How to conduct a biology lesson at a regional seminar. Biology Seminar "Origin of Life"

To increase the intelligibility of the presentation and the creation of visual images of biological objects and phenomena, it is necessary to use visual aids and TSO; - duration of a school lecture min.

Examples: - the oldest oak in Europe, which is more than 2 thousand years old. years, grows in the town of Stelmuzh in Lithuania. - a leech weighing 2g. can suck ml. blood; - moon fish lays up to 300 million eggs, less than 1% of which give rise to fry.

A thematic lecture is often built inductively (from simple to complex), deduction is used in the introductory lecture: the main provisions of the topic, the problem as a whole, theories or patterns are revealed, and later in the lessons the teacher dwells in detail on each position of the theory, the issue of the topic, etc. .P.

An important condition for the effectiveness of the lecture is the organization of educational activities of students. For this purpose, the following methods can be used: drawing up a plan, recording the main points of the lecture in the form of abstracts, taking notes, preparing answers to questions.

Acquire the skills of independent work and its design (oral or written presentation, reasoned defense of one's own conclusions, etc.). Analyze your peers' answers on your own. Students' performances contribute to the development of monologue speech, increase the culture of communication.

In Russian schools, seminars usually begin at the final stage of basic school education. We believe that it is possible to conduct seminars starting from 7th-8th grades. The student's independent search during the preliminary preparation of the seminar is carried out with significant corrective assistance from the teacher.

The effectiveness of the seminar increases significantly if the teacher thinks through the desired course of the discussion in advance, including “unexpected” questions that will force students to independently look for ways to solve the problem that has arisen, help to abandon the usual clichés and stereotypes of thinking and create conditions for identifying the student’s personal position.

The seminar allows you to simulate any situation and use it for educational and educational purposes. Students of the 8th grade should acquire the following skills: work with primary sources on questions pre-set by the teacher and in a form determined by him (summary, theses, oral presentation plan, etc.);

At the first stages of preparation for the seminar, the teacher should teach students how to prepare reports (help draw up a plan, select examples, visual aids, draw conclusions or conclusions). Therefore, the seminar is preceded by a consultation, which is held outside of school hours.

At the consultation, the teacher answers students' questions, reviews prepared reports, messages, visual material, and provides methodological assistance. In the same period, a consultant from among well-trained children can work with students, who helps to select literature and draw up a presentation plan.

The discussion of the planned issues should be constructive, during which the knowledge of students is systematized, connections are established between factual and theoretical positions, biological patterns, and the ability to draw conclusions is improved.

1. Introductory speech by the teacher. He reminds the students of the tasks of the seminar, introduces the plan of the seminar, poses a problem (2 min). 2. Students' speeches (messages on given topics) - no more than min. 3. Discussions (discussions are held on the issues of the seminar) - 10-15 min.

4. Summing up (at this final stage of the lesson, the teacher analyzes the students' messages and evaluates their participation in the discussion, reports the material and draws conclusions) -2 min. 5. Homework (given by the teacher to consolidate the acquired knowledge).

To be able to independently generalize, draw conclusions, give reasoned assessments, - review literature on the topic, speeches of classmates; mastering the skills of conducting a discussion, defending one's point of view while respecting the opinion of the opponent.

The transition to creative workshops is necessary as a measure that prepares students for continuing education. The creative seminar aims to consolidate and deepen the acquired knowledge. As an example, we give the organization of a seminar using elements of verbal-logical technology

You can start work immediately, or you can divide the class into groups (each has one of the questions of the seminar) to give an opportunity to prepare speeches within minutes

For a report up to 3 points For a correctly formulated question-judgment 1-2 points For a correct answer to it 1-2 points For a correct addition 1-2 points For correcting errors 1-2 points For analyzing a speech up to 3 points For working as an arbitrator 9 points For errors in the analysis of the report - 1 point For bias when working as an arbitrator - 3 points

Target: generalize, systematize and deepen students' knowledge on the topic "Anthropogenesis".

Tasks:

Tutorials:

To continue the formation of students' knowledge about the signs of similarities and differences between humans and animals, about the stages of anthropogenesis and the role of biological and social factors at different stages of anthropogenesis.
To deepen students' knowledge of the unity of races and the reactionary essence of racism.
Continue the formation of the ability to analyze and draw conclusions with an oral detailed answer.

Developing:

To promote the development of students' speech by asking questions that require a detailed and connected answer.
To continue the development of cognitive interest among high school students in the study of the problems of anthropogenesis and the communicative abilities of students.

