Outline the main principles of the methodology for teaching chemistry. Subject of chemistry teaching methodology, objectives of chemistry teaching methodology, research methods, current state and problems

Topic 1. Methods of teaching chemistry as a science

and academic subject at a pedagogical university

1. The subject of the methodology for teaching chemistry, the objectives of the methodology for teaching chemistry, research methods, current state and problems

Methods of teaching chemistry are studied in a certain sequence. First, the main educational, educational and developmental functions of the academic subject of chemistry in high school.

The next stage is to familiarize students with general issues of organizing the chemistry teaching process. The structural elements of this part of the course are the basics of the learning process, methods of teaching chemistry, teaching aids, organizational forms of training and methods of extracurricular work on the subject.

A separate section of the methodology for teaching chemistry considers recommendations for conducting a lesson and its individual stages and studying individual sections school course chemistry.

A special part of the course is devoted to a review of modern pedagogical technologies and information tools for teaching chemistry.

At the final stage, the basics of research work in the field of chemistry methods and directions for increasing its effectiveness in practice are considered. All these stages are interconnected and should be considered from the perspective of three functions of learning (which ones?).

Studying the methodology is not limited to just a lecture course. Students must acquire skills in demonstrating chemical experiments, master methods of teaching school curriculum topics in chemistry, methods of teaching students to solve chemical problems, learn to plan and conduct lessons, etc. Particular importance is attached to work on course topics, independent methodological research during the period teaching practice, which serves not only as a means of teacher formation, but also as a criterion for the quality of his training. Students must master modern pedagogical teaching technologies, including the use of new information teaching aids. On certain important problems, special courses are taught and special workshops are held, which are also included in the general system of forms of teaching chemistry methods.

4. Modern requirements for professional

chemistry teacher training

Methods of teaching chemistry as an academic subject at a university are of paramount importance for the training of secondary school chemistry teachers. In the process of studying it, professional knowledge, skills and abilities of students are formed, which ensures in the future effective training and education of chemistry students in high school. The professional training of a future specialist is built in accordance with the teacher’s professiogram, which is a model of specialist training that ensures the acquisition of the following knowledge, skills and abilities:

1. Knowledge of the basics of chemistry, its methodology, mastery of the skills of educational chemical experiments. Understanding the tasks of the science of chemistry and its role in common system natural sciences and in the national economy. Understanding the sources of chemophobia in society and mastering methods to overcome it.

2. Comprehensive and deep understanding of the objectives of the chemistry course secondary school; knowledge of the content, levels and profiles of secondary chemical education in modern stage development of society. Be able to translate the ideas and provisions of the Concept for the development of general and vocational education in our country into the educational process.

3. Knowledge of the basics of psychological, pedagogical, socio-political disciplines and university chemistry courses within the scope of the university program.

4. Mastering the theoretical foundations and the current level of development of chemistry teaching methods.

5. The ability to present a reasonable description and critical analysis of current school programs, textbooks and manuals. Ability to independently compose curricula for elective courses and study chemistry at various levels.

6. The ability to use modern pedagogical technologies, problem-based learning methods, the latest information teaching aids, to activate and stimulate the cognitive activity of students, to direct them to independently acquire knowledge.

7. The ability to build worldview conclusions based on the chemistry course material, apply scientific methodologies when explaining chemical phenomena, and use the chemistry course material for the comprehensive development and education of students.

8. The ability to implement the polytechnic orientation of the school chemistry course and carry out career guidance work in chemistry in accordance with the needs of society.

9. Mastering the theoretical foundations of the methodology of a chemical experiment, its cognitive significance, mastering the technique of conducting chemical experiments.

10. Possession of basic natural, technical and information teaching aids, the ability to use them in educational work.

11. Knowledge of the tasks, content, methods and organizational forms of extracurricular work in chemistry.

12. The ability to make interdisciplinary connections with other academic disciplines.

13. Knowledge and skills in organizing the work of the chemistry laboratory as the most important and specific means of teaching chemistry, in accordance with safety rules and didactic opportunities for teaching the subject.

14. Mastering general pedagogical skills and skills in working with students, parents, the public, etc.

15. Mastery of research methods in the field of methods of teaching chemistry and increasing the effectiveness of teaching the subject at school.

The course on methods of teaching chemistry during theoretical and practical training of students should reveal the content, structure and methodology of studying the school chemistry course, familiarize students with the features of teaching chemistry in schools various levels and profile, as well as in vocational schools, to form sustainable skills of future teachers in using modern methods and means of teaching chemistry, learn the requirements for a modern chemistry lesson and achieve solid skills when implementing them at school, introduce them to the features of conducting elective courses in chemistry and various forms extracurricular work on the subject. Thus, the system of a university course on methods of teaching chemistry largely forms the basic knowledge, skills and abilities that determine the professional profile of a chemistry teacher.

QUESTIONS

1. Definition of the concept Methods of teaching chemistry.

2. Name the subject of the methodology for teaching chemistry as a science.

3. Briefly describe the objectives of the chemistry teaching methodology.

4. List methods for researching methods of teaching chemistry.

5. What is the current state and problems of teaching methods in chemistry.

6. Methods of teaching chemistry as a subject at a university.

7. List the basic requirements for the professional qualities of a chemistry teacher.

8. Which of these qualities do you already possess?

EXPLANATORY NOTE

When passing the candidate's exam, a graduate student (applicant) must demonstrate an understanding of the patterns, driving forces and dynamics of the development of chemical science, evolution and the basic structural elements of chemical knowledge, including fundamental methodological ideas, theories and the natural scientific picture of the world; deep knowledge of programs, textbooks, educational and methodological aids in chemistry for secondary schools and the ability to analyze them; reveal the main ideas and methodological options for presenting the most important sections and topics of the chemistry course at the basic, advanced and in-depth levels of its study, disciplines of the chemical block in secondary and high school; deep understanding of the prospects for the development of chemical education in educational institutions various types; ability to analyze own experience work, work experience of practicing teachers and innovative teachers. Those taking the candidate exam must be proficient in innovative pedagogical technologies for teaching chemistry and chemical block disciplines, be familiar with modern trends in the development of chemical education in the Republic of Belarus and the world as a whole, and know the system of school and university chemical experiments.

The program provides a list of only basic literature. When preparing for the exam, the applicant (graduate student) uses curricula, textbooks, collections of problems and popular scientific literature on chemistry for secondary schools, reviews of current problems in the development of chemistry, as well as articles on methods of teaching it in scientific and methodological journals (“Chemistry in school”, “Chemistry: teaching methods”, “Chemistry: problems of presentation”, “Academy and education”, “Vestsi BDPU”, etc.) and additional literature on the topic of your research.

Main goal of this program - to identify in applicants the formation of a system of methodological views and beliefs, conscious knowledge and practical skills that ensure the effective implementation of the chemistry teaching process in educational institutions of all types and levels.

Methodological preparation involves the implementation of the following tasks:

formation of scientific competence and methodological culture of graduate students and candidates for scientific degrees of candidate of pedagogical sciences, mastery of modern technologies for teaching chemistry;
developing in applicants the ability to critically analyze their teaching activities, study and generalize advanced teaching experience;
formation of a research culture of applicants for the organization, management and implementation of the chemical education process.

When passing the candidate exam, the examinee must discover understanding of the patterns, driving forces and dynamics of the development of chemical science, evolution and the basic structural elements of chemical knowledge, including fundamental methodological ideas, theories and the natural scientific picture of the world; deep knowledge of programs, textbooks, educational and methodological aids in chemistry for secondary and higher schools and the ability to analyze them; reveal the main ideas and methodological options for presenting the most important sections and topics of a chemistry course at basic, advanced and in-depth levels of its study, as well as courses in the most important chemical disciplines at a university; understanding the prospects for the development of chemical education in educational institutions of various types; the ability to analyze one’s own work experience, the work experience of practicing teachers and innovative teachers.

The person taking the candidate exam must own innovative pedagogical technologies for teaching chemistry, be familiar with modern trends in the development of chemical education in the Republic of Belarus and the world as a whole, know the system and structure of school and university chemical workshops.

Applicants must know all functions of a chemistry teacher and a teacher of chemical unit disciplines and the psychological and pedagogical conditions for their implementation; be able to apply them in practical activities.

Section I.

General issues of theory and methods of teaching chemistry

Introduction

Goals and objectives of the training course on methods of teaching chemistry.

