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The historical approach in the practice of teaching chemistry at school is little used, despite the understanding of its role in increasing the motivation for studying chemistry, as well as the formation of a worldview and the development of general cultural competence of students.
The solution to the problem of increasing cognitive interest in the study of chemistry in the modern school is hampered by the lack of a unified approach to understanding it. To master the basics of any science, it is necessary to become familiar not only with its current state, but also with the history of its origin and development prospects, which shows the need to use historical material in chemistry lessons.
The problem is the degree of elaboration of recommendations and requirements for the inclusion of historical material in the system of school chemistry education.
Purpose
The goal is to develop guidelines for the use of historical material in chemistry lessons, aimed at developing student motivation.
Method or methodology of the work: the methodological, theoretical and informational foundations of the research were:
- student-centered learning (Sh.A. Amonashvili, L.G. Vyatkin, V.V.Serikov, V.S.Sukhomlinsky, I.S. Yakimanskaya),
- psychological theory of activity (A.V. Brushlinsky, P.Ya. Galperin, V.V. Davydov, V.P. Zinchenko, A.V. Leontiev, S.L. Rubenstein, etc.), etc.
- the theory of selection of the content of education is disclosed in the works of: Yu.K. Babansky, S.Ya.Batyshev, V.I.Ginetsensky, V.V.Davydov, G.A. Ilyin, G.P. Kornev, S.V. Lednev , M.N. Skatkin, G.F.Khasanova, etc.
- the theory of lifelong education and pedagogical integration is considered in the works of A.S. Asmolov, V.S. Bezrukov, A.P. Belyaev, M.N. Berulava, A.L. Busygina, A.A. Verbitsky, I.T. Gerasimov, S.N. Glazachev, S.B. Eltsov, A.P. Zaitsev, I.D. Zverev, V.S. Lednev, O. M. Kuznetsova, Yu. A. Kustov, M. I. Makhmutov, V. M. Monakhov, I. V. Neprokina, N. F. Reimers, N. V. Savina, Yu. S. Tyunnikov, V. V. Fedorova, N.K. Chapaev, G.A. Yagodin, etc.
Results: the practical significance of the research is determined by the high level of readiness of the results obtained for implementation in pedagogical practice, since all design procedures are formalized in methodological recommendations and can be used by organizers, methodologists, teachers of the vocational education system for conducting classes in elective chemical courses, as well as when conducting chemistry lessons or when organizing extracurricular chemistry activities.
The developed methodological recommendations for the study of chemistry based on the use of historical material in classroom and extracurricular time, aimed at the formation of motivation, are tested and used in the organization of teaching students MBOU School No. 69 g. Samara.
Practical implications: the results obtained are advisable to apply in educational institutions.
Keywords:methods of teaching chemistry, teaching, historical material, rebus.
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