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INTRODUCTION

New economic conditions and the educational reform carried out in our country have caused the appearance of many new textbooks. Hence the usual teacher question these days: which textbook should I choose for working with children? In search of an answer, a detailed analysis of nine general biology textbooks was carried out using the keywords they contained. Lists keywords were compared between textbooks, as well as with a codifier of content elements in biology for the compilation of control measurement materials (CMM) for the unified state exam in biology from the section “General Biology”.

Chapter 1. Comparative analysis school textbooks on general biology

Chapter 1 contains brief characteristics and features of textbooks on general biology for grades 10-11.

Belyaev D.K. et al., 2001.

This book is the most adequate reflection of the educational minimum in biology: it contains the majority of mandatory concepts and a relatively small amount of additional information. The textbook is equipped with a dictionary of basic biological concepts, a small number of genetic problems and a condensed laboratory workshop. Apparently, this is a fairly reliable manual for teaching general biology and preparing for a unified state exam. At the same time, when preparing, it is necessary to take into account the specifics of the textbook: for example, the concept of homeostasis is given in § 22, and not, as usual, among other signs of living things.

Ruvinsky A. O. et al., 1993.

This is the most complete tutorial(and in many ways a reference book), containing much more comprehensive material than the required minimum knowledge in biology for high school graduates requires. Accordingly, the textbook edited by A. O. Ruvinsky should be recommended for preparation for entrance exams to universities of biological and medical profiles. Using the textbook is greatly facilitated by the presence of author and subject indexes (although the latter does not contain full list concepts given in the text). Useful additions include detailed descriptions 17 laboratory work, a list of references and an interesting guide to computer modeling of genetic and environmental processes.

Polyansky Yu. I. et al., 1990.

The oldest among modern general biology textbooks, having gone through two dozen editions. The structure of the book is the reverse of the traditional one: the presentation is not from lower to higher structural levels, but vice versa: starting with evolution (or rather, a review historical development) creatures and ending with genetics and selection. The material quite fully coincides with the KIM codifier in the absence of a number of important elements, for example, some signs of living things, hormones, vitamins, carbon and water cycles. It is characteristic that ideas about evolution are presented primarily at the level of classical Darwinism, without considering details and even without mentioning the synthetic theory, which is quite logically determined by the adopted structure of presentation, since this theory is based on genetic concepts and can be explained only by mastering the basic concepts of genetics. There are some inaccuracies in the text. Thus, Mendel's third law (independent inheritance of characters in dihybrid crossing) is called the second law. In §§ 7 and 63, an example of the evolution of color in the birch moth is given, accompanied by a long-outdated explanation: under conditions of industrial pollution, tree trunks are covered with a layer of soot, as a result of which white moths are eaten by birds, and black ones survive. In fact, the phenomenon of the so-called. industrial melanism (also known in inedible insects and even in mammals) is most likely explained by the increased resistance of dark-colored individuals to toxic substances. As a result, the book can be recommended for additional use (for example, together with the textbook by T.V. Ivanova et al., 2000), since it contains useful subject index And short dictionary biological terms.

Ponomareva I. N. et al., 2002 and 2003.

The course consists of two parts. The first one, as indicated in title page, is the winner of the competition to create new generation textbooks for high school and, apparently, in this regard, it has a presentation structure that is fundamentally different from that traditionally accepted in general biology textbooks. At the same time, the textbook can hardly be recommended to teachers. Firstly, it does not cover many elements of the required minimum knowledge in biology. For example, there are no sections on energy and plastic metabolism, some details of the structure of a plant cell (vacuoles and cell wall), transcription regulation in lower and higher organisms, features of fertilization in animals and plants, dependence individual development from environmental conditions. Many sections are discussed very briefly - for example, photosynthesis, protein biosynthesis and selection, which are given quite a lot of attention in the school curriculum.

Secondly, some sections are separated from the high school course and are covered in other parts of the high school biology curriculum. In the part of 2002, these are, for example, §§ 4 and 5 The structure and functioning of the animal body, 37 and 38 Protozoa (material from the zoology course), 36 Algae (material on botany).

Thirdly, the textbook repeatedly repeats itself: for example, in the 2003 part, the section “The Importance of Biology” is presented in §§ 5 and 8, “Methods of Biology” - in 4 and 6, the concept of biogeocenosis - in 19, 22 and 23 , about producers, decomposers and consumers - in 16,22 and 23, the problem of protecting biodiversity is discussed in 42 and 54. It is clear that repetition is the mother of learning, but the teacher’s job is to identify what children have forgotten and repeat the material they once covered. The textbook should contain only everything necessary - and nothing more, first of all - semantic repetitions.

Fourthly, the textbook includes extracurricular §§ 42 “Harmony and expediency in living nature” (2002), 9 “Living world and culture” (2003), 13 “Physico-chemical evolution in the development of the biosphere” (2003), 21 “ Living world in literature" (2003), 35 "Images of nature..." (2003). There is no doubt that concepts of human culture and the origin of the universe need to be taught, but there is also no doubt that one paragraph and lesson will not make an impact on a child's mind. Moreover, judge for yourself how useful it is to study non-biological concepts in biology lessons given the obvious desire of the Ministry of Education of the Russian Federation to reduce the biology curriculum.

Fifthly, the textbook contains “masterpieces” like the “definition” of life: “life is a form of existence of living matter that arose in the course of biopoiesis” (2003, p. 10), and biopoiesis, as stated on the same page, is “a process formation of living cells as a result of chemical evolution." It’s good that the authors did not undertake to compile a chemistry textbook. They would hardly be able to explain what “chemical evolution” is, but we can assume that the definition of water would look something like this: “water is a watery form of matter that has the properties of water and arises in chemical reactions like water". Ilf and Petrov had something similar when describing Koreiko’s machinations.

In fact, the manual has a pronounced, if I may say so, experimental character and, at the same time, is quite crude: the material is poorly grouped by topic. Accordingly, the manual, at best, can be recommended as an additional source of knowledge, but not as a textbook.

Ivanova T.V. et al., 2000.

The book has a traditional presentation structure and represents a lightweight version of a school textbook on general biology. The material is presented concisely, in places too concisely, literally in a nutshell. The existing gaps include an incomplete listing of the properties of living things, a lack of explanation of the role of chromosome recombination in the process of sexual reproduction, the dependence of the course of ontogenesis on external conditions, the concept of gamete purity, and a number of environmental issues are not covered.

The text contains inaccuracies. For example, when defining a view as open system(before § 38) it is necessary to clarify what an “open system” is. In addition, a view may not be a system (a whole of related parts), if its populations are completely isolated from each other (for example, the range of an insect species separated by an ocean). In § 40 “descendants” are called “offspring,” which is not the same thing. At the end of § 41 there is a statement (by the way, included in the KIMs) that “when determining whether an individual belongs to a particular species, one should take into account not just one criterion, but their entire complex,” i.e. morphological, molecular biological, genetic, environmental , geographical and physiological. In fact, when identifying individuals, the complex is used exclusively morphological features, from which all determinants consist. The same characteristics are used when describing new species. The remaining criteria are known for a very small number of well-studied species and in the vast majority of cases are just assumed, being a logical consequence of our theoretical views. A teacher using this manual in the classroom needs to significantly supplement and clarify the material being taught.

Zakharov V.B. et al., 1996.

The content contains elements that are more relevant to a natural science course than to general biology, for example, §2.2.1 Evolution chemical elements in outer space and §2.2.2 Formation of planetary systems. The range of additional biological information includes the concepts of stress, embryonic induction, limiting factor, allopatric and sympatric speciation, a description of the sulfur and phosphorus cycles, and the basics of bionics.

Oddly enough, the textbook does not contain clearly defined species criteria, a listing of evidence of the evolution and functions of living matter, or the concept of agrocenosis and double fertilization in plants, although all these issues are addressed in KIMs. The concept of “anabiosis” has not been introduced (despite the fact that the corresponding material is available in § 17.3.2).

A unique feature are English summaries at the end of sections, a bilingual glossary of terms and assignments. Russian-English translation. According to the authors, the textbook could serve as a guide for interdisciplinary study of biology and foreign language. There is, however, an obstacle to this path: resumes are written in poor English, and it is not worth learning from their example. Unfortunately, the textbook contains only one useful application“Major milestones in the development of biology”; with a significant amount of content, subject and author indexes would be very appropriate. It is advisable to use the textbook by V. B. Zakharov, S. G. Mamontov and V. I. Sivoglazov for an in-depth study of biology, provided that the missing material is supplemented.

A later textbook by V. B. Zakharov, S. G. Mamontov and N. I. Sonin has the same structure.

Mamontov S. G., Zakharov V. B., 2002.

The manual is an abbreviated version of the school textbook on general biology by V.B. Zakharov and co-authors (see above), contains almost all the same advantages (with the exception of the English addition) and gaps and can be used in high school. The disadvantages of the manual include black and white illustrations at a relatively high price. § 41 “The Evolutionary Role of Mutations” contains the absurd statement that “in the smoky birch forests of southern England” the leaves of the trees are “covered with soot and soot.” Believe me personal experience a reviewer who has worked in this country for quite a long time: there is no trace of anything like this in England and never has been.

Pugovkin A.P., Pugovkina N.A., 2002.

Chapter 2. Critical comments on the content of the section “Mushrooms” in school biology textbooks for grades 6-7

Writing textbooks for educational institutions These are mainly scientists-methodologists. Their tasks include creating the original structure of the textbook, selecting material, presenting knowledge in a logical and accessible form, formulating tasks and questions to test knowledge, topics and methods of laboratory work, etc. At the same time, the correspondence of the content of the textbook with modern scientific knowledge sometimes fades into the background and errors and inaccuracies appear in the text of textbooks.

