LET'S LOOK INTO THE HISTORY OF THE QUESTION Y.A. Kamensky “transformed” the observation method into a teaching method. Comenius considers perception (observation) as the source of all knowledge, since he assumes that things are directly imprinted in the mind and only after becoming familiar with the thing itself should explanations be given.
The problem of visibility was presented even more broadly and more justifiably in the works of I.G. Pestalozzi. If for Comenius observation (visibility) serves as a child’s way of accumulating knowledge about the world around him, then for Pestalozzi visibility acts as a means of developing the child’s abilities and spiritual powers.
The problem of visibility in pedagogy was analyzed comprehensively and deeply by K.D. Ushinsky. When asked what visual teaching is, Ushinsky answers this way: “This is a teaching that is built not on abstract ideas and words, but on specific images directly perceived by the child.”
The process of cognition according to Ushinsky consists of two main stages: 1) sensory perception of objects and phenomena of the external world; 2) abstract thinking. He sees the essence of visual learning in helping, with the help of visual aids or real objects themselves: – the formation in children of a clear and clear idea of objects and phenomena; – identifying connections between objects and phenomena; – formation of a certain generalization.
Currently, pedagogy connects visual learning with the following features: – the correct use of visualization depends on its accompaniment by the teacher’s word; – visual aids can be effective if the student has some experience working with the object being studied; – for effective assimilation of knowledge, visualization alone is not enough – it must be supplemented by the active activity of the student himself.
1.Use of electronic multimedia textbooks (CDs and DVDs) in the classroom One of the areas of modernization of the education system at school is the introduction of computer and multimedia technologies. Multimedia discs can significantly save time, both in class and during preparation of material. The computer becomes a faithful assistant for students and teachers. It allows you to accumulate and preserve a didactic base and solve the problem of visibility.
Abstract of the dissertation on the topic "Use of visual aids in the process of teaching chemistry"
D ^ _ l - OMSK STATE PEDAGOGICAL UNIVERSITY
As a manuscript
SHESHUKOVA LYUDMILA ANATOLIEVNA
USE OF VISUALIZATION IN THE PROCESS OF TEACHING CHEMISTRY
13.00.02 - methods of teaching chemistry
dissertation for the degree of candidate of pedagogical sciences
The work was carried out at the Tobolsk State Pedagogical Institute named after. D. I. Mendeleev.
Scientific adviser:
Official opponents:
Lead organization:
Candidate of Pedagogical Sciences, Associate Professor N. N. Surtaeva.
Republican Gorno-Altai State University.
Corresponding Member of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor T. S. Nazarova, Candidate of Chemical Sciences, Associate Professor V. A. Shelontsev.
The defense will take place on "3/" 1995 at /-^"^ hours
at a meeting of the dissertation council K-113.40.03 at the Omsk State Pedagogical University at the address: 644000, Omsk, emb. Tukhachevsky 14.
The dissertation can be viewed in the university library.
Scientific secretary of the dissertation council, candidate of pedagogical sciences, professor
N.V. Chekaleva
General description of work.
The current state of science and technology, the endlessly increasing technical equipment of human society, place high demands on improving the educational process in secondary school.
The processes taking place in society at the present stage in all spheres of life make new demands on personal qualities. Independence, creativity, enterprise, and activity come first. The old system of organizing education is unable to solve these and a number of other new tasks proposed to the school or does so with great difficulty. Therefore, the education system is faced with the problem of improvement, the search for other new forms, methods and means of teaching, as well as other ways of using them in educational activities.
One of these teaching aids, which have recently received more and more attention, are visual aids: drawing, graphics, painting and photography. The educational value of which is quite large and meets modern requirements for the learning process.
Any subject is designed to develop in students the ability to observe, describe and present the results of their educational work. Simiya, as an academic subject, has unique opportunities for the use of visual visual aids, which help in the formation of these skills. It should be noted that in the domestic methods of teaching natural science, chemistry, and physics, due attention was constantly paid to sketches of instruments, laboratory glassware,
devices, diagrams of technological processes and equipment.
The subsequent introduction of technical teaching aids shifted the emphasis in this methodological technique from the expressiveness of graphical presentation to the intensification of the process of presenting information. The emphasis on the creation of a humanistic school, based on which an important place is occupied by the concept of humanitarian education, as well as modern activities, and not just an information approach, aims at a harmonious combination of all aspects of the intellectual development of students, forces us to return to the already forgotten achievements in the use of visual aids in educational process and humanistic development of personality.
The following works are devoted to the problem of using visual aids, technical teaching aids and new information technologies that have appeared in the last decade in teaching methods: V.N. Verkhovsky, Ya.L. Goldfarb, A.A. Grabetsky, I.L. Drizhuna, L.S. Zaznobina, D.M. Kiryushkina, V.M. Monakhova, T.S. Nazarova, E.S. Polat. B.C. Stripe. L.P. Pressman, H.A. Scared. L.Ya. Smorgonsky, V.V. Feldta, S.G. Shapovalenko and others.
Many of the ideas expressed at the beginning of the century have been forgotten; work on the use of visual aids is not carried out systematically, not purposefully, and does not sufficiently implement the didactic functions of these teaching aids, which are a powerful means of activating cognitive activity and are especially important during the period of the humanistic paradigm of education. The above, as well as the contradiction between, on the one hand, the existing huge reserve of didactic possibilities of visual aids and, on the other hand, the poor use of these opportunities in organizing the educational process with students in a modern school, determined the RELEVANCE OF OUR RESEARCH.
RESEARCH PURPOSE: development of a methodological system aimed at the systematic use of drawing, graphics, painting and photography as a means of visualization in the process of teaching chemistry.
THE OBJECT OF THE RESEARCH is the educational process in chemistry with the systematic use of visual aids in the study of chemistry in secondary school.
