Biology whole school course. Subject

LESSON #1

Subject. Teaching and educational value of the school biology course in the system of modern general educational training of students. School curriculum in biology, its importance in the work of a teacher. The structure of the program, its analysis.

Skills to be developed. Analyze the school curriculum; use the explanatory note of the program; determine and specify the educational, developmental and educational tasks of the school biology course.

Brief explanation

The school biology course is studied in grades 7-11 of the secondary general education school. Education is carried out on the basis of the systematic and consistent development of basic biological concepts, the assimilation of leading ideas, theories, scientific facts that form the basis for the practical training of schoolchildren, the formation of their scientific worldview.

Leading ideas of the school biology course: the evolution of the organic world, the multi-level organization of wildlife, the relationship of structure and functions in biological systems, the integrity and self-regulation of biological systems, the connection between theory and practice. These ideas determine the content and structure of the school biology course (Table 1), the sequence of development of the basic concepts.

Table 1

The structure of the school biology course

Section name Class Number of hours per week

Natural science (propaedeutic section) 5 1

Plants, Shotguns, Mushrooms 6 2

Animals 7 2

Person 8-9 2

General biology 10-11 1

Schools use a variety of alternative programs. So, for example, an integrated program in natural history. Considering that a nine-year school provides basic education, a school biology course can be built according to the following model:

1. Natural history - 5th grade, 2 hours per week.

2. Plants, Drobyanki, Mushrooms - grade 6, 2 hours

3. Animals - grade 7, 2 hours

4. Man and his health - grade 8, 2 hours

5. General biology and ecology - grade 9, 2 hours.

In the system of subject education of a secondary general education school, a school biology course solves a number of tasks: educational, developmental, educational.

Educational tasks include the formation of a system of biological concepts defined by the curriculum of the school course, special and general educational skills. Special skills include those that are aimed at working with objects of nature or their image: the ability to observe in the bosom of nature, in a corner of wildlife; use visual aids; caring for plants and animals; production of micropreparations, use of optical instruments and laboratory equipment; identification of plants and animals, etc.

General educational skills include: the ability to use a blackboard, a notebook, work with a textbook, screen aids, tabular material, etc.

The developmental tasks of the school biology course are associated with the formation and development of the personal qualities of schoolchildren in the process of studying the subject: memory training, development of skills necessary for the implementation of such mental operations as analysis, synthesis, comparison, comparison, highlighting the main, secondary, generalization, conclusions, etc. .

Educational tasks include the implementation of the education of environmental, aesthetic, sanitary and hygienic, labor, physical and other qualities of the individual in the process of studying biology.

Teaching and educational tasks are solved on the basis of the systematic and gradual development of basic biological concepts among schoolchildren. The teachers of the program of the secondary general education school help the educational and upbringing activities.

The program formulates the tasks and objectives of training, discloses the content of the topic, indicates some forms, methods and teaching methods of teaching, determines the approximate number of hours required to study the topic. The program includes the structures of knowledge and skills, as well as the topics of laboratory work, practical exercises and excursions, interdisciplinary connections, etc. A biology teacher must professionally master the content of the program, all the structural elements and be able to use the program during the planning of the teaching and educational process in biology.

Read the brief explanation and prepare answers to the following questions:

“1. What are the leading ideas of biology as a science that form the basis of a school biology course? What is the structure of a school biology course? What are educational-developing and educational tasks? What are special skills and abilities? Give examples.

2. Study the explanatory note to the biology program for a comprehensive school, determine the content of the program and its structural elements.

3. On the example of the section "Plants ...", study each structural element of the program, focusing on the content, determine its place and role in the practical work of a biology teacher.

4. Using the explanatory note of the biology program, familiarize yourself with the goals and objectives of the subject. Highlight educational, developmental, educational tasks in them, make a short note of them in a notebook.

III. Supervisory work

1. Using the program, make a selection of literature on general issues and individual methods of biology, draw up a card file on the topic.

2. Based on the content of the explanatory note of the biology program, determine the educational, developmental and educational tasks of the section "Plants ..."

3. Study section AND manuals and a brief explanation for session 2.

IV. Literature: 3, 26, 27.

ACTIVITY 2

Subject. School textbooks on biology, their structure.

Skills to be developed. Determine the structural elements of biology textbooks, analyze them.

I. Brief explanation

In the teaching and educational process in biology, a school textbook is one of the most important teaching aids, which determines the amount of knowledge necessary for mandatory assimilation, the sequence of formation of skills and abilities.

