SITUATIONAL TASKS IN TRAINING OF FUTURE CHEMISTRY TEACHERS
DOI: 10.23951/1609-624X-2017-12-92-99
The use of situational problems in the study of methods of teaching chemistry at a pedagogical university is described, and their significance in training of students for professional activity is characterized. The definition and the structure of the situational task is given, its components are singled out. Specific features of differentiated questions to the texts of situational tasks and their use in the training process is described, the character of the cognitive activity of the students when performing different tasks are singled out, specific examples of tasks are given. The availability of the content of the tasks for students, the features of the choice of differentiated tasks, the conditions for their fulfillment, as well as the students’ interest in creative cognitive activity are revealed on the basis of the questionnaire. The tasks of the first level are aimed at reproduction of theoretical knowledge, in the process of their implementation, the reproductive nature of students’ activity prevails.. These tasks are used to repeat theoretical material in practical exercises, seminars or remotely. They contribute to the formation of practical skills and the skills in drawing up summaries of lessons and didactic materials. Tasks of the second level of complexity allow you to integrate materials from different educational areas, which are necessary to solve certain situations. When performing such tasks, the partial search character of students’ cognitive activity predominates and practical skills and skills in developing and compiling methodological materials are improved. Tasks of the third level of complexity develop the ability to analyze information, generalize and systematize it, draw conclusions based on the initial data and justify them. At the same time, there is a deepening and further development of the skills in developing didactic materials, taking into account modern requirements for school chemical education. When performing such tasks, the search activity, creative and authorial approach dominates and the originality in their solution is manifested.
Keywords: competence approach, methods of chemistry teaching, situational task, task structure, questions of the first, second and third levels of complexity to the content of the situational tasks, specific features of differentiated tasks, questioning of students
References:
1. Federal’nyy gosudarstvennyy obrazovatel’nyy standart vysshego obrazovaniya po napravleniyu podgotovki 44.03.05 “Pedagogicheskoye obrazovaniye (s dvumya profi lyami podgotovki) (uroven’ bakalavriata)” [Federal state educational standard of higher education in the fi eld of training 44.03.05 “Pedagogical education (with two training profi les) (bachelor’s level)”] (in Russian). URL: http://fgosvo.ru/uploadfiles/fgosvob/440305.pdf (accessed 12 September 2017).
2. Vvedenskiy V. N. Professional’naya kompetentnost’ pedagoga: posobiye dlya uchitelya [Teacher’s professional competence: teacher’s manual]. Moscow, Prosveshcheniye Publ., 2004. 159 p. (in Russian).
3. Shalashova M. M. Uroven’ kompetentnosti vypusknikov pedagogicheskikh vuzov kak pokazatel’ kachestva vuzovskoy podgotovki [Level of competence of graduates of pedagogical universities as an indicator of the quality of university training]. Metodologicheskiye i metodicheskiye problemy podgotovki uchitelya khimii na sovremennom etape: materialy Mezhdunarodnoy nauchno-prakticheskoy konferentsii [Methodological and methodical problems of training chemistry teachers at the present stage: materials of the International Scientifi c and Practical Conference]. Lipetsk, 2008. Pp. 247–252 (in Russian).
4. Shabanova I. A., Kovaleva S. V., Kets T. S. Situatsionnye zadachi po khimii kak odin iz komponentov praktiko-oriyentirovannogo obucheniya [Situational tasks in chemistry as one of the components of practice-oriented education]. Nauchno-pedagogicheskoye obozreniye – Pedagogical Review, 2017, vol. 2 (16), pp. 79–86 (in Russian). DOI: 10.23951/2307-6127-2017-2-79-86.
5. Shabanova I. A., Kovaleva S. V. Situatsionnyye zadachi v kurse “Metodika obucheniya khimii” [Situational tasks in the course “Methods of teaching chemistry”]. Sbornik materialov VΙΙΙ Mezhdunarodnoy nauchno-metodicheskoy konferentsii “Prepodavaniye estestvennykh nauk (biologii, khimii, fi ziki), matematiki i informatiki v vuze i shkole” [Collection of materials of the VIII International Scientifi c and Methodical Conference “Teaching of natural sciences (biology, chemistry, physics), mathematics and computer science in universities and school”] Tomsk, TSPU Publ., 2015. Pp. 272–273 (in Russian).
6. Zaytsev O. S. Metodika obucheniya khimii: teoreticheskiy i prikladnoy aspekty: uchebnik dlya vuzov [Methods of teaching chemistry: theoretical and applied aspects: a textbook for higher schools]. Moscow, Vlados Publ., 1999. 383 p. (in Russian).