SUBJECT OF RESEARCH: ways to use visual aids, identify their role, influence on the level of students’ knowledge acquisition and the development of creative activity.
RESEARCH HYPOTHESIS: if developed
methodological system of targeted use
visual means of visualization and introduce it into the educational process, then we can expect the development of creative thinking and activity, as well as an increase in the level of knowledge acquisition by students in chemistry.
To achieve this goal and test the hypothesis, the following RESEARCH OBJECTIVES were identified:
1. Analysis of psychological, pedagogical and methodological literature on the problem under study in order to identify the functional significance, place, methods of using drawing, graphics, painting, photography in the process of teaching chemistry.
2. Development of a methodological system for using drawing, graphics, painting and photography in the study of chemistry, as a means of developing creative thinking and activity.
3. Development of various types of visual aids such as drawing, graphics, painting and photography when studying various topics in the chemistry course.
4. Testing the effectiveness of the proposed methodological system in the practice of teaching chemistry at school.
RESEARCH METHODS: study and analysis of psychological, pedagogical and methodological literature, study and generalization of the work experience of teachers of various disciplines using drawing.
graphics, painting and photography, questioning and interviewing teachers and students, conversations, observation, pedagogical experiment and statistical processing methods.
SCIENTIFIC NOVELTY AND THEORETICAL SIGNIFICANCE of the work is that:
1. A methodological system for using drawing, graphics, painting and photography in the process of teaching chemistry is proposed as a means of developing creative thinking and activity, and a means of increasing the level of students’ knowledge of chemistry.
2. A justification is given for the expediency of using visual aids in the process of teaching chemistry, as a means of developing creative thinking and activity.
3. The stages of formation of creative thinking and activity through the use of visual aids in the process of teaching chemistry are highlighted.
PRACTICAL SIGNIFICANCE: a methodological system for using drawing, graphics, painting and photography has been developed to solve problems in a modern variable school in the process of teaching chemistry, visual aids have been developed for various topics in the course of organic and inorganic chemistry.
THE following provisions are submitted for defense:
1. Theoretical justification of the role and place of drawing, graphics, painting and photography as a means of clarity in solving the problems of the modern variable school.
2. A methodological system for the targeted use of visual aids in the process of studying chemistry.
APPROBATION was carried out by us in schools 10, 12, 17 in Tobolsk, in the Lyceum at the Higher Pedagogical College since 1991. to the present, with a total enrollment of 1087 students. In the educational process at the Tobolsk State Pedagogical Institute named after. DI. Mendeleev at the Faculty of Biology and Chemistry, Faculty of Philology, Russian-Tatar Department of the Faculty of Philology, Faculty of Pedagogy and Methods of Primary Education. Students of the Tobolsk State Pedagogical Institute wrote 30 coursework on this problem and 3 theses, which were completed by students from 1991 to 1995. (dissertation co-supervisor). The main provisions and results of the study were discussed at the annual Mendeleev readings at the Tobolsk State Pedagogical Institute named after. DI. Mendeleev, at the Institute for Advanced Training of Teachers from 1991 to 1995 in Tyumen, at methodological seminars of the Department of Chemistry and MPH at TGPI named after. DI. Mendeleev in 1991-1995. at the Department of Organic Chemistry and MPH of Omsk State Pedagogical University in 1995, as well as at conferences and seminars:
At the city conference "Innovative processes in education". (Tobolsk, 1994).
At the All-Siberian seminar "Humanitarianization
teacher education. The relationship between psychological and
pedagogical and cultural disciplines" (Tomsk, 1994).
At the Omsk scientific and methodological conference on problems of humanitarization. (Omsk, 1993).
At methodological associations of teachers of chemistry, biology, natural science, geography, ecology. (Tobolsk, 1991-1995).
The research objectives and the logical sequence of their solution determined the structure of the dissertation: Introduction, 3 chapters, Conclusion, Bibliographies, Appendices.
The volume of the dissertation pages of typewritten text, 15
tables, 24 diagrams, 5 diagrams, and drawings. The bibliography contains 218 titles.
The study was carried out from 1991 to the present at the Department of Chemistry and MPH at the Tobolsk State Pedagogical Institute named after. DI. Mendeleev.
The introduction substantiates the relevance of the research topic, formulates the purpose, hypothesis and objectives of the research, scientific innovation, theoretical and practical significance of the work, and formulates the provisions put forward for defense.
In the first chapter. - “Theoretical justification for the use of drawing, graphics, painting and photography as visual means of clarity in the process of studying chemistry” - an analysis of the psychological, pedagogical and methodological aspects of the feasibility of the systematic use of these means of clarity in the educational process is given, the place and functional role of drawing, graphics is determined , painting and photography as visual means of visualization in the process of teaching chemistry, a methodological system developed by us for the purposeful use of visual means of visualization is presented.
The psychological justification for the expediency of using visual aids is given in their works by the following authors: B.G. Ananyev, N.M. Amosov, M. Afasizhev, R. Arnheim, B.F. Lomov, J1.A. Piirsalu, P.V. Simonov, O.K. Tikhomirov and others. According to psychologists, visual media
Visualization is a necessary element in organizing successful educational activities, since the child’s perception of an image is based on a number of mental processes: image creation, representation, imagination and, finally, creative thinking. Various kinds of images act as a reference image for theoretical knowledge. Visual aids reveal in vivid visual images the most significant and sometimes difficult to perceive for children
thinking phenomenon. Based on the study of literature, we analyzed the use of visual aids in the educational process and identified three stages in the development of the use of drawing, graphics, painting and photography.
Stage 1 - visual means of visualization are used within the framework of natural science, since chemistry was not available as a separate subject (Ya.A. Komensky, D. Locke, J.-J. Rousseau, I.G. Pestalozzi, K.D. Uishnsky, etc.).
