Chemical Institute. A.M. Butlerova, Department of Chemical Education

Direction: 44.03.05 Pedagogical education with 2 preparation profiles (geography and ecology)

Discipline: "Chemistry" (undergraduate, 1-5 courses, full-time / correspondence training)

Number of hours: 108 h (including: lectures - 50, laboratory classes - 58, independent work - 100), monitoring form: Exam / offset

Annotation: Aware of the study of this discipline disciplines the peculiarities of studying the course "Chemistry" for non-chemical directions and specialties, questions of theoretical and practical nature, reference tasks for self-testing and preparation for credit and exams. The electronic course is designed to work in classes and with independent study of discipline.

Topics:

1. PBB. 2. The structure of chemistry. The basis of concepts and theory, stoichiometric laws. Atom as the smallest particle of the chemical element. Electronic structure of atoms. 3. Periodic law and periodic system of elements D.I. Mendeleeva. 4. Chemical bond. Method of molecular orbitals. 5. Chemical systems and their thermodynamic characteristics. 6. Chemical kinetics and its main law. Reversible and irreversible reactions. 7. Solutions and their properties. Electrolytic ionization. 8. Physico-chemical theory of dissolution. 9. Redox reactions.10. General information.

Keywords: Chemistry school, chemistry, theoretical issues, practical / laboratory work, knowledge of knowledge of students.

Nizamov Ilinar Damirovich, Associate Professor of the Department of Chemical Education,email: [Email Protected], [Email Protected]

Kosmodemyanskaya Svetlana Sergeevna, Associate Professor, Department of Chemical Education, Email: [Email Protected], [Email Protected],

Course curriculum

No. Newspaper	Educational material
17	Lecture number 1. The content of the school course of chemistry and its variability. Propedeutic course of chemistry. Cours of the chemistry of the main school. Cours of High School Chemistry. (G.M. Chernobelskaya, Doctor of Pedagogical Sciences, Professor)
18	Lecture number 2. Prefropful preparation of students in the main school in chemistry. Essence, goals and objectives. Prefinal electrical courses. Methodical recommendations for their development. (E.I.Aarshansky, Doctor of Pedagogical Sciences, Associate Professor)
19	Lecture number 3.Profile training of chemistry at the older level of general education. Unified methodical approach to structuring content in class of different profiles. Variable content components. (E.I.Arshansky)
20	Lecture number 4. Individualized chemistry learning technologies. Basic requirements for building individualized learning technologies (TIO). Organization of independent work of students at various stages of the lesson in the TIO system. Examples of modern TIO.(T.A. Borovsky, Candidate of Pedagogical Sciences, Associate Professor)
21	Lecture number 5. Modular learning technology and its use in chemistry lessons. Basics of modular technology. Module constructing techniques and modular chemistry programs. Recommendations for the use of technology in chemistry lessons. (P.I. Bespalov, Candidate of Pedagogical Sciences, Associate Professor)
22	Lecture number 6. Chemical experiment in modern school. Types of experiment. Functions of a chemical experiment. Problem experiment using modern technical training. (P.I.Bespalov)
23	Lecture number 7. Environmental component in the school course of chemistry. Content selection criteria. Ecological orientated chemical experiment. Educational environmental projects. Objectives with environmental content. (V.M.Nazarenko, Doctor of Pedagogical Sciences, Professor)
24	Lecture number 8. Kontrol of chemistry learning results. Forms, types and methods of control. Test control of knowledge in chemistry. (M.D.Trukhina, Candidate of Pedagogical Sciences, Associate Professor)
Final work. Development of a lesson in accordance with the proposed concept. A brief report on the final work, accompanied by a certificate from the educational institution, should be sent to Pedagogical University no later than February 28, 2007

T.A. Borovsky

Lecture number 4.
Individualized technologies
Chemistry learning

Borovsky Tatyana Anatolyevna - Candidate of Pedagogical Sciences, Associate Professor of MPGU, author of methodical manuals for chemistry teachers working on different textbooks. Scientific interests are an individualization of the chemistry of the primary and full secondary school.

Plan lectures

Basic requirements for individualized learning technologies.

Building a system of lessons in Tio.

Programmed training chemistry.

Technology of level training.

Technology problem-modular learning.

Technology of project training.

Introduction

In modern pedagogy, the idea of \u200b\u200bpersonal-oriented learning is actively developed. The requirement to take into account the individual characteristics of the child in the learning process is a long tradition. However, traditional pedagogy with its tough school system, the curriculum, the same for all students, is not able to fully implement an individual approach. Hence the weak learning motivation, the passivity of students, the chance of choosing their profession, etc. In this regard, it is necessary to look for ways to restructure the educational process by sending it to achieving all students of the basic level of education, and earlier students - higher results.

What is "individualization of training"? Often the concepts of "individualization", "Individual approach" and "differentiation" are used as synonyms.

Under individualization of learning Understand the accounting in the process of learning the individual characteristics of students in all its forms and methods, regardless of what features and to what extent are taken into account.

Training Differentiation - this is a combination of students in groups on the basis of any features; Training in this case occurs on various curricula and programs.

Individual approach - This is the principle of learning, and individualization of training is a way to implement this principle that has its own forms and methods.

Individualization of learning is a way to organize the educational process, taking into account the individual characteristics of each student. This method allows you to maximize the potential opportunities of students, involves encouraging individuality, and also recognizes the existence of individual-specific forms of learning material.

In real school practice, individualization is always relative. Due to the large filling of students' classes, which have about the same features, are combined into groups, while considering only such features that are important from the point of view of exercise (for example, mental abilities, gifts, health status, etc.). Most often, individualization is not implemented in the entire amount of training activities, but in any form of academic work and integrated with non-induced work.

To implement an effective educational process, modern pedagogical technology of individualized learning (TIO) is needed, within which an individual approach and an individual form of study are priority.

Basic Technology Requirements
Individualized learning

1. The main goal of any pedagogical technology is the development of the child. Training in relation to each student can be developing only if it is adapted to the level of development of this student, which is achieved through the individualization of academic work.

2. To proceed from the achieved level of development, it is necessary to identify this level in each student. Under the level of development of the student, it is necessary to understand the learning (prerequisites for the teaching), training (acquired knowledge) and the rate of assimilation (the rate of remembrance and generalization). The assimilation criterion is the number of completed tasks required for the emergence of sustainable skills.

3. The development of mental abilities is achieved with the help of special training tools - developing tasks. The tasks of optimal difficulty form rational skills of mental labor.

4. The effectiveness of learning depends not only on the nature of the tasks presented, but also from the student activity. Activity as a student's condition is a prerequisite of all its training activities, which means that general mental development.

5. The most important factor that stimulates the student to learning activities is educational motivation, which is defined as the focus of the student to various parties of training activities.

Creating a Tio system, you should follow certain steps. It follows from the presentation of your training course as a system, i.e. Conduct primary structuring content. To this end, it is necessary to select the stem lines of the whole course and then for each line for each class, it is possible to determine the content that will ensure the development of the representations on the line under consideration.

We give two examples.

With the T E R Y N E V I L I N I - the main chemical concepts. Content: 8th grade - Simple and complex substances, valence, basic classes of inorganic compounds; 9th grade - electrolyte, degree of oxidation, groups of similar elements.

With the t e r n e v and I l and n and I - chemical reactions. Content: 8th grade - features and conditions of chemical reactions, types of reactions, compilation of equations of reactions based on the valence of atoms of chemical elements, reactivity of substances; 9th Class - compilation of reaction equations based on the theory of electrolytic dissociation, redox reactions.

A program that takes into account individual differences in students has always consists of a comprehensive didactic goal and a set of differentiated training sessions. Such a program is aimed at mastering new content and the formation of new skills, as well as on the consolidation of previously formed knowledge and skills.

To create a program in the TIO system, it is necessary to choose a large theme, allocate the theoretical and practical parts in it and distribute the time to study. It is advisable to study theoretical and practical part separately. This will allow you to master the theoretical material of the topic quickly and create a holistic idea of \u200b\u200bthe topic. The practical tasks are performed at the base level in order to better assimilate the basic concepts and general laws. The development of the practical part allows the development of individual abilities of children at the applied level.

At the beginning of work, students should be offered a block diagram where the basis (concepts, laws, formulas, properties, units, etc.), the main skills of the student at the first level, ways to transition to higher levels laying on the basis of self-development Each student at his request.

Building a system of lessons in Tio

Elements of individualized learning should be viewed at each lesson and at all its stages. Lesson studying new material can be divided into three main parts.

1st hour and with t. PRE D K Y I L E N E N O V O G O M A T E R A L A. In front of the students at the first stage there is a task - to master certain knowledge. You can use various techniques to enhance individualization of perception. For instance, control leaves Behind the work of students during the explanation of the new material in which schoolchildren respond to questions set before the lesson. Sheets with answers Students are subject to check at the end of the lesson. The level of difficulties and the number of questions are determined in accordance with the individual characteristics of the guys. As an example, we give a fragment of a piece of leaf to control the activities of students at lectures when studying the topic "Complex compounds".

Lesson control on the topic "Complex compounds" 1. The comprehensive is called the connection ...... ..... .......................... 2. The complexing agent is called ......... ... .......................... 3. Ligands are called ........................... ........................... ... 4. The inner sphere is ............................................................ . 5. The coordination number is ..................... ............... ... .......... Determine the coordination number (QC): 1) +, kch \u003d ...; 2) 0, kch \u003d ...; 3) 0, kch \u003d ...; 4) 3-, kch \u003d .... 6. The external sphere is .......................................................... 7. The ions of the external and internal spheres are connected between themselves .......... bond; Their dissociation occurs ................ . For instance, ……………………… . 8. Ligands are associated with the complexing agent ................................ bond. Record the dissociation equation of a complex salt: K 4 \u003d .......................................................... 9. Calculate the charges of complex ions formed by Chrome (III): 1) ………………….. ; 2) ………………….. . 10. Determine the degree of oxidation of the complexing agent: 1) 4– ………………….. ; 2) + ………………….. ; 3) – ………………….. .

Another example shows the use of so-called "guide cards" in the class "Acid as electrolytes". Working with cards, students make marks in notebooks. (Work can be carried out in groups.)

Card-guidebook

2nd h and with t. About with m s l e n o n o v o g o m and t e r and l a. Here, students are preparing for independent solving problems through a training conversation, during which students provoke hypotheses and demonstration of their knowledge to nominate. In a conversation, the student is given the opportunity to freely express his thoughts associated with his personal experience and interests. Often, the topic of the conversation grows from pupils.

3 hours and with t. R E Z Y E. At this stage, the task lesson should be a research character. In the lesson of "acid as electrolytes", students can show the demonstration experience "Massage of copper in nitric acid". Then consider the problem: whether metals really standing in a row of voltages after hydrogen do not interact with acids. It is possible to offer students to carry out laboratory experiments, for example: "Magnesium interaction with aluminum chloride solution" and "Magnesium ratio to cold water". After performing the experiment in a conversation with a teacher, students learn that solutions of some salts can also have the properties of acids.

The experiments performed are forced to think and make it possible to carry out a smooth transition to the study of subsequent sections. Thus, the third stage of the lesson contributes to the creative application of knowledge.