The structure of the content of the methodology for teaching chemistry as a science, its methodology. Brief history development of chemistry teaching methods. The idea of the unity of the educational, educational and developmental functions of teaching chemistry as a leading one in the methodology. Construction of a training course on methods of teaching chemistry.

Contemporary problems of learning and teaching. Ways to improve chemistry teaching. Continuity in teaching chemistry in secondary and higher schools.

1.1 Goals and objectives of teaching chemistry in secondary and higher schools.

Model of a specialist and content of training. Dependence of learning content on learning goals. Features of teaching chemistry as a major and as a non-core academic discipline.

Scientific and methodological foundations of chemistry.Methodology in philosophy and natural science. Principles, stages and methods of scientific knowledge. Empirical and theoretical levels of chemical research. General scientific methods of knowledge in chemistry. Particular methods of chemical science. Chemical experiment, its structure, goals and significance in the study of substances and phenomena. Features of modern chemical experiment as a method of scientific knowledge.

Construction of a chemistry course based on the transfer of the science system to the education system. Basic teachings of chemical science and intrascientific connections between them. The influence of interscientific connections on the content of the academic discipline. Showing interdisciplinary connections between courses in chemistry, physics, mathematics, biology, geology and other fundamental sciences. The connection of chemistry with the sciences of the humanities.

A set of factors that determine the selection of the content of the academic subject of chemistry and didactic requirements for it: the social order of society, the level of development of chemical science, age characteristics of students, working conditions of educational institutions.

Modern ideas implemented in the content of the academic subject of chemistry and disciplines of the chemical block: methodologization, ecologization, economization, humanization, integrativeness.

Analysis and justification of the content and construction of a chemistry course in a mass secondary school, disciplines of the chemical block in the higher education system. The most important blocks contents, their structure and intra-subject connections. Theories, laws, systems of concepts, facts, methods of chemical science and their interaction in the school chemistry course. Information about the contribution to science of outstanding chemists.

Systematic and non-systematic chemistry courses. Propaedeutic chemistry courses. Integrative science courses. The concept of a modular structure of content. The concept of linear and concentric course construction.

Standards, chemistry programs for secondary and high schools as normative document, regulating the training of secondary school students and students, the structure and methodological apparatus of the program standard.

1.2. Education and development of personality in the process of teaching chemistry

The concept of student-centered learning by I.S. Yakimanskaya in the light of the idea of humanization of chemistry teaching. Humanistic orientation of the school chemistry course.

Issues of environmental, economic, aesthetic and other areas of education in the study of chemistry. The program of an ecologized chemistry course by V.M. Nazarenko.

Psychological theories of developmental education as a scientific basis for optimizing the study of chemistry in secondary schools.

Problem-based teaching of chemistry as an important means of developing students’ thinking. Signs educational problem in the study of chemistry and the stages of its solution. Methods of creating a problem situation, the activities of the teacher and students in the conditions of problem-based teaching of chemistry. Positive and negative aspects of problem-based learning.

The essence and ways of using a differentiated approach in teaching chemistry as a means of developmental education.

1.3. Methods of teaching chemistry in secondary and higher schools

Methods of teaching chemistry as a didactic equivalent of methods of chemical science. Specifics of chemistry teaching methods. The most complete realization of the unity of the three functions of teaching as the main criterion for choosing teaching methods. Necessity, validity and dialectics of combining methods of teaching chemistry. The concept of modern teaching technologies.

Classification of methods of teaching chemistry according to R.G. Ivanova. Verbal teaching methods. Explanation, description, story, conversation. Lecture and seminar system for teaching chemistry.

Verbal and visual methods of teaching chemistry. Chemical experiment as a specific method and means of teaching chemistry, its types, place and significance in the educational process. Educational, educational and developmental functions of a chemical experiment.

Demonstration experiment in chemistry and requirements for it. Methods for demonstrating chemical experiments. Safety precautions when performing them.

Methods of selection and use of various visual aids when studying chemistry, depending on the nature of the content and age characteristics of students. The concept of a set of teaching aids on specific topics in a chemistry course. Methodology for compiling and using reference notes in chemistry in teaching.

Management of cognitive activity of pupils and students with various combinations of the teacher’s words with visualization and experiment.

Verbal-visual-practical methods of teaching chemistry. Independent work of pupils and students as a way to implement verbal, visual and practical methods. Forms and types independent work in chemistry. Chemistry experiment: laboratory experiments and practical exercises in chemistry. Methodology for developing laboratory skills and abilities in students.

Programmed training as a type of independent work in chemistry. Basic principles of programmed learning.

Methodology for using chemical problems in teaching. The role of tasks in realizing the unity of the three functions of learning. The place of tasks in a chemistry course and in the educational process. Classification of chemical problems. Solving calculation problems at the stages of teaching chemistry. Methodology for selecting and composing tasks for the lesson. Using quantitative concepts to solve calculation problems. A unified methodological approach to solving chemical problems in high school. Solving experimental problems.

Methodology for using TSO in teaching chemistry. Methods of working with a graphic projector, educational films and filmstrips, transparencies, tape recorders and video recorders.

Computerization of training. The use of programmed and algorithmic teaching methods in computer-based chemistry teaching methods. Controlling computer programs.

1.4. Monitoring and evaluation of chemistry learning results

Goals, objectives and significance of monitoring the results of teaching chemistry.

System for monitoring learning outcomes. Credit rating system and final control system. Contents of tasks for control. Forms of control. Classification and functions of tests. Methods of oral control of learning results: individual oral questioning, frontal control conversation, test, exam. Methods of written verification of results: test work, written independent work of a controlling nature, written homework. Experimental verification of learning results.

Usage computer equipment and other technical means for monitoring learning results.

Assessing the results of chemistry learning on a 10-point grading scale in secondary and higher schools, adopted in the Republic of Belarus.

1.5. Means of teaching chemistry in secondary and higher schools.

Chemistry room

The concept of the system of chemistry teaching aids and educational equipment. Chemistry laboratory of a high school and laboratory of a student's workshop at a university as necessary condition implementation of full-fledged chemistry training. Modern requirements for the school chemistry laboratory and student laboratory. Laboratory premises and furniture. Arrangement of classroom-laboratory and laboratory rooms. System educational equipment chemistry cabinet and chemical laboratories. Equipment of workplaces for teachers, students, students and laboratory assistants.

Tools for ensuring safety requirements when working in a chemistry room and chemical laboratories. Work of a teacher of pupils and students on self-equipment of a chemical laboratory and laboratories.

Textbook of chemistry and chemical disciplines as a teaching system. The role and place of the textbook in the educational process. A brief history of domestic school and university chemistry textbooks. Foreign chemistry textbooks. The structure of the content of a chemistry textbook and its difference from other educational and popular science literature. Requirements for a chemistry textbook, determined by its functions.

Methods of teaching pupils and students to work with the textbook. Maintaining a workbook and laboratory notebook in chemistry.

Technical teaching aids, their types and varieties: chalk board, overhead projector (graphic projector), slide projector, film projector, epidiascope, computer, video and sound reproducing equipment. Tables, drawings and photographs as teaching aids. Ways to use technical teaching aids to increase the cognitive activity of students and increase the efficiency of knowledge acquisition. Didactic capabilities of technical teaching aids and assessment of the effectiveness of their use.

The role of the computer in organizing and conducting extracurricular and extracurricular cognitive activities of students. Computer teaching aids in chemistry courses. Internet resources on chemistry and the possibilities of their use in teaching in secondary and higher schools.

1.6. Chemical language as a subject and means of knowledge in teaching chemistry.Structure of chemical language. Chemical language and its functions in the process of teaching and learning. The place of chemical language in the system of teaching aids. Theoretical foundations formation of chemical language. The volume and content of language knowledge, skills and abilities in school and university chemistry courses and their connection with the system of chemical concepts. Methodology for studying terminology, nomenclature and symbolism in school and university chemistry courses.

1.7. Organizational forms of teaching chemistry in secondary and higher schools

The lesson as the main organizational form in teaching chemistry in high school. Lesson as a structural element of the educational process. Types of lessons. Lesson as a system. Requirements for a chemistry lesson. Structure and construction of lessons different types. The concept of the dominant didactic goal of the lesson.

Educational, educational and developmental goals of the lesson. Lesson content system. The meaning and methodology for selecting methods and teaching aids in the classroom.

