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58Национальная ассоциация ученых (НАУ) # 66, 2021
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THE ROLE OF DIDACTICS IN MODERN CHEMISTRY LESSONS
Hagverdiyev Kamil Nasir
Doctor of Philosophy in Chemistry, Associate Professor
Baku State University, Baku
Maharramova Arzu Vugar
Member of the student scientific society of the chemistry faculty
Baku State University, Baku
РОЛЬ ДИДАКТИКИ НА УРОКАХ СОВРЕМЕННОЙ ХИМИИ
Ахвердиев Камил Насир оглу
Кандидат химических наук, доцент Бакинский Государственный Университет
г. Баку
Магеррамова Арзу Вугар кызы
Член студенческого научного общества химического факультета Бакинский Государственный Университет
г. Баку
ABSTRACT
Chemistry teaching is a special didactic system that performs a teaching function in the study of chemistry. Conceptual concepts show that chemical education is a didactic-pedagogical system that performs the function of chemistry education in a certain subject area -formation of a person who can work in economic conditions. Chemistry education is the process and result of mastering systematized scientific knowledge about the chemical objects of the environment, generalized skills on specific selected topics, universal educational activities and value relations.
The structural components of chemistry education are the components that characterize the existence of the didactic system and the fact of its relative statics. The structural components of this system are: purpose, technology, content, tools, and results of chemistry education, students and teachers. Functional components of chemistry education are the components that characterize the activity of the didactic system and its dynamics.
Didactic system is a dynamic system that carries out interconnected and interdependent activities of teachers and students in the process of learning chemistry. The most important functional component of the didactic system of chemistry teaching is the design-purpose, technology and activity-evaluating components. The function of turning the goals of teaching chemistry into a guaranteed result is performed by the technological component of the methodological system.
АНОТАЦИЯ
Преподавание химии - это особая дидактическая система, выполняющая обучающую функцию при изучении химии. Концептуальные концепции показывают, что химическое образование - это дидактически-педагогическая система, выполняющая функцию химического образования в определенной предметной области - формирование человека, способного работать в экономических условиях.
Химическое образование - это процесс и результат усвоения систематизированных научных знаний о химических объектах окружающей среды, обобщенных навыков по конкретным избранным темам, универсальной образовательной деятельности и ценностных отношений. Структурными составляющими химического образования являются составляющие, характеризующие наличие дидактической системы и факт ее относительной статики. Структурными компонентами этой системы являются: цель, технология, содержание, инструменты, результаты химического образования, студенты и преподаватели. Функциональные компоненты химического образования — это компоненты, характеризующие деятельность дидактической системы и ее динамику.
Дидактическая система — это динамическая система, которая осуществляет взаимосвязанную и взаимозависимую деятельность учителей и учащихся в процессе изучения химии. Важнейшим функциональным компонентом дидактической системы обучения химии являются конструктивно-целевая, технологическая и деятельностная составляющие. Функцию превращения целей обучения химии в гарантированный результат выполняет технологическая составляющая методической системы.
Key words: chemistry teaching, chemistry education, development, chemistry didactics, conceptual system, interactive learning, integrative learning, motivation, innovation, functional components
Ключевые слова: обучение химии, образование химии, развитие, дидактика химии, концептуальная система, интерактивное обучение, интегративное обучение, мотивация, инновации, функциональные компоненты
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Experts define "systematic" as "integrity" because the main feature of a system is its integrity. There are several definitions of the system. Philosophically, the definitions of "system" are as follows:
• A system is a complex of interconnected elements.
• A system is a complete set of elements arranged in a certain way.
• A system is a separate combination of related elements.
All these definitions cover the concepts of "element" and "interaction".
A system is a set of interconnected components that have inseparable features and regularities.
The pedagogical system is a set of specific concepts aimed at fulfilling the function of tripartite education in the development of training and education.
Didactic system is one of the forms of pedagogical system that performs the function of education in a particular subject.
Chemistry education is one of the forms of didactic system in the study of chemistry, which performs the function of three - teaching, upbringing, development education.
Chemistry teaching is a special didactic system that performs a teaching function in the study of chemistry.
Conceptual concepts show that chemical education is a didactic-pedagogical system that performs the function of chemistry education in a certain subject area -formation of a person who can work in economic conditions.
The concept of "chemistry education" can be described using terms such as "process", "means", "result", which speak of the multiform of this concept.
Chemistry education is the process and result of mastering systematized scientific knowledge about the chemical objects of the environment, generalized skills on specific selected topics, universal educational activities and value relations.
The structural components of chemistry education are the components that characterize the existence of the didactic system and the fact of its relative statics. The structural components of this system are: purpose, technology, content, tools, results of chemistry education, students and teachers.
Functional components of chemistry education are the components that characterize the activity of the didactic system and its dynamics.
The functional components of the didactic system of chemistry education are: project, integrative-technological, constructive, communicative behavior, productive-evaluative, organizational-managerial, gnostic, etc. Functional components are equal to structural components.