Lesson to systematize knowledge Effective when using the method of free choice of tasks of different levels of difficulty. Here students have skills and skills on this topic. Input control is preceded - a small independent work that allows you to establish the presence of students with the necessary for the successful work of knowledge and skills. According to the results of testing, students are offered (or they choose) a certain level of difficulty of task. After completing the task, checking the correctness of its execution. Check is carried out either by a teacher or students in templates. If the task is made without errors, the student goes into a new, elevated level. If errors are made during execution, the knowledge is corrected under the guidance of the teacher or under the guidance of a stronger student. Thus, in any Tio a mandatory element is a feedback loop: the presentation of knowledge is the development of knowledge and skills - control of the results - correction - additional control of the results - the presentation of new knowledge.

The lesson is completed by the lesson of knowledge of knowledge by output control - a small independent work that allows you to determine the level of formation of skills and knowledge of students.

Lesson for monitoring the assimilation of the material passed - Purely individualized form of training. In this lesson, the freedom of choice is valid, i.e. The student chooses the tasks of any level in its abilities, knowledge and skills, interests, etc.

To date, a whole range of TIO has been well developed and successfully applied in school practice. Consider some of them.

Programmed chemistry training

Programmed training can be described as a type of independent work of students managed by a teacher using programmed benefits.

The method of developing a training program is made up of several stages.

1st Et and P - selection of educational information.

2nd Et and P - constructing a logical sequence of material presentation. The material is divided into separate portions. Each portion contains a small part of the information completed by meaning. For a self-test of assimilation to each portion of information, questions, experimental and settlement tasks, exercises, etc.

3rd Et and P - establishing feedback. There are various types of training program structures - linear, branched, combined. Each of these structures has its characteristic stakeholder program. One of the linear programs is shown in Scheme 1.

Scheme 1.

Linear Program Step Model

IR 1 is the first information frame, contains a portion of information that the student must assimilate;

OK 1 - the first operating frame - tasks, the execution of which ensures the assimilation of the information proposed;

OC 1 - the first feedback frame - an indication by which the learner can check (this can be a ready-made response with which the student compares its answer);

KK 1 - a control frame, serves to carry out the so-called external feedback: between the student and the teacher (this connection can be carried out using a computer or other technical device, as well as without it; in case of difficulties, the student has the ability to return to the source information and study it reopened).

IN linear programthe material is set in consistently. Small portions of information almost exclude trainee errors. Multiple repetition of the material in different forms ensures the strength of his assimilation. However, the linear program does not take into account the individual features of assimilation. The difference in the pace of movement in the program occurs only due to how rapidly students can read and perceive read.

Branched program Considers the individuality of the student. The feature of an extensive program is that students do not answer questions themselves, but choose an answer from the series of proposed (about 1a -o 1d, scheme 2).

Scheme 2.

Branched Program Step Model

Note. In brackets indicated the textbook page with the material for self-test.

By choosing one answer, they go to the page, fores of the sanny program, and there are material for self-test and further instructions for working with the program. As an example of an extensive program, a chemical simulator manual (Y.Nentwig, M.Kroider, K. MorgenSterns, can be given. M.: Mir, 1986).

The branched program is also not devastable. First, the student at work is forced to flip the pages all the time, moving from one link to another. It disperses attention and contradicts the stereotype developed by the years in working with a book. Secondly, if the disciple needs to repeat something on such a manual, it will not be able to find the right place and must again do the entire path on the program before finding the right page.

Combined program More than the first two, convenient and effective in work. Its feature is that information is filed linearly, and in the feedback frame there are additional clarifications and links to another material (elements of an extensive program). Such a program is read as a regular book, but in it more often than in an unprogrammed textbook, there are questions forcing the reader to think about the text, tasks for the formation of training skills and techniques of thinking, as well as to consolidate knowledge. Replies for self-test are placed at the end of chapters. In addition, you can work with it using the skills of reading a regular book, which are already firmly fixed in students. As an example of a combined program, a textbook "Chemistry" G.M. Chernobelskaya and I.N. Cherrtkov (M., 1991).

After receiving the introductory briefing, students work with the benefit on their own. The teacher should not tear students from work and can only conduct individual advice on their request. The optimal time to work with a programmed benefit, as shown by the experiment, 20-25 minutes. Programmed control takes only 5-10 minutes, and check in the presence of students lasts no more than 3-4 minutes. At the same time, task options remain on the hands of students in order for them to analyze their errors. Such control can be carried out in almost every lesson on different topics.

Programmed training is especially well proven in independent work of students at home.

Technology of level learning

The purpose of the technology of level learning is to assign the learning material to each student in the zone of its nearest development on the basis of the features of its subjective experience. In the structure of level differentiation, three levels are usually isolated: basic (minimum), software and complicated (advanced). Preparation of educational material provides for the allocation in the content and in the planned results of training several levels and the preparation of a technological card for students in which the levels of his learning are indicated for each element of knowledge: 1) knowledge (remembered, reproduced, learned); 2) understanding (explained, illustrated); 3) application (sample, in a similar or modified situation); 4) generalization, systematization (allocated parts from the whole, formed a new whole); 5) Evaluation (determined the value and value of the study object). For each unit of content in the technological map, the instructions are laid in the form of control or test tasks. The first-level tasks are compiled in such a way that students can perform them using the sample proposed either when performing this task or in the previous lesson.

P o r i d o n i p o l n e n i o n e r a c and th (algorithm) In compiling the equations of alkalis reactions with acidic oxides (For NaOH C CO 2 reaction) 1. Write formulas of the starting substances: 2. After the sign "" write H 2 O +: NaOH + CO 2 H 2 O +. 3. Create a formula for the resulting salt. For this: 1) Determine the valence of metal according to the hydroxide formula (by the number of ON groups): 2) determine the formula of the acid residue by oxide formula: CO 2 H 2 CO 3 CO 3; 3) Find the smallest total multiple (NOC) valence values: 4) split the NOC on the valence of metal, the resulting index write after the metal: 2: 1 \u003d 2, Na 2 CO 3; 5) divide the NOC on the valence of the acid residue, the obtained index is written after the acid residue (if the acid residue is complex, it is concluded in the brackets, the index put behind the brackets): 2: 2 \u003d 1, Na 2 CO 3. 4. The formula of the resulting salt is to write on the right side of the reaction scheme: NaOH + CO 2 H 2 O + Na 2 CO 3. 5. Plan the coefficients in the reaction equation: 2NAOH + CO 2 \u003d H 2 O + Na 2 CO 3.

The task (1st level).

Relying on the algorithm, make the reaction equations:

1) NaOH + SO 2 ...;

2) Ca (OH) 2 + CO 2 ...;

3) KOH + SO 3 ...;

4) CA (OH) 2 + SO 2 ....

Tasks in the level of the level are causally investigating.

The task (2nd level). Robert Woodward, the future Nobel laureate in chemistry, cared for his bride using chemical reagents. From the diary of Chemist: "She froze his hands while walking on the sleigh. And I said: "It would be nice to get a hot water bottle!" - "Wonderful, but where we take it?" "I'll do it now," I replied and took out a wine bottle from under the seat, three-quarters filled with water. Then she pulled out from there the vial with sulfuric acid and poured a little bit like a liquid syrup into the water. Ten seconds, the bottle was so heated that it was impossible to keep in his hands. When she began to cool, I added more acids, and when the acid was over, took out the jar with chopsticks of the caustic natra and gradually laid them. Thus, the bottle was heated almost to boiling all the trip. " How to explain the thermal effect used by a young man?

When performing such tasks, students are based on the knowledge that they received in the lesson, and also use additional sources.

The tasks of the level are partially searching.

Exercise 1 (3rd level). What physical error is allowed in the following verses?

"She lived and flowed across the glass,
But suddenly it came around with frost,
And the stationary ice drop has become
And in the world, warmth was dry. "
Answer confirm with the calculation.

Task 2. (3rd level). Why, if you wash the floor with water, will the room be cooler?

When conducting lessons in the framework of the technology of level training at the preparatory stage, after informing students about the goal of educational and the corresponding motivation, introductory control is carried out, most often in the form of a test. This work is completed by the mutual test, the correction of the identified gaps and inaccuracies.

At the stage using new knowledge The new material is given in the tank, compact form, providing the translation of the main part of the class on an independent elaboration of educational information. For students who did not understand in the new topic, the material is explained by the use of additional didactic means. Each student as the learned information is learned is included in the discussion. This work can pass both in groups and in pairs.

At the stage consolidationmandatory part of the tasks is checked using self-and mutual test. The supernorumatic part of the work is assessed by the teacher, the most significant information for the information it reports to all students.

Stage summing up Educational sessions begins with control testing, which, as well as the introductory, has a mandatory and additional parts. Current control of the learning material is carried out on a two-point scale (credit / non-configuration), final control - on a three-point scale (test / well / excellent). For students who have not cope with key tasks, correctional work is organized until complete assimilation.

Technology problem-modular learning

Restructuring the learning process on a problem-modular basis allows you to: 1) integrate and differentiate the content of learning by grouping problem modules of educational material that ensures the development of the training course in full, abbreviated and in-depth versions; 2) to carry out an independent selection of students in one or another course depending on the level of training and individual progress rate;
3) emphasize the work of the teacher to the advisory and coordinating functions of managing individual academic activities of students.

The technology of problem-modular learning is based on three principles: 1) "compression" of educational information (generalization, consolidation, systematization); 2) fixing educational information and academic actions of schoolchildren in the form of modules; 3) targeted creation of educational problem situations.

PR O B L E M N S Y M o d u l b consists of several interrelated blocks (educational elements (UE)).

Block "Input Control" Creates a setting to work. As a rule, test tasks are used here.

Block of actualization - At this stage, the supporting knowledge and methods of the action necessary for the assimilation of the new material presented in the problem module are actualized.

Experimental block Includes a description of the training experiment or laboratory work that contributes to the conclusion of the wording.

Problem block - The formulation of an integrated problem, on the solution of which the problem module is directed.

Block of generalization - Primary system representation of the content of the problem module. It can be structurally decorated in the form of a block diagram, reference abstracts, algorithms, symbolic records, and the like.

Theoretical block Contains the main training material located in a specific order: didactic purpose, the wording of the problem (tasks), the rationale of the hypothesis, solving the problem, control test tasks.

Block "output control" - control of the results of training in the module.

In addition to these basic blocks, others may be included, for example block application - system of tasks and exercises or block docking - combined material covered with the content of related accepted disciplines, as well as depression block - educational material of increased complexity for students showing a special interest in the subject.

As an example, we present a fragment of the problem-modular program "Chemical properties of ions in the light of the theory of electrolytic dissociation and redox reactions".

Integrating goal. Consolidate knowledge about the properties of ions; develop the skills to compile the equations of reactions between ions in solutions of electrolyte and redox reactions; Continue to form skills to observe and describe phenomena, put forward hypothesis and prove them.

UE-1. Input control. Purpose. Check the level of formation of knowledge about redox reactions and skills to make equations using the electronic balance method for the coefficient arrangement.

