Spiritual and moral education in biology lessons. Spiritual and innovative education in biology lessons

Spiritual and moral education in biology lessons.

Biology teacher.

Spirituality and morality are the most important, basic characteristics of a person. Moral education goes through all types of education of schoolchildren in the learning process. The components of spiritual and moral education in the study of biology are: the formation of a value attitude to nature (environmental education), to health and a healthy lifestyle, the education of a value attitude to beauty.

Biology is a versatile, applied science. Assimilation by students of the system of biological knowledge and mastery of educational skills is a necessary condition for the formation of their worldview, atheistic views, hygienic, sexual, environmental, labor and moral education. Knowledge in the field of biology is necessary to understand that life is the greatest value, and love for the environment is the most important moral quality. In biology lessons, students are asked about a healthy lifestyle, which makes them think about maintaining their health. In this regard, the biologization of education, the main task of which is the education of morality among students, morality that determines human behavior in society, his spiritual and spiritual qualities, his attitude to nature, of which he himself is a part, acquires relevance.

For the formation of spiritual and moral education, the practical orientation of the lessons is important. For example, when studying the topic “Immunity”, much attention is paid to the issue of vaccination and diseases caused by human viruses (influenza, smallpox, HIV). Studying anatomy, practical work is carried out, with the help of which the children learn more about their health (determining the proper body weight, pulse, studying the skeleton, etc.). Preventive lessons are regularly held (prevention of smoking, alcoholism, drug addiction). At the lessons of natural history, a lot of attention is paid to the influence of man on the animal and plant world, the children get acquainted with the Red Book, study species exterminated by man. As a rule, students always feel sorry for extinct animals, which will undoubtedly affect their behavior in the natural environment in the future.

Particular attention should be paid to the formation of environmental education in biology lessons: discussion of environmental problems due to human fault, environmental subbotniks, work at the school site, participation in environmental events and competitions. The children and I participated in the city action “Clean banks for city rivers!”, environmental competitions “Forest and Man”, “Ecological Fairy Tale”, “Know and Love Your Land”, “The World Around”. Nature conservation is one of the most important duties of every person. That is why it is important in the education of students to form a careful attitude to nature, to educate each student in the correct environmental thinking.

Preparation of projects “Cellular - a friend or enemy of a student?”, “Environmental monitoring”, “Forest and man”, “Preservation of biological education” allows children to take a different look at the problem under study, to realize the unity of man and nature, to lead a healthy lifestyle.

As part of the spiritual and moral education, the children took part in the action "White Flower of Life". The purpose of the action is to draw attention to the high prevalence of tuberculosis.

Thus, the task of a biology teacher is to make every effort so that schoolchildren understand the main thing: the biosphere is an integral entity, and we, with all our pride and reasonableness, are only a part of it. And, if we want to preserve humanity, ensure its future, we must preserve the basis of our existence - the nature of the Earth.

List of used literature

1. Danilyuk spiritual and moral development and education of the personality of a citizen of Russia / Danilyuk A. Ya.,. Kondakov A. M., - M .: "Enlightenment", 2009

2. Divnogortseva - moral education in the theory and experience of Orthodox pedagogical culture. - M.: Publishing House of PSTGU, 2008. - 240 p., 2009.

"Spiritual and moral education of students in biology lessons"

“Nature has given man a weapon in his hands - intellectual and moral strength, but he can use this weapon in the opposite direction; therefore, a person without moral principles turns out to be the most impious and wild being, vile in his sexual and taste instincts. That's what Aristotle said. Time will pass and another philosopher - Hegel will formulate this idea as follows: “When a person performs this or that moral act, then he is not yet virtuous; he is virtuous only if this mode of behavior is a constant feature of his character. Today, high morality is a feature that is almost impor- tant for a person and society as a whole. A person, if he wants to be worthy of this title, cannot live without a lofty goal, without an ideal, without morality and ethics. These qualities are not innate, not the genetic code passes them from generation to generation. There are many examples when the children of very intelligent, highly educated, honest and decent parents became the scum of society. Conversely, in disadvantaged families grew bright personalities with pure thoughts, high civil courage, an indefatigable passion for good deeds, modest and very strict with themselves.

A highly developed civic consciousness, the concept of duty and honor guide our feelings, mindsets, and actions. And it is not nature that is primary here, but upbringing, those moral principles that were laid down in childhood itself, strengthened and developed subsequently. And here it is important for each of us to realize that children and youth are brought up not only by words, even the most correct ones. And not only the family, her lifestyle, her interests. Young people absorb ideas of good and bad, honest and vicious, ordinary and lofty from the whole multitude of phenomena that make up our life, the life of society. The older generation tends to see in the younger - and even somewhat exaggerate - the disadvantages of age. True, unfortunately, we sometimes say, not without reason, that our children are not accustomed to work, do not cherish the good, which is sometimes so hard for us to get. But who is to blame for this? Family, school, street? Yes! Each individually and all together.

Teaching and educating has never been easy. Today especially. In our huge, very complex and contradictory social organism, not a single thing exists in isolation, on its own.

At home and at school, we teach children to live honestly, to do the right thing. We teach them justice and frugality, and life sometimes teaches its lessons. At school, we talk about love for nature, in the spring, the guys plant trees on the school plot, and next to the school, day after day, year after year, fires from boxes and waste paper burn. The very trees that need to be loved and protected are burning. Yes, need to educate in children, the conviction that good will win. Yes, Need to learn them to fight for this - victory. Yes, it is necessary that they: not be afraid in the process of struggle - fill themselves with bruises and bumps. But the most important thing is that we ourselves comply with these principles. Remember: our own and other people's children are looking at us, by our actions they judge the life they enter. They will replace us tomorrow in the classroom, at the machines and drawing boards, at control desks, in fields and farms. But their basics attitudes and habits are laid down today. And the lessons of morality they learn today. At home, at school, in particular in biology lessons. “... An enlightened mind ennobles moral feelings: the head must educate the heart,” wrote F. Schiller. “Behavior is a mirror in which everyone shows his face,” said Goethe. The course of biology with all its versatility, versatility of knowledge and their

applied meaning makes it possible to affirm moral principles, understand the essence of being, the physical beauty of a person, the importance of protecting the environment and increasing the wealth of nature ... All this must be taught daily, in specific situations. Our ideal is beautiful, great, humane, but also demanding. It is not enough just to be his supporter in words. It requires deeds, the exertion of all human strength, the return of all our skills without a trace.