Purpose and methods of research. The goal of our work was scientific analysis content of the section “Mushrooms” in biology textbooks for grades 6-7. It is in these classes that schoolchildren study basic material about the kingdom of Mushrooms. In accordance with the list of textbooks recommended for use in educational institutions, for 2006/07 academic year Six textbooks can be used to teach biology in grades 6-7. According to the City Center for Educational Development, the majority of teachers (81%) Yaroslavl schools They teach biology according to V.V.’s textbooks. Pasechnik, 12% - according to textbooks along the lines of N.I. Sonina, the remaining 7% - from other educational books. Taking these data into account, we conducted a scientific analysis of the content of V.V.’s textbooks. Pasechnik, V.B. Zakharov and N.I. Sonina, I.N. Ponomareva and co-authors.

Us. 202 indicates that the ability of penicillium to affect pathogenic bacteria was discovered at the beginning of the 20th century. This date is very approximate. The medicinal properties of molds formed by penicillium colonies were first noted by Russian scientists V.A. Manassein and A.G. Polotebnov back in the 70s of the 19th century. They used these molds to treat skin and venereal diseases. In 1928 in Great Britain, Professor A. Fleming drew attention to the suppressive effect of blue-green mold on the staphylococcus bacterium, isolated the fungus in a pure culture and called it Penicillium notatum (now P. chrysogenum), and the bacteriostatic substance - penicillin. Neither the first nor the second dates refer to the beginning of the century, so the statement given in the textbook requires clarification. On the same page, in small print, it is written that unicellular and mold fungi “...can even process cellulose (the cellulose membrane of plants), which no other organisms are capable of.” The phrase does not correspond to scientific data, since some bacteria are capable of decomposing cellulose.

Us. 203 in § 54 gives the names of poisonous mushrooms. Among them, the false chanterelle is considered dangerous to humans. This information is not correct. False chanterelle, or orange hygrophoropsis (Hygrophoropsis aurantiaca) is an edible mushroom with low palatability, previously mistakenly considered poisonous. There was a typo in the name of the sulfur-yellow fungus, so named for its sulfur-yellow plates; in the textbook it is called “gray-yellow.” Us. 204 in the last paragraph it is written that mycorrhiza “...is not formed only in mosses, horsetails, and mosses.” The statement is not true, since in representatives of the class of Liver mosses from the Bryophyta department, mycorrhiza was found in the thallus. In the section Lycophytes mycorrhiza is also found, for example, in modern representatives of the class Lycophytes, the growth and development of the underground gametophyte is possible only if the hyphae of the fungus are introduced into it, on which it feeds. Vesicular-arbuscular mycorrhiza has been identified in most species of the genus Horsetail (Equisetum).

It should be noted that with relatively large quantities shortcomings and errors, the paragraphs of the textbook well reflect the main features of mushrooms as an independent kingdom of living nature. Unfortunately, the issues of reproduction and taxonomy of fungi remain completely unsolved.

In § 8, when describing the structure of the cap mushroom, lines are given among the edible mushrooms. This is not true, since in Russia species of the genus Strochok (Gyromitra) are considered conditionally edible, and in Europe - generally poisonous mushrooms. They contain the toxin gyromitrin in their fruiting bodies, which causes fatal poisoning.

In the article “Formation of spores” (§ 8, p. 38), an error was made when describing the reproduction of fungi. It should be noted that none of the analyzed textbooks addressed this issue well. If the vegetative reproduction of fungi is described more or less correctly, then there is confusion in the description of asexual and sexual reproduction of fungi. So, V.V. The beekeeper writes that “... special cells are formed in the tubes or on the plates of the cap - spores, with the help of which mushrooms reproduce.” In the previous paragraph on p. 36 reproduction “...with the help of specialized cells - spores...” the author calls asexual. Thus, schoolchildren get the impression that the formation of spores in cap mushrooms is asexual reproduction. In fact, there is no asexual reproduction in fungi of the Basidiomycetes class, which includes most cap mushrooms, and the spores that appear on the plates and tubes - basidiospores - are a product of sexual sporulation. They are formed as a result of the sexual process, which takes place by the fusion of two vegetative cells of haploid mycelium - somatogamy.

As in the previous textbook, there are errors in the list of poisonous mushrooms (p. 40). The fly agaric is called the most dangerous poisonous mushroom. However, among the species of the genus fly agaric (Amanita) there are not only poisonous, but also edible mushrooms with excellent taste, for example, Caesar's fly agaric (A. caesarea), gray fly agaric (A. vaginata), gray-pink fly agaric (A .rubescens) The most dangerous mushrooms include gall fungus and false chanterelle. We wrote about the false fox above. Gall mushroom (Tylopilus felleus) is also not poisonous, it is simply inedible due to its bitter taste, which disappears after boiling for 15 minutes.

In 9 “Molds and Yeasts” it is recommended to perform laboratory work “ Mold mukor." In the instruction card, paragraph 2 (p. 43), students are asked to find the mycelium, fruiting body and spores. The task contains an error, since mushrooms of the genus Mucor do not form fruiting bodies. Probably, the author meant a sporangium with a sporangiophore, and since these terms are not in the text of the paragraph, he decided to replace them with “fruiting body”. The replacement is unsuccessful, since spores of sexual reproduction are formed in the fruiting bodies, and spores of asexual reproduction are formed in the sporangia, that is, these structures belong to two different methods of reproduction. Regarding mucor, it is stated that it reproduces “...by fragments of mycelium or spores.” Under certain conditions, mucor can reproduce sexually, which the author does not mention at all. The sexual process in mucoraceae is zygogamous (gametangiogamous), during which the contents of two special cells (gametangia) of the same or different thalli merge and the so-called zygospore is formed.

There are comments not only about the content, but also about the illustrations of the textbook. So on p. 39 placed fig. 22 “Symbiosis of fungi and plants.” The top left picture, entitled “Fungus root (mycorrhiza),” shows how mycelial hyphae literally penetrate the root ends of the plant, spreading, including, in the central part of the root. This is not typical for either ecto- or endomycorrhizas. True mycorrhizae differ from pseudomycorrhizae in that the fungal hyphae do not penetrate the inner layers of the cortex, the central cylinder and the meristem. In Fig. 24 “Poisonous Mushrooms” (p. 40) shows images of the pale toadstool, or green fly agaric (A. phalloides) and the stinking fly agaric, or white toadstool (A. virosa), but the captions to the pictures are not accurate. The authors called the pale toadstool the green pale toadstool, and the stinking fly agaric - the white pale toadstool. We have not encountered such combinations in the names of mushrooms in the scientific literature.

Analyzing the textbook by V.B. Zakharov and N.I. Sonin, it should immediately be noted that it differs from other textbooks in the scientific style of presentation of the material and contains much fewer errors and inaccuracies. In the figure on p. 20, the summer honey fungus (Kuehneromyces mutabilis) is depicted growing on the soil. This is incorrect, since the fungus is a typical xylotroph and grows on the stumps of deciduous or coniferous trees. Us. 20 in the article on the origin of mushrooms it is written that the age of the most ancient finds of fungal spores is 170-190 million years. It should be clarified that this date does not at all mean the time the mushrooms appeared. Chytridiomycetes have been found in fragments of the covers of marine animals since the Cambrian (at least 600 million years ago). In the Jurassic period (about 200 million years ago), the existence of ascomycetes with highly developed bags is already assumed. Some scientists believe that the origin and formation of the fungal kingdom must be dated to the late Precambrian (650–700 million years ago), when their ancestral forms exhibited apical growth (hyphal formation).

Us. 22 mentions that fungi reproduce mainly asexually - either vegetatively or by spores, but nothing is said at all about sexual reproduction, which plays an important role in the reproduction of, for example, asco- and basidiomycetes. On the same page in the diagram “Reproduction of the fungus” in the red circle showing the development of the basidium, in Fig. 3 in the apical cell two nuclei should be drawn - red and of blue color. The blue core is missing in the figure. This technical error requires correction. The third paragraph from the bottom states that “over 150 species of edible mushrooms are found in our country...”. This figure is clearly underestimated. According to L.V. Garibova and I.I. Sidorova, there are about 300 species of edible mushrooms in our country. Further on p. 23-25 ​​of the textbook provides characteristics of classes of mushrooms. The authors use the modified system of L. Olive, where in the kingdom of mushrooms there are 2 divisions and 7 classes. Until recently, this system prevailed in Russian literature. However, its use in a school biology course is hardly justified. This system could be given as additional material, especially since the given characteristics of classes of fungi do not very clearly reflect the specific characteristics of each taxon. In our opinion, the lack of vivid examples and educational factual material about mushrooms makes the textbook too academic and not interesting enough for students.

Conclusion. Among the books we analyzed, we did not find a textbook that did not have any comments on the content. In general, the material about mushrooms is presented in school textbooks quite well and, with the elimination of some errors and inaccuracies, gives a clear idea of ​​​​mushrooms as a special kingdom of living nature. However, information on the reproduction and classification of mushrooms needs to be improved in all textbooks.

Chapter 3. School textbook as a means of developing knowledge about health when studying the section “Man and his health”

Currently, there is a large selection of textbooks and teaching aids designed to ensure the implementation of educational and training programs. The textbook reflects the content academic discipline in accordance with the standard requirements for the minimum content of biological education and the curriculum. It meets leading requirements modern science biology, plays the role of the core of the system of teaching aids.