The task	Evaluation
1. Zinc, iron, aluminum in reactions with non-metals are: a) oxidizers; b) reducing agents; c) do not show redox properties; d) either by oxidizing agents or reducing agents, it depends on non-metal, with which they react	1 point
2. Determine the degree of oxidation of the chemical element according to the following scheme: Answer options: a) -10; b) 0; c) +4; d) +6.	2 points
3. Determine the number of given (adopted) electrons according to the reaction scheme: Answer options: a) Got 5 e.; b) accepted 5 e.; c) gave 1 e.; d) adopted 1 e.	2 points
4. Total number of electrons involved in the elementary act of the reaction equal: a) 2; b) 6; in 3; d) 5.	3 points

(Answers to UE-1 tasks: 1 - b; 2 - r; 3 - and; 4 - b.)

If you scored 0-1 points, study the abstract "Redox reaction" again.

If you scored 7-8 points, go to UE-2.

UE-2. Purpose. To actualize the knowledge of the redox properties of metal ions.

The task. Finish the equations of possible chemical reactions. Justify your answer.

1) Zn + Cucl 2 ...;

2) FE + CUCL 2 ...;

3) Cu + FECL 2 ...;

4) CU + FECL 3 ....

UE-3. Purpose. Creating a problem situation.

The task. Perform laboratory experience. In the tube with 1 g of copper, pour 2-3 ml of 0.1 m iron trichloride solution. What's happening? Describe your observations. Does it not surprise you? Formulate a contradiction. Make the reaction equation. What properties here exhibits ion Fe 3+?

UE-4. Purpose. Examine the oxidative properties of Fe 3+ ions in reaction with halide ions.

The task. Perform laboratory experience. Two tubes pour 1-2 ml of 0.5 m solutions of bromide and potassium iodide solutions, add 1-2 ml of 0.1 m iron trichloride solution to them. Describe your observations. Word the problem.

UE-5. Purpose. Explain the results of the experiment.

The task. What reaction in the task from UE-4 did not occur? Why? To answer this question, remember the differences in the properties of halogene atoms, compare the radii of their atoms, make the reaction equation. Make an output about the oxidative power of the Iron FE 3+.

Homework. Answer in writing to the following questions. Why is the green solution of iron chloride (II) in air quickly change its painting on brown? What property of the Iron FE 2+ is manifested in this case? Make the equation of iron (II) chloride reaction with oxygen in aqueous solution. What other reactions are characteristic of FE 2+ ion?

Technology of project learning

Most often you can hear about project training, but about the project method. This method was formulated in the United States in 1919. In Russia, he received widespread after edition of the Brochure. Kilpatrick "Project method. The use of the target installation in the pedagogical process "(1925). The basis of this system is ideas that only that activity is carried out by a child with great hobbies, which is chosen freely by them and is not built in the course of the educational subject, in which the support is carried out on the momentary hobbies of children; True learning is never unilateral, incidental information. The original slogan of the founders of the project training system is "all of life, everything for life." Therefore, the project method initially implies to consider the phenomena of the living around us as experiments in the laboratory, in which the process of knowledge occurs. The purpose of the project training is to create conditions under which students independently and willingly find missing knowledge from different sources, learn to use the knowledge gained to solve cognitive and practical tasks, acquire communication skills, working in various groups; We develop research skills (the ability to identify problems, collecting information, observations, conducting experiment, analysis, constructing hypotheses, generalizations), develop systemic thinking.

To date, the following project development stages have developed: the development of a project assignment, the development of the project itself, the execution of the results, a public presentation, reflection. Possible topics of training projects are diverse, as well as their volumes. In time, three types of educational projects can be distinguished: short-term (2-6 h); medium-term (12-15 h); Long-term requiring considerable time to search for material, its analysis, etc. The evaluation criterion is to achieve in its implementation as a project objective and senior purposes (the latter seems more important). The main disadvantages in the use of the method are the low motivation of teachers to its use, low students' motivation to participate in the project, insufficient level of formation at schoolchildren of research skills, the fuzziness of determining the criteria for assessing the results of the project.

As an example of the implementation of project technology, we give the development performed by US chemistry teachers. In the course of the work on this project, students master and enjoy knowledge of chemistry, economics, psychology, participate in various activities: pilot experimental, calculated, marketing, film.

We design household chemical goods *

One of the tasks of the school is to show the applied value of chemical knowledge. The task of this project is the creation of an enterprise for the production of winds for washing windows. Participants are divided into groups by forming "production firms". Before each "firm" is the following tasks:
1) Develop a project of a new means for washing windows; 2) make experimental samples of a new product and conduct their tests; 3) calculate the cost of the developed goods;
4) conduct marketing research and product advertising campaign, get a quality certificate. In the course of the game, schoolchildren not only get acquainted with the composition and chemical action of household detergents, but also receive initial information about the economy and market strategy. The result of the work of the "Firm" is a technical and economic project of a new detergent.

Work is carried out in the following sequence. At first, "employees of the company" together with the teacher are experiencing one of the standard means for washing windows, rewrite its chemical composition from the label, disassemble the principle of detergent. At the next stage, the teams start developing their own detergent of detergent based on the same components. Next, each project passes the stage of laboratory incarnation. Based on the developed formulation, students mix the necessary amounts of reagents and put the mixture into small bottles with a spray gun. The bottles are labels with the trade name of the future product and the inscription "New tool for washing windows". Next, quality control occurs. "Firms" evaluate the deterioration of their products compared to the purchase agent, calculate the cost of production. The next step is to obtain a "quality certificate" on a new detergent. "Firms" are submitted to the commission approval, the following information about their product is compliance with quality standards (laboratory test results), lack of environmentally hazardous substances, availability of instructions on the method of applying and storing the product, the project of the trading label, the estimated name and the estimated price of the product. At the final stage, the "Firm" holds an advertising campaign. Develop a plot and remove the commercial duration of 1 min. The result of the game can be a presentation of a new fund with the invitation of parents and other participants in the game.

Individualization of learning is not a tribute to fashion, but an urgent need. Technologies of individualized chemistry learning with all the variety of methodological techniques have a lot in common. All of them developing, ensuring a clear management of the educational process and the projected, reproducible result. Often the technologies of individualized chemistry learning are used in combination with traditional methods. The inclusion of any new technology in the educational process requires propaedeutics, i.e. gradual training of students.

Questions and tasks

1. Describe the role of the classroom of chemistry in solving the tasks of the development of mental activity of students.

Answer. For mental development, it is important to accumulate not only knowledge, but also firmly fixed mental techniques, intelligent skills. For example, when forming a chemical concept, it is required to be explained by what techniques should be used to ensure that knowledge is properly learned, and these techniques are then used by analogy and in new situations. In the study of chemistry, intelligent skills are formed and developed. It is very important to teach students to think logically, use the receptions of comparisons, analysis, synthesis and the allocation of the main thing, draw conclusions, generalize, argued to argue, consistently express their thoughts. It is also important to use rational teaching activities.

2. Is it possible to attribute the technologies of individualized learning for developing learning?

Answer. Education on new technologies ensures a full learning learning, forms educational activities and thereby directly affects the mental development of children. Individualized learning is definitely developing.

3. Develop a methodology for learning on one of the individualized technologies according to any topic of school courses of chemistry.

Answer. The first lesson in the study of the theme "Acid" is a lesson for explaining a new material. According to an individualized technology, it will highlight three stages. The 1st stage is the presentation of a new material - accompanied by the control of the assimilation. In the course of the lesson, students fill the leaflet in which they answer questions on the topic. (There are approximate questions and answers to them.) The 2nd stage - the understanding of the new material. In a conversation associated with the properties of acids, the student is given the opportunity to express his thoughts on the topic. The 3rd stage is also a thought, but research nature, on a specific problem. For example, the dissolution of copper in nitric acid.

The second lesson is training, systematization of knowledge. Here students choose and fulfill the tasks of a different level of difficulty. The teacher provides them with individual advisory assistance.

The third lesson is to control the assimilation of the material passed. It can be carried out in the form of test work, test, set of tasks in a taskover, where simple tasks - to estimate "3", and complex - to "4" and "5".

* Golner V.N.. Chemistry. Interesting lessons. From overseas experience. M.: Publishing house NC ENAS, 2002.

L and T E R A T U R A

Bespalko V.P.. Programmed learning (didactic bases). M.: Higher School, 1970; Guzik N.P.. Learn to learn. M.: Pedagogy, 1981; Guzik N.P. Didactic chemistry material for
Grade 9. Kiev: Radyancy School, 1982; Guzik N.P.Training Organic Chemistry. M.: Enlightenment, 1988; Kuznetsova N.E.. Pedagogical technologies in subject learning. SPb.: Education, 1995; Selko G.K.. Modern educational technologies. M.: Public Education, 1998; Chernobelskaya G.M. Methods of learning chemistry in high school. M.: Vlados, 2000; CNT I. Individualization and differentiation of learning. M.: Pedagogy, 1990.

Explanatory note

When surrendering the candidate exam, the graduate student (applicant) should detect an understanding of the patterns of driving forces and the dynamics of the development of chemical science, evolution and the main structural elements of chemical knowledge, including fundamental methodological ideas, theories and natural science paintings of the world; deep knowledge of programs, textbooks, educational and methodological benefits for chemistry for secondary school and ability to analyze them; disclose the main ideas and methodological options for presenting the most important sections and the amount of chemistry at the basic, increased and in-depth levels of its study, the disciplines of the chemical unit in the middle and higher school; Deep understanding of the prospects for the development of chemical education in educational institutions of various types; Ability to analyze your own experience, experience in practitioners and teachers-innovators. The emerging candidate exam must own innovative pedagogical technologies for training chemistry and disciplines of the chemical bloc, to be familiar with modern trends in the development of chemical education in the Republic of Belarus and the world as a whole, know the system of school and university chemical experiment.

The program provides a list of only the main literature. In preparation for the exam, the applicant (graduate student) enjoys training programs, textbooks, collections of tasks and popular science literature for chemistry for secondary school, reviews of actual problems of the development of chemistry, as well as articles on the method of teaching it in scientific and methodological journals ("Chemistry in School "," Chemistry: Teaching Methods "," Himіya: Prabmeys Split "," Adukatsya і Vikavanna "," Veszі BDPU ", etc.) and additional literature on the topic of his research.

primary goal This program is to identify applicants for the formation of a system of methodological views and beliefs, conscious knowledge and practical skills, ensuring the effective implementation of the process of learning chemistry in educational institutions of all types and levels.

Methodical preparation provides for the implementation of the followingtasks:

• the formation of scientific competence and methodological culture of graduate students and applicants for scientists of the degrees of the Candidate of Pedagogical Sciences, mastering modern technologies of chemistry training;
• development of clerk applicants to critically analyze their pedagogical activities, study and summarize advanced pedagogical experience;
• formation of research culture applicants for the organization, management and implementation of the process of chemical education.

When passing the candidate exam, the subject mustdetect Understanding patterns, driving forces and dynamics of the development of chemical science, evolution and the main structural elements of chemical knowledge, including fundamental methodological ideas, theories and natural science paintings of the world; Deep knowledge of programs, textbooks, educational and methodological benefits for chemistry for the middle and higher school and the ability to analyze them; disclose the basic ideas and methodological options for presenting the most important sections and the amount of chemistry at the base, increased and in-depth levels of its study, as well as courses of essential chemical disciplines in high school; Understanding the prospects for the development of chemical education in educational institutions of various types; Ability to analyze your own experience, experience in practitioners and teachers-innovators.