Educators:

To create conditions for educating students in the correct scientific picture of the world.
Encourage students to develop a responsible attitude towards work.

Demonstration equipment: multimedia projector, PowerPoint presentation,

Methodological techniques: conversation, story, demonstration.

Lesson type: seminar - detailed interview.

Forms of work in the lesson : individual, frontal.

Technical support: personal computer (PC), projector, screen.

Textbook: General biology: grades 10-11 /. A.A. Kamensky, E.A. Kriksunov, V.V. Beekeeper. 4th ed., stereotype. – M.: Bustard, 2016. – 368 p.: ill.

Lesson plan:

I. Introductory word of the teacher.

II. Discussion of the questions of the seminar during the conversation.

III. Students' speeches (messages on the questions asked).

IV. Summing up (analysis of students' messages, evaluation of their performances).

V. Homework.

VI. Reflection.

There are 4 lessons to study the topic. The seminar is organized for the purpose of self-study of new material. In the first lesson, students receive questions to prepare for the seminar. The questions of the seminar are the same for all students. Some students receive individual tasks that require a more in-depth disclosure of the topic being studied. In the second lesson, a consultation is held for students. The third lesson is a seminar. In the process of its implementation, group work is not organized, the whole class participates in the discussion and review of issues.

The presentation includes not only questions, but also answers, which will allow students to independently analyze how correctly they answered the question. The fourth lesson is devoted to the control of knowledge on the topic.

"Doesn't matter, did humans evolve from monkeys, it is much more important that he does not go back there again.” (R. Wagner)

1. What is called anthropology, anthropogenesis?

Anthropology- This is the science of the origin of man, which arose at the turn of the 18th-19th centuries.

Anthropogenesis is the historical process of the evolutionary formation of man. (Slides 3,4)

The history of views on the origin of man is much older than the science of the origin of man itself. Annex 2

2. Tell us about the contribution of scientists to solving the problem of anthropogenesis.

Aristotle(384-322 BC) - ancient Greek philosopher. He created the first classification of animals based on appearance, body structure and some behavioral features and divided them into “blood and bloodless”. He attributed the person to the group of "bloody". Between man and animals, Aristotle placed monkeys.

Claudius Galen(130-200 BC) Roman (Greek origin) physician, surgeon and philosopher. Galen recognized the closeness of man to animals, making this conclusion based on the study of the anatomical structure.

Carl Linnaeus(1707-1778) - Swedish naturalist (botanist, zoologist, mineralogist) and physician. In 1735, in his book The System of Nature, he singled out a genus of people with one species - Homo sapiens and placed him in the order of primates along with the lower and higher monkeys. In 1760, he published The Relatives of Man, in which he emphasized the external and internal similarities between humans and apes.

Lamarck Jean Baptiste Pierre Antoine de Monnet(1744-1829). In his work “Philosophy of Zoology” (1809), he pointed to the relationship of man with monkeys and suggested that man descended from ancient anthropoid apes as a result of the transition to upright posture, and the herd lifestyle of primitive people contributed to the development of speech.

Darwin Charles Robert(1809–1882). In his works "The Origin of Man and Sexual Selection" (1871) and "The Expression of Emotions in Man and Animals" (1872), he showed a striking resemblance of man to animals, and especially to great apes, on a large amount of factual material. He came to the conclusion that humans and monkeys have a common ancestor. He noted the role of social factors in human evolution. (Slides 6-10)

3. Describe the systematic position of a person.

Empire - Cellular
Kingdom - Eukaryotes
Kingdom - Animals
Subkingdom - Multicellular
Type - Chordates
Subtype - Vertebrates (Cranial)
Class - Mammals
Subclass - Beasts
Infraclass - High Beasts (Placental)
Order - Primates
Suborder - Humanoid
Superfamily - Higher narrow-nosed
Family – Humans (Hominids)
Genus - Man (Homo)
Species - Homo sapiens
Subspecies - Homo sapiens reasonable

(Slides 11-12)

4. Specify the signs of similarity between humans and animals.

Type Chordates- notochord, neural tube on the dorsal side of the embryo, gill slits in the pharynx.
Subtype Vertebrates- development of the spinal column, the presence of two pairs of limbs, the heart on the ventral side, five sections of the brain.
Class Mammals- diaphragm, four-chambered heart, highly developed cerebral cortex, warm-bloodedness, mammary glands, hair on the surface of the body, teeth of three types.
Subclass Placental- the development of the fetus in the mother's body and its nutrition through the placenta.
Order Primates- grasping limbs (the first finger is opposed to the rest), the presence of nails, the location of the eyes in the same plane (volumetric vision), well-developed clavicles, replacement of milk teeth with permanent ones.
Suborder Apes- reduction of the caudal spine, a large number of convolutions on the cerebral hemispheres, four blood groups, mimic muscles.