7. Minchenkov Е. Е. Prakticheskaya didaktika v prepodavanii estestvenno-nauchnykh distsiplin: uchebnoye posobiye [Practical didactics in the teaching of natural science disciplines: a tutorial]. Saint Petersburg, Lan’ Publ., 2016. 496 p. (in Russian).
8. Chernobel’skaya G. M. Teoriya i metodika obucheniya khimii: uchebnik dlya pedagogicheskikh vuzov [Theory and methods of teaching chemistry: a textbook for pedagogical universities]. Moscow, Drofa Publ., 2010. 318 p. (in Russian).
9. Gabrielyan O. S., Ostroumov I. G., Krasnova V. G. Teoriya i metodika obucheniya khimii: uchebnik dlya vuzov [Theory and methods of teaching chemistry: a textbook for universities]. Moscow, Akademiya Publ., 2009. 383 p. (in Russian).
10. Ogorodnik V. E. Vozmozhnosti ispol’zovaniya praktiko-oriyentirovannykh situatsionnykh zadach v kurse metodiki obucheniya khimii [The possibility of using practice-oriented case studies in the course of methods of teaching chemistry]. Sviridovskiye chteniya [Sviridovskie readings]. Minsk, BSU Publ., 2009. Vol. 5. Pp. 274–280 (in Russian).
11. Situatsionnye zadachi dlya pedagogov [Situational challenges for educators] (in Russian). URL: http://www.infourok.ru/situativnie-zadachi-dlyapedagogov-786210.html (accessed 15 August 2017).
12. Naydenysheva I. Yu. Situatsionnyye zadachi kak sredstvo otsenivaniya v sovremennoy shkole [Situational problems as a means of evaluation in a modern school] (in Russian). URL: http://www.bssochi.ru/pic/f-397.pdf (accessed 11 June 2017).
13. Kovtunova T. I. Metodicheskiye zadachi v predmetnoy podgotovke uchitelya matematiki. Dis. kand. ped. nauk [Methodical tasks in the subject training of the teacher of mathematics. Diss. of cand. ped. sci.]. Kaluga, 2006. 214 p. (in Russian).
14. Avanesov V. S. Osnovy nauchnoy organizatsii pedagogicheskogo kontrolya v vysshey shkole: posobiye dlya slushateley Uchebnogo tsentra Gosobrazovaniya SSSR [Fundamentals of scientifi c pedagogical control in higher education: a guide for students of the Training center of the USSR state entities]. Moscow, Issledovatel’skiy tsentr Publ., 1988. 107 p. (in Russian).
15. Zhul’kova N. V. Rol’ i mesto situatsionnykh zadach v sovremennom uroke [The role and place of situational problems on chemistry lesson]. Khimiya v shkole – Chemistry at school, 2013, no. 9, pp. 45–48 (in Russian).
16. Gorbenko N. V. Situatsionnyye zadachi kak odna iz form raboty s testami [Situational tasks as one of the ways of working with tests]. Khimiya v shkole – Chemistry at school, 2011, no. 3, pp. 48–50 (in Russian).
17. Mamontova T. S. Formirovaniye professional’no-metodicheskoy kompetentnosti budushchego uchitelya matematiki v pedvuze sredstvami kursa “Teoriya i metodika obucheniya matematike”. Dis. kand. ped. nauk [Formation of the professional-methodical competence of the future teacher of mathematics at teacher training university by the means of the course “Theory and methods of teaching mathematics”. Diss. of cand. ped. sci.]. Ishim, 2009. 233 p. (in Russian).
18. Zhul’kova N. V. Situatsionnyye zadachi po khimii kak sredstvo formirovaniya universal’nykh uchebnykh deystviy uchashchikhsya. Dis. kand. ped. nauk [Situational tasks in chemistry as a means of forming of universal educational actions of pupils. Diss. of cand. ped. sci.]. Moscow, 2014. 177 p. (in Russian).
19. Yakutina D. V., Shabanova I. A. Differentsirovannyye zadaniya k situatsionnym zadacham v kurse “Metodika obucheniya khimii” [Differentiated tasks to situational tasks in the course “Methods of teaching chemistry”]. Sbornik materialov IX Mezhdunarodnoy nauchno-metodicheskoy konferentsii “Prepodavaniye estestvennykh nauk (biologii, khimii, fi ziki), matematiki i informatiki v vuze i shkole” [Collection of materials of the IX International Scientifi c and Methodical Conference “Teaching of natural sciences (biology, chemistry, physics), mathematics and computer science in higher school and school”]. Tomsk, TSPU Publ., 2016. Pp. 210–212 (in Russian).
Issue: 12, 2017
Series of issue: Issue 12
Rubric: TEACHER TRAINING AT UNIVERSITY
Pages: 92 — 99
Downloads: 1026