Having a candidate exam shouldown Innovative pedagogical technologies of chemistry learning, to be familiar with modern trends in the development of chemical education in the Republic of Belarus and the world as a whole, to know the system and structure of a school and university chemical workshop.

Applicants mustknow All functions of the chemistry teacher and teacher disciplines of the chemical block and the psychological and pedagogical conditions of their implementation;be able to apply them in practical activity.

Section І.

General issues of the theory and methods of training chemistry

Introduction

Objectives and objectives of the training course of chemistry learning.

The structure of the content of the methodology for learning chemistry as science, its methodology. A brief history of the development of the methodology of chemistry. The idea of \u200b\u200bthe unity of educational, educating and developing chemistry learning functions as leading in the technique. Building a training course of chemistry learning techniques.

Modern learning and teaching problems. Ways to improve chemistry learning. Continuity in chemistry training in Central and Higher School.

1.1 Objectives and objectives of chemistry training in Central and Higher School.

Specialist model and learning content. The dependence of the content of learning from learning purposes. Features of teaching chemistry as profile and as non-philantic learning discipline.

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

Building a chemistry course based on the transfer of a science system to the training system. The main teachings of chemical science and intra-propelled ties between them. The influence of intersective ties on the content of educational discipline. Showing interprecote control courses of chemistry, physics, mathematics, biology, geology and other fundamental sciences. Chemistry connection with humanitarian cycle sciences.

A complex of factors determining the selection of the content of the educational subject of chemistry and didactic requirements for it: the social order of society, the level of development of chemical science, age features of students and students, the working conditions of educational institutions.

Modern ideas implemented in the content of the classroom chemistry and disciplines of the chemical block: methodology, environmentalization, economization, humanization, integitivity.

Analysis and substantiation of the content and construction of a chemistry course in a mass education school, a chemical block disciplines in a higher education system. The most important blocks of content, their structure and domestic communications. Theories, laws, system of concepts, facts, methods of chemical science and their interaction in the school course of chemistry. Information about the contribution to the science of outstanding chemical scientists.

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

Standards, chemistry programs for Central and High Schools as a regulatory document, regulating training of secondary school students and students, structure and methodological apparatus of the program standard.

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

The concept of personal-oriented learning I.S. Yakiman in the light of the idea of \u200b\u200bhumanization of chemistry learning. Humanistic orientation of the school course of chemistry.

Issues of environmental, economic, aesthetic, etc. Directions of education in the study of chemistry. The program of the ecologized course of Chemistry V.M. Nazarenko.

Psychological theories of developing learning as a scientific basis to optimize the study of chemistry in secondary educational institutions.

Problem learning chemistry as an important means of developing thinking of students. Signs of educational problem in the study of chemistry and stages of its decision. Ways to create a problem situation, teacher's activities and students in the conditions of problem learning chemistry. Positive and negative sides of problem learning.

Essence and ways to use a differentiated approach in chemistry learning as a means of developing learning.

1.3. Methods for teaching chemistry in Central and Higher School

Chemistry learning methods as didactic equivalent of chemical science methods. Specificity of chemistry learning methods. The most complete implementation of the unity of three learning functions as the main criterion for choosing training methods. The need, validity and dialectic of the combination of chemistry learning methods. The concept of modern learning technologies.

Classification of chemistry training methods by R.G. Ivanova. Verbal learning methods. Explanation, description, story, conversation. Lecture-seminar chemistry training system.

Vite-visual methods of chemistry learning. Chemical experiment as a specific method and means of learning chemistry, its types, place and significance in the educational process. Educational, raising and developing functions of a chemical experiment.

Demonstration experiment in chemistry and requirements for it. Methods of demonstrating chemical experiments. Safety in their implementation.

The method of choice and the use of various means of visibility when studying chemistry, depending on the nature of the content and age features of students. The concept of a complex of training tools for specific topics of chemistry. Methods of compiling and use in teaching reference abstracts in chemistry.

Management of cognitive activity of students and students in various combinations of the word teacher with visibility and experiment.

Vite-clear-practical methods of chemistry learning. Independent work of students and students as the path of implementing verbal-visual-practical methods. Forms and types of independent work in chemistry. Experiment in chemistry: laboratory experiments and practical chemistry classes. Methods of formation of students and students of laboratory skills and skills.

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

Methods of use in teaching chemical problems. The role of tasks in the implementation of the unity of three learning functions. Place of tasks in the course of chemistry and in the educational process. Classification of chemical tasks. Decision of settlement tasks for chemistry learning steps. Methods of selection and compilation of tasks for the lesson. Use of quantitative concepts for solving settlement tasks. A single methodical approach to solving chemical tasks in high school. Solving experimental tasks.

Methods of using TSO in chemistry training. Methods of working with a graffic projector, training cinema and diameters, diaposition, tape recorder and video recorder.

Computerization training. Use of programmed and algorithmized learning methods in computer learning techniques. Control computer programs.

1.4. Control and evaluation of chemistry learning

Goals, tasks and importance of monitoring the results of chemistry learning.

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

Use of computer equipment and other technical means to monitor learning outcomes.

Evaluating the results of chemistry training on a 10-point scale of estimates in Central and higher school adopted in the Republic of Belarus.

1.5. Chemistry learning tools in Central and Higher School.

Chemical Cabinet

The concept of the system of means of learning chemistry and educational equipment. Chemical Cabinet High School and Student Workshop Laboratory in high school as a necessary condition for fulfilling chemistry. Modern requirements for the school chemical cabinet and student laboratory. Laboratory facilities and furniture. Device class laboratory and laboratory rooms. Cabinet system training equipment and chemical laboratories. Equipment of teacher workplaces, students, students and a laboratory manner.

Means to ensure safety requirements when working in a chemical office and chemical laboratories. Work teacher of students and students for self-equipping chemical cabinet and laboratories.

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

Methods of learning students and students working with a textbook. Maintaining a working and laboratory notebook in chemistry.

Technical means of learning, their types and varieties: chalk board, a codeoscope (graphop projector), a diaperoctor, a film projector, an epidiascop, computer, video and sound-reproducing equipment. Tables, drawings and photos as learning tools. Ways to use technical training to improve the cognitive activity of trainees and improve the effectiveness of learning. Didactic capabilities of technical training and evaluation of the effectiveness of their use.

The role of a computer in organizing and conducting extracurricular and extracurricular cognitive activity of students. Computer tutorials on chemistry courses. Internet resources in chemistry and the possibility of their use in high school training.

1.6. Chemical language as an object and means of knowledge of chemistry.The structure of the chemical language. Chemical language and its functions in the process of teaching and teaching. Place of chemical language in the training system. Theoretical foundations of the formation of a chemical language. The volume and content of language knowledge, skills and skills in the school and university coursce of chemistry and their connection with the system of chemical concepts. Methods of studying terminology, nomenclature and symbols in the school and university coursce chemistry.

1.7. Organizational forms of chemistry training in Central and Higher School

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

Educational, raising and developing lesson purposes. Lesson content system. The value and methodology for selecting methods and didactic means in the lesson.

Preparation of the teacher to the lesson. Design and design lesson. Determination of the lesson goals. Method for planning a lesson content system. Phased generalizations. Planning the system of organizational forms. Methods for establishing interprete liabilities of a lesson content with other educational items. Methods for determining the system of logical approaches of methods and means of learning in relationship with the objectives, content and level of student training. Planning the introductory part of the lesson. METHOD OF INSTALLATION INFORMATORY SUPPLY OF THE LEAGE WITH THE PROFINI AND SEE MATERIAL.

Technique and methodology for drawing up a plan and abstract lesson of chemistry and work on them. Modeling lesson.

Lesson. Organization of class. Communication of the teacher with students in the lesson. The system of tasks and requirements of the teacher to students in the lesson and ensuring their implementation. Saving time in class. Analysis of the lesson of chemistry. The scheme for analyzing the lesson depending on its type.

Facultative chemistry classes. The purpose and task of school electives. Place of optional classes in the system of forms of chemistry. The relationship of elective chemistry classes, their maintenance and requirements for them. Features of the organization and methods for conducting elective chemistry classes.

Extracurricular work in chemistry. The purpose of extracurricular work and its importance in the educational process. The system of extracurricular work in chemistry. Content, form, types and methods of extracurricular work in chemistry. Planning extracurricular activities, the means of their organization and conduct.

Organizational forms of chemistry training in high school: lecture, seminar, laboratory workshops. Methods of conducting a university lecture on chemistry. Requirements for modern lecture. Organization of a lecture form of training. Communication of the lecturer with the audience. Lecture demonstrations and demonstration experiment. Lecture control for learning knowledge.

Seminar in the training of chemistry and types of seminars. The main goal of the seminar occupation is the development of the speech of the trainees. Discussion method of conducting seminars. Selection of material for discussion discussion. Methods of organizing a seminar occupation.

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

1.8. Formation and development of systems of essential chemical concepts

Classification of chemical concepts, their relationship with theories and facts and methodical conditions for their formation. Concepts supporting and developing. The relationship of concepts of concepts about substance, chemical element, chemical reaction among themselves.

The structure of the concept of concepts about the substance: its main components - concepts about the composition, structure, properties, classification, chemical methods of research and the use of substances. Communication of these components with a system of concepts about a chemical reaction. Disclosure of the dialectical essence of the concept of substance in the process of studying it. Qualitative and quantitative characteristics of the substance.

The structure of the concept of concepts about the chemical element, its main components: classification of chemical elements, their prevalence in nature, atom of the chemical element as a specific carrier of the concept of "chemical element". Systematization of information on the chemical element in the periodic system. The problem of the relationship of the concepts of "valence" and "oxidation" in the course of chemistry, as well as the concepts of "chemical element" and "simple substance". The formation and development of concepts about the natural group of chemical elements. Methods of studying groups of chemical elements.

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

The structure of the content of the concept of "chemical reaction", its components: features, essence and mechanisms, patterns of occurrence and flow, classification, quantitative characteristics, practical use and methods of research of chemical reactions. The formation and development of each component in their relationship. The connection of the concept of "chemical reaction" with theoretical topics and with other chemical concepts. Ensuring the understanding of a chemical reaction as a chemical form of motion of matter.

2. Methods of chemical-pedagogical studies

2.1 Methodology of chemical-pedagogical studies

Science and scientific research

Pedagogical sciences. Types of scientific and pedagogical studies, structural components of the NIR. The ratio of science and scientific research.

Chemical and pedagogical study

Chemical-pedagogical research and their specificity. Specificity of the object and subject of scientific and pedagogical studiesby theories and methods of chemical education.

Methodological bases of chemical-pedagogical studies

Science methodology. Methodological approaches (system-structural, functional, personality-activity). Integrative approach in chemical-pedagogical studies.

Psychological and pedagogical concepts and theories used in research on theory and methods of chemistry learning. Accounting in the study of the specifics of chemistry learning due to the specifics of chemistry.

Consideration of the methodological system in the trinity of training, upbringing and development, teaching and teachings, theoretical and Akseological stages of knowledge.