Presentation form educational material The textbook includes main, additional and explanatory texts, illustrative material.

The main text is characterized by strict compliance with the program. This is the skeleton structure of the textbook.

The purpose of the additional text is to reinforce the evidence of the main text with the necessary specifications that allow a better understanding of the main content.

Examples of explanatory text include comments to diagrams, histograms, blocks of illustrative material, notes, and dictionaries of terms.

Illustrative material reveals the properties of the object being studied and partially replaces the text; performs the text serving function.

Extra-textual components of textbooks are represented by an apparatus for organizing learning, including instructional and methodological materials (preface to the textbook, conclusion, plans before paragraphs, memos, instructions, etc.), questions and assignments at the end and at the beginning of paragraphs, topics, sections; laboratory workshop; conditional font highlighting in the text and orientation apparatus.

A school textbook on the section “Man and His Health” is one of the means of developing students’ knowledge about health and a healthy lifestyle, and carries a motivational and informational load.

Currently, there are several main lines of educational and methodological kits (TMS) in biology, including a biology curriculum, a series of textbooks and workbooks in biology from grades 5 to 11, and methodological support.

The authors of one of the lines of educational and methodological kits are N.I. Sonin, V.B. Zakharov, A.A. Pleshakov, for grades 5-11. In this line of textbooks, the “Man” section is represented by the textbook “Biology. Man.8th grade”, authors N.I. Sonin, M.R. Sapin. The 8th grade program is focused on familiarization with the structural features and vital functions of the human body, instilling in schoolchildren the norms and rules of a healthy lifestyle, and solving the problems of hygiene and sex education. The second author's line of the educational and methodological set is represented by the team of authors under the leadership of I.N. Ponomareva (T.S. Sukhova, V.I. Stroganov, O.N. Kornilova, V.M. Konstantinov), and the presented textbook “Biology. 8th grade. Man" V.N. Dragomilov, R.D. Mash. The priority goal of the author's program and components of the educational and methodological kit is to develop students' understanding of the greatest value of biological diversity, the idea of ​​evolution organic world, sustainable development of nature and society. At the same time, special attention is paid to the tasks of environmental education of students and instilling in them ecological culture, due to some reduction in anatomical and morphological material.

The third version of the author's line of the educational and methodological set in biology is the line of the team of authors under the leadership of V.V. Pasechnik: V.M. Pakulova, R.D. Masha, V.V. Latyushina. The line includes the textbook “Biology. Human. 8th grade" D.V. Kolesov, R.D. Mash, I.N. Belyaev. In the 8th grade of this educational line, students gain knowledge about man as a biosocial being. Much attention is paid to sanitary and hygienic rules, environmental protection and the study of personal hygiene rules. The inclusion of information on psychology in the course program is aimed at developing in students the ability to rationally organize educational, labor, sports activities and rest.

An analysis of biology textbooks (section “Man and his health”) made it possible to establish that the main carrier of knowledge about health and a healthy lifestyle is the main text, presented in all textbooks with terms, cross-cutting (key) concepts, facts, phenomena, processes, as well as characteristics of the main ideas, biological patterns associated with maintaining a healthy lifestyle and maintaining health. The text pays attention to the issues of prophylaxis and prevention of diseases of all body systems, discusses methods of providing first aid in emergency conditions, as well as risk factors for the functioning of all organ systems of the body.

Additional text is provided describing the self-observations. It carries a great semantic load, increasing the scientific evidence of the biological material of the textbook.

In our opinion, the apparatus for organizing the acquisition of knowledge about maintaining the health of students has not been sufficiently developed, although the inclusion of reminders, instructional materials, and statistical tables in the text of the textbook has a huge potential for the formation and consolidation of knowledge about health and a healthy lifestyle.

The apparatus for organizing the acquisition of knowledge about maintaining health in all textbooks is represented by questions and tasks after paragraphs, which are mainly reproductive in nature, only a small part is partially search-based.

The study of illustrative material (reflecting the fundamental issues of maintaining health) of the textbooks in question showed that it complements the text of the textbook; explanations are provided for the presented drawings, but there are no diagrams. Schemes are present, but their number is limited.

The laboratory workshop is of a research nature. Included are techniques for self-assessment of health by comparing personal results of functional tests and physiological tests with normative ones.

Studying topics is accompanied by demonstrations. They are aimed at developing cognitive interest, explaining the processes occurring in the human body.

The last important component of a school biology textbook is the orientation apparatus. Highest value The following components of the orientation apparatus play a role: table of contents, rubric and signal-symbols, which are fully presented in all textbooks.

Based on the analysis, we can conclude that the authors place the main motivational, informational, didactic load on the issue of maintaining health on the main text of the textbook, while other structural components, which have enormous potential, are involved to a lesser extent.

Currently, biological literacy is becoming socially necessary, and the role school course biology in the system of culture, education of respect and love for all living things as unique and inimitable cannot be underestimated.

In teaching school biology, a wide variety of educational and methodological sets are used (programs, textbooks, methodological manuals). They can be considered as independent “lines” designed to help students achieve the required level of biological training.

On the one hand, the presence of variable textbooks is a positive phenomenon that allowed the teacher to use in his work those books that he considers the most interesting, accessible to students, and that meet the goals and objectives of teaching. On the other hand, the variability of textbooks is one of the problems school education. Unfortunately, many teachers find it difficult to choose one of the many teaching and learning kits. They do not have the opportunity to evaluate new textbooks in advance and understand which one they would like to work with. In addition, the right to choose a textbook is often violated by the regional administration, which decides at its own discretion which educational and methodological kit will be used in schools.

In order to maintain a unified educational space and providing students with textbooks by the annual order of the Ministry of Defense of the Russian Federation “On approval of the federal list of textbooks recommended (approved) for use in educational process in general education institutions for the academic year” is approved by the Federal List.

The tasks facing school biological education are implemented through curricula and textbooks developed on the basis of standards approved by the Ministry of Education and Science of the Russian Federation.

Educational and methodological kits in biology must take into account the social order of the school, which provides for increasing the biological literacy of the younger generation, taking into account the latest achievements of biological science.

The approaches outlined in the federal component should be reflected in the curriculum in biology state standard general education.

Unloading the content of biological education by reducing descriptive, secondary or difficult-to-learn material, transferring complex theoretical concepts from basic to high school.

Strengthening the practice-oriented and personality-oriented orientation of the biology course content by including information of an applied nature, increasing attention to methods of understanding nature and using the acquired knowledge to solve practical problems, revealing knowledge related to self-knowledge that is significant for the student and in demand in Everyday life.

Implementation of the activity approach through the inclusion of certain methods in the content of biological education educational activities, both intellectual and practical, highlighting the ability to apply general biological knowledge to analyze and interpret particular facts.

Formation of information competence, skills to work with various sources of information.

Increasing the educational potential of biological education, selecting content taking into account its role in the formation of general culture, scientific worldview, healthy lifestyle, hygienic norms and rules, environmental and genetic literacy, ethics and morality.

Particular attention when developing teaching materials in biology at senior level secondary school it is necessary to devote attention to selecting the content of education in classes of different profiles, determining the minimum biological concepts that must be learned depending on the profile.

The composition of teaching materials in biology may include the following publications: program, textbook, workshop, guidelines to planning educational material, workbook, collection of tasks ( didactic materials), a book for reading, test materials (tickets, final certification, educational and training materials), reference books, manuals for electives or elective courses, visual aids (tables, herbariums, models, etc.), screen and audio aids, multimedia application (training programs, electronic textbooks).

Educational books for primary and secondary schools - grades 5-9

The publishing house "Drofa" has prepared two completed lines of educational and methodological kits in biology. The first line included textbooks developed under the editorship of N.I. Sonina:

5th grade: Pleshakov A.A., Sonin N.I. "Natural history";

6th grade: Sonin N.I. "Biology. Living organism";

7th grade: Zakharov V.B., Sonin N.I. "Biology. Diversity of living organisms";

8th grade: Sonin N.I., Sapin M.R. "Biology. Human";

9th grade: Mamontov S.G., Zakharov V.B., Sonin N.I., Agafonova I.B. "Biology. General patterns».

The main ideas of this line of textbooks are reflected in the program, which declares a concentric structure for the presentation of educational material, i.e. in grades 6-9, the basic level of training of schoolchildren is carried out, and in grades 10-11, it is assumed the opportunity to continue education both at basic and at profile levels. The authors propose an original sequence of consideration of program issues in 6th and 7th grades, in which the features of the structure and functioning of a living organism are first studied, and then the diversity of existing life forms is shown. Distinctive feature textbooks included in this line is illustrative material used as an explanation of the text or containing additional information, and also as a source of supporting information. Illustrative material allows you to organize reproductive and creative work schoolchildren, implementing an organic relationship between educational texts of different functional content.

The structure of textbooks is variable and assumes freedom of creativity for the teacher. The content of the educational material includes introductory problematic questions, assignments, control exercises, and generalizing conclusions. A system of tasks has been developed that develops such techniques. mental activity, as a generalization, comparison, classification, systematization. The texts of the paragraphs are constructed in an original way, and the logical structure also changes depending on the semantic purpose.

The educational complex includes not only the program and textbooks, but also methodological equipment: teaching aids for teachers, workbooks for teachers and students. Workbooks for students include tasks both frontal for the whole class and individual, which can be addressed to individual students. All manuals have the same names as textbooks.

