Modern problems of selection of the content of biology lessons

Aim. The article aimed to present and analyze modern problems of selecting educational content in biology; show possible ways to solve them in the process of a biology teacher’s activities.

Methodology and methods. To achieve this goal, theoretical methods were used: analysis and synthesis of philosophical, psychological and pedagogical, including methodological literature; survey.

Results. Theoretical and empirical research has shown that in connection with the renewal of scientific and philosophical discourse in biology and the development of the science of biology, it is necessary to update educational content and search for didactic and methodological means of presenting biological knowledge of an ideological nature to students. The multifaceted nature of this problem and the complexity of its solution are reflected in the results of a survey of biology teachers, who showed understanding of the importance of taking into account modern scientific information and using a problem-based approach when selecting and designing lesson content. Filling in the shortage of professional methodological literature felt by teachers on this issue should contribute primarily to the achievement of subject and personal results of teaching biology.

Theoretical and/or practical significance. New information is presented about the methodological difficulties of biology teachers in the process of selecting educational content and the means of overcoming them (methodological techniques for organizing students’ work, aimed at understanding complex information of an ideological nature in biology, giving it a personal meaning). According to the authors, these teaching techniques can enable students to achieve certain positive educational outcomes. The theoretical significance of the study lies in the fact that its results prove the need to build a biology teaching process based on ideas about the selection of content, taking into account the level of development of modern scientific knowledge and the need for its value-semantic analysis by students; specify the directions for further research in the selection of educational content in biology. The practical significance of the study lies in the possibility of mass application in professional pedagogical work of methodological techniques for organizing information and semantic work of students with educational content, reflecting modern achievements in the science of biology.

Conclusions. The problems stated in the article require theoretical understanding and justification for the need to select content where the achievements of fundamental and high-tech branches of biology and the natural interest of students most successfully intersect. The proposed methodological techniques and cognitive tasks can be the basis for the development of information and semantic work of students, as well as for solving educational and vital problems.

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