Methodical foundations of identifying natural ties in training (adequacy of target, motivational, meaningful "procedural and effective-valuation parties to learning).

2.2. Methodology and organization of chemical-pedagogical studies

Methods in chemical-pedagogical studies

Research methods. Classification of research methods (according to the degree of community, by intended purpose).

General scientific methods. Theoretical analysis and synthesis. Analytical review of methodical literature. Modeling. Studying and generalization of pedagogical experience. Applications of closed and open type (dignity and disadvantages). Pedagogical experiment

Organization and stages of research

Organization of chemical-pedagogical studies. The main stages of the study (statement, theoretical, experimental, final).

Choosing an object, subject and objectives of the study in accordancefrom problem (topic). Setting and implementing tasks. Formulation of the hypothesis of the study. Adjusting the hypothesis during the study.

The choice and implementation of methods to estimate the effectiveness of the study, confirmation of the hypothesis and the achievement of the purpose of the study.

Pedagogical experiment in chemical education

Pedagogical experiment, essence, requirements, plan and conditions, functions, types and species, methods and organization, project, stages, stages, factors.

2.3 Evaluation of the effectiveness of chemical-pedagogical research

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

Measurement in pedagogical studies

Measurement in pedagogical studies. The concept of measurements in pedagogical studies. Criteria and indicators of evaluation of the results of the educational process.

The effectiveness parameters of the educational process. Component analysis of the results of education and training. Officer analysis of the quality of knowledge and skills of students. Statistical methods in pedagogy and methods of learning chemistry, criteria for reliability.

Generalization and registration of scientific results

Processing, interpretation and reduction of R & D results. Processing and presentation of the results of chemical-pedagogical studies (in tables, charts, diagrams, drawings, graphs). Literary design of the results of chemical and pedagogical research.

Thesis as a graduation system and as a genre of literary work on the results of a chemical-pedagogical study.

Section III. Private questions of the theory and methods of chemistry training

3.1 Scientific basis of school and university university courses of chemistry

General and inorganic chemistry

Major chemical concepts and laws. Atomic molecular teaching. The main stoichiometric laws of chemistry. Laws of the gas condition.

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

Periodic law and the structure of the atom. Atom. Atomic core. Isotopes. The phenomenon of radioactivity. Quantum-mechanical description of the atom. Electronic cloud. Atomic orbital. Quantum numbers. Principles of filling atomic orbitals. The main characteristics of atoms: atomic radii, ionization energy, electron affinity, electronegativity, relative electronegativity. Periodic law D.I. Mendeleeva. Modern formulation of periodic law. Periodic system as a natural classification of elements on electronic atomic structures. The frequency of properties of chemical elements.

Chemical bond and intermolecular interaction.Nature of chemical bond. The main characteristics of the chemical bond. The main types of chemical bonds. Covalent connection. The concept of the method of valence relationships. Polar communication and polarity of molecules. S and P-links. Multiplicity of communication. Types of crystal lattices formed by substances with a covalent bond in molecules. Ion connection. Ionic crystal lattices and properties of substances with an ion crystal lattice. Polarizability and polarizing action of ions, their effect on the properties of substances. Metal connection. Intermolecular interaction. Hydrogen bond. Intramolecular and intermolecular hydrogen bonds.

Theory of electrolytic dissociation.The main provisions of the theory of electrolytic dissociation. Causes and mechanism of electrolytic dissociation of substances with different types of chemical bonds. Hydration ions. The degree of electrolytic dissociation. Strong and weak electrolytes. True and apparent degree of dissociation. Activity coefficient. Dissociation constant. Acids, bases and salts from the point of view of the theory of electrolytic dissociation. Amphoteric electrolytes. Electrolytic water dissociation. Ionic product of water. Ph Environment. Indicators. Buffer solutions. Hydrolysis of salts. Working solubility. Conditions for the formation and dissolution of precipitation. Proton theory of acids and bases of Brenstead and Lowry. The concept of acids and bases of Lewis. Constants of acidity and basicity.

Comprehensive compounds.The structure of complex compounds. The nature of chemical bonds in complex compounds. Classification, nomenclature of complex compounds. Stability of complex compounds. Constant of obstacity. Education and destruction of complex ions in solutions. The escort and basic properties of complex compounds. Explanation of hydrolysis of salts and amphoterity of hydroxides from the point of view of complexation and proton theory of acid-base equilibrium.

Redox processes. Classification of redox reactions. Rules for the preparation of equations of redox reactions. Methods of placement of coefficients. The role of the environment in the flow of redox processes. Electrode potential. The concept of galvanic element. Standard Red-OKS potentials. The focus of redox reactions in solutions. Corrosion of metals and ways of protection. Electrolysis of solutions and melts.

Properties of the main elements and their compounds.Halogens. The overall characteristics of elements and simple substances. Chemical properties of simple substances. Getting, structure and chemical properties of basic types of compounds. Biogenic value of elements and their connections. P-elements of the sixth, fifth and fourth groups. The overall characteristics of elements and simple substances. Chemical properties of simple substances. Getting. Trement and chemical properties of basic types of compounds. Biogenic value of elements and their connections.

Metals. Position in the periodic system and features of physicochemical properties. Natural compounds of metals. Principles of receipt. The role of metals in the vital activity of plant and local organisms.

Physical and colloid chemistry

Energy and direction of chemical processes.The concept of the internal energy of the system and enthalpy. The heat of the reaction, its thermodynamic and thermochemical designations. The law of hess and the consequence of it. Evaluation of the possibility of flowing a chemical reaction in a given direction. The concept of entropy and isobaro-isothermal potential. Maximum process work. The role of enthalpy and entropy-pyal factors in the direction of processes under various conditions.

Chemical reaction rate, chemical equilibrium.Chemical reaction rate. Factors affecting the rate of chemical reaction. Classification of chemical reactions. Molecularity and reaction procedure. Activation energy. Reversible and irreversible reactions. The conditions for the onset of chemical equilibrium. Chemical equilibrium constant. Princemp Le Chatella Brown and its application. The concept of catalysis. Catalysis is homogeneous and heterogeneous. Catalysis theory. Biocatalysis and biocatalysts.

Properties of dilute solutions.The overall characteristic of dilute solutions of non-electrolytees. Properties of solutions (saturated vapor pressure over a solution, ebuloscopy and cryoscopy, osmosis). The role of osmosis in biological processes. Dispersed systems, their classification. Colloidal solutions and their properties: kinetic, optical, electric. The structure of colloidal particles. The value of colloids in biology.

Organic chemistry

Limit hydrocarbons (alkanes). Isomeria. Nomenclature. Synthesis methods. Physical and chemical properties of alkanes. Radical replacement sR. . Radical halogenation of alkanes. Halogens, chemical properties and application. Unforeseen hydrocarbons. Alkenes. Isomeria and nomenclature. Electronic structure of alkenes. Methods for obtaining and chemical properties. Double-bond ion connection reactions, mechanisms and basic patterns. Polymerization. The concept of polymers, their properties and characteristics, use in everyday life and industry. Alkina. Isomeria and nomenclature. Obtaining, chemical properties and the use of alkins. Alkadian. Classification, nomenclature, isomerism, electronic structure.

Aromatic hydrocarbons (arena). Nomenclature, isomeria. Aromaticity, Hyukkel rule. Polycyclic aromatic systems. Methods of producing benzene and its homologues. Reactions of electrophile substitution in the aromatic ring sE. AR, common patterns and mechanism.

Alcohols. Monatomatic and multiatomic alcohols, nomenclature, isomerism, methods of obtaining. Physical, chemical and biomedical properties. Phenols, methods of receipt. Chemical properties: acidity (influence of substituents), reactions on the hydroxyl group and the aromatic ring.

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

Aldehydes and ketones. Isomeria and nomenclature. Comparative reactivity of aldehydes and ketones. Methods for obtaining and chemical properties. Aldehydes and ketones of aromatic row. Methods for obtaining and chemical properties.

Carboxylic acids and their derivatives. Carboxylic acids. Nomenclature. Factors affecting acidity. Physico-chemical properties and methods for obtaining acids. Carboxylic acids aromatic series. Methods for obtaining and chemical properties. Derivatives of carboxylic acids: salts, halogenhydrides, anhydrides, ethers, amides and their mutual transitions. The mechanism of the esterification reaction.

Carbohydrates. Monosaccharides. Classification, stereochemistry, tautomeria. Methods for obtaining and chemical properties. The most important representatives of monosaccharides and their biological role. Distacharides, their types, classification. Differences in chemical properties. Mutation. Inversion of sucrose. Biological value of disaccharides. Polysaccharides. Starch and glycogen, their structure. Cellulose, structure and properties. Chemical processing of cellulose and the use of its derivatives.

Amino acids. Building, nomenclature, synthesis and chemical properties. A-amino acids, classification of stereochemistry, acidic properties, features of chemical behavior. Peptides, peptide communications. Separation of amino acids and peptides.

Heterocyclic compounds.Heterocyclic compounds, classification and nomenclature. Five-membered heterocycles with one and two heteroatoms, their aromatics. Six-membered heterocycles with one and two heteroatoms. The idea of \u200b\u200bthe chemical properties of heterocycles with one heteroatom. Heterocycles in the composition of natural compounds.

3.2 Features of the content, structure and methods of studying chemistry courses in Central and Higher School.

Principles of construction and scientific and methodological analysis of training courses in the main. Full (medium) and high school. Educational and educational value of chemistry courses.

Scientific and methodological analysis of the section "Basic Chemical Concepts". Structure, maintenance and logic of studying the main chemical concepts on the basic, increased and in-depth levels of study of chemistry. Analysis and methodology for the formation of basic chemical concepts. Features of the formation of concepts about the chemical element and substance at the initial stage. General methodological principles for the study of specific chemical elements and simple substances based on atomic molecular representations (on the example of the study of oxygen and hydrogen). Analysis and methodology for the formation of the quantitative characteristics of the substance. The concept of a chemical reaction at the level of atomic molecular representations. The relationship of initial chemical concepts. The development of initial chemical concepts in the study of certain topics of the chemistry of the eighth grade. The structure and content of the training chemical experiment under the section "Basic Chemical Concepts". Problems of teaching the main chemical concepts in high school. Features of studying the section "Basic Chemical Concepts" in university courses of chemistry.

Scientific and methodological analysis of the section "Basic classes of inorganic compounds".Structure, maintenance and logic of studying the basic classes of inorganic compounds at the base, increased and in-depth levels of studying chemistry. Analysis and methods of studying oxides, bases, acids and salts in the main school. Analysis and methodology for the formation of the concept of the relationship between the classes of inorganic compounds. Development and generalization of concepts about the most important classes of inorganic compounds and the relationship between the classes of inorganic compounds in full (secondary) school. The structure and content of the training chemical experiment under the section "Basic classes of inorganic compounds". Problems of teaching the basic classes of inorganic compounds in high school. Features of studying the section "Basic classes of inorganic compounds" in university courses of chemistry.

Scientific and methodological analysis of the section "The structure of an atom and a periodic law".Periodic law and the theory of the buildings of the atom as the scientific foundations of the school course of chemistry. Structure, maintenance and logic of studying the structure of an atom and a periodic law on basic, increased and in-depth levels of study of chemistry. Analysis and methodology for studying the structure of an atom and a periodic law. Problems associated with the radioactive pollution of the territory of Belarus in connection with the accident at the Chernobyl nuclear power plant.

