шкільної біологічної освіти початку ХХІ століття як системного утворення в парадигмальному, структурному й функціональному аспектах. Розкрито структуру кожного з аспектів та його компонентів і складових. Охарактеризовано тенденції розвитку шкільної біологічної освіти початку ХХІ століття в Україні як системи.
The educational changes in Ukraine during the 90s, determined by achievement of the state of independence in 1991 as the preconditions for development of school biological education at the beginning of the XXI century, were analyzed. In connection with transformation of the strategic priorities of education at the end of the XX - beginning of the XXI century from the student's knowledge and skills on his personality and competence development, a model of school biological education at the beginning of the XXI century as a systemic unity in the paradigm, structural and functional aspects is proposed. The structure of each aspect and its components and components is revealed. The tendencies of development of school biological education at the beginning of the XXI century in Ukraine as a system are described. The influence of political, socio-economic and pedagogical factors on the development of school biological education in Ukraine up to the beginning of the XX century has been described in order to implement its periodization during the XX - the beginning of the XXI century. At the beginning of the XXI century the change in the strategic priorities of education, its goals, functions and principles was conditioned by the gradual transition to a new structure, the renewed content of general secondary education and formation of a network of diverse classes in the elementary school. The Concept of Biological Education in the 12-year-old school outlined reorientation of the goals for the student's personality, his preparation for active participation in society, formation of vital competencies. Increased attention to the formation of general cultural, general educational and special skills; the educational process is reoriented to the introduction of personality-centered pedagogical technologies. The educational and developmental potential of biological education is aimed at motivating a healthy lifestyle, forming an ecological culture. The prospects of research are seen in the further study of development of school biological education as a system outlining its main trends from the beginning of the XXI century and the possibility of introducing valuable didactic findings of the past in development of natural education in Ukraine in order to implement the concept of "New Ukrainian School".
The educational changes in Ukraine during the 90s, determined by achievement of the state of independence in 1991 as the preconditions for development of school biological education at the beginning of the XXI century, were analyzed. In connection with transformation of the strategic priorities of education at the end of the XX - beginning of the XXI century from the student's knowledge and skills on his personality and competence development, a model of school biological education at the beginning of the XXI century as a systemic unity in the paradigm, structural and functional aspects is proposed. The structure of each aspect and its components and components is revealed. The tendencies of development of school biological education at the beginning of the XXI century in Ukraine as a system are described. The influence of political, socio-economic and pedagogical factors on the development of school biological education in Ukraine up to the beginning of the XX century has been described in order to implement its periodization during the XX - the beginning of the XXI century. At the beginning of the XXI century the change in the strategic priorities of education, its goals, functions and principles was conditioned by the gradual transition to a new structure, the renewed content of general secondary education and formation of a network of diverse classes in the elementary school. The Concept of Biological Education in the 12-year-old school outlined reorientation of the goals for the student's personality, his preparation for active participation in society, formation of vital competencies. Increased attention to the formation of general cultural, general educational and special skills; the educational process is reoriented to the introduction of personality-centered pedagogical technologies. The educational and developmental potential of biological education is aimed at motivating a healthy lifestyle, forming an ecological culture. The prospects of research are seen in the further study of development of school biological education as a system outlining its main trends from the beginning of the XXI century and the possibility of introducing valuable didactic findings of the past in development of natural education in Ukraine in order to implement the concept of "New Ukrainian School".
Опис
Ключові слова
державна незалежність, модель біологічної освіти, парадигмальний аспект, структурний аспект, функціональний аспект, state independence, model of biological education, paradigmatic aspect, structural aspect, functional aspect
Бібліографічний опис
Новикова, Н. Шкільна біологічна освіта в Україні на початку XXI століття [Текст] / Н. Новикова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ імені А. С. Макаренка, 2018. – № 10 (84). – С. 313–323.