(Slides 13-14)

5. Specify the signs of the difference between man and animals.

Signs of difference between humans and animals:

upright posture
S-shaped spine
arched foot with strongly developed first toe
wider pelvic bones
powerfully developed muscles of the lower extremities
the chest is flattened in the anterior - posterior direction
binocular vision
the medulla predominates over the facial
the average brain mass is 1350-1500g. (gorilla, chimpanzee - 460-600g)
consciousness, thinking, speech

(Slides 15-16)

6. Give evidence of the origin of man from animals.

Embryological evidence for human evolution:

The main stages of development characteristic of vertebrates (crushing, blastula, gastrula)
Notochord, neural tube, gill slits, tail (end of 1 month)
Two-chambered heart, one circle of blood circulation
Soft hair all over body (5 months)

Comparative anatomical evidence for human evolution:

Rudiments- organs that were well developed in ancient evolutionary ancestors, and now they are underdeveloped, but have not completely disappeared yet (body hair, third eyelid, coccyx, muscle that moves the auricle, appendix and caecum, wisdom teeth).

atavisms- signs that appear in individual organisms of a given species that existed in their distant ancestors, but were lost in the process of evolution.

Paleontological evidence for human evolution:

Fossils and imprints (fossils) of ancient organisms show how their historical development (evolution) proceeded.
Phylogenetic series are the series of species that successively replaced each other in the process of evolution.

(Slides 17-20)

7. List the driving forces of anthropogenesis.

Driving forces of anthropogenesis:

Biological: heredity, variability, struggle for existence, natural selection, mutations, genetic drift, isolation.
Social: labor activity, social way of life, group cooperation, production of tools, speech, thinking.

(Slides 21-22)

8. How did Friedrich Engels assess the role of labor in the process of human development?

Friedrich Engels "The role of labor in the process of transformation of apes into humans"

Labor is the source of all wealth, say political economists. He really is such, along with nature, which supplies him with the material that he turns into wealth. But he is also something infinitely more than that. It is the first basic condition of all human life, and, moreover, to such an extent that in a certain sense we must say: labor created man himself.
The hand is thus not only an organ of labor, it is also its product. Only through labour, through adaptation to ever new operations, through the transmission by inheritance of the special development of muscles, ligaments and, over longer periods of time, also bones achieved in this way, and through the ever new application of these inherited improvements to new, more and more complex operations - only thanks to all this did the human hand reach that high level of perfection at which it could, as if by the power of magic, bring to life the paintings of Raphael, the statues of Thorvaldsen, the music of Paganini.
But the hand was not something self-sufficient. She was only one member of a whole, highly complex organism. And what was good for the hand was also good for the whole body it served, and was good in two ways.

(Slides 23-24)

9. What does a person's family tree look like?

Literature.

Biology in tables for grades 6-11 / Nikishov A.I., Petrosova R.A., Rokhlov V.S., Teremov A.V. 2nd ed. correct and additional - M.: ILEKSA, 1998. - 104 p.
General biology: grades 10-11 /. A.A. Kamensky, E.A. Kriksunov, V.V. Pasechnik.-4th ed., stereotype. - M .: Bustard, 2016. - 368 p.: il
General biology: Proc. for 10 - 11 cells. general education institutions / Zakharov V.B., Mamontov S.G., Sonin N.I. M.: Bustard, 2003. - 624 p.
https://ru.wikipedia.org.

May 15, 2019 a republican seminar "Physiological foundations of health-saving pedagogical technologies: generation Z" was held on the basis of the Tauride Academy of the Crimean Federal University. IN AND. Vernadsky

for methodologists of district, city methodological rooms (centers) supervising the teaching of chemistry and biology, heads of methodological associations of teachers of chemistry and biology, teachers of chemistry and teachers of biology.

The seminar addressed the issues of organizing the educational process with the use of health-saving pedagogical technologies in the context of informatization and globalization:

V. M. Efimova, Head of the Department of Valueology and BJCH, summarized modern research by teachers, psychologists, sociologists, medical workers on the problems of learning and social interaction with adolescents of generation Z.

N.N. Skoromnaya, Associate Professor of the Department, analyzed the main trends that are characteristic of the indicators of health and physical development of modern students.