Preparing the teacher for the lesson. Lesson concept and design. Determining lesson objectives. Methodology for planning a lesson content system. Step-by-step generalizations. Planning a system of organizational forms. Methodology for establishing interdisciplinary connections between lesson content and other academic subjects. Methodology for determining the system of logical approaches to teaching methods and means in relation to the goals, content and level of training of students. Planning the introductory part of the lesson. Methodology for establishing intra-subject connections between a lesson and previous and subsequent material.

Techniques and methods for drawing up a plan and notes for a chemistry lesson and working on them. Modeling a lesson.

Conducting a lesson. Organization of class work. Communication between teacher and students during the lesson. The system of tasks and requirements of the teacher for students in the lesson and ensuring their implementation. Saving time in class. Chemistry lesson analysis. Lesson analysis scheme depending on its type.

Optional classes in chemistry. The purpose and objectives of school electives. The place of elective classes in the system of forms of teaching chemistry. The relationship between elective classes in chemistry, their content and requirements for them. Features of the organization and methods of conducting optional classes in chemistry.

Extracurricular work in chemistry. The purpose of extracurricular work and its importance in the educational process. System of extracurricular work in chemistry. Contents, forms, types and methods of extracurricular work in chemistry. Planning extracurricular activities, means of their organization and implementation.

Organizational forms of teaching chemistry at a university: lecture, seminar, laboratory workshop. Methodology for conducting a university lecture in chemistry. Requirements for a modern lecture. Organization of lecture form of training. Communication between the lecturer and the audience. Lecture demonstrations and demonstration experiment. Lecture control over knowledge acquisition.

Seminar in teaching chemistry and types of seminar classes. The main goal of the seminar is to develop the students’ speech. Discussion-based way of conducting seminars. Selection of material for discussion. Methodology for organizing a seminar lesson.

Laboratory workshop and its role in teaching chemistry. Forms of organization of laboratory workshops. Individual and group execution laboratory work. Educational and scientific communication when performing laboratory tasks.

1.8. Formation and development of systems of the most important chemical concepts

Classification of chemical concepts, their relationship with theories and facts and methodological conditions for their formation. Concepts: basic and developing. The relationship between systems of concepts about matter, a chemical element, and a chemical reaction.

The structure of the system of concepts about substances: its main components are concepts about the composition, structure, properties, classification, chemical methods of research and application of substances. The connection of these components with the system of concepts about chemical reactions. Revealing the dialectical essence of the concept of matter in the process of studying it. Qualitative and quantitative characteristics of a substance.

The structure of the system of concepts about a chemical element, its main components: classification chemical elements, their prevalence in nature, the atom of a chemical element as a specific carrier of the concept “chemical element”. Systematization of information about a chemical element in the periodic table. The problem of the relationship between the concepts of “valency” and “oxidation state” in a chemistry course, as well as the concepts of “chemical element” and “simple substance”. Formation and development of concepts about the natural group of chemical elements. Methodology for studying groups of chemical elements.

The structure of the system of concepts about chemical objects and their models. Typology of chemical objects (substance, molecule, molecular model), their essence, interrelation, invariant and variable components. Typology of models, their use in chemistry. The problem of the relationship between a model and a real object in chemistry.

The structure of the content of the concept of “chemical reaction”, its components: characteristics, essence and mechanisms, patterns of occurrence and progression, classification, quantitative characteristics, practical use and methods for studying chemical reactions. Formation and development of each component in their interrelation. Connection of the concept of “chemical reaction” with theoretical topics and with other chemical concepts. Providing an understanding of a chemical reaction as a chemical form of motion of matter.

2. Methodology of chemical and pedagogical research

2.1 Methodology of chemical and pedagogical research

Science and scientific research

Pedagogical sciences. Types of scientific and pedagogical research, Structural components of research work. The relationship between science and scientific research.

Chemical-pedagogical research

Chemical-pedagogical research and its specificity. Specifics of the object and subject of scientific and pedagogical research By theory and methodology of chemical education.

Methodological foundations of chemical and pedagogical research

Methodology of science. Methodological approaches (system-structural, functional, personal-activity). Integrative approach in chemical-pedagogical research.

Psychological and pedagogical concepts and theories used in research on the theory and methodology of teaching chemistry. Taking into account the specifics of teaching chemistry in the study, due to the specifics of chemistry.

Consideration methodological system in the trinity of training, education and development, teaching and learning, theoretical and axeological stages of knowledge.

Methodological foundations for identifying natural connections in training (adequacy of the target, motivational, content, procedural and effective-evaluative aspects of training).

2.2. Methodology and organization of chemical and pedagogical research

Methods in chemical and pedagogical research

Research methods. Classification of research methods (by degree of generality, by purpose).

General scientific methods. Theoretical analysis and synthesis. Analytical review methodological literature. Modeling. Study and generalization of teaching experience. Closed and open type(advantages and disadvantages). Pedagogical experiment

Organization and stages of research

Organization of chemical and pedagogical research. The main stages of the study (ascertaining, theoretical, experimental, final).

Selecting an object, subject and purpose of research in accordance With problem (topic). Setting and implementing tasks. Formulating a research hypothesis. Correction of the hypothesis during the study.

Selection and implementation of methods to evaluate the effectiveness of the study, confirmation of the hypothesis and achievement of the research goal.

Pedagogical experiment in chemical education

Pedagogical experiment, essence, requirements, plan and conditions of implementation, functions, types and types, methodology and organization, project, stages, stages, factors.

2.3 Assessing the effectiveness of chemistry-pedagogical research

Novelty and significance of the researchCriteria for the novelty and significance of chemical and pedagogical research. The concept of criteria for the effectiveness of pedagogical research. Novelty, relevance, theoretical and practical significance. Scale and readiness for implementation. Efficiency.

Measurement in Educational Research

Measurement in educational research. The concept of measurement in educational research. Criteria and indicators for assessing the results of the educational process.

Parameters of the effectiveness of the educational process. Component analysis of education and training outcomes. Operational analysis of the quality of students' knowledge and skills. Statistical methods in pedagogy and methods of teaching chemistry, reliability criteria.

Generalization and presentation of scientific results

Processing, interpretation and consolidation of research results. Processing and presentation of the results of chemical and pedagogical research (in tables, diagrams, diagrams, drawings, graphs). Literary presentation of the results of chemical and pedagogical research.

A dissertation as a final research project and as a genre of literary work about the results of chemical and pedagogical research.

Section III. Particular issues of theory and methods of teaching chemistry

3.1 Scientific foundations of school and university chemistry courses

General and inorganic chemistry

Basic chemical concepts and laws. Atomic-molecular science. Basic stoichiometric laws of chemistry. Laws of gas state.

The most important classes and nomenclature of inorganic substances. General provisions chemical nomenclature. Classification and nomenclature of simple and complex substances.

Periodic law and atomic structure.Atom. Atomic nucleus. Isotopes. The phenomenon of radioactivity. Quantum mechanical description of the atom. Electronic cloud. Atomic orbital. Quantum numbers. Principles of filling atomic orbitals. Basic characteristics of atoms: atomic radii, ionization energies, electron affinity, electronegativity, relative electronegativity. Periodic law D.I. Mendeleev. Modern formulation of the periodic law. Periodic table as natural classification elements by electronic structures of atoms. Periodicity of properties of chemical elements.

Chemical bonding and intermolecular interaction.The nature of the chemical bond. Basic characteristics of chemical bonds. Basic types of chemical bonds. Covalent bond. The concept of the valence bond method. Bond polarity and molecular polarity. s- and p-bonds. Multiplicity of communication. Types of crystal lattices formed by substances with covalent bonds in molecules. Ionic bond. Ionic crystal lattices and properties of substances with an ionic crystal lattice. Polarizability and polarizing effect of ions, their influence on the properties of substances. Metal connection. Intermolecular interaction. Hydrogen bond. Intramolecular and intermolecular hydrogen bonds.

Theory of electrolytic dissociation.Basic principles of the theory of electrolytic dissociation. Reasons and mechanism of electrolytic dissociation of substances with different types of chemical bonds. Ion hydration. Degree of electrolytic dissociation. Strong and weak electrolytes. True and apparent degree of dissociation. Activity coefficient. Dissociation constant. Acids, bases and salts from the point of view of the theory of electrolytic dissociation. Amphoteric electrolytes. Electrolytic dissociation of water. Ionic product of water. pH of the environment. Indicators. Buffer solutions. Hydrolysis of salts. Product of solubility. Conditions for the formation and dissolution of precipitation. Proton theory of acids and bases by Brønsted and Lowry. Concept of Lewis acids and bases. Acidity and basicity constants.