Stage 2 - visual aids are used within the framework of an independent subject of chemistry, which is presented in the works of V.N. Verkhovskogs, P.A. Gloriozova, A.A. Grabetsky, L.S. Zaznobina, T.S. Nazarova, I.M. Titova, S.G. Shapovalenko and others.
Stage 3 - the use of these visual aids occurs in conditions of differentiation and integration as actively operating processes in modern conditions.
An analysis of methodological literature has shown that teaching aids in chemistry contain only scattered information on the problem of using visual aids, which indicates the need to develop a methodological system for the targeted use of drawing, painting, graphics and photography in the process of teaching chemistry.
As a result of the study of the composition and functions (formative, systematizing, modeling, heuristic,
diagnostic) visual aids, we came to the conclusion that they should represent various concepts and objects, develop thinking, contribute to the development of cognitive activity of students, promote better assimilation of knowledge, development of imagination and creative abilities.
In addition, in this chapter, based on an analysis of the literature, the possibilities of using computer graphics in the educational process were considered.
The solution to the problem of intensifying the educational process, strengthening the content side and knowledge intensity in it is largely solved by the use of computers in teaching, to which a certain part of the teaching functions previously performed by the teacher is transferred. For this purpose, automated training systems have been created and continue to be created, development is underway
information and computer networks for collective use.
Recently, the so-called promising means of new information technologies (SNIT) have been increasingly developed, the problem of the development of which in the educational process is being dealt with by: G.A. Bordovsky, I.L. Drizhun, L.S. Zaznobit, V.A. Izvozchikov, V.M. Monakhov, M. Pak, E.S. Polat, V. Pospelov, L.P. Pressman, H.A. Pugal, E.V. Robert, S.Z. Sverdlov, V.V. Sokolov.
The tools of new information technologies also include computer (cognitive) graphics, which bring dead numbers to life and stimulate “learning from mistakes.” Errors in
In the process of a computer experiment, they cause incomparably less damage than in the real world.
In modern computer graphics systems, three main methods are usually used: free drawing, appliqué method, and the formation of drawings from graphic primitives. Most often, graphic video effects can be used in two ways. In the first case, computer graphics are used as an illustration of something (scientific text, problems, tests, etc.). In the second case, graphic video effects are used for scientific purposes, for example, for modeling various objects along given trajectories.
Thus, computer graphics can be used for different purposes. When illustrating new material using graphic video effects, it is possible to demonstrate such objects in the display of which schematization was necessary due to the impossibility of reproducing the object from life. This kind of images is necessary when studying the molecular structure of a substance, the structure of isomers, polymerization, etc. In addition, it is advisable, in our opinion, to use computer graphics in the process of testing students' knowledge. We made an attempt to use the capabilities of a computer in constructing a graph. The construction of a graph on a computer display was accompanied by a number of control tasks and questions. Such work allows students to improve their skills
analyze graphs and apply them to solve problems, analyze the course of an experiment using a graph, improve the ability to express the result of an experiment on a graph, use graphs to establish chemical dependencies, etc.
The use of computer images in the educational process in chemistry allowed us to verify the effectiveness of this type of visual aids for solving didactic problems in chemistry and the development of computer culture in general. G.
Having analyzed the pedagogical literature on the problem of using visual aids, identifying their functional significance, we have presented a diagram indicating the goals and, accordingly, the ways and methods of use
visual aids that help improve students’ knowledge of chemistry and develop creative thinking (Diagram 1, P. 10).
We have grouped the main elements of the methodological system into blocks (A, B, C, D). Let us dwell in more detail on the individual elements of the methodological system.
Block A indicates the goals of the educational process, the implementation of which is facilitated by the use of visual aids. When implementing the goal aimed at humanitarizing the teaching and educational process in chemistry, such
visual aids such as drawing, graphics, painting and photography are of no small importance. These visual aids themselves directly relate to the forms of art. accordingly, they carry a certain emotional connotation. When demonstrating such visual aids, new material is not only accompanied by colorful aids, but also students are introduced to certain types of fine art, its genres and techniques.
Chemistry as an academic subject has enormous benefits. the possibility of introducing art historical material, which can be used as separate fragments directly in the lesson, and generalized and systematized in extracurricular activities.
In addition to achieving such a goal as the humanization of learning, visual aids contribute to the development of practical skills, first through theoretical study of various images, and then during experimentation, for example, when sketching a device from life or from a teacher’s drawing, students process practical teachings on its assembly.
Visual aids, when used systematically, contribute to the development of intellectual skills. Various kinds of images can be used to develop skills such as generalization, classification, systematization, etc. In this case, students are asked to make a generalization, classification or systematization of the presented material based on the presented drawings.
In addition to the skills listed above, drawing, graphics, painting and photography contribute to the development of graphic skills, such as:
1. Ability to extract information from ready-made graphic aids.
2. The ability to transform learned information based on identifying essential features, the structure of the material and knowledge of the techniques of their graphic expression.
3. Ability to creatively apply in practice graphical representations of theoretical knowledge (graphical forecasting, modeling, graphical methods for solving problems, etc.).
Visual visual aids perform a number of didactic tasks (see block B, diagram 1.). First of all, they allow you to visually present educational material, and also, thanks to the artistic imagery of presenting information, they contribute to the formation of more solid and conscious knowledge.
Fine visual aids are used not only at the stage of communicating new knowledge, but also when consolidating and testing them, as they contribute to the creation of more vivid images, the implementation of the principle of clarity using a drawing or other
PLACE AND ROLE OF VISUAL MEANS
VISUALITY IN THE EDUCATIONAL PROCESS IN CHEMISTRY.
Humanitarianization h_
Development of practical skills Development of intellectual *- skills Development of graphic skills Development of observation skills
Creative development< мышления
VISUALIZATIONAL DEVICES
NATURAL LEARNING MEANS
PLACE OF USE
1. When communicating new knowledge.
2.When consolidating new knowledge.