Yu.M Gavrilenko, director of the Tauride College, highlighted the main features of education at the Taurida College of KFU, gave examples of health-saving technologies used by college teachers in working with older adolescents.

Also, teachers were offered possible ways to solve the problems of non-verbal communication in the school environment, the formation of positive motivation in the educational activities of high school students and other issues related to the prevention of accidents, as well as preparing students of generation Z for the state final certification.

Seminar materials can be downloaded by following the link https://drive.google.com/drive/folders/1PrIeDl4p5jiRF24-IK8homflnE3SYAAr?usp=sharing

Materials of the seminar held on 25.04.2018 on the basis of GBOU DPO RK KRIPPO on the topic: "The Red Book as a means of shaping the ecological culture of modern schoolchildren", can be downloaded by following the link:

On March 27, 2018, a seminar "Structural and content features of the teaching materials for biology "Spheres" (5-9), publishing house "Enlightenment"" was held. Seminar materials can be downloaded by following the link: https://drive.google.com/drive/folders/1_X0B7RsDREpgQfX9eaRyMlK9cZb8OAUR?usp=sharing

Materials of the seminar "Reserves of the Republic of Crimea". Biological and landscape diversity, protection and management", held 11/06/2017 based on GBOU DPO RK KRIPPO, can be downloaded by following the link:

Materials of the seminar "Red Book of the Republic of Crimea. Biological and landscape diversity, protection and management", held on 25.10.2017. on the basis of GAU RK UNC "Ecopark" with. Beregovoe, Bakhchisaray district, can be downloaded by following the link: https://drive.google.com/drive/folders/0B2sJq0XvQU3dblpjOHRTVEx5d1k?usp=sharing

September 27, 2017 GBOU DPO RK KRIPPO together with the Ministry of Ecology and Natural Resources of the Republic of Crimea on the basis of the State Autonomous Institution of the Republic of Crimea "Educational and Scientific Center of the Republic of Crimea for Ecology and Natural Resources" (GAU RK UC "ECOPARK") seminar “Reserves of the Republic of Crimea. Biological and landscape diversity, protection and management” for teachers of biology and teachers of physics of educational institutions of the Republic of Crimea.

At the seminar, the reports of the deputy. Director of GAU RK "Department of Specially Protected Natural Territories of the Republic of Crimea" Yermakova Yu.A. "Protection and management of protected areas subordinated to the GAU RK "UOOPT RK", associate professor of the Department of Geography and Geomorphology of the Taurida Academy of KFU named after V.I. Vernadsky Epikhin D.V. "Network of specially protected natural areas of the Republic of Kazakhstan" and others.

Speaker presentations can be downloaded here: https://drive.google.com/drive/folders/0B2sJq0XvQU3dN2dxcTRsUEVhb0k?usp=sharing

In accordance with the Plan of the main activities for holding the Year of Ecology in the Republic of Crimea in 2017, approved by the Decree of the Council of Ministers of the Republic of Crimea dated January 17, 2017 No. 17-r “On holding the Year of Ecology in the Republic of Crimea” on June 21, 2017. the third of a series of seminars for teachers of chemistry, teachers of biology, teachers of physics on the topic: “Ecology of Crimea” was held on the basis of the GAU RK “Educational and Scientific Center of the Republic of Crimea on Ecology and Natural Resources” (village of Beregovoye, Bakhchisaray district).

Speakers at the seminar:

Karpenko S.A., Associate Professor of the Tauride Academy of the Federal State University named after. IN AND. Vernadsky with the report "Methodological approaches to assessing the ecological state of the environment of the territory of Crimea and its regions"

Ivanov S.P., Professor of the Department of Ecology and Zoology of the Tauride Academy of the Federal State University. IN AND. Vernadsky with the report "The Red Book of the Republic of Crimea as a tool for environmental education and public education and conservation of biological diversity"

Kim M.A., head Department of Monitoring of Water Objects and Water Use of the State Committee for Water Management and Land Reclamation of the Republic of Crimea with the report "The current state of water resources of the Republic of Crimea" and other speakers.

Seminar materials can be found here: https://drive.google.com/drive/folders/0B2sJq0XvQU3dRVBBeWNtbkNoRHM?usp=sharing

On August 25, the Republican seminar "On the peculiarities of teaching biology in educational institutions of the Republic of Crimea in the 2017/2017 academic year" was held at the KRIPPO State Budgetary Educational Institution. The seminar was attended by specialists from the educational authorities of municipal districts and urban districts in charge of teaching biology, heads of methodological associations of biology teachers from all regions of the Republic of Crimea.