The second line of the Drofa publishing house includes a line of textbooks developed under the editorship of V.V. Beekeeper:

5th grade: Pakulova V.M., Ivanova N.V. "Nature. Inanimate and alive";

6th grade: Pasechnik V.V. "Biology. Bacteria, fungi, plants";

7th grade: Latyushin V.V., Shapkin V.A. "Biology. Animals";

8th grade: Kolesov D.V., Mash R.D., Belyaev I.N. "Biology. Human";

9th grade: Kamensky A.A., Kriksunov E.A., Pasechnik V.V. "Introduction to general biology and ecology."

This line of textbooks, like all others approved in the Federal List, corresponds to the mandatory minimum of biological education and is built according to a concentric model, i.e. studying all sections of biology in basic (nine-year) school. Unlike the previous line of textbooks, a traditional sequence of sections by year of study is assumed (fundamentals of botany, zoology, anatomy and physiology, as well as an integrated course of general biology). The textbooks of the line under consideration are characterized by a certain target orientation, namely biocentrism, strengthening of environmental and practical orientation and the priority of the developmental function of training. Despite the traditional sequence of the main sections of the course, the textbooks are distinguished by the original construction of the chapters, reflected both in the structure of the educational material and in its methodological apparatus.

Textbooks of this line are characterized by an ecological-evolutionary approach to the selection of biological material content. In addition to basic information of a biological nature, the educational books pay considerable attention to the development of general biological concepts that are formed in all sections of the biology course. In textbooks, chapters and paragraphs are logically interconnected. The sequence of chapters in a textbook may have specific content, which helps avoid duplication of material in different parts textbook.

The textbook assumes the possibility of intraclass differentiation, i.e. mastering the material at different levels of complexity depending on the characteristics of the students. This is achieved by highlighting additional material for in-depth study of the subject.

The peculiarity of the methodological apparatus is that it is aimed at organizing cognitive activity students. This is facilitated by the fact that the paragraphs correspond to the topics of the lessons, and their text is divided into semantic parts, and a system for consolidating knowledge has been developed (questions on the topic, work on mastering new terms and concepts). The paragraphs contain dictionaries of new terms and concepts, interesting information, increasing motivation to study biology, and summaries reflecting the main content are formulated for each chapter. The textbook contains instruction cards for laboratory work.

Methodological manuals for teachers contain thematic and lesson planning For each year of study, there is an author's program, workbooks for students and teachers.

The Ventana-Graf publishing house presented the program edited by I.N. Ponomareva and the corresponding line of textbooks:

5th grade: Sukhova T.S., Stroganov V.I. "Nature. Introduction to biology and ecology";

6th grade: Ponomareva I.N., Kornilova O.A., Kuchmenko V.S. "Biology. Plants. Bacteria. Mushrooms. Lichens";

7th grade: Konstantinov V.M., Babenko V.G., Kuchmenko V.S. "Biology. Animals";

8th grade: Dragomilov A.G., Mash R.D. "Biology. Human";

9th grade: Ponomareva I.N., Chernova N.M., Kornilova O.A. "Fundamentals of General Biology".

This line of textbooks meets modern requirements in the field of biological education, including compliance with educational standards, continuity of education, priority of its developmental function and greening of the content of the main sections of the course. While maintaining the traditional structure of the sections, the authors call the main conceptual ideas of teaching materials the implementation of a systemic-structural approach to learning.

The content and structure of textbooks assumes the consistent formation of general biological and environmental concepts of the course. The development of concepts is based on the didactic principles of science and accessibility. The educational material is presented in accordance with the principle from general to specific, and this determines its significant difference from other lines of textbooks. The study of sections of the biology course is traced at different levels of organization of living matter (cellular, tissue, organ, organismal, biocenotic and biosphere).

The team of authors designed the textbooks according to the logic of developmental education, which involves the concentration of particular concepts of individual chapters and topics around the general biological and environmental concepts of the entire biology course. The content and methodological structure of textbooks is aimed at developing students' research skills and involving them in independent practical activities.

To achieve the set goals, a unified methodological apparatus was developed, which is organically woven into the content. It involves targeted work with new concepts (highlighting in the text, the presence of a glossary of terms), organizing the assimilation of new material (final testing of knowledge blocks, a variety of forms and nature of tasks), conducting a workshop (laboratory and practical work, experiments and observations). Methodological equipment includes the author's program, teaching aids for teachers and workbooks for students in two parts.

For this line of textbooks, a program for the environmental component of a biology course in primary school and a line of textbooks on ecology have been developed, which is actually compatible with all textbooks of the traditional structure: Bylova A.M., Shorina N.I. “Plant ecology”, Babenko V.G. and others. “Ecology of Animals”, Fedorova M.Z. and others. “Human Ecology. Culture of Health”, Shvets I.M. and others. “Biosphere and Humanity.”

The Mnemosyne publishing house presented the program and UMK line, created under the leadership of D.I. Traitaka:

5th grade: Andreeva A.E. "Natural history";

6th grade: Traitak D.I., Traitak N.D. "Biology. Plants. Bacteria. Mushrooms. Lichens";

7th grade: Traitak D.I., Sumatokhin S.V. "Biology. Animals";

8th grade: Rokhlov V.S., Trofimov S.B. "Biology. Man and his health";

9th grade: Efimova T.M. and others. “General Biology”.

The proposed line of textbooks corresponds to the mandatory minimum of biological education, has a concentric model of construction, and the sequence of sections by year of study is traditional.

A distinctive feature of the line's textbooks is its practice-oriented approach. The connection between theory and practice is realized both through the texts of the textbook, which directly reveal the content of the academic discipline, and through the block practical work and illustrative material. The workshop includes compulsory work and variable work, offered to teachers and schoolchildren to choose from.

Moreover, the list of works is compiled in such a way that they can be organized both in class and outside of class time in a corner of wildlife, at a school training and experimental site or at home.

In the course of studying biology, schoolchildren develop a concept of the organic world as a collection of living systems of varying levels of complexity (from cells to the biosphere). The properties of organisms are considered as properties of biological and ecological systems. Through the prism of these properties, questions are revealed evolutionary development and environmental interaction.

The line's textbooks are beautifully designed. Most illustrations are presented not only in the form of separate independent units, but also in the form of complex systems that give a holistic idea of ​​the object of study and the processes occurring in it. Questions are formulated for drawings and diagrams that activate the cognitive activity of schoolchildren.

The Vlados publishing house developed a program and line of textbooks under the leadership of A.I. Nikishova:

5th grade: Nikishov A.I. "Natural Science";

6th grade: Viktorov V.P., Nikishov A.I. "Biology. Plants. Bacteria. Mushrooms. Lichens";

7th grade: Nikishov A.I., Sharova I.Kh. "Biology. Animals";

8th grade: Lyubimova Z.V., Marinova K.V. "Biology. Man and his health";

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A specific feature of teaching biology at school is the widespread use of natural objects, conducting experiments and making observations of living organisms. Skillful use of natural objects in combination with other teaching aids, organization independent work students with living plants in class and outside of class play an important role in solving educational problems.

Carrying out work related to conducting experiments and observations of living objects helps students develop techniques and skills for independent cognitive activity, which can subsequently become the basis for more serious research. Indoor plants and animals are a part of living nature that a person strives to bring into his home. Creating a living corner in schools that can be used to illustrate the biological concepts being developed by schoolchildren is not a new idea, but very relevant in modern conditions.

Analysis of school programs on the use of living objects in biology lessons

When studying biology, starting from the sixth grade, living objects are widely used, ranging from indoor plants to pets in a living corner.

Due to their diversity, plants can serve as good demonstration material in topics on plant morphology and taxonomy, in conducting experiments on plant physiology, and in determining the influence of environmental conditions on the growth and development of plants.

Already in the first lesson, in the topic “General acquaintance with flowering plants,” indoor plants serve as demonstration material illustrating the teacher’s story about diversity flora. Forming the concept of “flowering plants”, introducing students to the organs of a flowering plant, I demonstrate blooming violets, impatiens, hibiscus, etc.

Demonstration of indoor plants with fruits always arouses keen interest among students. Pepper nightshade is used for this. Students study the cellular structure of plants using micropreparations of plant organs made independently (leaves, begonia petals, roots, etc.). Study of external and internal structure I spend the roots on the adventitious roots of begonia. Aerial adventitious roots are easily formed in the pilea in a moist chamber. Monstera's aerial roots are quite large and the root cap is visible to the naked eye. The absorption of water with mineral salts dissolved in it by the root can be easily demonstrated on Sultan's balsam by watering it the day before with water tinted with red ink.

Air chambers are visible in the roots of Cyperus - the plant’s adaptation to life in a swamp. When studying the topic “Leaf”, indoor plants become indispensable living objects, since this topic is studied in the winter months. On large begonia leaves you can clearly show what a leaf blade and leaf petiole are. Sessile leaves can be observed in Tradescantia, Pandanus, and Dracaena. I demonstrate leaves that are close to a round shape using the example of Saintpaulia. Egg-shaped - in hibiscus, balsam; obovate - in peperomia. Oval in shape - in wax ivy, arrow-shaped - in calliper, syngonium. Lanceolate-shaped - Clivia, Pandanus, narrow-linear - Cyperus. The different nature of leaf venation can be shown on the leaves of begonia (reticulate), tradescantia (arc), cyperus, pandanus (parallel).