An important feature of the didactic system is its integrity. The structural and functional components of the didactic system are interconnected, and if one of the components changes, the other component of the system associated with it changes equally. The structural and functional components of the system are part of a unified chemistry education.
The structural components of the didactic model of chemistry education are the goals, content, methods, tools, results of chemistry education, as well as functional components, teacher activity, student activity, expediency of the choice of teaching process. This model shows the dual and integral nature of chemistry teaching.
Didactic system is a dynamic system that carries out interconnected and interdependent activities of teachers and students in the process of learning chemistry. The most important functional component of the didactic system of chemistry teaching is the design-purpose, technology and activity-evaluating components.
The function of turning the goals of teaching chemistry into a guaranteed result is performed by the technological component of the methodological system. In the process of implementing the technological component, special attention should be paid to stimulus-motivational, content-informative, organizational-managerial, operational-action, value-oriented, corrective-gnostic, innovative aspects.
V.P. Garkunov identifies the following elements in the structure of education:
• students' perception of chemical information from the teacher or teaching aids;
• understanding the basics of chemistry and educational content;
• strengthening the memory of teaching chemistry
• mastering the content of the topic, using chemical knowledge and subject skills to solve educational and cognitive problems
• Verbal expression of chemical information [1].
It should be noted that a qualified chemistry
teacher must know the requirements of the educational standard for the subject results of mastering a basic chemistry course. These requirements are:
• formation of students' views on the place of chemistry in the modern scientific landscape of the world; understanding the importance of chemistry in the formation of human outlook and functional literacy for the solution of practical problems;
• have basic chemical concepts, theories, laws and regularities; reliable use of chemical terminology and symbols;
• have the basic scientific knowledge methods used in chemistry: observation, description, measurement, experiment; ability to explain the results of experiments and draw conclusions; to be ready to apply cognitive methods in solving practical problems and to acquire skills;
• develop the ability to make quantitative estimates and perform calculations according to chemical formulas and equations;
• know the safety rules for the use of chemicals;
• Forming one's own position on chemical data from various sources.
Didactic principles are the starting points that are adequate to the laws of the educational process in which the teaching of chemistry is carried out within the framework of chemistry education. Note that the most general laws of chemical formation are related to the following laws:
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• Social conditioning law of chemical education,
• The law of unity of teaching, upbringing and development in education,
• The law of integrity of teaching and learning processes in teaching. [2]
Each of these laws imposes certain requirements on the chemical education process. The generalized requirements arising from the most general laws of the educational process are called didactic principles.
In the process of chemistry education (both secondary and higher education), its three functions are performed: Training, education and development.
Training is the result of the process of formation and study of systematized scientific and chemical knowledge, subject skills and actions, experience of creative activity and value relations with chemical science and chemical education, necessary for life, work and vocational training.
Upbringing is a process of purposeful formation of a person's moral, ethical, socio-economic and cultural characteristics by solving problems of a different nature. As a result, acmeological, axiological and other tasks have emerged, which are a socially and culturally developed personality. The educational function of chemistry education is carried out in various ways, especially by forming a scientific worldview in the younger generation.
Development is a purposeful process of change in a person's psychological and intellectual qualities, which includes: perception, memory, imagination, thinking, motives, will, independence, cognitive interests, tendencies, creativity, and so on. Formation of motivation in the development process, independence, creative activity, education and research, project, innovative activity, etc. By solving problems, there is a change in the psychological, intellectual and other characteristics of the personality.
Emerging chemistry education is aimed at changing the psychological and intellectual qualities of a person, the acquisition of independent knowledge, the development of interdisciplinary skills based on the active mental activity of students, the experience of creative activity.
The most important principles for the development of chemistry education are:
• Build the chemistry teaching process at a level that is challenging but accessible to students,
• study of teaching material at a fast but optimal pace for students,
• optimal ratio of theoretical knowledge and actual teaching material,
• conscious mastery of chemical knowledge by students and individual methods of universal educational activities,
• active participation of students in optimizing the educational process.
The most optimal didactic ways of development of chemistry education applied in educational practice are:
• formation of complete, systematic and sustainable chemical knowledge,
• analysis, synthesis, comparison, concretization, abstraction, generalization, systematization, integration,
• to carry out interdisciplinary integration of knowledge with the formation of individual activity methods,
• extensive use of active methods of teaching chemistry,
• use of various and optimal educational tools.
The most important didactic tools for the
development of chemistry education at this stage are:
• identification of a system with a special chemical composition that ensures the development of the student;
• content selection that provides generalization of chemical knowledge at different levels;
• organization of systematic control over the determination of chemical knowledge, skills, topics;
• diversity and differentiation of types of independent work;
• Application of problem situations in chemistry teaching.
The main didactic conditions for the development of chemistry education, taken into account in modern chemistry lessons, are as follows:
• Special didactic development of educational content;
• Application of modern technologies of chemical education process, especially information and communication technologies;
• Know and take into account the psychological, intellectual and age abilities of each student [3]. Before solving the problem of what and how to teach and learn, it is necessary to answer such a question: why teach and learn. Thus, the goals of chemistry education must be defined. The purpose of teaching chemistry is to achieve education and development in the process of chemistry education.