During the seminar, the participants were familiarized with the features of teaching biology in the context of the integration of the Republic of Crimea into the educational field of the Russian Federation in the 2016/2017 academic year, the content and educational and methodological support of subjects, the features of work programs in biology, as well as outlined ways to implement recommendations on introduction of fundamental documents on the methodology of teaching biology in primary and secondary schools.

At the seminar, special attention was paid to the issue of high-quality preparation of students for the state final certification in the form of the Unified State Examination, practical recommendations were given. Chairman of the subject commission Drizul A.V. given a comparative analysis of the results of the Unified State Examination in biology in the Republic of Crimea in 2015 and 2016, an analysis of typical errors was carried out, topics of sections of biology and types of tasks that caused difficulties for graduates were identified, and features of approaches to evaluating answers were highlighted.

The issue of preparing students for the All-Russian Olympiads for schoolchildren in biology and ecology in the 2016/2017 academic year, which was also considered during the seminar, has not lost its relevance.seminar for biology teachers

Seminars -An organizational form in which students independently study educational material from various sources of knowledge and collectively discuss the results of their work.

Seminar - A form of collective independent work that contributes to an in-depth study of the material and the formation of worldview ideas, the manifestation of individual abilities to the greatest extent, collective creativity.

Seminar preparation involves the following steps:

1. Choosing a topic, defining tasks.

2. Selection of additional literature.

3. Distribution of tasks and topics for messages.

4. Organization of preliminary work, consultations.

5. The choice of methods and techniques of behavior.

6. Selection of visual aids.

7. Drawing up a plan for the seminar.

Structure seminars may be different. She depends

on the complexity of the issues under discussion, didactic tasks, degree

readiness of students for independent work.

In the practice of teaching general biology, seminars are traditionally

are organized with the aim of repeating and summarizing students' knowledge of

topic and have the following structure:

1. Introductory word of the teacher, formulation of tasks, problem statement,

familiarization with the plan of the seminar.

2. Students' speeches (messages on given topics).

3. Discussion of the questions of the seminar during the conversation.

4. Summing up (analysis of students' messages, evaluation of performances).

How to Prepare for the Seminar

1. Carefully read the questions for the seminar; check out the bibliography.

2. Do not postpone the search for literature and preparation for the seminar for the last days.

3. Study the indicated literature and identify the main sources for each issue. Make the necessary extracts, titles, year of publication, page.

4. When identifying new unfamiliar terms, find their meaning in dictionaries.

5. Looking through the periodical press, make clippings on the topic of the seminar.

6. In case of any difficulties, ask your teacher for advice.

Materialistic theories of the origin of life

Anchor points

1. The ideas of ancient people about the origin of life were at first spontaneously materialistic in nature.

2. In the process of development of civilization, materialistic and idealistic views replaced each other.

3. The first attempts to explain the origin of life on Earth from a scientific point of view are known from ancient times.

Questions

1. What are the foundations and essence of life according to ancient Greek philosophers?

2. What is the meaning of Francesco Redi's experiments?

3. Describe the experiments of Louis Pasteur, proving the impossibility of spontaneous generation of life in modern conditions?

4.what are theories of eternity of life?

Evolution of chemical elements in outer space

Anchor points

1. Matter is in continuous motion and development.

2. Biological evolution is a certain qualitative stage in the evolution of matter as a whole.

3. Transformations of elements and molecules in outer space occur constantly at a very low rate.

Questions

1. What is a nuclear fusion reaction? Give examples.

2. How, according to the Kant-Laplace hypothesis, star systems are formed from gas-dust matter?

3. Are there differences in the chemical composition of the planets of the same star system?

The primary atmosphere of the Earth and environmental conditions on the ancient Earth

Anchor points

1. The primary atmosphere of the Earth consisted mainly of hydrogen and its compounds.

2. The Earth is at the optimal distance from the Sun and receives enough energy to maintain water in a liquid state.

3. In aqueous solutions, due to various energy sources, the simplest organic compounds arise in a non-biological way.

Questions

1. List the cosmic and planetary prerequisites for the emergence of life abiogenically on our planet.

2. What is the importance for the emergence of organic molecules from inorganic substances on Earth was the reducing nature of the primary atmosphere?

3. Describe the apparatus and methodology for conducting the experiments of S. Miller and P. Urey.

Coacervate theory of the origin of protobiopolymers

Anchor points

1. Organic substances in relation to water are divided into two subgroups: hydrophobic and hydrophilic molecules.

2. In aqueous solutions, hydrophilic molecules dissociate, forming charged particles.

3. Large organic molecules with a charge either bind to the substrate or interact with each other, resulting in the formation Coacervates.

