Використання кімнатних рослин під час формування спеціальних (ботанічних) понять
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Дата
2013
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Анотація
Стаття присвячена проблемі використання кімнатних рослин під час формування основних груп спеціальних понять з біології рослин. Проведено аналіз психолого-педагогічної літератури з проблеми дослідження та з’ясовано, що питання формування біологічних понять постійно обговорюються та досліджуються значним колом науковців. Встановлено можливості кімнатних рослин як натуральних навчально-наочних посібників з біології. У статті розглядаються приклади кімнатних рослин, які доречно використовувати під час формування основних спеціальних (ботанічних) понять – морфологічних, анатомічних і фізіологічних.
The article is devoted to the problem of the usage of indoor plants while the formation of the major groups of special terms and concepts from plant biology. The analysis of psychological and pedagogical literature on the problem of research was made and found that the issue of the formation of biological questions are constantly discussed and investigated by the significant circle of scientists. The Methodists stay that the successful mastering of the content of educational material on the biology is realized through the creation of the systems of biological concepts. It is necessary for the teacher of biology to allocate the «hub» concepts, establish links and relations between them within the separate systems of concepts and the system of knowledge from the subject «Biology»; choose rational methods and techniques of the formation of concepts; develop systems of cognitive tasks that are aimed at the development of students' scientific concepts. However, to provide these conditions and implement specific methods without the usage of the training means in the educational process is impossible. The modern process of learning becomes effective only in the case of the inclusion of the learning and the natural interaction of all other components of the educational process in the teacher’s activity and student’s activity. Since most of the lessons of Biology of plants are occurring in the winter period, when the possibility of communication with the live objects in nature is limited relevance is the usage of the houseplants of the nature nook. The school program from Biology assumes direct acquaintance of the students with the natural objects of animate and inanimate nature. The main methods are used in the work with the natural objects are observation and experiment. The main goal of each spectrum – is to develop the right skills and knowledge of the natural objects and the formation of biological concepts. While exploring the themes of «Plants» and «Plant Diversity», the usage of the indoor plants is complex, because it reveals to the category of such special (Botanical) concepts: morphological, anatomical, physiological, ecological, systematic and evolutionary. The examples of the indoor plants, which it is appropriate to use while the formation of the major special (Botanical) concepts - morphological, anatomical and physiological are presented in the article.
The article is devoted to the problem of the usage of indoor plants while the formation of the major groups of special terms and concepts from plant biology. The analysis of psychological and pedagogical literature on the problem of research was made and found that the issue of the formation of biological questions are constantly discussed and investigated by the significant circle of scientists. The Methodists stay that the successful mastering of the content of educational material on the biology is realized through the creation of the systems of biological concepts. It is necessary for the teacher of biology to allocate the «hub» concepts, establish links and relations between them within the separate systems of concepts and the system of knowledge from the subject «Biology»; choose rational methods and techniques of the formation of concepts; develop systems of cognitive tasks that are aimed at the development of students' scientific concepts. However, to provide these conditions and implement specific methods without the usage of the training means in the educational process is impossible. The modern process of learning becomes effective only in the case of the inclusion of the learning and the natural interaction of all other components of the educational process in the teacher’s activity and student’s activity. Since most of the lessons of Biology of plants are occurring in the winter period, when the possibility of communication with the live objects in nature is limited relevance is the usage of the houseplants of the nature nook. The school program from Biology assumes direct acquaintance of the students with the natural objects of animate and inanimate nature. The main methods are used in the work with the natural objects are observation and experiment. The main goal of each spectrum – is to develop the right skills and knowledge of the natural objects and the formation of biological concepts. While exploring the themes of «Plants» and «Plant Diversity», the usage of the indoor plants is complex, because it reveals to the category of such special (Botanical) concepts: morphological, anatomical, physiological, ecological, systematic and evolutionary. The examples of the indoor plants, which it is appropriate to use while the formation of the major special (Botanical) concepts - morphological, anatomical and physiological are presented in the article.
Опис
Ключові слова
кімнатні рослини, біологічні поняття, морфологічні поняття, фізіологічні поняття, анатомічні поняття, спеціальні поняття, засоби наочності, біологія рослин, indoor plants, biological concepts, morphological concepts, physiological notions, anatomical concepts, special concepts, media visibility, Plant Biology
Бібліографічний опис
Міронець, Л. П. Використання кімнатних рослин під час формування спеціальних (ботанічних) понять [Текст] / Л. П. Міронець // 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. 391–397.