3. When testing knowledge.
4. In homework.
5. In extracurricular activities
6.During independent activities
-»Visibility
"Strength
^Mindfulness
WAYS AND METHODS OF USE 1.demonstration of the finished product
benefits. 2.Sketching.
3.Additional drawing.
4. Elimination of errors.
5. Problem situation
images, it is possible to create a problem situation in the lesson that requires students to apply existing knowledge.
However, often tasks involving various types of visual activities require a significant investment of time. Therefore, it is advisable to offer some of them to students to perform at home.
Block D of diagram N1 shows some ways and methods of using visual aids in the educational process. Each method involves different types of activities for both the teacher and students.
Features of the use of visual aids lie primarily in a certain combination or sequence of use of these aids. Our version of a combination of the main types of visual aids is presented in Scheme 2 (p. 12).
When systematically and purposefully using visual aids, it is necessary to take into account the possibility of simultaneous use of their various types within the framework of one lesson, to achieve the same goal.
This principle of application is justified by the individual characteristics of students’ perception; some perceive works of art better, others perceive simple, schematic images.
Visual means, in our opinion, should be used when tasks are constantly becoming more complex, i.e. in development and step by step. At the first stage, visual aids are used as a source of knowledge and, accordingly, students are only required to reproduce them. At the second stage, they are the source of a problem situation, which students are asked to solve. At the third stage, schoolchildren are offered tasks and visual aids that require them to implement or develop a creative approach themselves.
In connection with the differentiation of education at the present stage, the problem of variable use of visual aids clearly emerges. In the conditions of a regular secondary school, it is advisable to use the visual means we are considering evenly. In technical schools, it is necessary to shift the emphasis in the use of visual aids towards diagrams, schematic drawings, graphs, and drawings. In schools with a humanitarian bias, a predominant position is given to drawing, painting, and photography. In addition, in this case, visual aids can be used as illustrations that make up the content of the humanitarian component.
COMBINATION OF BASIC TYPES OF VISUAL Aids.
Thus, visual aids such as drawing, graphics, painting and photography contribute to solving the main tasks of the educational process - education, upbringing, and development. To improve the quality of solving these problems, it is necessary: selection of appropriate methods, ways to include types of organization of various student activities and purposeful, systematic, varied activities. In this case, one can expect an increase in graphic culture, level of knowledge, and a certain level of humanitarian education.
The second chapter - "Implementation of a methodological system for the targeted use of visual aids in the process of teaching chemistry in secondary school" - outlines the possibilities of using the methodological system
targeted use of visual aids in the process of teaching chemistry. It is shown how it is necessary to use drawing, graphics and photography in order to increase the level of assimilation of students’ knowledge and the development of their creative activity, how to be involved in the educational process at its various stages, and what educational tasks are solved, in each case, by the above visual aids training.
Based on the analysis of methodological literature, we identified the didactic requirements for visual aids. In the methodology of teaching chemistry, this problem is highlighted in the works of: V.N. Verkhovsky, P.A. Gloriozova, Ya.D. Goldfarb, L.S. Zaznobina, T.S. Nazarova, L.M. Smorgunsky, V.V. Feldga, S.G. Shapovalenko and others. General didactic requirements for visual aids can be found in the works of other methodologists
disciplines, in particular history, geography, biology, physics: I.I. Zaslavsky, V.P. Ignatieva, B.C. Murzaeva, V.A. Nukalo et al.
As a result of the analysis of methodological literature on the problem of didactic and methodological requirements, we identified the following:
1. graphic literacy,
2. neatness,
3. timeliness,
4. support by verbal method,
5. the ability to organize various types of activities using visual aids.
Having identified the didactic requirements for visual aids, we examined the possibilities of using drawing, graphics, painting and photography at various stages of the educational process.
At the stage of communicating new knowledge, visual aids can be presented in various ways and used in three directions:
2) as the content of the humanitarian component,
3) in activity, i.e. providing for certain practical mental activity of students aimed at developing creativity.
At the stage of consolidating and testing students’ knowledge, it is possible to use various kinds of tasks that include any image. Among them, the following groups can be distinguished: tasks in drawings (for recognizing and generalizing the properties of a substance, for recognizing and generalizing how to obtain them, tasks testing knowledge of the conditions for the implementation of a reaction, etc.), tasks for checking the purpose of devices, tasks testing the ability to understand and understand various tables and diagrams, etc.
The use of visual aids helps to more effectively solve educational problems at the stage of consolidating and testing students' knowledge in chemistry, contributes to the organization of more diverse types of student activities, being at the same time a goal, a means and a result in the educational process.
The very process of using visual aids involves many ways of using them, allowing for more effective differentiated control and testing of students’ knowledge.
The use of photographs, reproductions of famous artists, with an emphasis on the authors of these works, to work to reveal the humanitarian component, to improve the general culture.
In the third chapter - "Checking the effectiveness of the proposed methodological recommendations" - an experimental and methodological study was carried out in order to test the put forward theoretical positions and confirm the effectiveness
methodological system. The main goal of the study was to identify opportunities to improve the optimal
functioning of the methodological system of using drawing, graphics, painting and photography in the conditions of conducting j experimental lessons in inorganic and organic chemistry.
At the first stage of the pedagogical experiment, to study the state of the issue of using drawings, graphs, photographs in the practice of teaching chemistry at school, questionnaires and interviews of teachers and students, observations and conversations with teachers, and testing of students’ knowledge were carried out.
At the first stage, the initial level of knowledge of students was also determined. The analysis of students' work was carried out according to the methodology proposed by A.B. Usova. The coefficient of completeness of operations (Kpo) and the coefficient of student knowledge acquisition (Kuz) were determined, based on the analysis of the work, experimental and control groups were selected using a random selection method. The results of the analysis of control papers showed a lower level of knowledge in the experimental groups (Kuz exp. = 0.31, Kuz control = 0.33).