Structure, maintenance and logic of studying the periodic system of chemical elements D.I. Mendeleev at the basic, elevated and in-depth levels of study of chemistry. Analysis and methodology for studying a periodic system of chemical elements based on the theory of the structure of an atom. The value of the periodic law. Features of studying the section "The structure of an atom and periodic law" in university courses of chemistry.

Scientific and methodological analysis of the section "Chemical bond and structure of substance".The value of the study of the chemical bond and the structure of substances in the course of chemistry. Structure, maintenance and logic of the study of the chemical bond and the structure of the substance at the base, increased and in-depth levels of studying chemistry. Analysis and methodology for the formation of the concept of chemical bond based on electronic and energy representations. Development of the concept of valence on the basis of electronic representations. The degree of oxidation of the elements and its use in the process of chemistry learning. The structure of solids in the light of modern representations. Disclosure of the dependence of the properties of substances from their structure as the main idea of \u200b\u200blearning the school course. Features of studying the section "Chemical Communication and Structure of Substance" in university courses of chemistry.

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

Structure, maintenance and logic of studying chemical reactions at the basic, increased and in-depth levels of study of chemistry. Analysis and methodology for the formation and development of a system of concepts about a chemical reaction in the main and complete (medium) school.

Analysis and methodology for the formation of knowledge about the speed of the chemical reaction. Factors affecting the rate of chemical reaction and the method of creating knowledge about them. The ideological and applied value of knowledge about the speed of the chemical reaction.

Analysis and methodology for the formation of concepts about the reversibility of chemical processes and chemical equilibrium. The principle of leuchatel and its importance for the use of a deductive approach in the study of the conditions of the balance of equilibrium during the flow of reversible chemical reactions. Features of studying the section "Chemical reactions" in university courses of chemistry.

Scientific and methodological analysis of the section "Chemistry of solutions and the basics of electrolytic dissociation theory".Place and value of educational material on solutions in the school course of chemistry. Structure, maintenance and logic of studying solutions at the basic, increased and in-depth levels of study of chemistry. Analysis and methods of studying solutions in the school course of chemistry.

The place and value of the theory of electrolytes in the school course of chemistry. Structure, maintenance and logic of the study of electrolyte dissociation processes on the basic, increased and in-depth levels of study of chemistry. Analysis and methodology for studying the basic provisions and concepts of the theory of electrolytic dissociation in the school course of chemistry. Disclosure of electrolytic dissociation mechanisms with different buildings. Development and synthesis of students' knowledge of acids, bases and salts based on the theory of electrolytic dissociation.

Analysis and methods of studying hydrolysis of salts in profile classes and classes with in-depth study of chemistry. The meaning of knowledge of hydrolysis in practice and to understand a number of natural phenomena. Features of studying the section "Chemistry of solutions and the foundations of the theory of electrolytic dissociation".in university courses of chemistry.

Scientific and methodological analysis of separations "non-metals" and "Metals" ..Educational and educational tasks of studying non-metals and metals in the course of high school chemistry. Structure, maintenance and logic of the study of non-metals and metals at the basic, increased and in-depth levels of study of chemistry. Analysis and methods of studying non-metals and metals at various stages of chemistry training. Meaning and place of chemical experiment and means of visibility when studying non-metals. Analysis and methods of studying the subgroups of non-metals and metals. Intergovernmental ties in the study of non-metals and metals. The role of studying the systematics of non-metals and metalloid development of a community and polytechnic horizon and scientific worldview of students. Features of the study of the section "Nemetalla" and "Metals".in university courses of chemistry.

Scientific and methodological analysis of the course of organic chemistry. Tasks of the course of organic chemistry. Structure, maintenance and logic of studying organic compounds at the base, increased and in-depth levels of studying chemistry in high school and university. The theory of the chemical structure of organic compounds as a basis for learning organic chemistry.

Analysis and methodology for studying the basic provisions of the theory of chemical structure. Development of concepts about the electron cloud, the nature of its hybridization, overlapping electronic clouds, communication strength. Electronic and spatial structure of organic substances. The concept of isomerism and homology of organic compounds. The essence of the mutual influence of atoms in molecules. Disclosure of the idea of \u200b\u200bthe dependence between the structure and properties of organic substances. Development of the concept of a chemical reaction in the course of organic chemistry.

Analysis and methodology for the study of hydrocarbons, homo-, poly and heterofunctional and heterocyclic substances. The relationship of the classes of organic compounds. The value of the course of organic chemistry in the polytechnic preparation and formation of scientific worldview of students and students. The relationship of biologists and chemistry when studying organic substances. Organic chemistry as a basis for studying the integrative disciplines of a chemical-biological and medical pharmaceutical profile.

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Topic 1. Methods of chemistry learning as a science

and training subject in pedavly

1. Subject of methods of learning chemistry, objectives of chemistry learning techniques, research methods, current state and problems

The method of learning chemistry is studied in a certain sequence. Initially, the basic educational, raising and developing functions of the study subject of chemistry in high school are considered.

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

A separate section of chemistry learning techniques is considering the recommendations on the lesson and its individual stages and the study of individual sections of the school chemistry.

The special part of the course is devoted to the review of modern pedagogical technologies and information means of learning chemistry.

At the final stage, the basics of research work in the field of chemistry methodology and the direction of increasing its effectiveness in practice are considered. All these stages are mutually connected and should be considered from the standpoint of three learning functions (which?).

The study of the technique is not limited to a lecture course. Students must acquire skills to demonstrate chemical experiments, master the methodology for teaching the school program in chemistry, the methodology for learning students to solve chemical problems, learn how to plan and conduct lessons and others. Of particular importance is attached to work on coursework, independent methodological research during the period of pedagogical practice Not only a means of forming a teacher, but also a criterion for the quality of its preparation. Students must master modern pedagogical learning technologies, including using new learning information. For certain important problems, special courses are read, special systems are carried out, which are also included in the overall system forms of training for chemistry techniques.

4. Modern requirements for professional

preparation of chemistry teacher

The methodology for learning chemistry as a training subject in the university is of paramount importance for the preparation of high school chemistry teachers. In the process of studying, it is formed by professional knowledge, skills and skills of students, which ensures effective training and education of chemistry students in high school. Professional training of the future specialist is built in accordance with the teacher's professional, which is a model of training a specialist, which ensures the assimilation of the following knowledge, skills and skills:

1. Knowledge of the basics of chemistry, its methodology, mastering the skills of a training chemical experiment. Understanding the tasks of science of chemistry and its role in the general system of natural sciences and in the national economy. Understanding the sources of appearance in the chemophobia society and mastering its overcoming methods.

2. Comprehensive and deep understanding of the tasks of the chemistry of the secondary school; Knowledge of content, levels and profiles of secondary chemical education at the modern stage of the development of society. To be able to move into an educational process of the idea and provisions of the concept of development of general and vocational education in our country.

3. Knowledge of the foundations of psychological and pedagogical, socio-political disciplines and university courses of chemistry in the volume of the university program.

4. The assimilation of the theoretical foundations and modern level of development of the methodology for training chemistry.

5. The ability to present a reasonable characteristic and a critical analysis of existing school programs, textbooks and benefits. The ability to independently compile training programs of elective courses and studying chemistry at a different level.

6. The ability to use modern pedagogical technologies, methods of problem learning, the latest information funds, intensify and stimulate educational activities of students, direct them to independent learning of knowledge.

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

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

9. The assimilation of the theoretical foundations of the technique of a chemical experiment, its cognitive importance, mastering the technique of formulation of chemical experiments.

10. Possession of the main natural, technical and information means of learning, the ability to use them in academic work.

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

12. The ability to carry out interprete relationships with other educational disciplines.

13. Knowledge and ability to organize the work of the Chemical Cabinet as the most important and specific means of learning chemistry, in accordance with the safety regulations and the didactic opportunities of learning item.

14. Development of common-goal skills and work skills with students, parents, public, etc.

15. Mastering research work in the field of methods of learning chemistry and improving the efficiency of teaching the subject in school.

The course of methods of learning chemistry during the theoretical and practical training of students should disclose the content, construction and methodology for studying the school course of chemistry, familiarize students with the peculiarities of teaching chemistry in schools of various levels and profiles, as well as in vocational schools, to form sustainable skills and skills of future Teachers in the use of modern methods and means of training chemistry, assimilate the requirements for the modern lesson of chemistry and achieve solid skills and skills when implementing them at school, to introduce with the peculiarities of conducting electrical courses in chemistry and various forms of extracurricular work on the subject. Thus, the system of the university course of chemistry training methods largely forms the main knowledge, skills and skills that determine the profession of chemistry teacher.

Questions

1. Definition of concept Chemistry learning techniques.

2. Call the subject of the methodology for learning chemistry as science.

3. Tell us briefly about the tasks of the methodology of chemistry.

4. List the methods of researching the methodology for learning chemistry.

5. What are the current state and problems of the methodology of chemistry.

6. Methods of learning chemistry as a subject in high school.

7. List the basic requirements for the professional qualities of the Chemistry Teacher.

8. What of these qualities do you already have?

Modern didactics
School chemistry

Course curriculum

No. Newspaper	Educational material
17	Lecture number 1. The main directions of modernization of school chemical education. Experiment on the transition of a school for 12 years of study. Prefropful training of students in the main school and profile student training in high school. EGE as a final form of quality control knowledge in chemistry graduates of high school. Federal component of the State Educational Standard for Chemistry
18	Lecture number 2. Concentration and propaedeutics in modern school chemical education. Concentric approach to structuring school chemistry courses. Propedeutic chemistry courses
19	Lecture number 3.Analysis of copyright chemistry courses of the federal list of textbooks on the subject. Chemistry courses of the main school and prefigure training of students. Chemistry courses of the eldest level of general education and profile training of academic discipline. Linear, linear concentric and concentric construction of copyright courses.
20	Lecture number 4. Chemistry learning process. Essence, goals, motifs and stages of chemistry learning. Principles of chemistry learning. Development of students in the process of training chemistry. Forms and methods for improving the creative and research abilities of students in the study of chemistry
21	Lecture number 5. Methods of chemistry. Classification of chemistry learning methods. Problem learning chemistry. Chemical experiment as a learning method. Research methods in chemistry training
22	Lecture No. 6. . Control and assessment of the quality of knowledge of students as a form of management of their academic activities. Types of control and their didactic functions. Pedagogical testing in chemistry. Test typology. Unified State Exam (EGE) in chemistry.
23	Lecture number 7. Personally oriented chemistry learning technologies. Training technologies in collaboration. Project training. Portfolio as a means of monitoring the success of the student of the study subject
24	Lecture number 8. Forms of the organization of training chemistry. Chemistry lessons, their structure and typology. Organization of educational activities of students in chemistry lessons. Elective courses, their typology and didactic purpose. Other forms of organization of educational activities of students (mugs, Olympics, scientific societies, excursions)
Final work. Development of a lesson in accordance with the proposed concept. A brief report on the implementation of the final work, accompanied by a certificate from the educational institution, should be sent to the Pedagogical University no later than February 28, 2008.