A textbook is an educational book that contains a systematic presentation of a certain amount of knowledge, reflecting the current level of achievements in science and production, intended for compulsory assimilation by students.

Biology textbooks have their own structure, that is, they consist of separate structural components. What is a structural component?

A structural component is a necessary element of a school textbook, which has a certain form, carries out an active functional load only by its inherent means, and is in close relationship with other elements of this textbook.

According to this definition, all structural components of biology textbooks are combined into two large sections: 1) text; 2) extra-text components. They, in turn, are divided into three subdivisions, in accordance with the functional load that. carries a component that belongs to them (Table 2).

table 2

Structural components of a biology textbook

Texts; Out-of-text component

Basic, additional, explanatory, apparatus for organizing assimilation, illustrations, orientation apparatus

Text. Depending on the content and use in the educational process, there are: basic, additional and explanatory. Each has its own characteristics.

The main text of the textbook reflects the system of basic concepts of the course (general biological, special, simple and complex). Depending on the method of disclosing the essence of concepts, the main text is descriptive or mixed.

Additional text - an appeal to students, documentary textbooks and additional study materials.

The explanatory text contains auxiliary elements: notes and explanations, dictionaries, alphabets, etc.

The extra-textual components consist of an apparatus for organizing assimilation, illustrations, and an orientation apparatus. The apparatus for organizing assimilation includes questions, tasks, tables, indexes, bibliographic, subject), answers.

Illustrations include drawings (scientific-applied, technical, instructional drawings, maps, schemes, plans, diagrams, photographs, combined illustrations, photomontages, photographic diagrams, reproductions. The orientation apparatus includes an introduction, a preface, a table of contents, headings and highlights (font and color), orientation symbols, and a footer.

The extra-text components contain important information that helps students use the textbook. So, the title page - the first page of the textbook - introduces students to the names of the authors, its title, year and place of publication. According to these data, the book is easy to find in the library.

The task of the preface is to facilitate understanding of the main text, to reveal the intention of the textbook. Often in the preface, the authors reveal the tasks of the book, describing the features of font selections (titles of sections, topics, paragraphs, terms, etc.), explaining the conventions. The content reflects the general plan of the textbook, the main headings, the ratio of the various parts.

The footer is the line above the page text. On the left side, the name of large rubrics is usually given, and on the right - smaller ones. The footer facilitates the use of the book, helps to quickly find the necessary material.

II. Tasks for independent work

1. Using this brief explanation, prepare answers to the following questions: How is a textbook different from another book? What structural components are distinguished in biology textbooks? What is the purpose of including an orientation apparatus in a school textbook on biology? What is the meaning of illustrations in a school textbook? What is the function of the apparatus for organizing the assimilation of material?

2. Familiarize yourself with the contents of the tutorial:. Find the indicated structural elements in it. , .

3. Describe the textbook "Biology" according to the following plan: a) evaluate the texts of the textbook; b) characterize the apparatus for organizing assimilation, find out the correlation of questions and tasks, productive and reproductive questions; c) analyze the apparatus of orientation; d) evaluate the illustrative apparatus, note the number of illustrations, their size, clarity, correspondence to nature, etc.

Analyze the school textbooks "Biology" (grades 6, 7 and 8) and "General Biology" (grades 10-11) using the above plan (the task is given in groups: for a group of students - analysis of one textbook). Write down the analysis.

III. extracurricular work

1. Read and outline the article “Independent work of students with a textbook” (E. P. Brunovt, A. E. Bogoyavlenskaya, E. T. Brovkina and others. Independent work of students in biology. A guide for the teacher. - M .: Education , 1984).

2. Tasks for groups: p. 16-18 (all groups), p. 40-47 (all), p. 73-83 (And group), p. 101-106 (II group), p. 127-145 (III group).

3. Study the brief explanation for activity 3.

IV. Literature: 5, 26, 36, 45, 62.

Pros: Loved this book! I am a biology teacher, I have already advised students to purchase it. I have a lot of different literature on biology, but I probably liked this one more than others. Convenient, accessible, concise, almost everything necessary for students is described in the book. Disadvantages: Some topics are not well covered Comment: I think that this book is worth buying for everyone who needs knowledge of biology, and for teachers, very good diagrams for the convenience of presenting the material.