It is convenient to demonstrate the arrangement of leaves on the stem using the example of pelargonium (alternate), crassula (opposite). Living plants will help students understand a range of concepts about escape and its components. The nodes and internodes of hibiscus, ficus, and pelargonium are clearly visible. On any indoor plant of the dicotyledon class, leaf axils, apical and axillary buds are visible.

It is convenient to conduct experiments on the formation of plant crowns on hibiscus, ficus, begonia, etc.

When studying the topic “Vegetative propagation of plants”, indoor plants are used to carry out simple experiments and practical work:

• - propagation by stem cuttings (hibiscus, aucuba);
• - propagation by whiskers (ferns);
• - propagation by rhizomes (asparagus, cyperus);
• - propagation by root suckers and root cuttings (dracaena);
• - propagation by leaves (begonia).

Students become familiar with the structure of a flower by examining flowers of hibiscus, geranium, and begonia (staminate and pistillate). When studying the structure of inflorescences, you can use a number of flowering indoor plants, the flowers of which are collected in inflorescences. Simple umbrella - pelargonium, wax ivy. Of course, flowering does not always coincide with the study of a topic, but there is always the opportunity to consider living objects when repeating the material studied.

On indoor ferns you can show the location of the sori.

When studying the diversity of angiosperms and their adaptability to various living conditions, from the plants available in the office, I make groups depending on their habitat in nature:

• - plants tropical forests(balsam, begonia, monstera, coleus);
• - subtropical plants (asparagus, hibiscus);
• - desert plants (aloe, cacti, spurge);
• - swamp plants (cyperus, whitewing).

In high school classes, indoor plants in the classroom are also widely used.

For example, in the topic “Species Criteria” I demonstrate different species of the same genus (royal begonia, begonia).

To explain the topics " Artificial selection" and "Selection" varieties of Saintpaulia and hibiscus (Hamburg and Rosa) are used. Correlative variability, manifested in the fact that a change in one organ causes a dependent change in others, can be seen in Saintpaulia (leaf shape - features of the color and shape of the flower).

The influence of environmental conditions on the formation of the phenotype can be shown by demonstrating peperomia grown from the leaves of the same plant, but growing in pots of different sizes (or one in sand, the other in nutrient soil).

And this is not a complete list of examples of the use of indoor plants in the study of botany and general biology. In any lesson, a living object arouses interest in children and activates their cognitive activity.

Wildlife animals also play a huge role in teaching children the basics of biology. Students, regardless of age, enjoy caring for and breeding ornamental animals. To equip a living area, you don’t need exotic animals - just take the most common and unpretentious ones: hamsters, gerbils, rabbits, guinea pigs, turtles, frogs, and get an aquarium.

The inhabitants of the living corner of the school act as living exhibits in biology lessons when studying the following sections:

• - “What kinds of animals are there?” - children are first introduced to the inhabitants of a living area, pointing out their distinctive features;
• - “Habitat” (who lives where) - here special attention is paid to the differences in the habitat;
• - “Wild Pets” and “Animals at School and at Home” - direct communication with animals in a living area with an understanding of their organization, living conditions and care;
• - “General characteristics of fish”;
• - "Peculiarities external structure birds";
• - “Diversity of mammals. External building";
• - “Rodents”;
• - “The importance of rodents in nature”;
• - “Lagomorphs”;
• - “Breeding domestic rabbits” - all these sections are aimed at direct acquaintance with the physiology of organisms.

School students see the inhabitants of the living area constantly; under the guidance of teachers, they systematically observe and care for living beings. In the process of care, children gain an understanding of the diversity of the animal world on earth, how animals grow and develop, and what conditions need to be created for them.

Children develop certain work skills, they learn to be attentive to the inhabitants of the corner, to take care of them, thus, schoolchildren develop an interest in nature and perseverance in achieving results. School pets are under the supervision of a veterinarian.

SAMPLE BIOLOGY PROGRAM

General characteristics of the program

Sample program in biology for basic school is compiled on the basis of the Fundamental Core of the Content of General Education and the Requirements for the Results of Basic General Education, presented in the federal state educational standard general education of the second generation. It also takes into account the main ideas and provisions of the program for the development and formation of universal educational activities for general education, continuity is maintained with the exemplary programs of primary general education.

The program is basic, i.e. it determines the minimum amount of content of a biology course for a basic school that must be presented in any work or original program.
The approximate program is a guideline for drawing up working and author's programs; it determines the invariant (mandatory) part of the educational course, outside of which there remains the possibility of the author's choice of a variable component of the educational content. The authors of curricula and textbooks can offer their own approach in terms of structuring educational material, determining the sequence of its study, expanding the volume (detail) of content, as well as ways to form a system of knowledge, skills and methods of activity, development, education and socialization of students. Working, author's programs, compiled on the basis of an example program, can be used in educational institutions of different profiles and different specializations.

The sample program includes four sections: an explanatory note with requirements for learning outcomes; course content with a list of sections, a minimum list of laboratory and practical work, excursions; approximate thematic planning with the definition of the main types of educational activities of schoolchildren; recommendations for equipping the educational process.

The sample program for a primary school provides for the development of all the main types of activities of students presented in the sample programs of primary general education. However, the content of exemplary programs for primary schools has features determined, firstly, by the subject content of the general secondary education system; secondly, psychological age characteristics trainees.

Each academic subject or set of academic subjects is a reflection of scientific knowledge about the corresponding area of ​​the surrounding reality. Therefore, if in primary school educational activities related to the formation of the skills to learn, adapt in a team, read, write and count are put in first place, then in basic school students master the elements of scientific knowledge and educational activities that underlie the formation of cognitive, communicative, value-oriented, aesthetic, technical and technological, physical culture, formed in the process of studying a set of educational subjects.

At the same time, universal educational actions are formed as a result of the interaction of all educational subjects and their cycles, in each of which certain types of activities and, accordingly, certain educational actions predominate: in the subjects of the natural and mathematical cycle, the leading role is played by cognitive activity and, accordingly, cognitive educational actions; in subjects of the communicative cycle - communicative activities and corresponding educational activities, etc.

In this regard, in the sample programs for primary schools in different training courses prevail different kinds activities at the level of goals, requirements for learning outcomes and the main activities of the student.

The main feature of adolescence is the beginning of the transition from childhood to adulthood. At the age of 11-15 years, the development of the cognitive sphere occurs, educational activities acquire the features of self-development and self-education, students begin to master theoretical, formal, and reflective thinking. The formation of universal educational activities that ensure the development of civic identity, communicative, cognitive, and effective personality qualities comes to the fore among adolescents. At the stage of basic general secondary education, students are included in project and research activities, the basis of which is such educational activities as the ability to see problems, pose questions, classify, observe, conduct experiments, draw conclusions and conclusions, explain, prove, defend your ideas, and define concepts. This also includes techniques similar to the definition of concepts: description, characterization, explanation, comparison, distinction, classification, observation, skills and abilities of conducting experiments, the ability to draw conclusions and conclusions, structuring material, etc. These skills lead to the formation of cognitive needs and development cognitive abilities.

Taking into account the above, as well as the provision that educational results at the subject level should be subject to assessment during the final certification of graduates; in approximate thematic planning, subject goals and planned learning outcomes are specified to the level of educational actions that students master in the process of mastering subject content. At the same time, for everyone academic subject a certain type of activity remains leading (cognitive, communicative, etc.). In subjects where cognitive activity plays a leading role (physics, chemistry, biology, etc.), the main types of student educational activity at the level of educational actions include the ability to characterize, explain, classify, master methods of scientific knowledge, etc.; in subjects where the leading role belongs communicative activities(Russian and foreign languages), other types of educational activities predominate, such as the ability to fully and accurately express one’s thoughts, argue one’s point of view, work in a group, present one’s views and communicate them orally and in writing, enter into dialogue, etc. .d.

Thus, the sample program indicates the goal setting of subject courses at different levels: at the level of meta-subject, subject and personal goals; at the level of meta-subject, subject and personal educational results (requirements); at the level of educational activities.

Sample program structure

IN " Explanatory note» the features of each section of the program are revealed, the continuity of its content with the most important regulatory documents and the content of the program for primary education; given general characteristics biology course, its place in the basic curriculum. Particular attention is paid to the goals of studying the biology course, its contribution to solving the main pedagogical tasks in the system of basic general education, as well as disclosing the results of students mastering the biology program at the level of basic general education.

Goals and educational results are presented at several levels - meta-subject, personal and subject. In turn, substantive results are designated in accordance with the main spheres of human activity: cognitive, value-oriented, labor, physical, aesthetic.

The section “Main content of the course” includes a list of the studied content, combined into content blocks indicating the minimum number of recommended laboratory and practical work, excursions.

The section “Approximate thematic planning” presents an approximate list of course topics and the number of teaching hours allocated to the study of each topic, a description of the main content of the topics and the main types of student activities (at the level of educational activities). The program includes two options thematic planning. In the first version, the content of the section “Living Organisms” is structured on the basis of the idea of ​​similarity, unity of life processes and other characteristics characteristic of representatives of different kingdoms of living nature, therefore, they are first considered general signs living organisms, and then their diversity. In the second planning option, the content is presented traditionally; it consistently reveals the features of the structure and life activity of representatives of different kingdoms.

Place of biology course in the basic curriculum

In accordance with the BUP, a biology course at the level of basic general education is preceded by a natural science course, which includes integrated information from courses in physics, chemistry, biology, astronomy, and geography. In relation to the biology course, this course is propaedeutic; in the course of mastering its content, students form elementary ideas about plants, animals, fungi and bacteria, their diversity, role in nature and human life.