Questions

1. What is coacervation, coacervate?

2. What model systems can be used to demonstrate the formation of coacervate drops in solution?

3. What are the advantages for the interaction of organic molecules in areas of high concentrations of substances?

Evolution of protobionts

Anchor points

1. Protobionts formed in shallow warm reservoirs, where active mixing of solutions containing organic molecules took place in the surf zone.

2. Pyrophosphate molecules could become the first energy accumulators.

3. Proteins with a random sequence of amino acids have a weak non-specific activity.

Questions

1. How could organic molecules with hydrophilic and hydrophobic properties be distributed in the waters of the primary world ocean?

2. What are coacervate drops?

3. How was the selection of coacervates in the "primary broth"?

Initial stages of biological evolution

Anchor points

1. The first living organisms on our planet were heterotrophic prokaryotic living organisms.

2. The depletion of the organic reserves of the primary ocean caused the emergence of an autotrophic type of nutrition, in particular photosynthesis.

3. The appearance of eukaryotic organisms was accompanied by the appearance of diploidy and a nucleus limited by a shell.

4. At the turn of the Archean and Proterozoic eras, the first multicellular organisms occurred.

Questions

1. What is the essence of the hypothesis of the emergence of eukaryotes through symbiogenesis?

2. In what ways did the first eukaryotic cells receive the energy necessary for the life process?

3. Which organisms for the first time in the process of evolution had a sexual process?

4. Describe the essence of II Mechnikov's hypothesis about the emergence of multicellular organisms.

Let our Earth have small station rights:

Ordinary light on the thundering Milky Way...

But look how lemongrass and pigeon flutter,

This scale will never be found on distant worlds.

Y. Linnik "Colors of the Earth"

Problem areas

1. How could the concentration barrier in the waters of the primary ocean be overcome?

2. What is the principle of the natural view of coacervates in the conditions of the early Earth?

3. What major evolutionary transformations accompanied the first steps of biological evolution?

Problematic issues

1. All theories of the origin of life on Earth can be divided into two groups: theories of biogenesis and theories of abiogenesis. What is their essence. Describe the theories known to you from each group and name the scientists associated with these theories.

Theories of the origin of life on Earth

theories	Names of scientists	Characteristics of theories
1. *theories* *Abiogenesis*
2. *theories* *Biogenesis*

2. Describe the stellar and planetary stages of the Earth's development.

What is the essence of the various stages of the origin of life on Earth?

What was the significance of the reproduction process? Which

organisms arose as a result of biogenesis?

3. Explain why spontaneous generation of life is impossible in

modern conditions. Why are all theories of the origin of life

on Earth are called hypotheses?

Seminars in general biology: an unconventional approach to organizing and conducting

T. V. Afanas'eva, L. N. Sukhorukova

The solution of the problems of training and development is facilitated by the activation of the cognitive activity of students, the formation of their skills of independent work.

Great opportunities for the development of cognitive activity of students have seminars - the organizational form of the lesson, during which students independently study educational material from various sources of knowledge and collectively discuss the results of their work.

Seminars are used in the practice of teaching biology in high school. Preparation for the seminar is reduced to the following plan:

1. Choice of topic, definition of tasks.

2. Selection of additional literature.

3. Preparation of questions for discussion.

4. Distribution of tasks and topics for messages.

5.Organization of preliminary work, consultations.

6. Definition of performance evaluation criteria.

7. Choice of methods and techniques.

8. Selection of visual aids.

9. Drawing up a plan for the seminar.

The structure of the seminar may be different, it depends on the complexity of the issues discussed, didactic tasks, the degree of preparedness of students for independent work.

In the practice of teaching general biology, seminars are traditionally organized with the aim of repeating and summarizing students' knowledge on a topic or section and are reduced to the following structure:

1. Introductory word of the teacher: formulation of tasks, statement of the problem, acquaintance with the plan of the seminar.