Lecture number 5.
Methods for learning chemistry

Classification of chemistry learning methods

The word "method" of Greek origin and translated into Russian means "path of research, theory, teaching". In the process of learning, the method acts as an ordered method of interrelated activity of the teacher and students to achieve certain educational purposes.

The concept of "receiving training" is also widespread in the dodactics. Acceptance of training is an integral part or a separate side of the learning method.

Universal classification of methods of teaching Didacts and methodologists failed.

The training method involves first of all the purpose of the teacher and its activities with the help of its funds. As a result, the purpose of the student and its activity, which is carried out by means of himself. Under the influence of this activity, the process of assimilating the student of the studied content is achieved, the target is achieved, or the result of training. This result serves as a criterion for matching the method of purpose. Thus, any the learning method is a system of targeted actions of teachers, organizing the cognitive and practical activities of the student, ensuring the assimilation of the content of education and thereby achieving the learning goals.

The content of education to be assimilated is inhomogeneously. It includes components (knowledge about the world, the experience of reproductive activities, the experience of creative activities, the experience of an emotional and value attitude towards peace), each of which has its own specifics. Numerous studies of psychologists and learning experience in school indicate that each type of content corresponds to a certain method of his assimilation.. Consider each of them.

It is known that the assimilation of the first component of the content of education - knowledge of the world, including the world of substances, materials and chemical processes, requires first of all active perception, which initially proceeds as sensual perception: visual, tactile, auditory, taste, tactile. Perceiving not only real validity, but also symbols, signs expressing it in the form of chemical concepts, laws, theories, formulas, equations of chemical reactions, etc., the trainee relates them to real objects, recodulates them into a language corresponding to its experience. In other words, the chemical knowledge of the student absorbs through various species perception, awarenessacquired information about the world and memorism her.

The second component of the content of education - experience in the implementation of ways of activity. To ensure this type of assimilation, the teacher organizes the reproductive activity of students according to the sample, rule, algorithm (exercises, solving problems, drawing up the equations of chemical reactions, the performance of laboratory work, etc.).

The listed ways of activity, however, cannot provide the development of the third component of the content of school chemical education - experience creative activity. To assimage this experience, an independent decision is needed by a student of new problems for him.

The last component of the content of education - experience of an emotionally value attitude to the world -it involves the formation of regulatory installations, evaluation judgments, attitudes towards substances, materials and reactions, to activities on their knowledge and safe use, etc.

Specific ways of education of relations may be different. So, you can hit students with the surprise of new knowledge, the effectiveness of the chemical experiment; Attract the possibility of manifestation of their own forces, the independent achievement of unique results, the significance of the objects studied, the paradoxicality of thought and phenomena. In all these specific methods, one common feature is affected - they affect the emotions of students, form an emotionally painted attitude towards the subject of study, cause experiences. Without taking into account the emotional factor, the student can teach knowledge, skills, but to cause interest, the constancy of a positive attitude to chemistry is impossible.

The classification of methods is based on the specificity of the content of the educational material and the nature of educational activities, includes several methods: explanatory-Ullyustrative method, reproductive method, problem of problem presentation, partially search, or heuristic, method, research method.

Explanatory illustrative method

The teacher organizes the transfer of finished information and its perception by students with various funds:

and) oral word (explanation, conversation, story, lecture);

b) print word (textbook, additional benefits, hostess, reference books, electronic information sources, Internet resources);

in) visual aids (use of multimedia tools, demonstration of experiments, tables, graphs, schemes, showing slides, educational cinema, television, video and diameters, natural objects in the classroom and during excursions);

d) practical show ways (Demonstration of samples of formulas, installation of the device, method of solving the problem, drawing up a plan, summarize, annotations, examples of exercise, work design, etc.).

Explanation. Under the explanation should be understood as the verbal interpretation of the principles, patterns, the essential properties of the object being studied, individual concepts, phenomena, processes. It is used in solving chemical problems, revealing causes, mechanisms of chemical reactions, technological processes. The use of this method requires:

- accurate and clear formulation of the essence of the problem, tasks, question;

- arguments, evidence of consistent disclosure of causal relations;

- use of comparison methods, analogies, generalizations;

- attracting bright, convincing examples from practice;

- impeccable logic of presentation.

Conversation. The conversation is a dialogic method of learning, in which the teacher, by setting a carefully thought-out system of questions, summarizes students to understand the new material or checks the assimilation of them already studied.

To transfer new knowledge used reporting conversation.If the conversation precedes the study of a new material, it is called enterprise or opening. The purpose of such a conversation is to actualize the knowledge available in students, cause positive motivation, the state of readiness to assimilate the new. Fasteningthe conversation is applied after studying the new material in order to verify the degree of assimilation, systematization, consolidation. During the conversation, questions may be addressed to one student ( individual conversation) or student of the whole class ( frontal conversation).

The success of the conversation largely depends on the nature of the issues: they must be brief, clear, meaningful, formulated so to wake the student's thought. You should not put double, prompt questions or questions that are pushing to guess the response. Alternatively should also be formulated by alternative questions requiring unambiguous answers like "yes" or "no".

The advantages of the conversation include the fact that she:

- activates the work of all students;

- allows you to use their experience, knowledge, observation;

- develops attention, speech, memory, thinking;

- It is a means of diagnosing a level of training.

Story. The method of the story involves a narrative statement of learning material of a descriptive nature. A number of requirements are presented to its use.

The story should:

- have clear goaling;

- include a sufficient amount of bright, figurative, convincing examples, reliable facts;

- Be sure to be emotionally painted;

- reflect the elements of the personal assessment and the relationship of the teacher to the outlined facts, events, actions;

- accompanied by an entry on the board of the respective formulas, the equations of reactions, as well as a demonstration (media and other means) of various schemes, tables, portraits of chemistry scientists;

- Illustrate the appropriate chemical experiment or its virtual analogue, if the safety regulations are required or there are no opportunities for it.

Lecture. Lecture is a monologue method of presenting the volume material necessary in cases where it is required to enrich the content of the textbook new, additional information. Used, as a rule, in high school and occupies the whole or almost entire lesson. The advantage of the lecture lies in the ability to ensure the completeness, integrity, systemity of perception by schoolchildren of educational material using intra and interprete relations.

The school lecture on chemistry as well as the story must be accompanied by a reference abstract and relevant means of visibility, demonstration experiment, etc.

Lecture (from lat. lectio -reading) is characterized by the severity of the presentation, implies an outline. The same requirements are applicable to it as the explanation method, but another number is added:

- the lecture has a structure, it consists of administration, the main part, conclusion;

The effectiveness of the lecture increases significantly when using elements of discussion, rhetorical and problematic issues, comparing different points of view, expressing their own attitude to the problem under discussion or the position of the author.

The explanatory-illustrative method is one of the most economical ways to transfer the generalized and systematized humanity experience.

In recent years, the most powerful information tank is added to the sources of information, the global telecommunications network covering all countries of the world. Many teachers consider the didactic properties of the Internet not only as a global information system, but also as a channel transmission channel through multimedia technologies. Multimedia technologies (MMT) are information technology, providing operation with animated computer graphics, text, speech and high-quality sound, fixed or video images. It can be said that multimedia is the synthesis of three elements: digital information (texts, graphics, animation), analog information of visual display (video, photographs, pictures, etc.) and analog information (speech, music, other sounds). The use of MMT contributes to better perception, awareness and memorization of the material, at the same time, as psychologists approve, the right hemisphere of the brain is activated, which is responsible for associative thinking, intuition, the birth of new ideas.

Reproductive method

For the acquisition of students and skills teacher using the task system organizes the activities of schoolchildren on the application of the knowledge gained. Students perform the specimens on the sample shown by the teacher: solid tasks, formulas and the reaction equations are made according to the instructions of laboratory work, work with a textbook and other sources of information, reproduce chemical experiments. The number of exercises required to form the skill depends on the complexity of the task, on the abilities of the student. It has been established, for example, that the assimilation of new chemical concepts or formulas requires that they repeated about 20 times throughout a certain period. Reproduction and repetition of the method of activities on the tasks of the teacher is the main feature of the method called reproductive.

Chemical experiment It is one of the most important chemistry in training. It is divided into demonstration (teacher) experiment, laboratory and practical work (student experiment) and will be discussed below.

Algorithmisation plays a major role in the implementation of reproductive methods. The student is given algorithm, i.e. The rules and procedure, as a result of the execution of which it receives a certain result, absorbing the actions themselves, their order. The algorithmic prescription can be attributed to the content of the educational subject (how to determine the composition of the chemical compound using a chemical experiment), to the content of training activities (how to summarize various sources of chemical knowledge) or to the content of the method of mental activity (how to compare various chemical objects). The use of students of the algorithm known to them on the instructions of the teacher characterizes receptionreproductive method.

If students are instructed to find and make an algorithm for any activity, it may require creative activities. In this case, used research Method.

Problem learning chemistry

Problem learning - This is a type of educational learning, which combines:

Systematic independent search engagement With the assimilation of the finished conclusions of science (the system of methods is built with the goal of goal and principle problem);

The process of interaction between teaching and teachings is focused on the formation of cognitive independence of students, the sustainability of the doctors and thought (including creative) abilities during the assimilation of scientific concepts and methods of activity.

The purpose of the problem learning is to master not only the results of scientific knowledge, knowledge system, but also the path itself, the process of obtaining these results, the formation of the cognitive independence of the student and the development of its creative abilities.

The developers of the International Pisa-2003 test, six skills and skills needed to solve cognitive problems are allocated. The student must own the skills:

a) analytical reasoning;

b) reasoning by analogy;

c) combinatorial reasoning;

d) distinguish facts and opinions;

e) distinguish and relate causes and consequences;

e) logically state your decision.

The fundamental concept of problem learning - problem situation.This is a situation in which the subject needs to solve some difficult tasks for itself, but he does not have enough data and he must look for them.

The conditions for the emergence of the problem situation

Problem situation occurs in case of awareness of students insufficiency of previous knowledge to explain the new fact.

For example, when studying hydrolysis salts, the base for creating a problem situation may be a study of a solution of various types of salts using indicators.

Problem situations arise when a collision of students with the need to use previously learned knowledge in new practical conditions. For example, the well-known student qualitative reaction to the presence of a double bond in alkene and diene molecules is effective and to determine the triple bond in alkins.

The problem situation easily arises if there is a contradiction between theoretically possible by solving the problem and the practical impossibility of the elected method. For example, the generalized idea of \u200b\u200bthe high-quality determination of halide ions using silver nitrate is not respected under the action of this reactivation to fluoride ions (why?), Therefore, the search for solving soluble solubular calcium salts as reagent to fluoride ion.

The problem situation occurs when there is the contradiction between the practically achieved result of the implementation of the learning task and the lack of knowledge among students for its theoretical justification. For example, a rule, known for students from mathematics, the rule "from change of places of the terms does not change" is not respected in some cases in chemistry. So, obtaining aluminum hydroxide according to an ion equation

Al 3+ + 3oh - \u003d Al (OH) 3

it depends on which reagent is poured to an excess of other reagent. In the case of adding several drops of alkali to a solution of salts of aluminum precipitate, it is formed and saved. If a few drops of solutions of aluminum salt add to an excess of alkali, then the precipitate formed at the beginning immediately dissolves. Why? The solution to the resulting problem will allow you to proceed to the consideration of amphoterity.