Elena Gavrisevich0

Pros: Great guide. In it competently set out the entire school course in biology. There are sections for all topics. And the sections are divided into subtopics, so you can immediately find what you need, repeat the material covered or learn a new topic. Everything is presented in a clear and accessible way. This book contains a lot of various drawings and diagrams that clearly show the structure of many organisms that help to summarize the theoretical information of the school curriculum, and in some ways supplement it. The cover is cardboard laminated, which is very important for everyday use. Cons: none Comments: Informative book! I am very happy that I bought this guide.

Elena Misyuk0, Tula

Advantages: Threatened 2 points per year in biology. The teacher advised me to read this book. I didn't expect it to really help me either. He quickly entered the topic, figured it out, everything was clear and simple. Lots of drawings to help you remember. I even memorized some drawings and drew them on the exam. Cons: There were none. Commentary: Guys, read this book and be sure that you will get a good mark!

Nikolay Evseenko0, Podolsk

Strengths: This book contains all the basic information on the subject. Everything is laid out in a way that even the dumbest will understand! Many different schemes and drawings on topics. Cons: None. Comment: Having studied this book slowly, you will definitely pass the exam with excellent marks, so I recommend it to everyone!

North Polina0

Pluses: Everything is available, it is clear nothing more! Disadvantages: none Comment: The manual is interesting. Everything is easy to remember. Highly recommended for those preparing for exams!

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Biology as a science. Methods of scientific knowledge:
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- Biological systems
Cell as a biological system
- Modern cell theory
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- Carbohydrates and lipids
- Proteins and nucleic acids
- Cell structure
- Metabolism and energy conversion
- Fermentation and respiration
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- Biosynthesis of protein and nucleic acids
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- Mitosis - division of somatic cells
- Meiosis
- Development of germ cells in plants and animals
The organism as a biological system
- Variety of organisms
- Methods of reproduction
- Fertilization in flowering plants and vertebrates
- Ontogeny
- Genetics, its tasks
- Chromosomal theory of heredity
- Laws of inheritance G. Mendel. Laws of T. Morgan
- Sex genetics. Gene Interaction
- Human genetics
- Patterns of variability
- Non-hereditary and hereditary variability
- Types of mutations
- Hereditary human diseases, their causes
- Selection, its tasks and methods, the law of homologous series
- Biotechnology. Cellular and genetic engineering, cloning
System and diversity of the organic world
- The diversity of organisms, the work of C. Linnaeus and J.B. Lamarck
- Kingdom of bacteria
- Mushroom Kingdom
- Lichens
- Plant Kingdom
- The structure and functions of plant organs
- Root, shoot, bud, stem, leaf
- flower, seed, fruit
- Vital activity of a plant organism
- plant reproduction
- Variety of plants
- Lower plants. Departments of algae
- Higher spore plants
- Higher seed plants
- Angiosperms
- The role of plants in nature and human life
- Unicellular
- Multicellular animals
- Flatworms
- Roundworms
- Annelids
- Shellfish
- Shellfish
- Arachnids
- Insects
- Chordates
- Vertebrates
- Fish
- Amphibians, or Amphibians
- Reptiles, or Reptiles
- Birds
- Mammals
The human body and its health
- Fabrics
- Digestive system
- Respiratory system
- excretory system
- Musculoskeletal system. Skeleton
- Muscles
- Integumentary system
- Circulatory system
- Lymphatic system
- Human reproduction and development
- The internal environment of the human body
- Blood groups
- Immunity
- Metabolism
- Vitamins
- Nervous system 146
- Endocrine system
- Analyzers. sense organs
- Organ of vision
- Organs of hearing, smell, taste and touch
- Higher nervous activity
- Sleep, its meaning. Consciousness, memory, emotions, speech, thinking
- Hygiene, healthy lifestyle
The evolution of wildlife
- View, its criteria. population. microevolution
- The evolutionary theory of Ch. Darwin
- Forms of natural selection. Types of struggle for existence
- Synthetic theory of evolution. Elementary Factors of Evolution
- Evidence of the evolution of wildlife
- Macroevolution. Directions and paths of evolution
- Hypotheses of the origin of life on Earth
- Major aromorphoses in the evolution of plants and animals
- Human appearance. Hypotheses of the origin of man
- Driving forces and stages of human evolution
- Human races, their genetic relationship
Ecosystems and their inherent patterns
- Habitats of organisms. Environmental factors, their significance
- Environmental factors: abiotic, biotic
- Anthropogenic factor
- Ecosystem and its components: producers, consumers, decomposers
- Ecosystem structure
- Trophic levels
- Circuits and power networks
- Ecological pyramid rules
- Diversity of ecosystems
- Self-development and change of ecosystems
- The biosphere is a global ecosystem.
- The teachings of V.I. Vernadsky about the biosphere
- Living matter, its functions
- Biological circulation and transformation of energy in the biosphere
- Evolution of the biosphere
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The best biology cheat sheet!
Contains material for all sections of the school course.