Earth is the planet of animals and plants no less than the planet of people. And everything we do on Earth directly or indirectly affects the entire planetary system. life. system, for whose account we exist integral part... and whose main enemy we are.

Biology is the science of life. Its study helps schoolchildren to realize that the preservation of the biosphere is an indispensable condition not only for the existence, but also for the development of mankind. Biological education should form in the younger generation an understanding of life as the greatest value. In this regard, the biologization and humanization of education as a whole, the main task of which is the education of morality in students, morality that determines a person’s behavior in society, his spiritual and spiritual qualities, his attitude to nature, of which he himself is a part, is becoming relevant. This morality defines a new type of morality: "What we have not created must not be destroyed by us." There is one aspect of our existence on this planet: the Earth is not only a submissive breadwinner, it is also a place for our resettlement, recreation, a source of inspiration, education, knowledge of the world. Imagine a person who has never heard the murmur of streams, has not seen the first sprout break through the crust of the earth, has not admired the beauty of a flower and has not faded, admiring the setting sun that gilded the autumn forest. Neither a scientist, nor a poet, nor just a person will come out of such a person, for nature is the mother of surprise and curiosity, awakening creativity in us. She is, in the words of the poet, a hiding place universe, a storehouse of the unknown, a source of strength, soothing and healing our spirit.

Sukhomlinsky wrote: "Nature is the strongest means of influence, an excellent method of education, which we hardly use and which must be mastered." The most accessible and realistic basis for the implementation of this is the integration of education based on interdisciplinary connections with such subjects as music, literature, fine arts, labor training, ethics, aesthetics, etc.

To be able to see nature is the first condition for education through nature. You need to learn yourself and you need to teach your child to see everything around him. Far from everything that is imprinted on the retina of the eye is perceived, but only what we focus on, what we think about. We can meet a person for years, talk to him every day and not know what color his eyes are. But the retina of our eye reflects this. Yes, retina, not consciousness. Children need to be taught to see. This means that it is necessary not only to show, but also to teach to describe what he saw in words, to lead the child to express his attitude to what he saw. Let's look at a few examples.

When studying a topic "Three states of water in nature" in the course "Natural Studies"(Grade V) you can read verses, and before the start of the lesson, write questions on the board:

1. In what states of aggregation does water occur in nature?

2. Where the poem talks about transitions water from one states in other?

3. How are snowflakes formed?

4. How do you understand the words "Snow ... covers the whole earth with a carpet" and what is the meaning of this cover?

5. How do you understand the words "above - a flock of pigeons", etc.

Degi listen to Vladimir Rybchin's poem "White Snow" performed by teachers:

White snow, like white birds, descending, soars and spins. And lays down easily and silently, Covering the whole earth with a carpet. He gives fur coats to grandmothers, On the eyelashes shines with silver.

I quietly print the first snow, And I catch snowflakes with a glove,

And I watch how they melt in the palms,

Above is a flock of pigeons.

And then in the lesson, a frontal conversation is organized (based on these verses) about the three aggregate states of water and the water cycle in nature, about the significance of snow cover and the beauty of winter. We, busy with everyday chores, notice little of the features and beauty of natural phenomena. Poems, on the other hand, help to rise above the ordinary for an adult, and the highest aspirations awaken in the soul of a child.

Consider another example of how a teacher can instill in children the ability to see the reality around him. During a spring excursion into nature (forest, meadow, grove, garden), in response to a child's attempt to catch a beautiful butterfly, the teacher attracts the attention of the guys to her, remembering Aksakov's words about butterfly:“Of all the insects inhabiting God's world, of all the small creatures that crawl, jump and fly, the butterfly is the best, the most graceful; it is truly a fluttering flower, painted with wonderful, bright colors, shining with gold and patterns no less beautiful and attractive; it is a sweet, pure creature that feeds on the juice of flowers. How happy the first butterflies in spring! What kind of revival are they give to nature, just waking up to life after a cruel and long winter. And then the words of the teacher follow that this tiny creature overwintered and flew out to warm up. He invites the children to take a closer look at the butterfly, but already thinking about the words they have just heard, And the butterfly, as if by order, “demonstrates” its divine outfit in front of them. Thus, the teacher first gives the opportunity not only to look, but also to see the biological object, and then talks about its purpose in nature (obligatory) and its significance in human life.

Literature plays the leading role in the description of nature. Moreover, poems, prose passages with a description of nature are chosen so that they correspond to the topic or object being studied directly in the lesson, and the surrounding landscape during the excursion, which will enhance the emotional perception.

At a biology lesson in the 6th grade on the topic "Types of roots, types of root systems", speaking about the meaning of the root, I bring to the attention of the class a few lines from a poem by V. Jacques: We collected hot poppies in a bouquet, Lots of blue forget-me-nots. And then we felt sorry for the flowers. They planted them in the ground again. But nothing happens: They sway from any breeze! Why crumble and wither? They will not grow without roots.

These lines can be used to perform two tasks of the lesson at once: to find out the main meaning of the root as an organ that provides mineral nutrition plants, as well as to continue the formation of a caring attitude towards nature in children.

Painting helps a lot in teaching the vision of nature. Wonderful canvases reflect Russian nature. The picture has a huge impact on the soul of the child.