At the formative stage of the pedagogical experiment, in the process of pedagogical influence, which was formative in nature, the goal was set to increase the level of students’ knowledge acquisition and the development of creative activity. For this purpose, there were experimental classes! training was organized with the targeted and systematic use of drawing, graphics, painting and photography. To verify the results, control sections were carried out and analyzed using the same methodology as at the first stage of the pedagogical experiment. Changes in the coefficients of completeness of operations and knowledge acquisition are shown in bar graphs N1 and N2.
The final criterion by which we judge; effectiveness of the proposed methodology, efficiency coefficient 1 was chosen, the method for determining which was proposed by A.B. UsovoyGKresult of anshpdoGetog^ that the pace
the formation of skills in experimental classes, compared to control classes, is higher by 1.62, which allows us to consider the results obtained as reliable.
In addition to determining Kuz and Kpo, we conducted a level study of student development. Based on an analysis of the works of V.P. Bespalko, E.I. Monoszon, A.B. Usova, A.A. Kyveryalga identified the following levels: reproductive, productive, creative. The results of the study showed that 27% of students in the 1st experimental group reached a creative level, and in the control groups only 4%.
Thus, the results of the study at the stage of the formative experiment convincingly show that
Bar chart 1 Change in the value of Kuz in the experimental and control groups at the formative stage of the pedagogical experiment.
Body 0.7" 0.6 0.5 0.4 0.3 0.2 0.1
control group,
control sections Experimental group
Bar chart 2 Changes in Kpo values in the experimental and control groups at the formative stage of the pedagogical experiment.
0,6 0,5 0,4 0,3 0,2 0,1
control group
counter, cf,
experimental group
the use of our methodological system, based on the use of visual aids, significantly influences the organization of training, contributes to the formation of deeper and more durable knowledge, the formation of mental actions and the development of creative thinking and activity.
CONCLUSION.
Thus, the results of statistical processing confirmed the effectiveness of the methodological system for increasing the level of knowledge acquisition and the development of creative thinking and activity of students, i.e. During the pedagogical experiment on the implementation of the methodological system, the working hypothesis put forward at the beginning of the study was confirmed.
The work reveals the functional significance, place and role, as well as methods of using drawing, graphics, painting and photography in the process of teaching chemistry, which allows us to state the wide didactic possibilities of visual aids.
An analysis of the problem under study in the practice of teaching chemistry at school showed that drawing, graphics, painting and photography are used in the educational process, but are not used systematically and are an episodic phenomenon, and also serve more as means. demonstrative clarity and are used to a lesser extent to solve other problems. Moreover, they are used mainly at the stage of communicating new knowledge.
The methodological system we have developed for using visual aids in the system shows the possibilities in solving various problems of education, development, and training.
The implementation of all the didactic possibilities of visual aids significantly increases the effectiveness of the educational process, contributes to its diversity, the solution of a number of problems: humanitarization, the development of creative thinking and activity, the development of graphic and practical skills, increasing the strength and awareness of knowledge, the creation of an emotional background, and aesthetic development.
The use of visual aids in different versions to achieve different goals helps to solve the problem of variability in schools and differentiation of chemical education.
1. Drawing and graphics in the pedagogical activity of the teacher and the humanitarian orientation of the educational process // Humanitarianization of education: problems, experience, prospects. -Omsk: OGPI.O.O.P.O.-1993. - P.46. /Co-author./
2. Organization of graphic and artistic activities of students when studying chemistry as a means of creative perception of the surrounding world // Humanitarianization of pedagogical education. The relationship between psychological, pedagogical and cultural disciplines (abstracts of the All-Siberian seminar on the problems of humanitarization of education. -Tomsk: TGPI. -1994.-P.157/co-authored/
3. Study of variability in natural populations in connection with environmental pollution in field practice in genetics //Territorial approach in training teachers for the implementation of environmental education (abstract. Interuniversity scientific and practical conference. - Tobolsk: TGPI. - 1991. -P.191 /co-author/.
4. Program. Educational and applied photography and cinematography / Pedagogical cultural studies and its role in the implementation of the basic curricula of secondary schools: Methodological manual - Tobolsk: Tobolsk Pedagogical College. -1995. - From 64-69.
5. Drawing as a means of activating the cognitive activity of students // Good initiative, creativity, search / Mater, city, scientific. - practical conf. - Tobolsk. - 1994. C -109-110.
Verbal-visual teaching methods determine the use of various visual aids in the educational process in combination with the teacher’s word. They are directly related to learning tools and depend on them. In turn, teaching methods impose certain requirements on didactic means. The process of eliminating this contradiction lies at the heart of improving these systems.
The system of verbal-visual teaching methods and its place in the educational process can be imagined in the form of a diagram (diagram 2.1.).
System of verbal and visual teaching methods
This division into blocks is determined by the content of the chemistry course. A demonstration experiment and natural objects help to study the properties of substances and the external manifestations of a chemical reaction. Models, drawings, graphs (this also includes the compilation of formulas and chemical equations as symbolic models of substances and processes) help explain the essence of processes, the composition and structure of substances, and provide a theoretical justification for observed phenomena. This division of visualization functions indicates the need to use the content of both blocks in didactic unity.
Didactic unity is reflected in the so-called equipment complexes on the topic. The chemical process in the device occurs under certain conditions. To justify them, you can provide reference data on substances in the form of graphs or digital data, explain the process using ball-and-stick models, etc. It is important not to get carried away with too much visualization, as this tires students.
Particular attention should be paid to the combination of visualization with the teacher’s word. Experience shown without a teacher’s commentary is not only not beneficial, but sometimes can even be harmful. For example, when demonstrating the interaction of zinc with hydrochloric acid, students may get the impression that hydrogen is released not from the acid, but from the zinc. A very common mistake is the opinion that it is not the indicator that changes color, but the environment into which it enters. And most other experiments without explanation will not perform the necessary educational, nurturing and developmental functions. Therefore, the teacher’s word plays an important guiding and guiding role. But the word is also in a certain dependence on the means of visualization, since the teacher builds his explanation, focusing on the means of teaching that are at his disposal.