2. Students' speeches (messages on the questions asked).

3. Discussion of the questions of the seminar during the conversation.

4. Summing up (analysis of students' messages, evaluation of their performances).

In our opinion, two main approaches to the organization and conduct of seminars should be distinguished. The first is close to the lecture-seminar system of education in higher education. It consists in the fact that at first the content of the educational material is presented by the teacher in a lecture form, then it is worked out independently by the students and discussed at the seminar. This approach is optimal if the material is complex and rich in new terms. At the same time, seminars are held with the aim of deepening, repeating and generalizing knowledge on a specific issue or a whole topic. The second approach suggests organizing a seminar as an independent form of learning, that is, in the process of preparing for it, schoolchildren independently study material with which they were not previously familiar. This approach is expedient when studying material that is available for independent comprehension by students. The leading didactic task of such a seminar will be the study of new material and its inclusion in the system of existing knowledge. If the seminar is organized with the aim of generalization, it is important to systematize the knowledge of schoolchildren around the leading ideas, omitting secondary material in the development of concepts. Repetition in such a lesson should be accompanied by the formation of multilateral connections between the studied objects, phenomena, processes based on problematic issues and solving cognitive problems.

To activate the mental activity of students, to arouse interest in already known material, the element of the new is of great importance: a carefully thought-out selection of questions that are new in formulation and generalizing in meaning, bringing new facts, using new visual teaching aids, etc.

The topics of general lessons-seminars in the section of general biology can be as follows: "Cell is a structural and functional unit of life", "Cell metabolism", "Genetic foundations of evolutionary theory", "Practical and ideological significance of evolutionary doctrine", "Breeding of productive varieties and breeds ", "Human evolution: problems and prospects", "Ecology today", etc.

Our experience shows that when organizing and conducting such seminars, it is advisable to use a group form of organizing students' independent work. It is as follows. The students in the class are divided into groups. A consultant is allocated in the group, who performs a coordinating function, establishing connections between all students. Each group receives the task of preparing presentations, selecting visual material, etc. Working on the task, students read the material from the textbook, select additional literature, use the data of the periodical press. This technique helps to increase the activity of students and an objective assessment of their performances, fosters a culture of communication.

The effectiveness of group work largely depends on the degree of preparedness of students, the formation of their self-education skills (highlight the essential when working with a text, take notes, draw conclusions, etc.). Therefore, it is important in the process of preparing for the seminar to conduct a detailed briefing, to give additional advice to groups and individual students. It is important to correctly complete the groups, take into account the level of knowledge and skills, cognitive interest in the topic of the seminar, the quantitative composition of the groups (the optimal number of students in a group is 7-9 people).

The activity of high school students during the seminar, objectivity in evaluating their performances is facilitated by the "review review" method. Its essence is that if three groups work at the seminar, then after the presentation of the representatives of the first group, the members of the second group give a review of the message they heard, and the third - a review of the review. Then the groups switch roles. As a result, each group will make a report, act as a reviewer and express their agreement or disagreement with the reviewer. The review plan could be as follows:

1. Compliance with the rules of speech.

2. Correspondence of the content of the speech to the topic.

3. The logic of constructing a performance.

4. Use of visual material, culture of speech.

5. Emotionality.

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We concretize the methodology of the generalizing lesson-seminar on the example of the lesson "Cellular Metabolism". The material on cell metabolism in the topic "Cell Biology" is one of the most difficult in the section of general biology of class X. Nevertheless, the assimilation of the processes of photosynthesis, aerobic and anaerobic breakdown of glucose, biosynthesis is of great importance for understanding the essence of life, allows you to find out the features of not only the cellular level of organization of nature, but also comprehensively approach the study of other levels of life, consider them in evolutionary and ecological aspects.

The topic of the seminar is of great interest, has significant opportunities for developing not only the independence of students, but also requires the teacher to have a deep understanding of the issues raised, and provides an incentive for self-education.

The purpose of the seminar: to bring into the system the knowledge of students about the mechanisms of metabolism in the cell, to find out the biochemical, biophysical, structural, ecological foundations of the processes of respiration, photosynthesis and protein biosynthesis, to reveal their role in the evolution of wildlife.

Seminar preparation

Two weeks before the seminar, students are divided into three groups, equal in strength and ability.

For the purpose of group work effectiveness, consultants are assigned to each group. In addition, all students receive instructive cards "Organization of independent work in preparation for the seminar" Cellular Metabolism ". The instructions say where and what material to read. In order to consolidate knowledge, differentiated tasks and tasks are offered that check the assimilation of educational information on different levels and respectively estimated at "3", "4", "5". If it is difficult to complete tasks, the card emphasizes the need to contact consultants or a teacher.

The instructive card directs students to conduct mutual control and self-control, to actively participate in the discussion of the seminar, introduces them to individual control tasks that students will have to complete after the seminar.

The questions of the upcoming seminar are formulated in a general form and prepared by students of all groups.

Questions for the seminar

"Cell Metabolism"

1. What is the essence and significance of photosynthesis? Describe the light and dark phases. What processes take place in each phase and what are their results? How are the problems of photosynthesis and food supply of the Earth's population related?