Related lesson "A plant is a holistic organism, the relationship of cells, tissues and organs of a plant" (VI class) can be started as follows. On the board are reproductions of Levitan's paintings "Golden Autumn" and "Birch Grove", Savrasov's "Rooks Have Arrived", Grabar's "Prussian Blue" under the general title "Birch in the Works of Great Russian Artists". The words of the teacher sound: “Russian birch is a symbol of our state. How much grace and attractiveness in a young curly birch! How much beauty in the old, spreading white birch! She is beautiful in any outfit. Who has not admired the young, light emerald green of a blossoming birch (referring to the painting "Birch Grove")! Who has not admired the autumn attire of birch trees, when, under the impoverished late autumn sun, sometimes each leaf of them glistens like gold coins over the silvery bark (referring to the painting “Golden Autumn”)! And in winter, when, after a frosty fog, frost will sprinkle with thousands of brilliant crystals the branches hanging down, which will sparkle in the sun, like a diamond rain! What spectacle in splendor can be compared with the spectacle presented by a luxurious weeping birch in such a frosty decoration? (Referring to the painting Prussian Blue.) It is as if you see a huge fountain in front of you, the spray of which suddenly iced up, hanging in the air. And there is a weeping birch all in tears of diamonds. And as a contrast - other "tears" of birch.

Have you heard when the birches cry?

Have you seen when birches cry?

Do you know when birch trees cry-

Then mother earth groans with them.

And then the teacher says that damage to one of the organs of the plant entails a violation of the vital activity of the organism as a whole, which leads it to aging and preterm death; recalls the rules of conduct in the forest during time for the upcoming collection of birch sap. From everyday experience it is clear that the picture has a stronger effect when it is associated with memories of a bygone season. So, in winter, when there is white snow outside the windows, one should consider bright autumn landscapes, and on hot days of the beginning of summer - winter ones. This contrast evokes strong emotions.

The teacher teaches children not only to see nature, but also to hear it. No wonder they say that classical music originates in the music of nature.

We must make every effort to ensure that schoolchildren understand the main thing: the biosphere is an integral entity, and we, with all our pride and reasonableness, are only a part of it. And, if we want to preserve humanity, ensure its future, we must preserve the basis of our existence - the nature of the Earth. Let the sacred words “SAVE AND SAVE!” become the motto in a person’s life! Only this appeal is not to the Lord God, but to all living people.

If we are destined to breathe the same air,

Let's all unite forever.

Let's save our souls!

Then we on the Earth will save ourselves.

Municipal budgetary educational institution

secondary school No. 8

Spiritual and moral education in biology lessons

prepared

biology and ecology teacher

Shevtsova Elena Alexandrovna

Kulebaki

201 3 G.

Spiritual and moral education.

A society is only capable of setting and solving large-scale national tasks when it has a common system of moral guidelines. And there are these landmarks where they keep respect for their native language, for their original culture and for their original cultural values, for the memory of their ancestors, for every page of our national history.

Education plays a key role in the spiritual and moral upbringing of society. The school is the only social institution where the values of the individual are formed and spiritual and moral development and education are realized. Therefore, it is in the school that not only the intellectual, but also the spiritual, cultural life of the student should be concentrated.

The methodological basis for the development and implementation of the federal state educational standard of general education is the concept of spiritual and moral development and education.

The concept defines the goals and objectives of the spiritual and moral development and education of the individual, the system of basic national values, the principles of spiritual and moral development and education of the individual.

The main content of spiritual and moral development, education and socialization are the basic national values. We keep these values in cultural and family traditions and pass them on from generation to generation. Relying on these values helps a person resist destructive influences.

Basic national values:

– Patriotism - love for one's small Motherland, one's people, for Russia, service to the Fatherland;

– citizenship - law and order, freedom of conscience and religion, the rule of law;

– social solidarity - personal and national freedom, trust in people, institutions of the state and civil society, justice, mercy, honor, dignity;

– humanity - world peace, diversity of cultures and peoples, progress of mankind, international cooperation,

– science - the value of knowledge, the pursuit of truth, the scientific picture of the world;

– family - love and fidelity, health, prosperity, respect for parents, care for older and younger, care for procreation;

– work and creativity - respect for work, creativity and creation, purposefulness and perseverance;

– traditional Russian religions - the idea of faith, spirituality, the religious life of a person, tolerance, formed on the basis of interfaith dialogue;

– art and literature - beauty, harmony, the spiritual world of man, moral choice, the meaning of life, aesthetic development, ethical development;

– nature - evolution, native land, reserved nature, planet Earth, ecological consciousness;

Basic values should underlie the way of school life, determine the lesson, extracurricular and extracurricular activities of children.

"Spiritual and moral education of students in biology lessons"

Sukhomlinsky wrote: "Nature is the strongest means of influence, an excellent method of education, which we hardly use and which must be mastered." The most accessible and realistic basis for the implementation of this is the integration of education based on interdisciplinary links with such subjects as music, literature, fine arts, labor training, ethics, aesthetics, etc.

In a biology class VI class on the topic "Types of roots, types of root systems", speaking about the meaning of the root, I bring to the attention of the class a few lines from a poem by V. Jacques: We collected hot poppies in a bouquet, Lots of blue forget-me-nots. And then we felt sorry for the flowers. They planted them in the ground again. But nothing happens: They sway from any breeze! Why crumble and wither? They will not grow without roots.

Painting helps a lot in teaching the vision of nature. Wonderful canvases reflect Russian nature. The picture has a huge impact on the soul of the child.