Complex connections.Structure of complex compounds. The nature of chemical bonds in complex compounds. Classification, nomenclature of complex compounds. Stability of complex compounds. Instability constant. Formation and destruction of complex ions in solutions. Acid-base properties of complex compounds. Explanation of the hydrolysis of salts and the amphotericity of hydroxides from the point of view of complex formation and the proton theory of acid-base equilibrium.

Redox processes.Classification of redox reactions. Rules for drawing up equations of redox reactions. Methods for setting coefficients. The role of the environment in the course of redox processes. Electrode potential. The concept of a galvanic element. Standard red-ox potentials. Direction of redox reactions in solutions. Corrosion of metals and methods of protection. Electrolysis of solutions and melts.

Properties of basic elements and their compounds.Halogens. General characteristics of elements and simple substances. Chemical properties of simple substances. Preparation, structure and chemical properties of the main types of compounds. Biogenic significance of elements and their compounds. p-elements of the sixth, fifth and fourth groups. General characteristics of elements and simple substances. Chemical properties of simple substances. Receipt. Structure and chemical properties of the main types of compounds. Biogenic significance of elements and their compounds.

Metals. Position in the periodic table and features of physical and chemical properties. Natural metal compounds. Principles of receipt. The role of metals in the life of plant and local organisms.

Physical and colloidal chemistry

Energy and direction of chemical processes.The concept of internal energy of a system and enthalpy. Heat of reaction, its thermodynamic and thermochemical designations. Hess's law and consequences from it. Assessment of the possibility of a chemical reaction occurring in a given direction. The concept of entropy and isobaric-isothermal potential. Maximum process performance. The role of enthalpy and entropy factors in the direction of processes under various conditions.

Rate of chemical reactions, chemical equilibrium.The rate of chemical reactions. Factors influencing the rate of a chemical reaction. Classification of chemical reactions. Molecularity and reaction order. Activation energy. Reversible and irreversible reactions. Conditions for the onset of chemical equilibrium. Chemical equilibrium constant. The Le Chatelier-Brown principle and its application. Concept of catalysis. Catalysis is homogeneous and heterogeneous. Theories of catalysis. Biocatalysis and biocatalysts.

Properties of dilute solutions.General characteristics of dilute solutions of non-electrolytes. Properties of solutions (saturated vapor pressure above the solution, ebullioscopy and cryoscopy, osmosis). The role of osmosis in biological processes. Dispersed systems, their classification. Colloidal solutions and their properties: kinetic, optical, electrical. The structure of colloidal particles. The importance of colloids in biology.

Organic chemistry

Saturated hydrocarbons (alkanes). Isomerism. Nomenclature. Synthesis methods. Physical and chemical properties of alkanes. Radical substitution reactions S R . Radical halogenation of alkanes. Haloalkanes, chemical properties and applications. Unsaturated hydrocarbons. Alkenes. Isomerism and nomenclature. Electronic structure of alkenes. Preparation methods and chemical properties. Ionic addition reactions at a double bond, mechanisms and basic principles. Polymerization. The concept of polymers, their properties and characteristics, use in everyday life and industry. Alkynes. Isomerism and nomenclature. Preparation, chemical properties and applications of alkynes. Alkadienes. Classification, nomenclature, isomerism, electronic structure.

Aromatic hydrocarbons (arenes).Nomenclature, isomerism. Aromaticity, Hückel's rule. Polycyclic aromatic systems. Methods for obtaining benzene and its homologues. Electrophilic substitution reactions in the aromatic ring S E Ar, general patterns and mechanism.

Alcohols. Monohydric and polyhydric alcohols, nomenclature, isomerism, methods of preparation. Physical, chemical and biomedical properties. Phenols, methods of production. Chemical properties: acidity (influence of substituents), reactions at the hydroxyl group and aromatic ring.

Amines. Classification, isomerism, nomenclature. Methods for obtaining aliphatic and aromatic amines, their basicity and chemical properties.

Aldehydes and ketones.Isomerism and nomenclature. Comparative reactivity of aldehydes and ketones. Preparation methods and chemical properties. Aldehydes and ketones of the aromatic series. Preparation methods and chemical properties.

Carboxylic acids and their derivatives.Carboxylic acids. Nomenclature. Factors affecting acidity. Physicochemical properties and methods for producing acids. Aromatic carboxylic acids. Preparation methods and chemical properties. Derivatives of carboxylic acids: salts, acid halides, anhydrides, esters, amides and their mutual transitions. Mechanism of esterification reaction.

Carbohydrates. Monosaccharides. Classification, stereochemistry, tautomerism. Preparation methods and chemical properties. The most important representatives of monosaccharides and their biological role. Disaccharides, their types, classification. Differences in chemical properties. Mutorotation. Sucrose inversion. Biological significance disaccharides. Polysaccharides. Starch and glycogen, their structure. Cellulose, structure and properties. Chemical processing of cellulose and the use of its derivatives.

Amino acids. Structure, nomenclature, synthesis and chemical properties. a-Amino acids, classification, stereochemistry, acid-base properties, features of chemical behavior. Peptides, peptide bond. Separation of amino acids and peptides.

Heterocyclic compounds.Heterocyclic compounds, classification and nomenclature. Five-membered heterocycles with one and two heteroatoms, their aromaticity. Six-membered heterocycles with one and two heteroatoms. An idea of the chemical properties of heterocycles with one heteroatom. Heterocycles in natural compounds.

3.2 Features of the content, structure and methodology of studying chemistry courses in secondary and higher schools.

Principles of construction and scientific and methodological analysis of educational support for chemistry courses in the main one. complete (secondary) and higher schools. Educational value of chemistry courses.

Scientific and methodological analysis of the section “Basic chemical concepts”.The structure, content and logic of studying basic chemical concepts at basic, advanced and in-depth levels of chemistry study. Analysis and methodology for the formation of basic chemical concepts. Features of the formation of concepts about a chemical element and substance at the initial stage. General methodological principles studying specific chemical elements and simple substances based on atomic-molecular concepts (using the example of the study of oxygen and hydrogen). Analysis and methodology for forming quantitative characteristics of a substance. The concept of a chemical reaction at the level of atomic-molecular concepts. Interrelation of initial chemical concepts. Development of initial chemical concepts when studying selected topics in the eighth grade chemistry course. The structure and content of an educational chemical experiment in the section "Basic chemical concepts". Problems of methodology for teaching basic chemical concepts in secondary school. Features of studying the section "Basic chemical concepts" in university chemistry courses.

Scientific and methodological analysis of the section "Main classes of inorganic compounds".The structure, content and logic of studying the main classes of inorganic compounds at basic, advanced and in-depth levels of chemistry. Analysis and methodology for studying oxides, bases, acids and salts in primary school. Analysis and methodology for forming the concept of the relationship between classes of inorganic compounds. Development and generalization of concepts about the most important classes of inorganic compounds and the relationship between classes of inorganic compounds in complete (secondary) school. Structure and content of an educational chemical experiment in the section "Main classes of inorganic compounds." Problems of teaching methods for basic classes of inorganic compounds in secondary school. Features of studying the section “Basic classes of inorganic compounds” in university chemistry courses.

Scientific and methodological analysis of the section "Structure of the atom and the periodic law."Periodic law and theory of atomic structure as scientific basis school chemistry course. The structure, content and logic of studying the structure of the atom and the periodic law at basic, advanced and in-depth levels of chemistry. Analysis and methodology for studying the structure of the atom and the periodic law. Problems associated with radioactive contamination of the territory of Belarus in connection with the accident at the Chernobyl nuclear power plant.

Structure, content and logic of studying the periodic system of chemical elements D.I. Mendeleev at basic, advanced and in-depth levels of studying chemistry. Analysis and methodology for studying the periodic system of chemical elements based on the theory of atomic structure. The meaning of the periodic law. Features of studying the section “Atomic structure and periodic law” in university chemistry courses.

Scientific and methodological analysis of the section "Chemical bonding and structure of matter".The importance of studying chemical bonds and the structure of substances in a chemistry course. The structure, content and logic of studying chemical bonds and the structure of matter at basic, advanced and in-depth levels of chemistry. Analysis and methodology for forming the concept of chemical bonding based on electronic and energy concepts. Development of the concept of valence based on electronic representations. The degree of oxidation of elements and its use in the process of teaching chemistry. Structure of solids in the light of modern concepts. Disclosure of the dependence of the properties of substances on their structure as the main idea of studying the school course. Features of studying the section "Chemical bonding and structure of matter" in university chemistry courses.