2. What is the essence and significance of glycolysis? What substances enter into energy exchange and what changes undergo? What is the role of the "enzymatic pipeline"? Explain the oxygen requirement of most living organisms. When and under what conditions can anaerobic glycolysis prevail over the aerobic process?

3. What are the conditions and mechanisms for the implementation of genetic information in a cell? What is the genetic code and what are its properties? How are the principles of complementarity and matrix synthesis reflected in the process of transcription? Where and how does the translation process take place? What prospects does the mastery of the mechanisms for the realization of genetic information open up for mankind?

Additional questions (for students who are going to enter universities of biological and medical profile)

1. Expand the evolutionary and ecological aspects of the processes of photosynthesis, aerobic glycolysis (respiration) and protein biosynthesis.

2. Why do cells containing the same genetic information in DNA produce different proteins? What is the mechanism of regulation of protein biosynthesis?

The structure of the seminar can be represented as the following scheme:

introductory word of the teacher - group work - performance of students of the I group - review of the II group - review of the review of the III group - performance of the II group - review of the III group - review of the review of the I group - performance of the III group - review of the I group - review of the review of the II group - assessment of group work - messages of students on issues of in-depth study of the topic - summing up.

In the introductory speech, the teacher sets the tasks of the seminar, conducts a lottery, as a result of which a task is determined for each group (each group prepares a report on one of the three questions of the seminar). Consultants work in groups. Group work takes 5-7 minutes of the lesson. Then one or two students from each group speak, students from other groups ask questions, review the performances. In conclusion, the results are summed up, the opinions of the teacher, consultants, reviewers are heard, not only group work is evaluated, but also the participation of each student in the discussion of the seminar, the fulfillment of the control questions of the instruction card.

If time remains, then students' reports on additional questions are heard. In an extreme case (on assignments for in-depth study), the teacher works with students individually, outside of class time.

Another approach involves the organization of a seminar for self-study of new material. Our experience shows that the effectiveness of the seminar as a lesson in gaining new knowledge is also facilitated by a lot of preliminary work, including group work under the guidance of consultants and individual preparation from instruction cards. The questions of the seminar are the same for students of all groups. Some students receive individual tasks that require a more in-depth disclosure of the topic being studied.

Group work is not organized during the seminar, the whole class participates in the discussion and review of issues.

Let's consider the methodology of the seminar, the didactic task of which is to study new material, using the lesson "Viruses - non-cellular life forms" as an example. It is advisable to organize an independent study of viruses after summarizing knowledge about protein biosynthesis and considering the tasks and methods of genetic engineering, since in order to understand the structure and life cycles of viruses, students must freely operate with such concepts as "reduplication", "transcription", have a good knowledge of the structure and functions of proteins , nucleic acids. Thanks to the basic knowledge about the structure and significance of biopolymers, the stages of protein synthesis, the material on the functioning of viruses in the cells of living organisms becomes available for independent study by students. Questions for discussion at the workshop may include the following:

1. Features of the structure and vital activity of viruses, their classification.

2. Life cycles of viruses.

3. Origin of viruses, their role in the evolution of cellular organisms.

Additional questions

1. Structure of the human immunodeficiency virus (HIV), its life cycle.

2. Acquired immunodeficiency syndrome (AIDS): explanation of the course of the disease from the standpoint of knowledge about the structure of HIV, the mechanism of its development in human cells.

Students prepare the main questions of the seminar on their own according to existing textbooks and manuals, including a general biology textbook (authors: A.O. Ruvinsky, L.V. Vysotskaya, S.M. Glagolev, etc.).

To highlight additional issues, it is important to recommend the article by BM Mednikov "AIDS from the standpoint of a biologist" (Biology and modernity. M .: Education, 1990).

The seminar is held according to the following scheme: the teacher's introduction - discussion of the main issues - review - listening to messages - summing up - evaluation of the results of students' independent work.

The seminar as a lesson in obtaining new knowledge can be widely used in the study of general biology, the topics of such lessons can be very different, for example: "The importance of proteins in the cell", "Non-membrane components of the cell", "Genetics of sex. Sex-linked inheritance", "Genotype interaction and environments Modification variability", "Prerequisites and main provisions of Ch. Darwin's evolutionary doctrine" and others.

Our experience shows that conducting seminars with the aim of studying and summarizing the material, organizing group independent work in the process of preparing for the seminar, using techniques and methods to enhance learning activities contribute to a deeper assimilation of biological concepts by students, increase the cognitive capabilities of high school students.