During a spring excursion into nature(forest, meadow, grove, garden) in response to the child's attempt to catch a beautiful butterfly, the teacher attracts the attention of the guys to her, remembering Aksakov's words about butterfly:“Of all the insects inhabiting God's world, of all the small creatures that crawl, jump and fly, the butterfly is the best, the most graceful; it is truly a fluttering flower, painted with wonderful, bright colors, shining with gold and patterns no less beautiful and attractive; it is a sweet, pure creature that feeds on the juice of flowers. How happy the first butterflies in spring! What kind of revival are they give to nature, just waking up to life after a cruel and long winter. And then the words of the teacher follow that this tiny creature overwintered and flew out to warm up. He invites the children to take a closer look at the butterfly, but already thinking about the words they have just heard, And the butterfly, as if by order, “demonstrates” its divine outfit in front of them. Thus, the teacher first gives the opportunity not only to look, but also to see the biological object, and then talks about its purpose in nature (obligatory) and its significance in human life.

Among Christians, a butterfly is sometimes depicted sitting on the hand of the infant Christ and symbolizes the rebirth and resurrection of the soul.

Education of patriotism through project and research activities of students in biology lessons and after school hours.

I believe that one of the main tasks biological education - the education of a patriot and a citizen, a person with an active life position, new thinking, and not just with huge, but useless knowledge. This is required by modern living conditions, a rapidly changing environment. Only an active citizen can adapt to modern conditions, participate and change the life of his country. Modern society is interested in its members being able and willing to competently participate in productive activities, learn family roles, be law-abiding citizens - all this is the content of the process of socialization, i.e. "the process of forming the skills and social attitudes of individuals corresponding to their social roles” (N. Smelser, American sociologist).

Such work develops students' interest and love for nature, its protection and transformation, captivates students with the prospects of environmental activities, forms a cognitive and aesthetic attitude towards the natural environment in children. Children learn the correct behavior and activities in nature, identify cases of negative attitudes towards it.

We, biologists, have been given a powerful tool for the patriotic upbringing of a child - nature.

To be able to see nature is the first condition for education through nature. We must learn ourselves and teach the child to see the beauty in the world around us, to appreciate and protect it, to be proud of the beauty of our native land.

To solve these problems, I use new pedagogical technologies - design and research.

This type of activity helps to bring up an active citizenship, has a great influence on the formation of the child's personality, the formation of his worldview, beliefs, high feelings for his native land, country, contributes to the education of citizenship and patriotism.

Project activity makes it possible to present the problem under study from different points of view. The children learn the basics of a scientific experiment, the definition of work tasks, the choice of methods for studying this topic, the generalization of the results obtained, and the methods of presenting the study.

I can give such examples.

How to save trees - Krasilnikova T., Berseneva Yu., Yudina A. - took 2nd place in the region.

International Campaign "Let's make the world cleaner" - 7.8 classes.

Every year, schoolchildren take part in conferences of various levels and, based on the results of participation, receive high marks. The topics that students raise in their works are very relevant, they are of a research and creative nature. The work uses local history material, which makes it possible to educate students in civic consciousness, a sense of responsibility for the fate of their small homeland.

The teacher teaches children not only to see nature, but also to hear it. No wonder they say that classical music originates in the music of nature.

If we are destined to breathe the same air,

Let's all unite forever.

Let's save our souls!

Then we on the Earth will save ourselves.

(N. Starshinov)

List of used literature

1. Danilyuk A.Ya. The concept of spiritual and moral development and education of the personality of a citizen of Russia / Danilyuk A.Ya.,. Kondakov A.M., Tishkov V.A. - M.: "Enlightenment", 2009

2. Divnogortseva S.Yu. Spiritual and moral education in the theory and experience of Orthodox pedagogical culture. - M.: Publishing House of PSTGU, 2008. - 240 p., 2009.

Education of personality in biology lessons

Education is a social phenomenon. It arose together with humanity and went along with it a long way of development.

Educational, developmental and educational tasks in teaching biology are aimed at achieving the main goal - the comprehensive development of the personality of students.

To achieve this goal, when teaching biology, the following educational tasks are solved:

the formation of a scientific - materialistic worldview,

moral education,

patriotic

aesthetic education,

labor education,

environmental education,

cultivating the right attitude towards one's own health and the health of others.

hygiene and sexual education,

Education of morality is one of the most important tasks of the school.

German educatorJohann Herbartwrote:“The single task of education can be fully expressed in just one word: morality.” highly valued moral educationL.N. Tolstoy:“... of all the sciences that a person should know, the most important is the science of how to live, doing as little evil as possible and as much good as possible.”

The philosopher - Hegel formulated his thought in this way:

"When a person performs this or that moral act, then he is not yet virtuous; he is virtuous only if this way of behavior is a permanent feature of his character."

Today, high morality is perhaps the most important trait for a person and society as a whole.

A person must be worthy of this title. He cannot live without a lofty goal, without an ideal, without morals and ethics. These qualities are not innate and are not passed down from generation to generation.

At home and at school, we teach children to live honestly, to do the right thing. We teach them justice and frugality, and life sometimes teaches its lessons. At school we talk about love for nature, in the spring the guys plant trees on the school grounds. And then the guys learn that it is the fault of people that forests are burning, those very trees that need to be loved and protected are burning.

It is necessary to instill in children the conviction that good will win, to teach them to achieve this victory. But the most important thing is that we ourselves comply with these principles. Remember: our own and other people's children are looking at us, by our actions they judge the life they enter. They will replace us tomorrow. But the foundations of their views and habits are being laid today.

The course of biology, with all its versatility, versatility of knowledge and their applied value, provides an opportunity to establish moral principles, understand the essence of life, the physical beauty of man and nature, and the importance of environmental protection. A biology teacher helps a child realize that a person is a small part of the world around him. Biology education should take place under the motto: "What we did not create should not be destroyed by us"

Patriotic education in biology lessons

Morality is not only certain norms of behavior, but also a sense of patriotism. Its distinguishing feature is love for the Fatherland, the ability to carefully preserve and pass on from generation to generation what makes a person truly beautiful, kind, sensitive, courageous.