In addition, the natural science course examines a number of concepts that are integrative in nature and significant for the subsequent study of a systematic biology course: energy, bodies and substances, inorganic and organic matter, molecules, states of aggregation substances, evaporation, condensation, soil, etc. Based on these concepts, a biology teacher can more fully and accurately scientific point reveal physico-chemical fundamentals biological processes and phenomena studied in basic school (nutrition, respiration, metabolism and energy conversion, photosynthesis, evolution, etc.).

In turn, the content of a biology course in a basic school, including information about the diversity of organisms, biological nature and the social essence of man, serves as the basis for the study of general biological patterns, theories, laws, hypotheses in high school, where ideological and theoretical concepts acquire special importance.

The approximate biology program for basic general education is compiled based on the hours specified in the basic curriculum of educational institutions of general education, taking into account 25% of the time allocated to the variable part of the program, the content of which is formed by the authors of the work programs. The invariant part of any original biology course for a primary school must fully include the content of the approximate program, for the development of which 180 hours are allotted. The remaining 65 hours can be used by the authors of work programs either to introduce additional training content, or to increase the time for studying those topics which the sample program is divided into if it is used as a working program.

Thus, the content of the course in basic school is an important integral link in the system of continuous biological education, which is the basis for subsequent level and profile differentiation.

General characteristics of the subject

The biology course at the level of basic general education is aimed at developing students’ ideas about distinctive features living nature, its diversity and evolution, man as a biosocial being. The selection of content was carried out taking into account a culturally appropriate approach, according to which students must master content that is significant for the formation of cognitive, moral and aesthetic culture, preservation environment and your own health; for everyday life and practical activities. An approximate biology program is built taking into account the following content lines:

Diversity and evolution of the organic world;

Biological nature and social essence of man;

Level organization of living nature.

The section “Living Organisms” includes information about the distinctive features of living organisms, their diversity, the system of the organic world, plants, animals, fungi, bacteria and lichens. The content of the section is presented on the basis of ecological-evolutionary and functional approaches, according to which the emphasis in the study of organisms is transferred from the structural features of individual representatives to the disclosure of the processes of their life activity and complexity during evolution, adaptability to the environment, and role in ecosystems.

The section “Man and his health” contains information about man as a biosocial being, structure human body, life processes, characteristics of mental processes, social essence, role in the environment.

The content of the section “General Biological Patterns” is subordinated, firstly, to the generalization and systematization of the content that was mastered by students while studying a biology course in primary school; secondly, to acquaint schoolchildren with some general biological laws accessible to their perception. The content of this section can be studied as a separate unit or included in the content of other sections; it should not mechanically duplicate the content of the “General Biology” course for grades 10-11.

The goals of biological education in primary school are formulated at several levels: global, meta-subject, personal and subject, at the level of requirements for the results of mastering the content of subject programs.

The global goals of biological education are common to primary and high school and are determined by social requirements, including changes in the social situation of development - the growth of information overload, changes in the nature and methods of communication and social interactions (the volumes and methods of obtaining information give rise to a number of developmental features of modern adolescents ). The most productive from the point of view of solving problems of adolescent development are sociomoral and intellectual adulthood.

In addition, global goals are formulated taking into account the consideration of biological education as a component of the education system as a whole, therefore they are the most general and socially significant.

Taking into account the above approaches, the global goals of biological education are:

Socialization of students as entry into the world of culture and social relations, ensuring the inclusion of students in a particular group or community - the bearer of its norms, values, orientations, mastered in the process of getting to know the world of living nature;

Introducing to cognitive culture as a system of cognitive (scientific) values ​​accumulated by society in the field of biological science.

In addition, biological education is designed to provide:

Orientation in the system of moral norms and values: recognition high value life in all its manifestations, the health of oneself and other people; environmental consciousness; nurturing love for nature;

Development of cognitive motives aimed at obtaining new knowledge about living nature; cognitive personality traits associated with mastering the basics scientific knowledge, mastering methods of studying nature, developing intellectual skills;

Mastery of key competencies: educational-cognitive, informational, value-semantic, communicative;

Formation in students of cognitive culture, mastered in the process of cognitive activity, and aesthetic culture as the ability to have an emotional and value-based attitude towards objects of living nature.

Requirements for learning outcomes

Activity educational institution in teaching biology should be aimed at achieving students the following personal results:

1) knowledge of the basic principles and rules of attitude towards living nature, the basics of a healthy lifestyle and health-saving technologies;

2) implementation of healthy lifestyle guidelines;

3) the formation of cognitive interests and motives aimed at studying living nature; intellectual skills (to prove, reason, analyze, compare, draw conclusions, etc.); aesthetic attitude towards living objects.

The meta-subject results of mastering the biology program by basic school graduates are:

1) mastery of the components of research and project activities, including the ability to see a problem, pose questions, put forward hypotheses, define concepts, classify, observe, conduct experiments, draw conclusions and conclusions, structure material, explain, prove, defend your ideas;

2) the ability to work with different sources of biological information: find biological information in various sources(textbook text, popular science literature, biological dictionaries and reference books), analyze and evaluate information, convert information from one form to another;

3) the ability to choose goals and meaning in one’s actions and actions in relation to living nature, one’s health and that of others;

4) the ability to adequately use verbal means for discussion and argumentation of one’s position, to compare different points point of view, argue your point of view, defend your position.

The substantive results of mastering the biology program by basic school graduates are:

1. In the cognitive (intellectual) sphere:

Identification of essential features of biological objects (distinctive features of living organisms; cells and organisms of plants, animals, fungi and bacteria; the human body; species, ecosystems; biosphere) and processes (metabolism and energy conversion, nutrition, respiration, excretion, transport of substances, growth , development, reproduction, regulation of the body’s vital functions; circulation of substances and energy conversion in ecosystems);

Providing evidence (argumentation) of the relationship between humans and mammals; relationships between humans and the environment; dependence of human health on the state of the environment; the need to protect the environment; compliance with measures to prevent diseases caused by plants, animals, bacteria, fungi and viruses, injuries, stress, HIV infection, bad habits, poor posture, vision, hearing, infectious and colds;

Classification - determination of the belonging of biological objects to a certain systematic group;

Explanation of the role of biology in the practical activities of people; places and roles of man in nature; kinship, common origin and evolution of plants and animals (using the example of a comparison of individual groups); the roles of various organisms in human life; the importance of biological diversity for the conservation of the biosphere; mechanisms of heredity and variability, manifestations of hereditary diseases in humans, speciation and fitness;

Distinguishing on tables the parts and organelles of cells, organs and human organ systems; on living objects and tables of organs of a flowering plant, organs and organ systems of animals, plants of different departments, animals of certain types and classes; the most common plants and domestic animals; edible and poisonous mushrooms; plants and animals dangerous to humans;

Comparison of biological objects and processes, the ability to draw conclusions and conclusions based on comparison;

Identification of variability of organisms; adaptations of organisms to their environment; types of interaction between different species in an ecosystem; relationships between the structural features of cells, tissues, organs, organ systems and their functions;

Mastering the methods of biological science: observation and description of biological objects and processes; setting up biological experiments and explaining their results.

2. In the value-orientation sphere:

Knowledge of the basic rules of behavior in nature and the basics of a healthy lifestyle;

Analysis and assessment of the consequences of human activity in nature, the influence of risk factors on human health.

3. In the field of labor activity:

Knowledge of and compliance with the rules of work in the biology classroom;

Compliance with the rules of working with biological devices and instruments (dissecting needles, scalpels, magnifying glasses, microscopes).

4. In the field of physical activity:

Mastering first aid techniques for poisoning with poisonous mushrooms, plants, animal bites, colds, burns, frostbite, injuries, rescuing a drowning person; rational organization of work and rest, cultivation and reproduction cultivated plants and pets, caring for them; conducting observations of the state of one’s own body.

5. In the aesthetic sphere:

Mastering the ability to evaluate objects of living nature from an aesthetic point of view.

Comparative analysis of school textbooks on general biology

New economic conditions and the educational reform carried out in our country have caused the appearance of many new textbooks, and with it the teacher’s question: which textbook to choose for working with children? In search of an answer, a detailed analysis of nine general biology textbooks was carried out using the keywords they contained. Lists of keywords were compared between textbooks, as well as with a codifier of content elements in biology for the compilation of control measurement materials (CMM) of the Unified State Exam in Biology from the section “General Biology”.

It turned out that the general biology course is based on approximately 200 concepts, which are presented differently in different textbooks. I'll bring you brief annotations guides that can help teachers choose a textbook for use in the classroom and for preparing for final exams. Full bibliographic descriptions are given at the end of the review.

Belyaev D.K. et al., 2001.

The book is the most adequate reflection of the educational minimum in biology: it contains most of the required concepts and a relatively small amount of additional information. There is a dictionary of basic biological concepts, a small number of genetic problems and a condensed laboratory workshop. Apparently, this is a fairly reliable guide for teaching general biology and preparing for the Unified State Exam. At the same time, it is necessary to take into account the specifics of the textbook: for example, the concept of homeostasis is given in §22, and not, as usual, among other signs of living things.

Ruvinsky A.O. et al., 1993.

This is the most complete textbook (and in many ways a reference book), containing more comprehensive material than the mandatory minimum knowledge in biology for high school graduates requires.

It should be recommended for preparing for entrance exams to universities in biological and medical fields. The author's and subject indexes (although the latter contains an incomplete list of concepts given in the text) greatly facilitate the use of the textbook. Helpful additions include detailed descriptions of 17 laboratory activities, a bibliography, and an interesting tutorial on computer modeling of genetic and environmental processes.