Scientific and methodological analysis of the section "Chemical reactions".

Structure, content and logic of studying chemical reactions at basic, advanced and in-depth levels of studying chemistry. Analysis and methodology for the formation and development of a system of concepts about chemical reactions in basic and full (secondary) schools.

Analysis and methodology for generating knowledge about the rate of chemical reactions. Factors influencing the rate of chemical reactions and methods for developing knowledge about them. Worldview and applied significance of knowledge about the rate of chemical reactions.

Analysis and methodology for developing concepts about the reversibility of chemical processes and chemical equilibrium. Le Chatelier's principle and its significance for using a deductive approach in studying the conditions for shifting equilibrium during the occurrence of reversible chemical reactions. Features of studying the section "Chemical reactions" in university chemistry courses.

Scientific and methodological analysis of the section "Chemistry of solutions and the fundamentals of the theory of electrolytic dissociation."The place and significance of educational material about solutions in a school chemistry course. Structure, content and logic of studying solutions at basic, advanced and in-depth levels of studying chemistry. Analysis and methodology for studying solutions in a school chemistry course.

The place and significance of the theory of electrolytes in the school chemistry course. Structure, content and logic of studying the processes of dissociation of electrolytes at basic, advanced and in-depth levels of chemistry study. Analysis and methodology for studying the basic provisions and concepts of the theory of electrolytic dissociation in a school chemistry course. Disclosure of the mechanisms of electrolytic dissociation of substances with different structures. Development and generalization of students' knowledge about acids, bases and salts based on the theory of electrolytic dissociation.

Analysis and methodology for studying the hydrolysis of salts in specialized classes and classes with in-depth study of chemistry. The importance of knowledge about hydrolysis in practice and for understanding a number of natural phenomena. Features of studying the section "Chemistry of solutions and the basics of the theory of electrolytic dissociation."in university chemistry courses.

Scientific and methodological analysis of the sections "Non-metals" and "Metals"..Educational tasks of studying non-metals and metals in a high school chemistry course. The structure, content and logic of studying non-metals and metals at basic, advanced and in-depth levels of chemistry. Analysis and methodology for studying non-metals and metals on various stages teaching chemistry. The importance and place of chemical experiment and visual aids in the study of non-metals. Analysis and methodology for studying subgroups of nonmetals and metals. Interdisciplinary connections in the study of nonmetals and metals. The role of studying the systematics of non-metals and metals for the development of general chemical and polytechnic horizons and the scientific worldview of students. Features of studying the section "Non-metals" and "Metals".in university chemistry courses.

Scientific and methodological analysis of the organic chemistry course.Objectives of the organic chemistry course. The structure, content and logic of studying organic compounds at basic, advanced and in-depth levels of studying chemistry in high school and university. The theory of the chemical structure of organic compounds as the basis for the study of organic chemistry.

Analysis and methodology for studying the basic principles of the theory of chemical structure. Development of concepts about the electronic cloud, the nature of its hybridization, the overlap of electronic clouds, and the strength of communication. Electronic and spatial structure of organic substances. The concept of isomerism and homology of organic compounds. The essence of the mutual influence of atoms in molecules. Disclosure of the idea of the relationship between the structure and properties of organic substances. Development of the concept of a chemical reaction in the course of organic chemistry.

Analysis and methods for studying hydrocarbons, homo-, poly- and heterofunctional and heterocyclic substances. Relationship between classes of organic compounds. The importance of the organic chemistry course in polytechnic training and the formation of the scientific worldview of students. The relationship between biology and chemistry in the study of organic substances. Organic chemistry as a basis for the study of integrative disciplines of chemical-biological and medical-pharmaceutical profile.

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The main concept of the article “Teaching Chemistry in Secondary School” is a presentation of one’s own teaching experience, providing assistance to teachers on methods of teaching chemistry at school. Perhaps, with greater or lesser success, it can be applied to the teaching of other natural sciences (physics, biology, geography) and mathematics. In the overwhelming majority of cases, the effective implementation of professional activities requires both the ability to carry out this activity and the desire to carry it out (motivation).

This article examines the role of interactive techniques in teaching. The author introduces various forms of using these techniques in chemistry lessons.

We live in an era of rapid growth of scientific knowledge. From the point of view of system analysis, the educational process in secondary school and scientific knowledge are complex, endless, interacting systems, and the educational process is included as a subsystem in the system of scientific knowledge. Therefore, the rapid growth of scientific knowledge should inevitably lead to natural variability in the educational process in secondary school, and improving the quality and efficiency of the educational process, in turn, will increase the rate of growth of scientific knowledge.

The laws on education of the Russian Federation indicate the need to improve education, improve the quality of educational work, and purposefully develop the creative abilities of students. Also K.D. Ushinsky, the founder of scientific pedagogy in Russia, wrote that teaching is work full of activity and thought. But it is the active activity and mental creative side of learning that is not sufficiently updated in the traditional organization of training. Increasing the effectiveness of the lesson is one of the urgent tasks of improving the quality of the educational process.

Who is he today - a modern teacher: a source of information, a carrier of innovation, a consultant, a moderator, an observer, a resource, a reference book, an adviser - one who teaches others or constantly learns himself? What kind of a modern teacher is he: creative, self-critical, enterprising, stress-resistant, knowledgeable, psychologist?

The times of encyclopedists with an extensive but constant store of knowledge are over. In the age of information technology, with constantly growing market conditions, specialists who are able to find, using multimedia, and analyze rapidly changing information are valued. Therefore the goal modern education- this is not memorizing a large amount of factual data, but learning effective ways obtaining and analyzing available information. Considering that learning is a purposeful process of interaction between a teacher and a student, discourse is the active principle in the pedagogical system. The “teacher-student” system has the potential to increase the activity of students, and the effectiveness of the educational process depends on coordination and synchronization in the actions of both parties. One of the conditions for increasing the effectiveness of teaching is the establishment of a favorable psychological climate in the learning process, that is, a change in the teacher’s position in the educational process is necessary. The main task of the teacher is not the transfer of knowledge, but the organization of the activities of students. The teacher should act as a mentor and organizer of a constantly changing learning environment, and not as a simple carrier of information. The role of the student becomes more complicated, since he must turn from a passive consumer of ready-made knowledge into an active researcher, interested not so much in obtaining specific knowledge, but in new technologies and methods of research and obtaining the desired result. These can be interactions "teacher - student", "student - student", "student - educational book", "teacher - student - educational material".

New knowledge is better perceived when students clearly understand the tasks facing them and show interest in the work ahead. Setting goals and objectives always takes into account the students’ need to demonstrate independence, their desire for self-affirmation, and their thirst for learning new things. If there are conditions in the lesson to satisfy such needs, then students get involved in the work with interest.

My experience in secondary school has shown that in developing interest in a subject one cannot rely entirely on the content of the material being studied. Reducing the origins of cognitive interest only to the content side of the material only leads to situational interest in the lesson. If students are not involved in active activities, then any meaningful material will arouse in them a contemplative interest in the subject, which will not be a cognitive interest.

At school, students come to my lesson with their attention switched, so the main task for me as a teacher is to switch the brain path to the perception of chemical material. The student’s brain is designed in such a way that knowledge rarely penetrates into its depth; it often remains on the surface and is therefore fragile. A powerful incentive in this case is interest.

The development of cognitive interest is a complex task, the solution of which determines the effectiveness of a student’s educational activities. Conscious work begins with students understanding and accepting the learning tasks that are set before them. Most often, this situation is created when repeating what was learned earlier. Then the students themselves formulate the goal of the upcoming work. In connection with the need to improve academic performance, the development of students’ cognitive interests in the learning process has great value for any academic subject. The desire of every teacher is to instill interest in their subject, but the chemistry program in high school, which promotes memorization, does not always develop the creative thinking activity of students.

Whatever good knowledge subject, the teacher did not have high erudition, the traditional lesson contributes little to the emotional mood of students for further perception of the educational material, activating them mental activity, development and realization of their potential mental abilities. The most active forms, means and methods of teaching (frontal experiments, research activities, lessons-competitions, computer technologies).

Every student has a passion for discovery and research. Even a low-performing student discovers interest in a subject when he discovers something. Therefore, in my lessons I often have to conduct frontal experiments. For example, 9th grade students on the topic “Chemical properties of oxygen” experimentally find out and discover the conditions better combustion some simple and complex substances.