The reference book will help to systematize knowledge, prepare for lessons, tests, as well as for the OGE and the Unified State Examination.

In the application you will find:

Biology as a science. Methods of scientific knowledge:
- Biology as a science
- Level organization and evolution
- Biological systems

Cell as a biological system
- Modern cell theory
- Prokaryotic and eukaryotic cells
- Chemical composition of the cell
- Carbohydrates and lipids
- Proteins and nucleic acids
- Cell structure
- Metabolism and energy conversion
- Fermentation and respiration
- Photosynthesis and chemosynthesis
- Genetic information in a cell
- Biosynthesis of protein and nucleic acids
- Chromosomes, their structure and functions
- Cell life cycle
- Mitosis - division of somatic cells
- Meiosis
- Development of germ cells in plants and animals

The organism as a biological system
- Variety of organisms
- Methods of reproduction
- Fertilization in flowering plants and vertebrates
- Ontogeny
- Genetics, its tasks
- Chromosomal theory of heredity
- Laws of inheritance G. Mendel. Laws of T. Morgan
- Sex genetics. Gene Interaction
- Human genetics
- Patterns of variability
- Non-hereditary and hereditary variability
- Types of mutations
- Hereditary human diseases, their causes
- Selection, its tasks and methods, the law of homologous series
- Biotechnology. Cellular and genetic engineering, cloning

System and diversity of the organic world
- The diversity of organisms, the work of C. Linnaeus and J.B. Lamarck
- Kingdom of bacteria
- Mushroom Kingdom
- Lichens
- Plant Kingdom
- The structure and functions of plant organs
- Root, shoot, bud, stem, leaf
- flower, seed, fruit
- Vital activity of a plant organism
- plant reproduction
- Variety of plants
- Lower plants. Departments of algae
- Higher spore plants
- Higher seed plants
- Angiosperms
- The role of plants in nature and human life
- Unicellular
- Multicellular animals
- Flatworms
- Roundworms
- Annelids
- Shellfish
- Shellfish
- Arachnids
- Insects
- Chordates
- Vertebrates
- Fish
- Amphibians, or Amphibians
- Reptiles, or Reptiles
- Birds
- Mammals

The human body and its health
- Fabrics
- Digestive system
- Respiratory system
- excretory system
- Musculoskeletal system. Skeleton
- Muscles
- Integumentary system
- Circulatory system
- Lymphatic system
- Human reproduction and development
- The internal environment of the human body
- Blood groups
- Immunity
- Metabolism
- Vitamins
- Nervous system 146
- Endocrine system
- Analyzers. sense organs
- Organ of vision
- Organs of hearing, smell, taste and touch
- Higher nervous activity
- Sleep, its meaning. Consciousness, memory, emotions, speech, thinking
- Hygiene, healthy lifestyle

The evolution of wildlife
- View, its criteria. population. microevolution
- The evolutionary theory of Ch. Darwin
- Forms of natural selection. Types of struggle for existence
- Synthetic theory of evolution. Elementary Factors of Evolution
- Evidence of the evolution of wildlife
- Macroevolution. Directions and paths of evolution
- Hypotheses of the origin of life on Earth
- Major aromorphoses in the evolution of plants and animals
- Human appearance. Hypotheses of the origin of man
- Driving forces and stages of human evolution
- Human races, their genetic relationship

Ecosystems and their inherent patterns
- Habitats of organisms. Environmental factors, their significance
- Environmental factors: abiotic, biotic
- Anthropogenic factor
- Ecosystem and its components: producers, consumers, decomposers
- Ecosystem structure
- Trophic levels
- Circuits and power networks
- Ecological pyramid rules
- Diversity of ecosystems
- Self-development and change of ecosystems
- The biosphere is a global ecosystem.
- The teachings of V.I. Vernadsky about the biosphere
- Living matter, its functions
- Biological circulation and transformation of energy in the biosphere
- Evolution of the biosphere