The main purpose of chemistry education in secondary school is to form a person who is chemically literate, socially and culturally developed, competent, ready to receive more chemistry education and self-education, as well as professionalization and specialization. It should be noted that professionalization is a process and result of mastering the specific knowledge, skills, actions and value relationships necessary for a particular type of activity [4].
In a model program, for example, secondary (complete) general education in chemistry, it is important for chemistry research in high school to achieve the following goals:
• Knowledge of the chemical component of the world's natural landscape, the most important chemical concepts, laws and theories;
• To be able to explain various chemical phenomena and properties of substances, to apply the acquired knowledge to evaluate the role of chemistry in the development of modern technologies and the production of new materials;
• Development of cognitive interests and intellectual abilities in the process of independent acquisition of chemical knowledge using various sources of information, including computers;
• Increasing confidence in the positive role of chemistry in the life of modern society, the need to
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Национальная ассоциация ученых (НАУ) # 66, 2021
show a chemically competitive attitude to their health and the environment;
• Safe use of substances and materials in daily life, agriculture and production, application of knowledge and skills acquired in solving practical problems in daily life, prevention of harmful events to human health and the environment.
A chemistry teacher must be able to formulate educational goals at all levels of the educational process. Therefore, the student must learn how to formulate the objectives of the lessons.
References:
1. Garkunov V.P. Improvement of methods of teaching chemistry in secondary school / V.P. Garkunov. - Leningrad, 1974. - 136 p.
2. Modern didactics: theory and practice. Ed. i. i. Lerner, i. K. Zhuravleva. M 1975
3. Rudakova I. Didactics. Moscow. Phoenix 2005. p. 256
4. Sitarov V.A. Didactics. ed. V.A. Slastenina Moscow Publishing Center (Academy) 2004, p. 368
РАЗВИТИЕ ОБЩЕЙ ВЫНОСЛИВОСТИ У ФУТБОЛИСТОВ РАЗЛИЧНОЙ КВАЛИФИКАЦИИ.
Бабушкин С.А.
АННОТАЦИЯ
В возрасте 14-16 лет у юных футболистов выявлен низкий уровень общей выносливости. Одним из ведущих двигательных качеств, влияющих в целом на проявления спортивного мастерства, а также на возможности их совершенствования является общая выносливость футболистов. В результате чего у них снижается эффективность технико-тактических действий в соревновательных условий.
ANNOTATION
At the age of 14-16, young footballers have a low level of general endurance. General endurance of football players is one of the leading motor qualities influencing the manifestations of sportsmanship in general, as well as the possibilities of their improvement. As a result, the effectiveness of technical and tactical actions in competitive conditions decreases.
Ключевые слова: общая выносливость, технико-тактические действия, футболисты.
Key words: general endurance, technical and tactical actions, football players.
Введение. В футболе спортивные достижения в значительной мере определяются уровнем развития двигательных способностей футболистов. Более совершенная выносливость сказывается на организации всей игры, позволяет увеличить игровую активность, расширяет диапазон технико -тактических действий.
Основными компонентами общей выносливости являются емкость, мощность и эффективность аэробной системы. Общая выносливость играет существенную роль в оптимизации жизнедеятельности, выступает как важный компонент физического здоровья и, в свою очередь, служит предпосылкой развития специальной выносливости[2]. Общая
выносливость — это базовая способность усредненных людей без значительных ограничений по времени выполнять работу умеренной интенсивности при достаточно полном вовлечении большинства функций организма. По-другому ее еще называют аэробной
выносливостью[6]. Основными компонентами общей выносливости являются емкость, мощность и эффективность аэробной системы. Общая выносливость играет существенную роль в оптимизации жизнедеятельности, выступает как важный компонент физического здоровья и, в свою очередь, служит предпосылкой развития специальной выносливости[4].
В сравнении с другими физическими качествами, например, силой и быстротой выносливость более многокомпонентное качество[1]. Выносливый организм должен располагать возможностями ресинтеза энергии
различных типов, иметь способность тратить эти ресурсы так, чтобы их хватило на покрытие как можно большего количества целенаправленной физической работы без серьезного ущерба для базовой жизнедеятельности. Выносливость является одним из главных физических качеств человека. Она необходима при выполнении любой физической деятельности. Хорошая выносливость помогает преодолевать большой объём нагрузок и обеспечивает быстрое восстановление систем организма[2].
В теории методики физической культуры под выносливостью понимается единство проявлении психофизиологических и биоэнергетических функций человека, позволяющих длительно противостоять утомлению при механической работе[5] . Мерилом выносливости является время, в течении которого осуществляется мышечная деятельность определенного характера и интенсивности. Выносливость как одна из главных физических качеств человека необходима всем спортсменам. Высокий уровень общей выносливости - одно из главных свидетельств отличного здоровья спортсмена. Вот почему так важен процесс развития данного физического качества[3].
Проблема исследования - заключается в недостаточности знаний о развитии общей выносливости у футболистов различной квалификации.
Объект исследования - тренировочная и соревновательная деятельность футболистов различной квалификации.