So much has been written and said about patriotism that it seems there is nothing to add. Our Fatherland has changed. The past is being reviewed, the present is worrying, the future is frightening with its uncertainty. History cannot be judged, it must be studied. We will not have another Fatherland and another history. Raising a sense of patriotism is inextricably linked with a deep study of the history of our Motherland and other countries. In this regard, the course of biology provides great opportunities.

Considering the topic"Plant Breeding Methods" , I inform the guys that the work on studying the centers of origin of cultivated plants is associated with various expeditions and research. The first such expeditions in our country were conducted under the leadership of Academician N.I. Vavilov, an outstanding geneticist and breeder, who organized scientific expeditions to different regions of the Earth to collect samples of cultivated plants, their wild ancestors and relatives. He also created the All-Union Institute of Plant Industry (VIR). It houses the world's collection of wild crop seeds.

Continuing to study this topic, we note the work of another scientist-breeder Ivan Vladimirovich Michurin. He brought about 300 new varieties of fruit plants.

Studying hypotheses about the origin of life, we recall another Russian scientist A. I. Oparin, who put forward a hypothesis about the origin of life in the process of biochemical evolution of carbon compounds.

Another outstanding Russian scientist, Vladimir Ivanovich Vernadsky, is one of the creators of the modern view of the biosphere. We remember him when studying the topic "Evolution of the Biosphere".

When studying the topic "Fertilization", we study the process of double fertilization in plants and note that this process was discovered by the Russian botanist S. G. Navashin in 1898.

When studying the topic "Photosynthesis", we note that this process was discovered by Timiryazyev

The successes of science in the fight against infectious diseases are enormous. Many diseases are a thing of the past and are only of historical interest. Name I.I. Mechnikov is inscribed in golden letters in the history of science. Much has been done for the development of microbiology by domestic scientists and doctors. Doctor N.K. Zavyalova in 1951 herself contracted the pneumonic form of the plague. Deciding to test for herself how long immunity lasts after recovery, she sets up a heroic experiment - once again exposes herself to contact with a pneumonic plague patient. This material is used in the lesson on the topic"Immunity" .

Another example is the names of two great scientists: Ivan Mikhailovich Sechenov and Ivan Petrovich Pavlov, who studied higher nervous activity.

Aesthetic education

Aesthetic feelings and ideals are the product of systematic education. In the course of biology, the objects of aesthetic education are natural landscapes, natural and pictorial visual aids,visual, musical means and works of fiction.etc.

Aesthetic education is possible in the process of direct sensory perception of reality and works of art, which leaves a big mark on the mind.

For example, in the classroom I use riddles, excerpts from poems

For example:Grade 5, the topic "Kingdom mushrooms."

And on the hill, and under the hill,

Under the birch and under the tree

Round dances and in a row

Well done in hats.(Mushrooms)

There are two types of travel:

One - to start off from a place into the distance,

The other is to sit still. Flipping through an old calendar...

Here I am, leafing through the calendar, and outside the window are autumn days, I decided to go with you to an extraordinary Kingdom where living beings live. Not distant lands, not distant seas, but very close, around us lives, there is a special Kingdom. Most of them are land dwellers, but there are also water ones. They settle on plant and animal remains, on living organisms, on food, on metal and rubber products, and even on plaster in an apartment. Who can tell me what these creatures are? (these are mushrooms)

Grade 5, the topic of the lesson is “Kingdoms of Nature”

excerpt from a poem "A look at nature" (author Yuri Schmidt)

Wild berry taste.
Nightingale, sonorous trills,
The smell of ripe gardens
Spring ice overflow.
Snow first crunch,
Primroses in early April,
yellow leaf cover
And rainunknown motive.

Slides with pictures of nature are displayed on the screen

Grade 6, the theme of the lesson "Flower"

An excerpt from a poemV. Soloukhina

Are you passing by a flower?

Bend over, look at the miracle

Which you could not see anywhere before.

He can do things that no one else on earth can do.

From the same black earth

He is either red, then blue, then lilac, then golden!

Excursions can also be used for aesthetic education, during which schoolchildren perceive the harmony of colors, voices, and the beauty of nature. It is important to note that the beauty of nature existed even before man, but only he is able to fulfill the mission of its connoisseur and keeper.

Labor education

Labor education is of particular importance in biological education.

schoolchildren, their preparation for independent life and work.

The course of biology is organically connected with the agricultural work of students in the school educational and experimental plots for growing cultivated plants, therefore, in the process of various work activities, schoolchildren form such important moral qualities as diligence, the ability to work effectively in a team, mutual assistance and active participation in joint creative activities. . Performing practical work during school hours and after school hours at educational and experimental sites, schoolchildren master the skills of tilling the soil, sowing seeds, planting, watering plants, and harvesting. The preparation of students for work continues in the process of studying general biology, when they master the knowledge of the theory of evolution, cytology, genetics, ecology, and selection.

environmental education

I consider environmental education and education of students to be an important area of work.

The goal of environmental education: the formation of a responsible attitude to the environment, which is built on the basis of environmental awareness.

All humanity and every person is a part of nature. Nature is the permanent environment of man, this natural environment in which he lives and which leaves a significant imprint on his life.

Nature conservation is one of the most important duties of every person. That is why it is important in the education of students to form a careful attitude to nature, to educate each student in the correct environmental thinking.

In a biology classVIclass on the topic"Types of roots, types of root systems" , speaking about the meaning of the root, I bring to the attention of the class a few lines from a poem by V. Jacques:

We collected hot poppies in a bouquet,

Lots of blue forget-me-nots.

And then we felt sorry for the flowers.

They planted them in the ground again.

It just doesn't work:

From any breeze swing!

Why crumble and wither?

They will not grow without roots.

These lines can be used to perform two tasks of the lesson at once: to find out the main meaning of the root as an organ that provides mineral nutritionplants, as well as to continue the formation of a caring attitude towards nature in children.

The school subject of biology occupies a special place in the education of the ecological culture of schoolchildren, because. includes: a system of knowledge about the interaction of society and nature; valuable ecological orientations; a system of norms and rules in relation to nature; skills and abilities to study nature and its protection.

