Пізнавальні завдання як засіб формування біологічної компетентності учнів профільних класів
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Файли
Дата
2020
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті обґрунтовується можливість формування біологічної компетентності учнів профільних класів шляхом застосування пізнавальних завдань. Відзначається, що сучасні вимоги до біологічної компоненти природничої освіти ставлять перед педагогічною наукою завдання вдосконалення технологій, форм, методів навчання, що забезпечують розвиток креативності, самостійності учнів. Акцентується увага на тому, що існує суперечність між недосконалістю методичного інструментарію, що ставить під сумнів досягнення мети профільного навчання, та необхідністю впровадження компетентнісного підходу до навчання учнів профільних класів. Обґрунтовуються дидактичні можливості пізнавальних завдань як засобу формування всіх складових біологічної компетентності.
The article substantiates the possibility of forming the biological competence of students of specialized classes through the use of cognitive tasks. It is noted that modern requirements for the biological component of Science education put before the pedagogical science the task of improving technologies, forms, teaching methods that ensure creativity development and students’ independence. It is emphasized that there is a contradiction between the imperfection of methodological tools, which calls into question the achievement of the goal of specialized education, and the need to introduce a competence-based approach to teaching students of specialized classes. Profile training is the final stage of training, so it performs a fundamental function in the process of forming effective, systematic knowledge and cognitive experience. The practical aspect of achieving the goal of biological profile education involves acquiring skills of practical, research, design, cognitive and exploratory activities. The axiological aspect of teaching biology is manifested in the awareness of the value of such categories as “life”, “knowledge”, “nature”, “health”, in the upbringing of a careful attitude to nature as a universal value. The cognitive component of biological profile education is focused on mastering the methodology of cognition of living nature, the establishment of causal, interdisciplinary and intradisciplinary links during implementation of acquired knowledge and their generalization. Solving the tasks of specialized training, improving the procedural component, namely, formation of biological competence, led to the search for tools that would increase the efficiency of the educational process in high school. The article substantiates the didactic possibilities of cognitive tasks as a means of forming all components of the biological competence: logical-content, operational, research, cognitive. The use of cognitive tasks as a means of forming the biological competence provides: improving the quality, depth, strength, integrity of students’ knowledge; development of scientific intuition, critical, nonlinear thinking; ability to solve problem situations; improving skills of search, analysis, generalization of information; mastering the Science picture of the world, basic laws and patterns, fundamental ideas, principles, modern representations about the development of biological systems; understanding the structure and their functional features, evolution, relationship with the environment; increasing the level of cognitive interest, motivation and readiness for further learning.
The article substantiates the possibility of forming the biological competence of students of specialized classes through the use of cognitive tasks. It is noted that modern requirements for the biological component of Science education put before the pedagogical science the task of improving technologies, forms, teaching methods that ensure creativity development and students’ independence. It is emphasized that there is a contradiction between the imperfection of methodological tools, which calls into question the achievement of the goal of specialized education, and the need to introduce a competence-based approach to teaching students of specialized classes. Profile training is the final stage of training, so it performs a fundamental function in the process of forming effective, systematic knowledge and cognitive experience. The practical aspect of achieving the goal of biological profile education involves acquiring skills of practical, research, design, cognitive and exploratory activities. The axiological aspect of teaching biology is manifested in the awareness of the value of such categories as “life”, “knowledge”, “nature”, “health”, in the upbringing of a careful attitude to nature as a universal value. The cognitive component of biological profile education is focused on mastering the methodology of cognition of living nature, the establishment of causal, interdisciplinary and intradisciplinary links during implementation of acquired knowledge and their generalization. Solving the tasks of specialized training, improving the procedural component, namely, formation of biological competence, led to the search for tools that would increase the efficiency of the educational process in high school. The article substantiates the didactic possibilities of cognitive tasks as a means of forming all components of the biological competence: logical-content, operational, research, cognitive. The use of cognitive tasks as a means of forming the biological competence provides: improving the quality, depth, strength, integrity of students’ knowledge; development of scientific intuition, critical, nonlinear thinking; ability to solve problem situations; improving skills of search, analysis, generalization of information; mastering the Science picture of the world, basic laws and patterns, fundamental ideas, principles, modern representations about the development of biological systems; understanding the structure and their functional features, evolution, relationship with the environment; increasing the level of cognitive interest, motivation and readiness for further learning.
Опис
Ключові слова
профільне навчання, навчальні завдання, пізнавальні завдання, предметна компетентність, біологічна компетентність, фундаменталізація природничо-наукової підготовки, самореалізація, самоактуалізація, profile education, educational tasks, cognitive tasks, subject competence, biological competence, fundamentalization of Science preparation, self-realization, elfactualization
Бібліографічний опис
Генкал, С. Пізнавальні завдання як засіб формування біологічної компетентності учнів профільних класів [Текст] / С. Генкал // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2020. – № 9 (103). – С. 305–317. – DOI: 10.24139/2312-5993/2020.09/305-317.