The location of the frontal experiment is not an end in itself for me, but it is aimed at the students’ mental actions. Frontal observations convince students that each of them can make a discovery of something, the impetus for which is given by experience.

I also conduct research lessons with students, where the subject of their research is the rediscovery of what has already been discovered in science, and students carry out research work is knowledge for them of something not yet known. During the lesson, students themselves accumulate facts, put forward a hypothesis, conduct experiments, and create a theory. Tasks of this nature arouse increased interest in children, which leads to a deep and lasting assimilation of knowledge. The result of the work in the lesson is the conclusions that the children independently obtained as an answer to the teacher’s problematic question. For example, we identify the essence, mechanism and reason for the occurrence of ion exchange reactions, based on the theory of electrolytic dissociation with 9th grade students. Since an integral part of chemistry is the implementation of practical work, I almost completely moved away from the textbook and its instructions and invite the children to suggest the procedure for performing the work and all the equipment necessary for this. If a student finds it difficult to complete the work, he can use the textbook. I believe that this teaches children to think independently, and to consider the lesson as a research method.

For the ratio new information With the system of previous knowledge, I work with generalizing diagrams and tables in lessons. For example, while studying the topic “Special chemical properties of nitric and sulfuric acids” in grade 9, we draw up diagrams with the help of which, using the method of comparison, we explain the oxidizing properties of these acids depending on their concentration when they interact with non-metals and with metals of varying activity.

Chemistry has lessons that involve problem solving. I teach kids how to solve problems using an algorithm and create it themselves. For example, in the 11th grade, students solve all problems on the topic “Solutions. Methods of expressing the concentration of solutions” using an algorithm. Special attention I focus on solving high-quality problems in organic and inorganic chemistry, where children learn to think and apply knowledge in practice. I believe that even in weak classes a good result is visible. I see one of the ways to develop cognitive interest by using it in a general lesson. various types knowledge such as crosswords, puzzles, chainwords. Such tasks contribute to the assimilation of certain chemical quantities, concepts, laws, memorization of the names of scientists, names and purposes of instruments and laboratory equipment.

To enhance the cognitive activity of students in the classroom and develop their interest in learning, I conduct competition lessons. Such lessons help improve academic performance, because not wanting to lag behind their friends and let their team down, students begin to read more on the subject and practice solving problems. Such lessons lead to diversity in the learning process.

In order for students to have sufficient background knowledge, without which they cannot advance in their studies, I use work with reference notes. Basic notes allow the student to draw up a plan for studying a chemical phenomenon or law, and also, if necessary, very quickly complete and repeat the material covered in subsequent courses. For example, a note on the topic “Chemical Kinetics” can be used in both 9th and 11th grades.

In order to test and correct students' knowledge on any topic, I work with test cards. They allow me to see the level of training of students, their level of preparation.

I consider one of the interesting forms of organizing the collective and cognitive activities of students to be a public review of knowledge, which is a test for them. The review develops the active cooperation of children in their main work - learning, helps to create an atmosphere of goodwill in the youth team, foster mutual assistance, and form a responsible attitude not only to their studies, but also to the successes of their classmates. Knowledge reviews deepen children's knowledge of the subject and serve to reinforce larger topics or the most complex sections of the chemistry course. For example, in the 11th grade I conduct reviews on the topics “Main classes of inorganic compounds”, “Periodic law and D.I. Mendeleev’s Periodic Table of Chemical Elements”, “Atomic Structure and Chemical Bonds”; in grade 10 - “Hydrocarbons”, “Oxygen-containing organic compounds”; in 9th grade - “Theory of electrolytic dissociation”, “Metals”, “Non-metals”.

The best place to establish a dialogue between teacher and students is also a lesson using computer technology. It is in such a lesson that it is possible to ignite the feelings of students. And this is our relationship with the guys to each other, to school, to family, to the team, to knowledge. Our emotional relationships to the world constitute beliefs, the soul of a person, the core of his personality.

The computer as a teaching tool is now becoming an indispensable tool for teachers. This problem seems relevant, since the pedagogical capabilities of the computer as a teaching tool in many respects far exceed the capabilities of traditional means. The use of computer technology makes it possible to produce a significant number of visual aids, print out lesson texts, assessments, tests and much more, increasing the visibility of the material being studied. For example, when studying the topic “Structure of the Atom,” you can use a fragment of the “Chemistry, 8th grade” program, which allows you to consider the structure of the atom, the model of electron distribution among energy levels, as well as the mechanisms of chemical bond formation, models of chemical reactions, and much more. This use becomes even more relevant when studying the course "Organic Chemistry", which is based on the spatial structure of many organic substances. This seems extremely important, since students usually do not develop the idea of molecules as spatial structures. The traditional image of molecules of substances in one plane leads to the loss of an entire dimension and does not stimulate the development of spatial image. A significant achievement of computer technology in this matter is also the fact that the structure of molecules can be viewed from different angles - in dynamics.

The use of multimedia programs makes chemical experiments more accessible. For example, in the school chemistry curriculum there are no experiments with harmful substances, although the demonstration of some of them has educational value: there are experiments that formed the basis of historical discoveries and are necessary to form a complete picture of the development of chemical knowledge (production of oxygen, hydrogen), the properties of individual substances must be known not in words, since the rules are formed on them correct behavior in extreme situations (interaction of sulfur with mercury). The use of CDs to demonstrate a chemical experiment can also reduce the time required to demonstrate long-term experience (oil distillation) and facilitate the preparation of equipment. This does not mean that experimentation should be completely replaced by demonstration. So, before starting practical work, I prepare for it with my students using the “analyst” program (author - A.N. Levkin). This allows you to work out the sequence of experiments and saves reagents.

Computer technologies provide ample opportunities for studying chemical production. When we consider these issues, we as teachers rely on static diagrams. Multimedia programs allow you to demonstrate all processes in dynamics and look inside the reactor.

At our school, based on ready-made didactic materials, I created a set of tests on all topics of the school chemistry course. I use them to test my initial understanding of the material or as a test on theoretical questions.

The use of computer technologies not only improves the quality of subject teaching, but also develops such personal qualities of a school graduate as professionalism, mobility and competitiveness, which will make him more successful in further studies in other educational institutions.

All my actions when using visual and technical teaching aids in the learning process are aimed at creating students’ knowledge, and the information that I give in lessons and extracurricular activities leads to the development of their cognitive interest and increases the efficiency of the educational process.

The state, I believe, should be interested in using human potential as efficiently as possible, i.e. that the appropriate positions are filled with people who can use the relevant responsibilities properly.

When it comes to pedagogy, we must understand that the fates of specific people who may be placed on the “Procrustean bed” of the existing educational system are on the scales.

List of used literature

Identification, support and development of intellectually gifted children. Collection of the best works of participants of the XII All-Russian correspondence competition of teachers "Educational potential of Russia" 2013/2014 academic year. - Obninsk: MAN: "Intelligence of the Future", 2014. - 134 p.
Evstafieva E.I., Titova I.M. Vocational education: development of learning motivation / Chemistry at school, No. 7, 2012. - p. 20 - 25.
Markushev V.A., Bezrukova V.S., Kuzmina G.A. Scientific and pedagogical foundations for the development of vocational training methods. Third pedagogical readings. - St. Petersburg, UMC of the Committee on Education, 2011. - 2011. - 298 p.

MINISTRY OF EDUCATION AND SCIENCE OF THE RF

FEDERAL AGENCY FOR EDUCATION

GOU VPO FAR EASTERN STATE UNIVERSITY

INSTITUTE OF CHEMISTRY AND APPLIED ECOLOGY

A.A. Kapustina methods of teaching chemistry course of lectures

Vladivostok

Far Eastern University Publishing House

Methodological manual prepared by the department

inorganic and organoelement chemistry, Far Eastern State University.

Published by decision of the educational and methodological council of FENU.

Kapustina A.A.

K 20 Methodological manual for seminar classes on the course “Structure of Matter” / A.A. Kapustina. – Vladivostok: Dalnevost Publishing House. University, 2007. – 41 p.

The material on the main sections of the course is contained in a condensed form, samples of solved problems, test questions and assignments are provided. Intended for 3rd year students of the Faculty of Chemistry in their preparation for seminar classes on the course “Structure of Matter”.