The most important task of a biology teacher in the implementation of these aspects is to form a responsible and careful attitude towards nature among students. So in the classroom we talk about plants and animals listed in the Red Book and in need of protection, draw up a memo “Rules of conduct in the forest” or recall the rules for collecting birch sap and read the following lines:

Have you heard when the birches cry?

Have you seen when birches cry?

Do you know when birch trees cry -

Then mother earth groans with them.

And to say that damage to one of the organs of a plant entails a violation of the vital activity of the organism as a whole, which leads it toaging and premature death.

Practically in all sections of the biology program, questions of the ecological plan are touched upon: the relationship of the organism and the environment, the influence of various factors on the organism and its adaptation to certain living conditions. In biology lessons, I form the belief that nature is an integral and self-regulating system. At the same time, it is important to give the most complete idea of the ecological laws and patterns of existence and formation of biological systems at all levels.

For example, a biology lesson in grade 11 "The impact of pollution on living organisms"

In grades 9 and 11 in the lesson "Types of relationships between organisms", etc.

Health-saving aspect in the education of schoolchildren

Target: the formation of a sense of responsibility for their own health and the health of others.

“We all act like a wasteful heir to rich parents, not knowing the constant price of health. We spend it without calculation, without caring about the future. Only then do we know the price of this wealth when we have a desire to preserve it, when we turn from healthy into sick."

The state of health of the younger generation is of great concern. An unreasonable way of life often leads to disease, disability and premature old age. Therefore, every person from childhood should monitor their health, steadily observe the regime of work, rest and nutrition.

Taking care of the health of students is a very urgent pedagogical task.

Responsibility for the formation of a healthy lifestyle lies with the whole society, but mainly with the school, especially with subjects such as biology. Therefore, in the course of studying the school biology course, I pay great attention to the formation of the rules of a healthy lifestyle.

The "Human" section, to a greater extent than other sections of biology, provides opportunities for educating adolescents of these rules. When studying each topic, I include material on the harmful effects of alcohol, nicotine and drugs on the human body.

To preserve the health of schoolchildren in everyday life, I draw their attention to the fact that there are poisonous mushrooms and plants, what harm they can cause to health and how to distinguish them from non-poisonous ones. We also talk in class about the fact that some animals can also be harmful to health. We call these animals, on the slides and pictures in the textbook we look at how they look and talk about measures to combat them or prevent them so as not to harm our health.

Citizenship education in biology lessons.

Work completed:

biology teacher and

Chemistry Pichugina N.V.

The beginning of the 21st century was a turning point in the development of civic education. The issues of its implementation are in the focus of attention of the international organizations of the UN, UNESCO and the Council of Europe, in the documents of which the leading role of civic education is emphasized as a condition for the development of democracy, civil society, observance of human rights and freedoms. Interest in the problems of civic education in Russia is largely due to the content of the period of history it is experiencing, associated with the construction of a rule of law state, civil society, and an effective market economy. All this requires a rethinking of the goals and results of education. It is necessary to expand the functions of the school in such a way that it bears the main burden not only in the educational, but also in the educational process of forming a person-citizen.

The Law of the Russian Federation "On Education" defines the humanistic nature of education, the priority of universal values, the education of citizenship and love for the Motherland. The "Concept for the Modernization of Russian Education" states that the most important tasks of the school are civic, patriotic, moral education, taking into account universal human values and the Russian version of their embodiment. It is important to note that pedagogical science has accumulated significant practical experience in educating youth citizenship.

The formation of a student's civic position is possible only in the civil society that surrounds him. If a child constantly sees the unwillingness of others to make independent decisions, to actively change life for the better, then one cannot expect more from a child. That is why the role of the school in the education of an active life position is so great. Biology is the science of life, and, as you know, a person has only one life, and any person should live it in such a way that it is easy and comfortable for him in any life situation. The key point of civic education is the development of models for solving social problems - as an active knowledge of life.

The need to form competencies that are in demand today, innovative behavior already in basic education requires the creation of opportunities for the implementation of new methodological mechanisms for the civic development of a person not only in the lessons of the humanitarian cycle, but also through the knowledge of biology.

Sukhomlinsky wrote: "Nature is the strongest means of influence, an excellent method of education, which we hardly use and which must be mastered."

The past is being reviewed, the present is worrying, the future is frightening with its uncertainty. History cannot be judged, it must be studied. We will not have another Fatherland and another history. The upbringing of a citizen is inextricably linked with a deep study of the history of our Motherland and other countries. All elements of education in teaching biology are closely interconnected. For example, worldview education is associated with environmental education, a value attitude to the living world and the environment; labor education - with a culture of work and aesthetics; ethical education - with ecological, with work in a team; spirituality - with patriotic and civil, humanistic, cultural and environmental.

In this regard, the school biology course provides great opportunities, which, in my opinion, can be divided into 5 groups: 1. The study of historical facts related to the great discoveries of Russian scientists in biology. In the 8th grade, when studying the topic "Immunity", a story about the Russian scientist I.I. Mechnikov, who created the doctrine of immunity. In 1903 Mechnikov was awarded the Nobel Prize for the discovery of immunity. More than once, at the risk of his own life, he tested the effect of typhus microbes, injecting himself with the blood of a patient, infected himself with cholera microbes. In 1886, Mechnikov opened the first bacteriological station in Russia. He received and applied various vaccines and sera against anthrax, cholera and other diseases. Our country is proud of the merits of a scientist before science. In the 8th grade, in the topics “Introduction”, “Support and Movement”, a story about a domestic scientist, a wonderful doctor, a brilliant surgeon, Pirogov Nikolai Ivanovich. He was the first in world surgery to use ether for anesthesia; iodine, alcohol to prevent suppuration of wounds. Created an embalming agent. He has many works in the field of surgery. Nikolai Ivanovich opened a museum of pathological anatomy. He studied the effect of ether on animals, then on healthy people. He performed 50 operations under ether anesthesia. During the war in the Caucasus, he performed 700 operations, 400 of them under ether anesthesia, 300 operations under chloroform. In the 11th grade, when studying the topic “Evidence of Evolution”, a story about a Russian biologist, one of the founders of comparative embryology and physiology, experimental and evolutionary histology, Kovalevsky Alexander Onufrievich (1840-1901) is necessary. He established the general patterns of development of vertebrates and invertebrates, extending to the latest doctrine of the germ layers, which proved the mutual evolutionary relationship of these groups of animals. He discovered phagocytic organs in invertebrates and showed their role in insect metamorphosis.