D. Z. Knebelman calls the following features of problem tasks , questions.

The task should be of interest to unusual, surprise, non-standardity. Information especially attracts students if it contains Contraimless, at least seemingly. Problem task should cause surprise,create an emotional background. For example, a solution to a problem that explains the dual position of hydrogen in the periodic system (why does this single element in the periodic system - two cells in two are sharply opposed according to the properties of groups of elements - alkali metal and halogen?).

Problem tasks must necessarily contain sowing Cognitive or technical difficulty. It would seem that a decision seems, but "prevents" the annoying difficulty that inevitably causes a surge of mental activity. For example, the manufacture of sampling or large-scale models of molecules of substances reflecting the true position of their atoms in space.

Problem assignment provides research elements, search Different ways to perform it, their comparison. For example, a study of various factors accelerating or slowing the corrosion of metals.

The logic of solving a learning problem:

1) analysis of the problem situation;

2) awareness of the essence of the difficulty - the vision of the problem;

3) verbal wording problem;

4) localization (limitation) of an unknown;

5) determination of possible conditions for a successful solution;

6) drawing up a plan to solve the problem (the plan necessarily includes a choice of solution options);

7) the nomination of the assumption and justification of the hypothesis (arises as a result of the "mental run forward");

8) proof of the hypothesis (carried out by removing from the hypothesis of the consequences that are checked);

9) verification of solving the problem (comparison of the goal, the requirements of the problem and the result obtained, the correspondence of theoretical conclusions of practice);

10) Repetition and analysis of the solution process.

During problematic training, the teacher's explanation and the execution of students and tasks that require reproductive activities are not excluded. But the principle of search activity dominates.

Problem method

The essence of the method is that the teacher in the process of studying a new material shows a sample of scientific search. It creates a problem situation, analyzes it and then performs all the stages of solving the problem.

Students are followed by the logic of the decision, control the believability of the proposed hypotheses, correctness of the conclusions, persuasiveness of evidence. The direct result of the problem presentation is the assimilation of the method and logic of solving this problem or this type of problems, but even without the ability to apply them yourself. Therefore, for problematic presentation, the teacher may be selected problems more complex than those that are expelled by the independent decision of students. For example, the solution to the problem of the dual position of hydrogen in the periodic system, identifying the philosophical foundations of the community of the periodic law D.I. Imeteleev and the theory of the structure of A.M. Butlerov, evidence of the relativity of truth on the typology of chemical bonds, theory of acids and grounds.

Partially search, or heuristic, method

The method in which the teacher organizes the participation of schoolchildren in performing certain stages of solving problems, is called partially search.

The heuristic conversation is an interconnected series of questions, a large or smaller part of which is a small problem, together leading to solve the problem of the teacher.

For the gradual approach of students to an independent solution of problems, they must be pre-learning to fulfill the individual steps of this decision, individual stages of the study that the teacher defines.

For example, when studying cycloalkanes, the teacher creates a problem situation: how to explain that the composition of the composition with 5 H 10, which should be integrity and, therefore, discolor a solution of bromine water in practice does not discolor it? Students suggest that, apparently, this substance is a limited hydrocarbon. But at limit hydrocarbons in the composition of the molecule should be 2 hydrogen atoms. Consequently, this hydrocarbon should have a different structure from alkanans. Students are proposed to bring the structural formula of an unusual hydrocarbon.

We formulate problematic issues that create appropriate situations in the study of the Periodic Law D.I. REMEELEEVA in high school grades, initiate heuristic conversations.

1) All scientists who were engaged in the search for a natural classification of elements, repelled from the same prerequisites. Why is only D.I. Indeleev "submitted" a periodic law?

2) In 1906, the Nobel Committee considered two candidates for the Nobel Prize: Henri Moassana ("For what merits?" - asks an additional question Teacher) and D.I. Imeleeev. Who was awarded the Nobel Prize? Why?

3) In 1882, the London Royal Society has awarded D.I. Indelaeev Medal Devi "For the opening of the periodic relations of atomic scales", and in 1887 it presents the same medal D.Nyulends "for the opening of the periodic law". How to explain such illogy?

4) Philosophers call the opening of Mendeleev "scientific feat." The feat is a fatal risk in the name of the Great Goal. How and what did Mendeleev risked?

Chemical experiment
as a learning method subject

Demonstration experiment sometimes called teacherbecause It is held by the teacher in the classroom (office or chemistry laboratory). However, this is not exactly exactly, because the demonstration experiment can also be carried out with a laboratory and 1-3 students under the guidance of the teacher.

For such an experiment, special equipment is used, which is not used in the student experiment: a demonstration tripod with test tubes, a codeoscope (as the reactors in this case, the most common cups of Petri), the grief cuvettes are most commonly used in this case), a virtual experiment, which is demonstrated using multimedia installation, computer, television and video recorder.

Sometimes there are no data in the school, and the teacher is trying to fill their lack of his own smell. For example, in the absence of a codecope and the ability to show the interaction of sodium with water in the cups of Petri Teacher, often demonstrate this reaction effectively and simply. A crystallizer is placed on the demonstration table, which flows water, phenolphthalein is added and a small piece of sodium is lowered. The process is demonstrated by the large mirror, which the teacher holds in front of him.

The teacher inventory will also be required to demonstrate models of technological processes that cannot be repeated in school conditions or show using multimedia tools. The model of the "boiling layer" can be demonstrated on the simplest installation: on a frame, tightened with gauze and placed on a ring of a laboratory tripod, a slide of semolina cereals is poured, and the flow of air from the volleyball chamber or a balloon is supplied.

Laboratory and practical work or student experimentplay an essential role in learning chemistry.

The difference in laboratory work from practical is primarily in their didactic purposes: laboratory works are carried out as an experimental fragment of the lesson in the study of a new material, and practical - at the end of the study of the topic as a means of controlling the formation of practical skills and skills. The laboratory experience received its name from Lat. laboRe.What does "work" mean. "Chemistry," emphasized M.V. Lomonosov, "it's impossible to learn in any way, without seeing the practice itself and not accepting chemical operations." Laboratory work is a learning method in which students under the guidance of the teacher and on the planned plan of the plan perform experiments, certain practical tasks using instruments and tools, during which knowledge and experience learns.

Laboratory work leads to the formation of skills and skills that can be combined into three groups: laboratory skills and skills, general organizational skills, the ability to fix the experiments.

The laboratory skills and skills include: the ability to carry out simple chemical experiments in compliance with safety regulations, observe substances and chemical reactions.

Organizational and labor skills include: compliance with cleanliness, order on the desktop, compliance with safety regulations, economical expenditure of funds, time and strength, the ability to work in a team.

The skills to record experience include: sketching the device, recording observations, equations of reactions and conclusions along the course and results of laboratory experience.

Russian chemistry teachers most common is the following form of fixation of laboratory and practical work.

For example, when studying the theory of electrolytic dissociation, laboratory work is carried out on the study of the properties of strong and weak electrolytes on the example of dissociation of hydrochloric and acetic acids. Acetic acid has a sharp unpleasant odor, so the experiment is rational to carry out the drip method. In the absence of special dishes as reactors, you can use wells cut from plates for tablets. According to the instructions of the teacher, students are placed in two holes according to one drop of concentrated hydrochloric acid solutions and a table vinegar to each. The presence of smell of both holes is recorded. Then it across three or four drops of water. The presence of odor is recorded in a diluted solution of acetic acid and the absence of it in the solution of the salt (table).

Table

What did you do (experience name)	What observed (Figure and observation fixation)	findings and the reaction equations
Strong and weak electrolytes	Before dilution, both solutions had a sharp smell. After dilution, the smell in a solution of acetic acid was preserved, and the salt disappeared	1. Salonic acid - severe acid, it dissociates irreversibly: HCl \u003d H + + CL -. 2. Acetic acid is weak acid, so dissociates reversible: CH 3 COOH CH 3 COO - + H +. 3. The properties of ions differ from the properties of the molecules from which they were formed. Therefore, the smell of hydrochloric acid disappeared when it diluted

To form the experimental skills, the teacher must perform the following methodological techniques:

- formulate the goals and objectives of laboratory work;

- explain the procedure for performing operations, show the most complex techniques, draw the action schemes;

- warn about possible mistakes and their consequences;

- observe and control the performance of work;

- Move the results of the work.

It is necessary to pay attention to the improvement of the methods of briefing students before performing laboratory work. In addition to oral explanations and access techniques, written instructions, diagrams, demonstration of film films, algorithmic prescriptions are used for this purpose.

Research Method in Chemistry Training

The most proneline this method is implemented in the project activities. The project is a creative (research) final work. The introduction of project activities to the school practice is aimed - the development of intellectual abilities of students through the assimilation of the scientific research algorithm and the formation of the experience of the research project.

Achieving this goal is carried out as a result of the solution of the following didactic tasks:

- form the motives of abstract research activities;

- to train the scientific research algorithm;

- to form experience in implementing a research project;

- to ensure the participation of schoolchildren in various forms of presentation of research;

- to organize pedagogical support for research activities and the inventive level of student development.

Such activity is personally oriented, and the reasons for studying research projects serve: cognitive interest, orientation to the future profession and higher polytechnic education, satisfaction from the work process, the desire to assert both personality, prestige, the desire to receive a reward, the opportunity to enter the university, etc.

The subject of research work in chemistry may be different, in particular:

1) Chemical analysis of environmental objects: analysis of soil acidity, food, natural waters; Determination of water stiffness from different sources, etc. (for example, "Determination of fat in oilseed seeds", "Determination of the quality of soap according to its alkalinity", "Analysis of the quality of food products");

2) study the influence of various factors on the chemical composition of some biological fluids (skin excreta, saliva, etc.);

3) study of the influence of chemicals on biological objects: germination, growth, plant development, the behavior of lower animals (evglen, infusoria, hydra, etc.).

4) studying the influence of various conditions on the flow of chemical reactions (especially enzymatic catalysis).

L and T E R A T U R A

Babansky Yu.K.. How to optimize the learning process. M., 1987; Didactics of high school. Ed. M.N. Zakkin. M., 1982; Dewey D.. Psychology and pedagogy thinking. M., 1999;
Kalmykova Z.I. Psychological principles of educational training. M., 1979; Clarin M.V.. Innovation in world pedagogy: training based on research, games and discussions. Riga, 1998; Lerner I.Ya. Didactic foundations of learning methods. M., 1981; Makhmutov M.I.. Organization of problem learning in school. M., 1977; Basics of didactics. Ed. B.P.Esipova, M., 1967; CODE B.. Basics of problem learning. M., 1968; Pedagogy: Tutorial for students of pedagogical institutions. Ed. Yu.K. Babansky. M., 1988; Rean A.A., Bordovskaya N.V.,
Rose S.N.. Psychology and pedagogy. St. Petersburg, 2002; Improving the content of education at school. Ed. I.D. Zversheva, M.P. Kashin. M., 1985; Kharlamov I.F.. Pedagogy. M., 2003; Shelpakova N.A. and etc. Chemical experiment at school and at home. Tyumen: TSU, 2000.