Методика навчання біології як самостійна галузь науково-педагогічних знань
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Дата
2013
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Анотація
У статті проаналізовано погляди науковців на формування предметних методик. Встановлено співвідношення між дидактикою, загальною і частковою методиками та технологією навчання. Доведено повноцінність методики навчання як педагогічної науки. Зроблено спробу категоріально розмежувати поняття «методика навчання» і «технологія навчання». Обґрунтовано недопустимість заміни терміна «методика» на термін «технологія». Вказано особливості методики навчання біології як самостійної галузі науково-педагогічних знань.
The article analyzes the views of scientists on the organization of teaching methods. The correlation between didactics, total and partial methods and technology of training has been determined. The usefulness of methods of teaching as a field of pedagogy has been proved. These features of methods of teaching biology as an independent field of scientific and pedagogical knowledge have been analyzed. At the modern stage of education development methodology of teaching biology can be considered as an independent scientific branch, the object of which is the process of teaching biology, and the subject – methodological system for teaching biology, consisting of the learning task, the content of the biological education, methods, means and forms of education. The methodology of teaching biology is divided into general (reveals the theoretical issues of the study of biology) and partial or special (methods of studying the separate tasks of the program material, conducting of separate lessons, excursions, and extra-curricular activities). In the pedagogical dictionary of S. Goncharenko the technology of teaching is defined as a systematic method of creation, application and definition of the whole process of education and learning with regard to the technical and human resources and their interaction, the main task of which is optimization of education. However, in most scientific sources the technology of teaching is understood as a set of different tools, that provides a predictable result or as an algorithm of actions of the teacher to address a specific educational problems. The role of technology is the diagnosis of tasks and identification of conditions (methods, forms and means of dependencies), i.e. the design of the process, the implementation of which will allow to achieve its objectives. Some scientists even consider it necessary to replace the term «the methods of teaching» by the term «the teaching technology». The author has attempted the categorical distinction between the concept of «the methods of teaching» and «the teaching technology» and grounded the inadmissibility of replacing the term «the methods of teaching» for the term «technology».
The article analyzes the views of scientists on the organization of teaching methods. The correlation between didactics, total and partial methods and technology of training has been determined. The usefulness of methods of teaching as a field of pedagogy has been proved. These features of methods of teaching biology as an independent field of scientific and pedagogical knowledge have been analyzed. At the modern stage of education development methodology of teaching biology can be considered as an independent scientific branch, the object of which is the process of teaching biology, and the subject – methodological system for teaching biology, consisting of the learning task, the content of the biological education, methods, means and forms of education. The methodology of teaching biology is divided into general (reveals the theoretical issues of the study of biology) and partial or special (methods of studying the separate tasks of the program material, conducting of separate lessons, excursions, and extra-curricular activities). In the pedagogical dictionary of S. Goncharenko the technology of teaching is defined as a systematic method of creation, application and definition of the whole process of education and learning with regard to the technical and human resources and their interaction, the main task of which is optimization of education. However, in most scientific sources the technology of teaching is understood as a set of different tools, that provides a predictable result or as an algorithm of actions of the teacher to address a specific educational problems. The role of technology is the diagnosis of tasks and identification of conditions (methods, forms and means of dependencies), i.e. the design of the process, the implementation of which will allow to achieve its objectives. Some scientists even consider it necessary to replace the term «the methods of teaching» by the term «the teaching technology». The author has attempted the categorical distinction between the concept of «the methods of teaching» and «the teaching technology» and grounded the inadmissibility of replacing the term «the methods of teaching» for the term «technology».
Опис
Ключові слова
методика, дидактика, технологія, методична підготовка, професійна підготовка, методика навчання біології, наукова галузь, майбутні вчителі біології, methodology, didactics, technology, methodological preparation, professional training, methods of teaching biology, science branch, future teachers of biology
Бібліографічний опис
Грицай, Н. Б. Методика навчання біології як самостійна галузь науково-педагогічних знань [Текст] / Н. Б. Грицай // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №8 (34). – С. 369–376.