Polyansky Yu.I. et al., 1990.

The oldest among modern general biology textbooks, having gone through two dozen editions.

The course consists of two parts. The first, as indicated on the title page, is the winner of the competition to create a new generation of textbooks for high school and, apparently, in this regard, has a presentation structure that is fundamentally different from that traditionally adopted in general biology textbooks.

At the same time, the textbook can hardly be recommended to teachers. Firstly, it does not cover many elements of the required minimum knowledge in biology. For example, there are no sections on energy and plastic metabolism, some details of the structure of a plant cell (vacuoles and cell wall), transcription regulation in lower and higher organisms, features of fertilization in animals and plants, and the dependence of individual development on environmental conditions. Many sections are discussed very briefly - for example, photosynthesis, protein biosynthesis and selection, which are given quite a lot of attention in the school curriculum.

Secondly, some sections are covered in other courses in the school biology curriculum. In the 2002 edition, these are, for example, §4 and 5 “The structure and functioning of the animal body”; §37 and 38 “Protozoa” (material from the zoology course), §36 “Algae” (material on botany).

Thirdly, the textbook repeatedly repeats itself: for example, in the 2003 edition the section “The Importance of Biology” is presented in §5 and 8, “Methods of Biology” - in §4 and 6, the concept of biogeocenosis - in §19, 22 and 23, about producers, decomposers and consumers - in §6, 22 and 23, the problem of protecting biodiversity is discussed in §42 and 54. It is clear that repetition is the mother of learning, but it is the teacher’s job to identify what children have forgotten and repeat previously covered material. The textbook should contain only everything necessary – and nothing more (primarily semantic repetitions).

Fourthly, the textbook includes extracurricular §42 “Harmony and expediency in living nature” (2002), §9 “Living world and culture” (2003), §13 “Physico-chemical evolution in the development of the biosphere” (2003), § 21 “The Living World in Literature” (2003), §35 “Images of Nature...” (2003). There is no doubt that concepts about human culture and the origins of the universe need to be taught, but it is unlikely that one paragraph and lesson will have an impact on a child's mind. And is it advisable to use biology lessons for this given the obvious desire of the Ministry of Education of the Russian Federation to reduce the biology program?

Fifthly, the textbook contains “masterpieces” like the “definition” of life: “Life is a form of existence of living matter that arose in the course of biopoiesis” (2003, p. 10), and biopoiesis, as stated on the same page, is “a process formation of living cells as a result of chemical evolution."

It’s good that the authors did not undertake to compile a chemistry textbook. They would hardly be able to explain what “chemical evolution” is, but their definition of water would look something like this: “Water is a watery form of matter that has the properties of water and arises in chemical reactions as water.” Ilf and Petrov had something similar when describing Koreiko’s machinations!

In fact, the manual has a pronounced experimental character and, moreover, is quite crude: the material is poorly grouped by topic.

Accordingly, at best it can be recommended as an additional guide, but not as a textbook.

Ivanova T.V. et al., 2000. The book, with a traditional presentation structure, is a lightweight version of a school textbook on general biology. The material is presented concisely, in places too concisely, literally in a nutshell. The existing gaps include an incomplete listing of the properties of living things, a lack of explanation of the role of chromosome recombination in the process of sexual reproduction, the dependence of the course of ontogenesis on external conditions, the concept of gamete purity, and a number of environmental issues are not covered. There are inaccuracies in the text. For example, when defining a species as an open system (before §38), it should be clarified what an “open system” is. In addition, a species may not be a system (a whole of connected parts) if its populations are completely isolated from each other (for example, the range of an insect species separated by an ocean). In §40 “descendants” are called “offspring,” which is not the same thing. At the end of §41 there is a statement (by the way, included in the KIMs) that “when determining whether an individual belongs to a particular species, one should take into account not just one criterion, but their entire complex,” i.e. morphological, molecular biological, genetic, environmental, geographical and physiological. In fact, when determining new species. The remaining criteria are known for a very small number of well-studied species and in the vast majority of cases are simply assumed, being a logical consequence of our theoretical views. A teacher using this manual in the classroom needs to significantly supplement and clarify the material being taught.

Zakharov V.B. et al., 1996.

There are elements in the text that relate more to a natural science course than to general biology, for example, §2.2.1 “Evolution of chemical elements in outer space” and §2.2.2 “Formation of planetary systems.” The range of additional biological information includes the concepts of stress, embryonic induction, limiting factor, allopatric and sympatric speciation, a description of the sulfur and phosphorus cycles, and the basics of bionics.

Oddly enough, the textbook does not contain clearly defined species criteria, a listing of evidence of the evolution and functions of living matter, or the concept of agrocenosis and double fertilization in plants, although all these issues are addressed in KIMs. The concept of “anabiosis” has not been introduced (despite the fact that the corresponding material is available in §17.3.2).

A unique feature are English summaries at the end of sections, a bilingual dictionary of terms and tasks for Russian-English translation. According to the authors, the textbook could serve as a guide for interdisciplinary study of biology and a foreign language. But resumes are written in poor English, and it’s not worth learning from their example. Unfortunately, the textbook is equipped with only one useful appendix - “Major milestones in the development of biology”; If there is a significant amount of content, subject and author indexes would be appropriate. You can use the textbook for in-depth study of biology by supplementing it with the missing material.

A later textbook by V.B. Zakharova, S.G. Mamontov and N.I. Sonina has the same structure.

Mamontov S.G., Zakharov V.B., 2002.

The manual is an abbreviated version of the school textbook on general biology by V.B. Zakharov and co-authors (see above), contains almost the same advantages (with the exception of the English-language addition) and gaps and can well be used in high school.

The disadvantages of the manual include black and white illustrations at a relatively high price of the publication. §41 “The Evolutionary Role of Mutations” contains the absurd statement that “in the sooty birch forests of southern England” the leaves of the trees are “covered with soot and soot.” Having worked in this country for quite a long time, I have never seen anything like this in England.

Pugovkin A.P., Pugovkina N.A., 2002.

In conclusion, a little about the KIM codifier. It is obvious that it is not complete: for example, it does not mention variability, heredity and the ability to evolve as essential properties of living things, the motor function of proteins, hormones, glycolysis, the difference in transcription and translation in higher and lower organisms, the difference in fertilization in animals and plants , dependence of ontogenesis on external conditions, multiple gene action, genetic drift, divergence and convergence, soil formation, as well as such global problems as poverty and population growth. All of the listed concepts are fundamental for general biology and, more importantly, are used in the compilation of CIMs, and therefore must be included in the codifier. It can be assumed that in subsequent years the codifier will be finalized taking into account the specific content of the school curriculum. It should not consist of rubrics with vague boundaries (for example, “Genetic Terminology and Symbolism”), but rather a clearly defined list of concepts that a high school graduate who expects to get an A in biology should know. I would like to express my gratitude to biology teachers – I.V. Boldina, T.N. Grigorieva and V.V. Leonicheva (Uyar and Uyarsky district

Krasnoyarsk Territory

) for assistance in the work done. List of analyzed textbooks

Belyaev D.K., Borodin P.M., Vorontsov N.N., etc..

General biology. Textbook for 10-11th grades of general education institutions. – M.: Education, 2001. 304 p. Zakharov V.B., Mamontov S.G., Sivoglazov V.I.

Biology. General patterns. Textbook for 10-11th grades of general education institutions. – M.: Shkola-Press, 1996. 624 p. General biology. Textbook for secondary special education students educational institutions. – M.: Higher School, 2002. 317 p.

Polyansky Yu.I., Brown A.D., Verzilin N.M. and etc. General biology. Textbook for 10-11th grades of secondary school. 20th edition. – M.: Education, 1990. 287 p.

Ponomareva I.N., Kornilova O.A., Loschilina T.E., Izhevsky P.V. General biology.

Textbook for 11th grade students of general education institutions. – M.: Ventana-Graf, 2002. 224 p. Ponomareva I.N., Kornilova O.A., Loschilina T.E.

General biology. Textbook for 10th grade students of general education institutions. – M.: Ventana-Graf, 2003. 224 p. Pugovkin A.P., Pugovkina N.A.

General biology. Textbook for 10–11th grades of general education institutions. Ed. 2nd. – M.: AST Astrel, St. Petersburg: SpetsLit, 2002. 288 p. Ruvinsky A.O., Vysotskaya L.V., Glagolev S.M. and etc. General biology. Textbook for 10–11th grades of schools with in-depth study

biology. – M.: Education, 1993. 544 p. In accordance with new concept biological education and currently active curriculum priority areas

When teaching biology at school, it is to increase the importance of environmental knowledge and humanize the educational process as a whole. Having analyzed biology programs for sixth grades in order to identify conditions for providing students environmental literacy

, we found that: 1. The “Natural Science” program (authors I.T. Suravegina and others) has the following environmental content - ecosystems; environmental quality and protection; natural factors; anthropogenic factors

environment. In addition, students gain initial knowledge about monitoring and the measures that people must take to preserve the natural environment.

Let us list the ideas that ensure the greening of the course under consideration: ь Getting to know natural systems

and their hierarchical series;

b Introduction of the concept of “environment”;

b Demonstration of human involvement in natural communities as a subject of activity;

ь Explicit designation of value orientations; b Introduction of elements of biological ecology, global ecology, human ecology and.

social ecology The uniqueness of this program is that Each year of study (including 6th grade) field practice is carried out, which provides a variety of socially useful activities for students to study and preserve the nature of their area. This has great educational value. The real contribution of students to preserving the environment is, along with knowledge and skills, one of the criteria for the effectiveness of environmental education. Field practice includes three main areas:

Study and assessment of the state of nature of the native land.

