Методична підготовка майбутніх учителів біології до роботи зі шкільним підручником

Abstract

У статті досліджується проблема методичної підготовки майбутніх учителів біології до роботи з шкільним підручником. Визначено стан такої підготовки у сучасних педагогічних закладах вищої освіти. Обґрунтовано сутність і розкрито особливості реалізації авторського підходу до роботи із шкільним підручником. Схарактеризовано її інваріантну та варіативні складові.The article deals with the problem of methodical preparation of future biology teachers for work with a school textbook. The state of such training is determined in modern pedagogical institutions of higher education. The article substantiates the essence and reveals the peculiarities of implementing the author's approach to work with the school textbook. Its invariant and variational components are characterized. The implementation of the proposed approach provides a qualitatively different level of formation of not only relevant knowledge and skills, but also the methodological readiness of future biology teachers to work with the school textbook. Perspective and relevant for the pedagogical theory and school practice of biology teaching is the study of the peculiarities of the methodological training of future biology teachers to work with electronic textbooks and manuals. An analysis of the practice of methodological training of future biology teachers in higher education establishments testifies that the theoretical laboratory work on biology teaching methodology is established, during which future teachers are acquainted with the structure of school textbooks and their analysis in the course of further acquaintance with the educational and methodological support of the educational process from biology (after years of study). Quite often, such work is carried out promptly and formally in view of reducing the number of classrooms to study the methodology of teaching biology and a large variety of school textbooks. The forms of methodological training considered are, in accordance with the developed author's approach, an invariant component of the methodological training of future biology teachers to organize the work of students with a textbook. The variational component involves the students performing thematic research tasks, course designing and qualification work.