2. Studying the biographies of great Russian scientists who made a great contribution to the development of biology. In my lessons, when studying various topics, I turn to the history of our domestic science, which is rich in outstanding names and events. Here are examples of just a few of them. In the 10th grade, in the topic “Genetics and Selection,” I talk about the work of Nikolai Ivanovich Vavilov. In 1926, he singled out 7 main centers of origin of cultivated plants. Another important discovery of the researcher was the law of homologous series, according to which characters in closely related species change in a similar way. He also created the All-Union Institute of Plant Growing (VIR) in 1924. The world's collection of seeds of wild crops is stored here. During the blockade of Leningrad, VIR employees accomplished a feat: 14 people, weakened by hunger, did not leave their place, protecting thousands of grain seeds from frost, dampness, and rats. People could barely move their legs from hunger, but they kept the seeds. They knew that after the war the country needed these seeds, the bread of the future. When studying the topic “Selection” in grade 10, I’m talking about our greatest breeders: I.V. Michurin, K.A. Timiryazev, P.P. Lukyanenko. Michurin Ivan Vladimirovich - Russian biologist and breeder, author of many varieties of fruit and berry crops, Doctor of Biology, Honored Worker of Science and Technology, (1935), (1935). I. V. Michurin left us not only new wonderful varieties of fruits, but also the science of how to create them. The famous breeder P.P. Lukyanenko created 50 new high-yielding varieties of wheat, non-lodging and resistant to rust. A quarter of our country's loaf of bread comes from its wheat.

The discovery of viruses by the Russian scientist D.I. Ivanovsky (1892) was of paramount importance, which gave rise to a new science - virology. D.I. Ivanovsky discovered viruses - a new form of life existence. With his research, he laid the foundation for a number of scientific areas of virology: the study of the nature of viruses, the cytopathology of viral infections, filterable forms of microorganisms. When studying the problem of the origin of life on Earth in the 11th grade, we recall the words of A.I. Oparin: “The problem can be solved, since the emergence of life occurred naturally. It is clear that only such an approach to the problem presupposes the possibility of searching by solving it by experimental scientific methods. It was on this point of view that A.I. Oparin when he began to develop his concept. The main contribution of A.I. Oparin in the problem of the origin of life on Earth lies in the fact that he showed the way for an experimental solution to this problem.

3. Revealing the beauty and originality of the native land, fostering a sense of belonging with nature.

Use in the classroom of works of poets and artists glorifying native nature. At the lessons of botany in grades 5 and 6, when conducting botanical excursions, it would be appropriate to use poems about the native land, such as: I. Bunin “Motherland”, F.I. Tyutchev “Snow is still whitening in the fields”, A.S. Pushkin “ Chased by spring rays”, A.K. Tolstoy “You are my land, dear land”, V.A. Zhukovsky “The arrival of spring”, N.I. Rylenkov “Let me fall to your hand, Russia”. It will be good to combine with showing reproductions of the native nature of Russian artists: I. Levitan "Golden Autumn", A. Vasnetsov "Winter Dream", A. Savrasov "Rooks Have Arrived", I. Shishkin "Forest in Winter", "Morning in a Pine Forest" and many others. Painting helps a lot in teaching the vision of nature. Wonderful canvases reflect Russian nature. The picture has a huge impact on the soul of the child.

From everyday experience it is clear that the picture has a stronger effect when it is associated with memories of a bygone season. So, in winter, when there is white snow outside the windows, one should consider bright autumn landscapes, and on hot days of the beginning of summer - winter ones. This contrast evokes strong emotions.

The teacher teaches children not only to see nature, but also to hear it. No wonder they say that classical music originates in the music of nature.

If we are destined to breathe the same air,

Let's all unite forever.

Let's save our souls!

Then we on the Earth will save ourselves.

(N. Starshinov)

At a biology lesson in the 6th grade on the topic "Types of roots, types of root systems", speaking about the meaning of the root, I bring to the attention of the class a few lines from a poem by V. Jacques: We collected hot poppies in a bouquet, A lot of blue forget-me-nots . And then we felt sorry for the flowers. They planted them in the ground again. But nothing happens: They sway from any breeze! Why crumble and wither? They will not grow without roots.

These lines can be used to complete two tasks of the lesson at once: to find out the main meaning of the root as an organ that provides mineral nutrition to the plant, and also to continue the formation of a caring attitude towards nature in children .

During a spring excursion into nature(forest, meadow, grove, garden), in response to the child’s attempt to catch a beautiful butterfly, I draw the attention of the children to it, recalling Aksakov’s words about the butterfly: “Of all the insects that inhabit God’s world, of all the small creatures that crawl, jump and fly , - a butterfly is better, more elegant than all; it is truly a fluttering flower, painted with wonderful, bright colors, shining with gold and patterns no less beautiful and attractive; it is a sweet, pure creature that feeds on the juice of flowers. How joyful the first appearance of butterflies in spring! What a revival they give to nature, just waking up to life after a cruel and long winter. This tiny creature overwintered and flew out to bask. I suggest that the children take a closer look at the butterfly, but already thinking about the words that they have just heard, And the butterfly, as if by order, “demonstrates” its divine outfit in front of them. Thus, at first I give the opportunity not only to look, but also to see a biological object, and then I already talk about its purpose in nature and significance in human life.