©Publishing house

Far Eastern University, 2007

Lecture No. 1

Literature:

1. Zaitsev O.S., Methods of teaching chemistry, M. 1999.

2. Magazine “Chemistry at school”.

3. Chernobelskaya G.M. Fundamentals of methods of teaching chemistry, M. 1987.

4. Polosin V.S.. School experiment in inorganic chemistry, M., 1970.

Subject of methods of teaching chemistry and its tasks

The subject of chemistry teaching methods is the social process of teaching the basics of modern chemistry at school (technical school, university).

The learning process consists of three interconnected aspects:

1) academic subject;

2) teaching;

3) exercises.

Academic subject provides for the volume and level of scientific knowledge that must be acquired by students. Thus, we will get acquainted with the content of school programs, the requirements for knowledge, skills and abilities of students at different stages of education. Let's find out which topics are the foundation of chemical knowledge, determine chemical literacy, and which ones play the role of didactic material.

Teaching - this is the activity of the teacher through which he teaches students, that is:

Communicates scientific knowledge;

Instills practical skills and abilities;

Forms a scientific worldview;

Prepares for practical activities.

We will look at: a) the basic principles of learning; b) teaching methods, their classification, features; c) a lesson as the main form of teaching at school, methods of construction, classification of lessons, requirements for them; d) methods of questioning and monitoring knowledge; e) teaching methods at the university.

Teaching is a student activity consisting of:

Perception;

Understanding;

Assimilation;

Consolidation and practical application of educational material.

Thus, subject methods of teaching chemistry is research of the following problems:

a) goals and objectives of training (why teach?);

b) academic subject (what to teach?);

c) teaching (how to teach?);

d) learning (how do students learn?).

The methodology of teaching chemistry is closely related and comes from the science of chemistry itself, and is based on the achievements of pedagogy and psychology.

IN task teaching methods include:

a) didactic rationale for the selection of scientific knowledge that contributes to the formation of students’ knowledge of the fundamentals of science.

b) the choice of forms and methods of training for the successful acquisition of knowledge, development of skills and abilities.

Let's start with the principles of learning.

Modern approaches to teaching chemistry at school

Chemistry teacher Zhmaka L.V.

In education today we are witnessing the modernization of education. In accordance with this, the main results of the activities of a comprehensive school are not knowledge itself, but a set of social key competencies in the main areas of life. School graduates must enter the “big life” with a certain set of social competencies: political, intellectual, civil law, information. Teaching science contributes to the formation of information concepts and the development of critical thinking in students. An important point in comprehending knowledge, students should become accepting personal meaning, which leads to self-knowledge Chemistry as a science in the context of global problems of humanity is extremely relevant. The younger generation should develop a scientific picture of the world and knowledge of chemistry becomes fundamental. The development of a chemical picture of the world is important for the formation of a scientific worldview, a culture of environmental thinking and behavior.

The main pedagogical goals of knowledge are:

improving the quality of knowledge

ensuring a differentiated approach in the educational process

providing conditions for children’s adaptation in the modern information society.

Any form of interactivity involves the active interaction of all students. The teacher and student are passionate about the same process: to understand the lesson, extract knowledge from it for themselves, develop the skills of an active life position, critically understand the situation, find the truth, make the right decision. The teacher, in essence, is the organizer of learning and its leader. His task is to approach the learning process in such a way that the student becomes interested and feels a desire to learn. The process of cognition consists in the acquisition of knowledge by the student himself. During the lesson, an attitude is created in which students positively prepare themselves to perceive new knowledge. To start learning new material, the teacher “launches” an interesting fact that will arouse students’ interest in perceiving the material. Problems enliven the student and force him to remember instructive facts. These techniques include simulation methods that can be played out in the classroom. This: role playing games, discussion, debate, brainstorming, problem discussion, round table, search for truth, free microphone, situation analysis, decision tree, please speak, trial, etc.

The competency-based approach is one of the new directions for the development of educational content in Ukraine and developed countries of the world. The very acquisition of vital competencies gives a person the opportunity to navigate modern society, forms the individual’s ability to quickly respond to the demands of time.

The introduction of a competency-based approach is an important condition for improving the quality of education. This is especially true for theoretical knowledge, which must cease to be dead baggage and become a practical means of explaining phenomena and solving practical situations and problems.

The main value becomes not the assimilation of the amount of information, but the development by students of such skills that would allow them to determine their goals, make decisions and act in typical and non-standard situations.

The competency-based approach to education is associated with student-oriented and active approaches to education, as it concerns the student’s personality. The system of competencies in education consists of: key, i.e. subject competencies - the student acquires them in the process of studying a particular subject

Therefore, competence should be understood as a given requirement, the norm of educational preparation of students, and competence - as his actually formed personal qualities and minimal experience.

The school subject "chemistry" includes knowledge about chemical phenomena, information of a philosophical and social nature, modern chemical technologies, problems environment and human health. Chemistry, experimental science. Students become familiar with substances and their properties, solve experimental and computational problems. Studying the subject makes it possible to orient children towards personal self-realization, where the student will be able to express his life position and value guidelines. But this should be facilitated by various methods and forms. training sessions. It is important to create a situation of success in the lesson, conduct discussions, debates, solve a problem or find a way out of a situation. If you skillfully create conditions when presenting knowledge, then the material can turn from boring into even an event. In the learning process, the main thing is not to convey all the information at once, but to help them comprehend it and give students the opportunity to take part in predicting this information themselves. The search for knowledge engages children with empathy and a desire to learn. Problem situations are the impetus for a situation of success. These classes always have a collaborative and intellectual atmosphere. The desire to learn encourages the student to use additional literature, reference books and the Internet.

A competent specialist, a competent person is a very profitable prospect. A formula for competence is proposed. What are its main components? Firstly, knowledge, but not just information, but that which is rapidly changing, dynamic, varied, which you need to be able to find, weed out the unnecessary, translate into experience own activities. Secondly, the ability to use this knowledge in a specific situation; understanding how this knowledge can be obtained. Thirdly, an adequate assessment of oneself, the world, one’s place in the world, specific knowledge, whether it is necessary or unnecessary for one’s activities, as well as the method of obtaining or using it. This formula can logically be expressed in this way:

Competence = mobility of knowledge + flexibility of method + criticality of thinking

To avoid adverse impacts on the environment, to avoid making environmental mistakes and to create situations dangerous to health and life, modern people must have basic environmental knowledge and a new ecological type of thinking.

Ways to develop competencies

What should a teacher be guided by to carry them out? First of all, regardless of the technology that the teacher uses, he must remember the following rules:

It is not the subject that shapes the personality, but the teacher through his activities related to the study of the subject.

Help students master the most productive methods of educational and cognitive activity, teach them to learn.

It is necessary to use the question “why?” more often to teach how to think causally: understanding cause-and-effect relationships is a prerequisite for developmental learning.

Remember that it is not the one who retells it that knows, but the one who uses it in practice.

To teach students to think and act independently.

Develop creative thinking. Solve cognitive problems in several ways, practice creative tasks more often.

It is necessary to show students the prospects for their learning more often.

During the learning process, be sure to take into account the individual characteristics of each student; unite students with the same level of knowledge into differentiated subgroups.

Study and take into account the life experiences of students, their interests, and developmental characteristics.

The teacher himself must be informed about the latest scientific developments in his subject.

Teach in such a way that the student understands that knowledge is a vital necessity for him.

Explain to students that every person will find his place in life if he learns everything that is necessary to realize his life plans.

Competency-based approach to teaching chemistry

Educational process carried out through lessons, electives, individual lessons.

An independently found answer is a small victory for a child in understanding the complex world of nature, giving confidence in his abilities, creating positive emotions, and eliminating unconscious resistance to the learning process.

The independent discovery of the slightest grain of knowledge by a student gives him great pleasure, allows him to feel his capabilities, and elevates him in his own eyes. The student asserts himself as an individual. The student keeps this positive range of emotions in his memory and strives to experience it again and again. This is how interest arises not just in the subject, but what is more valuable - in the process of cognition itself - cognitive interest, motivation for knowledge.

“No interest - no success!”

"The Riddle of King Solomon." Unravel the secret letter of King Solomon (Qualitative reactions to iron compounds. Grade 10);

“The mystery of the yacht “Call of the Sea”.” Corrosion of metals - 10, 11 classes. Unravel the mystery of the death of a millionaire's expensive yacht;

The work of a detective agency in the topic: “Hydrochloric acid” - grade 10, in the topic “Classification of inorganic substances” - grade 8;

Solve the chemical mistake of A. Conan Doyle when describing the Hound of the Baskervilles from the work of the same name. "Phosphorus" - 10th grade.