Using a demonstration experiment in teaching chemistry
The most important of the verbal and visual teaching methods is the use of a demonstration chemical experiment. The specificity of chemistry as an experimental-theoretical science has placed the educational experiment in one of the leading places. A chemical experiment in teaching allows students to become more familiar not only with the phenomena themselves, but also with the methods of chemical science.
A demonstration is an experiment conducted in a classroom by a teacher, a laboratory assistant, or sometimes one of the students. Demonstration experiments in chemistry are indicated in the program, but the teacher can replace them with others that are methodologically equivalent if he does not have the required reagents.
The teacher uses a demonstration experiment at the beginning of the course, when students do not yet have skills in chemistry, in order to teach them to observe processes, work methods, and manipulations.
This is done to arouse interest in the subject, begin the formation of practical skills, familiarize them with the appearance of chemical glassware, instruments, substances, etc. A demonstration experiment is used when it is too complex for students to perform independently (for example, the synthesis of sulfur oxide (VI) from oxide (IV) and oxygen) if it is dangerous when performed by students (for example, an explosion of detonating gas). A demonstration experiment is necessary if it has methodological value when working with a large number of substances, since with small quantities it is not convincing enough (for example, extinguishing burning gasoline or alcohol with carbon dioxide).
The problem of using a school chemical experiment is one of the most developed in the methodology, since it is this that more than others reflects the specifics of the educational subject. Widely known in the research methodology are V.N. Verkhovsky, K.Ya. Parmenov, V.S. Polosin, JI. A. Tsvetkova, I. N. Chertkova, A. D. Smirnova, I. JI. Drizhuna et al. Materials about chemical experiments are regularly published on the pages of the journal “Chemistry at School”. The requirements for a demonstration experiment are well known.
Visibility. Visualization is the most important principle of learning, proclaimed by J. A. Komensky. It is no coincidence that popular wisdom says: “It is better to see once than to hear a hundred times”; It is generally accepted that the visual channel of information is the most effective. So the demonstration of experiments is intended to provide visibility of the processes.
Reagents should be used in such quantities and in containers of such volume that all parts are clearly visible to all students. Test tube experiments are clearly visible no further than the third row of tables, so cylinders, glasses or demonstration tubes of sufficiently large volume are used for demonstration. Anything that might distract attention is removed from the table. The teacher's gesture should be carefully thought out; the teacher's hands should not obscure what is happening.
The clarity of the experiment can be enhanced by demonstrating it through a graphic projector in a cuvette or Petri dish. For example, the interaction of sodium with water cannot be shown with a large amount of metal, and with a small amount it is poorly visible, and it cannot be given to students for laboratory work - the experiment is dangerous. An experiment illustrating the properties of sodium is very clearly visible when projected through a graphic projector. For greater clarity, stage tables are widely used.
Simplicity. There should be no clutter of unnecessary parts in the devices. It should be remembered that, as a rule, in chemistry the object of study is not the device itself, but the process occurring in it. Therefore, the simpler the device itself, the better it meets the learning goal, the easier it is to explain the experience. However, simplicity should not be confused with oversimplification. Do not use household utensils in experiments - this reduces the culture of the experiment. Students watch spectacular experiments with flashes, explosions, etc. with great pleasure, but they should not get carried away with them, especially at the beginning of their studies, since less effective experiments will receive less attention.
Experimental safety. The teacher bears full responsibility for the safety of students during class and in extracurricular activities. Therefore, he must know the safety rules when working in a chemical laboratory. In addition to providing classes with fire safety equipment, exhaust means, and means for providing first aid to victims, the teacher needs to remember the techniques that promote safety in the lesson. The containers in which the experiment is carried out must always be clean, the reagents are checked in advance, and for experiments with explosions a protective transparent screen is used. Gases are checked for purity in advance and before the experiment itself. If the experiment is carried out with an explosion, students are warned about this in advance so that the explosion does not come as a surprise to them. Work with toxic gases is carried out in a fume hood. All this is important for the environmental education of students.27
In recent years, special equipment has been developed for conducting experiments in closed systems. This allows you to work with poisonous gases without draft.
It is necessary to provide personal safety equipment (safety glasses, a cotton robe, rubber gloves, a gas mask, etc.), and ensure that the hair is tied up.
Reliability. The experience should always be successful, since a failed experience causes disappointment in students and undermines the authority of the teacher. The experiment is checked before the lesson in order to work out the technique of conducting it, determine the time it will take, find out the optimal conditions (sequence and quantity of added reagents, the concentration of their solutions), think over the place of the experiment in the lesson and the explanation plan. If the experiment still fails, it is better to immediately show it again. The reason for failure should be explained to students. If the experiment cannot be carried out again, then it must be shown in the next lesson.
The need to explain the experiment. Each experiment only has educational value when it is explained. Fewer experiments in a lesson are better, but all of them should be understandable to students. According to I. A. Kablukov, students should look at experience as a method of studying nature, as a question asked of nature, and not as “hocus pocus.”
Execution technique. The most important requirement for a demonstration experiment is the filigree technique of its implementation. The slightest mistake made by the teacher will be repeated many times by his students.
In accordance with the listed requirements, the following methodology for demonstrating experiments is recommended. 1.
Setting a goal for the experiment (or a problem to be solved). Students must understand why the experiment is being carried out, what they must be convinced of, and what they must understand as a result of the experiment. 2.
Description of the device in which the experiment is carried out, the conditions under which it is carried out, the reagents, indicating their required properties. 3.
Organization of student observation. The teacher should orient students which part of the device to observe, what to expect (a sign of a reaction), etc.