Protection of Nature.

Propagation of acquired knowledge.

2. The program “Living Organism” (author N.I. Sonin) is built on the basis of a comparative study of the main groups of organisms, their structure and life activity. As a result of studying the subject, students must acquire certain knowledge and skills, including environmental ones: natural community, ecosystems, food chains, life forms organisms, unity of organism and environment, metabolism and energy, habitat, environmental factors, influence of factors inanimate nature on living organisms.

3. The “Natural Science” program (authors I.Yu. Aleksashkina and N.I. Oreshchenko) declares that one of the leading directions of the course is the idea of ​​​​the relationship between man and nature, and among the objectives of the course is the task of developing in students a system of knowledge-beliefs that gives a clear orientation in the system of relations “Man - Nature” as the basis of environmental education and upbringing of students, as well as the task of forming humanistic, moral ideals as the basis of environmental thinking and value attitude to nature.

4. The course "Biology - 6" - section: "Plants. Bacteria. Fungi and lichens" (author I.N. Ponomareva) has complex nature, including the basics of various biological sciences of plants and vegetation: morphology, anatomy, physiology, ecology, phytocenology, microbiology, plant growing. The content and structure of this course ensures achievement basic level biological knowledge, development of creative and naturalistic skills, scientific worldview, humanity, ecological culture, as well as instilling independence, hard work and caring treatment of nature. The sequence of topics is determined by the logic of the development of basic biological concepts, consideration of biological phenomena from the organismal level of biosystems to the supraorganismal level - biogeocenotic and contributes to the formation of evolutionary and ecological thinking, orients towards an understanding of the relationships in nature as the basis for the life of living systems and the role of humans in these processes. The content of the course aims to provide students with an understanding of the high significance of life, an understanding of the value of knowledge about the uniqueness of the kingdoms: plants, bacteria and fungi in the system of biological knowledge scientific picture peace and in fruitful practical activities; formulate fundamental concepts about cellular structure living organisms, about the organism and biogeocenosis as special forms (levels) of life organization, about biological diversity in the nature of the Earth as a result of evolution and as the basis of its sustainable development.

In the program, due to some reduction in anatomical and morphological material, the ecological one has been expanded. Ecological concepts are introduced from the first lessons when students are familiarized with: the diverse manifestation of the properties of organisms; the relationships of plants, bacteria and fungi with the environment; plant community. With the meaning of plants in nature; the role of man in nature.

5. One of the tasks set in the textbook “Biology. Bacteria, Fungi, Plants” (author V.V. Pasechnik) is the task “to provide environmental education and upbringing, to form a responsible attitude towards nature” (56). In this regard, when studying biology in the sixth grade, ecological concepts about the relationships of plants with the environment are introduced. We believe that in order to develop this complex concept, it is necessary to acquaint students with the habitat of plants, their living conditions, environmental factors environment and their effects on plants.

When analyzing the reflection of environmental content in programs, we proceeded from the accepted methodological literature a system that includes the concept of the environment and environmental factors, ecology of organisms, biogeocenology, ecology of populations, social ecology (54). The modern program contains material for the development of all series of concepts. Which coincides with the previous program in the section "Bacteria. Fungi. Plants". However, the content of the section “Bacteria. Fungi. Plants” has changed: the material about bacteria and fungi has been moved to a separate section. Since these organisms differ significantly from plants in their structure and life activity, they were separated into independent kingdoms. For example: the study of the leaf and stem as shoot organs is carried out in the topic “Escape”. The topics “Flower” and “Fruit”, according to the modern curriculum, are studied after the topic “Structure of the seed”. The topic generalizing ecological concepts is studied as the final topic in the sixth grade biology course. When studying the root, the program recommends expanding the concept of soil conservation. In connection with the consideration of the role of plants in nature in the topic “Escape”, the program recommends revealing the need to protect the air from pollution and landscaping settlements and premises. The concepts of the socio-ecological series: “plant protection”, “forest protection”, “protection of plant habitats”, “human activities” and others are presented in each section, with the exception of the chapter “Cellular plant organisms”.

The concept of “plant protection” has a complex content and structure. Its deep assimilation is impossible without material that determines knowledge about the environment and environmental factors, the ecology of organisms, and biogeocenology. The program contains conditions for the formation of knowledge about the environment, environmental factors, autecology in connection with the study of the structure, properties, physiological processes in the plant. Elements of biogeocenological concepts are present mainly in the chapter “Natural Communities”.

Table 1.

Basic ecological concepts of the section ""Bacteria. Mushrooms. Plants" according to the table by I.N. Ponomareva

Row I: concepts about the environment and environmental factors	Row II: concepts of ecology of organisms (autechological)	IV row: the concept of biogeocenology (biogeocenological)	V row: concepts of social ecology (socio-ecological
1. Ambient 2. Living environment (aquatic, land, soil, organism). 3. Living conditions. 4. Eco-friendly some factors (abiotic, anthropogenic)	1. Manifestation of the properties of organisms depending on conditions 2. Traits of adaptation laziness. 3. Organism and environment. 4. Environmental groups: photophilous, shade-loving, cold-resistant, insect-pollinated, wind-pollinated).	1. Plant communities. 2. Characteristics vegetable communities - species composition, layered structure, biotic connections. 3. The cycle of substances in nature. 4. Change of plant community. 5. Diversity of plant communities (forest, swamp, garden, park, field).	1. Pollution natural environment(soil, air, water, etc.). 2. Reduction of photosynthetic areas (deforestation, reduction of vegetation). 3. Depletion species composition(decrease in the number of species in biocenoses, “rare plants”, “weeds, etc.). 4. Protection of the natural environment from pollution (construction of treatment facilities, introduction of waste-free technologies). 5. Nature conservation (species diversity, expanded reproduction of plants, habitat protection. Rational use of plant resources, protected areas). 6. Optimization of the natural environment (creation of cultural biogeocenoses, living conditions, recreation areas, landscaping). 7. Human behavior in nature, 8. Human activity in relation to nature.

The educational tasks defined by the program are implemented at school, usually based on the school textbook. Therefore, to establish the actual content of environmental education, an analysis was carried out of school textbooks on biology “Bacteria. Fungi. Plants” (53).

It seems rational to characterize the content of the textbook according to the degree of disclosure of concepts. At the same time, we note that in the text of the textbook there is a mention of environmental material, an explanation of an environmental phenomenon, the introduction of the corresponding term and wording defining the concept.

On specific examples The textbook contains an explanation of environmental phenomena and concepts. This refers to such concepts as “light-loving”, “shade-tolerant” and “factors of inanimate and living nature”. Opening is observed program material with further ecological interpretation. The influence of environmental conditions on the manifestation of the properties of a plant organism is shown. The functions of the leaf are described showing the dependence of physiological processes on the intensity of action of environmental factors (§25). When discussing the issue of the distribution of fruits and seeds, it is explained that wind, water, animals, humans are necessary devices for the distribution of seeds (§31). When studying leaf fall, its significance for soils and for organisms inhabiting the biogeocenosis is not shown (§36).

The textbook contains a separate topic about the ecological groups of plants in relation to light, temperature, and moisture (§54).

When analyzing the topic “Natural Communities”, we found that it, using available examples, reveals the content of the concepts “plant community”, “change of plant communities”, layering in a plant community”, the relationship of plants in a community, creates conditions for the inclusion of the concepts “biogeocoenosis”, “phytogenic”, “anthropogenic” influence on plants in the community (§56). In §59 “Influence”. economic activity man on the plant world. Plant Protection" content is devoted to the generalization of socio-ecological concepts, which here take on an environmental nature.

Illustrations are of great importance for revealing the content of the textbook and developing students’ knowledge. We analyzed the illustrations in the textbook and concluded that they can only be partially used to develop environmental knowledge. Of the 208 drawings, diagrams, and photographs placed in the textbook when studying the “Plants” section, only 19 are aimed at developing environmental concepts.

Table 2.

Analysis of illustrations from the school textbook "Biology. Bacteria, fungi, plants" (author V.V. Pasechnik) sixth grade

The topic “Classification of Plants” studies the diversity of the plant world, the structural features of plants of various classes and families. This is reflected in the content of the textbook's illustrations.

Questions and assignments to texts and illustrations in textbooks are of great importance in the teaching process. Of the 527 questions and tasks: 73 promote the development of environmental concepts; 42 questions with environmental content are in the final sections of the textbook; 30 questions are included in the assignments after the paragraphs preceding the study of environmental concepts. For example, such as “What environmental factors can influence plants? (§25), “How do environmental conditions affect the evaporation of water by plants? (§36), “Why are seeds of different plants sown at different times? (§38). This is reflected in Table 4.

Table 3.

Analysis of questions and assignments in the school textbook "Biology. Bacteria, fungi, plants" (author V.V. Pasechnik) sixth grade

The analysis of the content, illustrations, questions in paragraphs, and textbook assignments shows that schoolchildren, before studying the environmental topic at the end of the 6th grade biology course, receive sufficient preparation for mastering it. Despite the desire of the school curriculum in biology to green the content, the school textbook has mainly morphological-anatomical and systematic content; there is little environmental material.

So, an analysis of the state of studying environmental material in the 6th grade biology course showed that the section “Bacteria. Fungi. Plants” has great potential for the purposeful, systematic formation and development of environmental concepts.