Problematic issue, problematic situation

"Glucose" - 10th grade. Why does bread acquire a sweet taste if chewed for a long time?

Why does ironed laundry stay dirty longer?

“Amphotericity of amino acids” - 9th grade. “You are familiar with the animal chameleon from biology. Is there something similar in chemistry?

"Alcohols" - 9th grade. How to make rubber galoshes from alcohol?;

“Aldehydes, acids” - 9th grade “It’s all about the ants.” What do aldehydes, carboxylic acids and ants have in common?

Oxygen-containing organic compounds. Thinking is a mystery. The laboratory assistant prepared the reagents and left the office. Here trihydric alcohol, coming off the shelf, walked up to the table and took away his reagent. Seeing this, Glucose was indignant: “What are you doing, why are you taking someone else’s, this is my recognizer!” “Let me, let me intervene in your dispute,” said Formaldehyde, “This is my substance.” What is the essence of the dispute?

Conflicting facts

“Dual position of hydrogen in PSHE” - 8th grade. Why does hydrogen rank in the D.I. table? Mendeleev two places: among typical metals and among typical non-metals?

When studying the topic “Electrolytic dissociation”. Distilled water does not conduct electric current, and ordinary water supply carries out.

Why did D.I. Mendeleev compile PSHE for chemists, but physicists rightfully use it in their research?

Skills safe behavior with substances

We live in an era of scientific and technological progress. Technological progress should be aimed at improving human life. However, the environment, including the household environment, has changed dramatically. Substances of artificial origin have appeared in the air, water, and food. Most of them are toxic, that is, poisonous.

Within the framework of social competencies, the requirements for appropriate functional literacy are also determined - the formation of chemically safe behavior in the surrounding world. A person receives his first knowledge about chemicals and their handling at school. How should we treat them to maintain the health and cleanliness of the world around us? Chemistry lessons provide answers to these questions. Practical work develops skills in working with chemicals.

There are a lot of lessons in the chemistry course in which we study the properties of different substances and always name and show substances that are used at home and precautions for working with them. We teach children to read labels and know examples of the safe use of chemicals in everyday life.

Interactive activities provide not only an increase in knowledge, skills, methods of activity and communication, but also the discovery of new opportunities for students.

"Key Question Method"

Heuristic conversation- this is a certain series of questions that direct students’ thoughts and answers in the right direction. In essence, children discover certain facts and phenomena.

I love this method because it promotes creativity, creative thinking and logical thinking, students develop productive approaches to mastering information, the fear of making the wrong assumption disappears (since an error does not entail a negative assessment) and a trusting relationship is established with the teacher.

Interactive learning increases the motivation and involvement of participants in solving the problems under discussion, which gives an emotional impetus to the subsequent search activity of the participants. In interactive learning, everyone is successful, everyone contributes to the overall result of the work, the learning process becomes more meaningful and exciting.

Presenting educational material using the method of heuristic conversation, the teacher from time to time addresses the class with questions that encourage students to engage in the search process.

We use the following words: “maybe”, “suppose”, “let’s say”, “possibly”, “what if...”

1. It is no coincidence that hydrogen occupies such an honorable place in the Periodic Table. It has unique physical and chemical properties, which gives it the right to be called element No. 1. Why did it get this right?

2. Why is water a liquid? How are beautiful patterns formed on glass?

3. About 100 years ago N.G. Chernyshevsky said about aluminum that this metal is destined for a great future, that aluminum is the metal of socialism. He turned out to be a visionary: in the 20th century this element became the basis of many construction materials. The changes in the cost of aluminum are striking. How can we explain the wide range of aluminum uses?

Aluminum is the most common metal on Earth (it accounts for more than 8% of the earth’s crust), and it began to be used in technology relatively recently (at the Paris Exhibition of 1855, aluminum was demonstrated as the rarest metal, which cost 10 times more than gold). In the 19th century aluminum was worth its weight in gold. So, at the international congress of chemists, Mendeleev, as a sign of his scientific merits a valuable gift was presented - a large aluminum mug. Think about why aluminum was so highly valued? Why has the price of aluminum fallen so much over time?

The new metal turned out to be very beautiful and similar to silver, but much lighter. It was these properties of aluminum that determined its high cost: at the end of the 19th and beginning of the 20th centuries. aluminum was valued higher than gold. For a long time it remained a museum rarity.

Problem situation- this is a difficulty or contradiction that arose in the process of performing a certain educational task, the solution of which requires not only existing knowledge, but also new ones. The situation can be addressed throughout the lesson or part of it.

When presenting a problematic material, the teacher guides the students’ cognitive process, poses questions that focus students’ attention on the inconsistency of the phenomenon being studied and makes them think. Before the teacher gives an answer to the question posed, students can already give a mental answer and compare it with the course of judgment and the teacher’s conclusion.

2. When studying the composition of air. Think about how to experimentally prove the composition of air. How to start this?

3. For example, the teacher demonstrates allotropic modifications of sulfur or oxygen and offers to explain why they are possible

4. Constructing a hypothesis based on a known theory and then testing it. For example, will there be acetic acid How does an organic acid manifest? general properties acids? Students make a guess, the teacher performs an experiment, and then a theoretical explanation is given.

5. The most successfully found problem situation should be considered one in which the problem is formulated by the students themselves. For example, studying chemical bond, students can independently pose a problem - why metal atoms enter into chemical reaction with non-metals

6. Why did the light on the device light up when testing a solution of a substance for electrical conductivity?

Methods of pedagogical activity

In teaching activities, a variety of teaching methods are used, guided by pedagogical expediency. The choice of methods is carried out on the basis of the objectives of the lesson, the content of the material being studied and the development goals of students in the learning process. To implement the basic principles of the competency-based approach and the rational combination of individual and collective education, the most effective methods organization of training.

Students independently conduct chemical experiments and research activities.

Logical methods (organization of logical operations):

Inductive (classify chemical reactions).

Deductive (having a general formula, create an algorithm for solving specific chemical problems of the same type).

Analytical (for example, when studying reactions).

Problem-search methods (problem competencies are formed).

Problematic presentation of knowledge. Used when students do not have sufficient knowledge to actively participate in solving a problem. For example, when studying the theory of the structure of organic substances A.M. Butlerov. 9, 11 grades.

Heuristic method. Search (heuristic conversation). It is carried out on the basis of a problem situation created by the teacher. For example, what does hydrogen turn into when it “takes” electrons from lithium? 8th grade. "Oxidation state".

Research method. Used when students have sufficient knowledge to make scientific conjectures. For example, when studying alkali metals, it is proposed to identify the role of water in the reactions of interaction of alkali metals with solutions of various salts. 9th grade.

Creating a situation of success in learning is a prerequisite for competency-based learning.

Creative tasks. Creating presentations, for example, “Application of sulfuric acid in the national economy” 9th grade, “Chemistry and cosmetics” 11th grade.

Creative tasks. Creation of projects “Our kitchen is a chemical laboratory” “Home first aid kit”

Statement of a problem or creation of a problematic situation. Based on the material they read, students themselves create a problematic question.

What should a teacher be able to do?

See and understand the real life interests of your students;

Show respect for your students, for their judgments and questions, even if they seem at first glance difficult and provocative, as well as for their independent trial and error;

Feel the problematic nature of the situations being studied;

Connect the material being studied with everyday life and the interests of students characteristic of their age;

Consolidate knowledge and skills in educational and extracurricular practice;

Plan a lesson using all the variety of forms and methods of educational work, and, above all, all types of independent work (group and individual), dialogic and design-research methods;

Set goals and evaluate the degree of their achievement together with students;

Use the “Creating a Situation of Success” method perfectly;

Evaluate students’ achievements not only by grades, but also by meaningful characteristics;

Assess the progress of the class as a whole and individual students not only in the subject, but also in the development of certain vital qualities;

See gaps not only in knowledge, but also in readiness for life.

Concept information system

The information space attracts a lot of attention from researchers. Information technologies are penetrating various spheres of life, and education cannot remain on the sidelines. The success of a modern person in professional activity often depends on his ability to find and process the necessary information. Modern technologies have firmly entered our lives. The role of integrated knowledge is also important when teaching teenagers to work with information technology on the Internet are used as traditional methods- conversation, story, explanation, independent study, accompanied by a visual display on the computer, supplemented by the use of various visual aids - tables, posters, and various new forms of organizing students' educational activities: project methods, group work, the use of virtual techniques, distance learning etc., which cannot be limited within the office system,