It is very important to avoid a number of mistakes common to beginning teachers. You cannot tell students what they should see. For example, if during the experiment the color of the solution turns crimson, the teacher should not say this in advance. But you need to tell students where to focus their attention by saying, “Watch to see if the color of the solution changes.” If the color should change, but does not change, you should not convince children that “the change, at least a little, happened.” It is necessary to indicate where to look, in which part of the device the main process that needs to be observed should take place. For example, when oxidizing S02 to S03 on the catalyst Cr2O3, it is necessary to prove that S03 was actually produced. The experiment is carried out in the device, the resulting S03 is taken into the receiving flask, where the BaCl2 solution is located. During the reaction of BaCl2 with S03, a white precipitate gradually forms. When observing, this is exactly what you need to catch, but the attention of students is much more attracted to the calcium chloride tube with a green catalyst, where no external changes occur. 4.
Conclusion and theoretical justification.
To master a chemical experiment well, you need repeated and lengthy practice in conducting it.
In the process of demonstration, three functions of the educational process are carried out: educational, nurturing and developing: -
the educational function is expressed in the fact that students receive information about the course of chemical processes, the properties of substances, and the methods of chemical science; -
educational - the belief is formed that experience is a tool of knowledge, that the world is knowable, and this is the basis of atheistic views; -
developmental - students develop observation skills, the ability to analyze observed phenomena, draw conclusions, and generalize.
The developmental function of the experiment can be enhanced through different ways of combining the experiment with the teacher’s word.
D. M. Kiryushkin and V. S. Polosin discovered the following pattern. If the teacher's word precedes the experience, then the demonstration is illustrative. If the word follows the showing of experience, then problematic.
For example, showing a “fountain” when hydrogen chloride is dissolved in water, you can first talk about its high solubility in water, and then show experience as confirmation of your words. Or you can first show the experience, and then require students to explain themselves, stimulating their search activity. However, conducting problem experiments is not at all limited to observing the sequence of words and experiments. Everything is much more complicated. For a detailed study of this important problem in the methodology, it is useful to read the book by Yu. V. Surin.28
Four ways of combining the teacher’s word with the experiment have been identified.29 1)
knowledge is derived from experience itself. The teacher’s explanation accompanies the experience and goes, as it were, parallel to the process that the students observe. This combination is unacceptable for spectacular experiments that attract the attention of students with a bright spectacle and create a strong dominant focus of excitation in the cerebral cortex; 2)
the teacher’s word complements the observations made in the experiment, explains what the students see (for example, an experiment with the reduction of copper from oxide with hydrogen); 3)
the teacher's word precedes the experiment, which serves an illustrative function;
4) first a verbal explanation is given, a decoding of the phenomenon, and then a demonstration experiment. However, it does not follow from this that when demonstrating, the teacher predicts the course of the experiment and tells what should happen.
The first and second approaches are used for problem-based learning; they are more conducive to the development of mental activity.
Using educational visual aids in teaching chemistry
In addition to the demonstration experiment, a chemistry teacher has many other visual aids in his arsenal, which, when used correctly, increase the effectiveness and quality of the lesson (blackboard, tables of various contents, models, layouts, magnetic applications, on-screen aids). They are used both in combination with a chemical experiment and with each other, and separately, but always with the word of the teacher.
Recently, on-screen aids, which are important visual aids, have been actively used. To demonstrate them, technical means are needed: a film camera, overhead projector, epiprojector, graphic projector, video recorder, television, etc. These technical means themselves do not have educational properties and are not objects of study in chemistry lessons, but without them the use of on-screen aids is impossible. When working with the screen aid, students receive many figurative ideas.
For on-screen aids, it is necessary to determine a place in the complex of visual aids, if possible, organize a discussion as they are demonstrated, combining the aid with the teacher’s word and trying to provide feedback, to use the capabilities of on-screen aids in the education and broadening of horizons, and the development of students. Methods for using screen aids, as well as other visual aids, depend on the didactic purpose and content of the educational material.
The methodology for using on-screen aids is described in particular detail in the JI book. S. Zaznobina.30
Writing on the board needs to be planned in advance. It must be performed clearly and consistently, so that the entire course of the lesson is reflected on the board. In this case, the teacher can return to what has already been explained and discuss with the students questions that are not well understood. Drawings on the board are made using stencils.
The teacher also supervises the students’ work at the blackboard so that their writing is clear and accurate.
Writing on the board is more appropriate than other types of visualization in cases where you need to reflect the sequence of derivation of a formula or other algorithmic prescription. You should only use a clean board that has no extraneous notes on it. The teacher should stand at the board so as not to block the note he is making.
In some cases, notes on the board can be replaced by magnetic applications, applications on flannelograph, etc. Tables, diagrams, graphs, etc. are widely used for various didactic purposes. The table can depict a production installation, show a laboratory technique, or a graphic model molecules or crystal lattice, etc. The value of the tables is that they can be presented to students at any time. They are used at any didactic stage of the lesson - to study new material, when consolidating and improving knowledge, when testing knowledge.
Literature on the topic 1.
Verkhovsky V.N., Smirnov A.D. Technique and methodology of chemical experiment at school. In 2 volumes - M.: Education, 1979. 2.
Zaznobila L. S. Screen aids in chemistry lessons. - M.: Education, 1990. 3.
Kiryushkin D. M., Polosin V. S. Methods of teaching chemistry. - M.: Education, 1970. 4.
Konovalov V.N. Safety precautions when working in chemistry. - M.: Education, 1973. 5.
Mauriva I. Ya. Systematic approach to creating educational tables in chemistry. - M.: 1974. 6.
Nazarova T. S., Grabetsky A. A., Lavrova V. N. Chemical experiment at school. - M.: Education, 1987. 7.