Among Christians, a butterfly is sometimes depicted sitting on the hand of the infant Christ and symbolizes the rebirth and resurrection of the soul.

An important feature of the project approach is humanism, attention and respect for the personality of the student, a positive charge aimed not only at learning, but also at developing the personality of the trainees. When preparing for the lesson, I take into account the characteristics and level of preparation of students. And in the course of the lesson I rely on the subjective experience of the student. I conduct the lessons in such a way that each student feels the inspiring power of success. Success is a paramount condition for the formation of personality. This is inner comfort, a joyful mood when things are going well. It is the lesson of cooperation, in which everything turns out, that gives rise to a sense of success in learning, a desire to move forward. For each student you can find a kind word and praise.

As a teacher, I use different sources of information and orient children to it. Since the lesson is limited in time, the tasks are differentiated, have a partially exploratory, research character.

Became a priority in biology classes activity method training: projects are being created for placing plants in school recreations and lessons and extracurricular activities are held in game and competitive forms to draw attention to social problems of as many students as possible.

Truth is born in a dispute - this is the motto I guide my children to work in groups and teach them collective activity, where the ability to plan the course of a decision is manifested, to adequately distribute work among group members, to provide mutual assistance and mutual control. I organize discussions at the lessons “Origin of Life”, “Anthropogenesis. The origin of man”, “The main directions of animal breeding”.

I believe that working on projects enables students to consciously acquire and apply knowledge, making them more practice-oriented, as well as analyze, generalize, integrate information, and show individual creative abilities. The teacher gets the opportunity to make teaching his subject much more interesting, to learn a lot on his own, to create his own subject educational environment. All this fully meets the goals and objectives of the education modernization program.

If the student is able to cope with the work on the educational project, it can be hoped that in real adult life he will be more adapted: he will be able to plan his own activities, navigate in various situations, work together with various people, i.e. adapt to changing conditions.

Thus, this allows you to form civic responsibility, the ability to solve problematic problems, create projects on educational topics: “The effect of smoking on living organisms.”, “Heels are beautiful, but harmful.”, “Aspirin: useful and harmful properties.”,

“Water is the juice of life on Earth!”, “Vaccinations are for or against.”

4. Acquaintance with modern achievements in medicine, agriculture, biotechnology. New priorities in the development of science required changes in the organization of the educational process. Along with the fundamental sciences, a student of the 21st century should be familiar with new branches of knowledge. Biotechnology and nanotechnology are beginning to play an increasingly important role in human life.

Modern applications of nanotechnology in medicine are nanoparticles and nanodrugs used to treat oncological diseases, as well as bioimplants implanted into the body, carrying on board from chips with personal information to electronic organs. The use of nanotechnology will ensure the complete elimination of the harmful effects of human activity on the environment. Firstly, by saturating the ecosphere with molecular orderly robots that turn human waste into raw materials, and secondly, by transferring industry and agriculture to waste-free nanotechnological methods. Nanotechnology is also used in the manufacture of packaging, allowing food to stay fresh longer or improve its taste. The packaging material is harmless to health. Work is also underway on adding nanobarriers to plastic food packaging. In Russia, LED lamps appear. They will enable you to save energy. There are three enterprises in Russia that can produce nanoparticles. In St. Petersburg, near Moscow and in Biysk. An economic zone has been created in the Tomsk region. At the Petrochemical Plant, based on nanotechnology, they created a bulletproof vest based on a polymer. The weight of the body armor is only three kilograms, instead of 30 kilograms in a conventional body armor. Today, we can conclude that nanotechnology has great prospects.

5. Formation of the pupils' need for a healthy lifestyle. It is possible to change a teenager's attitude to his health and personal lifestyle if he understands these values. It is known that water and stones wear away, therefore, when creating an educational environment aimed at a single goal, it is possible to form a value attitude towards one's health among students. This can be done especially effectively in biology classes. It is important to teach each child ways to maintain and preserve health, to educate children on the basis of health-preserving knowledge, skills, and to form an emotional and value attitude towards their health. Elements of a healthy lifestyle consist of: personal hygiene, daily routine, healthy eating, hardening, healthy lifestyle of parents, sports and recreational activities, stress-free communication, healthy information space. internal crust

“... An enlightened mind ennobles moral feelings: the head must educate the heart,” wrote F. Schiller. “Behavior is a mirror in which everyone shows his face,” said Goethe. The course of biology, with all its versatility, versatility of knowledge and their applied value, provides an opportunity to establish moral principles, educate citizenship, understand the essence of being, the physical beauty of a person, the importance of protecting the environment and increasing the riches of nature, human needs, his general culture.

Thus, using all the means at my disposal, I try to instill in students a sense of citizenship, patriotism, love for the Motherland, my village, family, to educate them as a Citizen of Russia. And without this, our society cannot have a future.

List of used literature

1.Bryndin E.G. The movement of harmony from natural to social through the harmonization of man and society. Scientific Ed. - Novosibirsk: NGTU, 2007. - 228 p.

2. Bychkov A.V. Method of projects in modern school. - M.: Nauka, 2007

3. Vulfov B. 3. The purpose and essence of civic education // Education of a citizen in the Soviet school / Ed. G. N. Filonova. M.: Pedagogy, 1990. - S. 29-35.

4. Givishvili G. V. Civil society and problems of education// "Common sense", 2004, No. 1 (30)

5.Civic education in modern school: Experience in implementing an interdisciplinary model. Kaluga: 2008.

6. New pedagogical and information technologies in the education system / ed. E.S. Polat - M.: 2008

Psychological tests. In 2 volumes / ed. A.A. Karelina. - M: Vlados - Press, 2007 - V.1. pp. 10-12, pp. 25-36.

8. Sergeev I.S. How to organize student project activities. - M., 2005.