Parmenov K. Ya. Chemical experiment in high school. - M.: APN RSFSR, 1959. 8.
Parmenov K. Ya. Demonstration chemical experiment. - M.: APN RSFSR, 1954. 9.
Parmenov K. Ya., Safonova I. N., Teterin M. L. Experimental work of students in chemistry. - M.: APN RSFSR, 1952. 10.
Pletner Yu. V., Polosin V. S. Workshop on methods of teaching chemistry. - M.: Education, 1981. 11.
Polosin V.S. School experiment in inorganic chemistry. - M.: Education, 1970. 12.
Polosin V. S., Prokopenko V. G. Workshop on methods of teaching chemistry. - M.: Education, 1989. 13.
Semenov A. S. Occupational health and safety. - M.: Education, 1986. 14.
Tsvetkov L. A. Experiment in organic chemistry. - M.: Education, 1986. 15.
Chertkov I. N. Experiment on polymers in high school. - M.: Education, 1980. 16.
Chertkov I. N., Zhukov P. N. Chemical experiment with small quantities of reagents. - M.: Education, 1989.
Chemistry is a very exciting discipline, but, unfortunately, not every educational institution can boast of a well-equipped chemistry classroom, so, unfortunately, all experiments are often carried out in words. Chemistry presentations will help the teacher show students various interesting chemical experiments, which will help the knowledge to be absorbed much better. With a large number of slides and videos, the presentations will become an indispensable tool in many chemistry classes.
Chemistry presentations are made in PowerPoint; here you will find a large assortment of chemistry presentations that can be downloaded absolutely free. To do this, you need to go to the selected presentation and click on the “download” button. Before this, you can see each slide and view their description. You don’t have to download the files first and only then realize that this is not exactly what you need. If you have difficulty finding the topic you need, you can use the search for all presentations, enter a keyword and we will select the most suitable work for you.
Here you will find presentations on chemistry for both elementary and high school students. Thanks to the clarity, colorfulness of the slides, correctly structured and divided into blocks of information, the audience will be able to more easily perceive the subject and better concentrate on the topic.
The following visual aids are used in teaching chemistry:
1. Subject visibility – samples of substances, instruments, chemical experiments, etc.
2. Fine – paintings, transparencies, films, slides, etc.
3. Conditional – diagrams, diagrams, graphs, tables, etc.
TO visual methods include, first of all, demonstrations of chemical experiments, film lessons, and excursion lessons.
Demonstration of chemical experiments
The pedagogical effect of demonstrating chemical experiments depends on three factors:
I. Experimental techniques;
II. Taking into account external conditions;
III. A method for incorporating demonstration into teacher explanation.
Let's look at each of these factors. Let's start with the first one:
I. Experimental technique :
1. The first thing a teacher should know is that the experiments must be absolutely safe for students. The teacher is responsible for every accident not only morally, but also legally. Preliminary testing of experiments (conducting them before the lesson) is mandatory! During the lesson, experiments are carried out with the same reagents with which the test was carried out.
2. The teacher must demonstrate impeccable technique for performing the experiment, heating, dissolving, etc. correctly.
5. The experiment is carried out in the minimum necessary time so as not to pollute the laboratory.
6. Each experience is recorded in a special journal, which can be checked by a methodologist from the education department.
II. About taking into account the conditions of demonstration . It is necessary to think through each experiment in such a way that it is visible to everyone and that it works out in the best possible way (size of devices, screen, backlight, additional acidification, etc.). It’s better not to show it at all than to try and fail.
III. Techniques for Incorporating Demonstration into Teacher Explanation . The teacher's demonstration of a chemical experiment must be combined with the teacher's speech. If students, through the teacher’s words, are placed in such conditions under which they are able to acquire knowledge about substances and phenomena independently, based on observation of demonstrated experience, then this form of combination of words and demonstration is classified as to the research method demonstration.
If students first receive information about the phenomena or properties of substances from the words of the teacher, and the demonstration of a chemical experiment serves only as confirmation or concretization of the verbal message, then this method is called illustrative. For example, experience on the interaction of sodium with water can be included in the teacher's explanations in different ways.
If the teacher uses the research method, then he begins the explanation by asking the class to remember the signs of chemical reactions (emission of gas, heat, color change, etc.).
Then he says, “Let’s see if we see these signs if we put a piece of sodium in water.”
He demonstrates the experience and returns to the class, which confirms that gas evolution and heating were observed. The teacher then adds phenolphthalein to the solution and asks the students to say what happened in the reaction. You can also collect the gas that is released, and students determine that it is hydrogen by the pop when it is ignited. The teacher calls one of the students and asks them to write down the reaction equation. Since, when observing the experiment, the class was convinced that an alkali is formed and hydrogen is released, the student will write:
2Na + 2H 2 O = 2NaOH + H 2 .
At illustrated method of demonstration The teacher will first write down this equation himself, and then demonstrate experiment to confirm it.
The teacher decides which method to use depending on the topic and class size. All other things being equal, it is better to use research method.
Movie lesson is a teaching method if the content of films serves as a means of learning new material. Its construction may be different. A film lesson can follow the following plan:
Option 1 :
1. Overview of the topic (goal).
2. Writing questions on the board.
3. Watching a movie.
4. Conversation with knowledge assessment.
With this plan, at the beginning of the lesson, the teacher gives a brief overview of the topic and sets a goal for the students.
Write on the board the main questions that students should pay attention to when watching the film. After viewing, a conversation is held with an assessment (required!) of knowledge.
Option 2 :
1. Purpose of the lesson.
2. Book (plan).
4. Conversation with assessment.
After setting a goal, the teacher suggests reviewing the material in the textbook and making a plan. A film is then shown detailing the knowledge.
The lesson also ends with an assessment discussion. This form is often used when studying production.
Option 3 :
1. Task (goal).
3. Work according to the textbook.
4. Written independent work.
Here, the film is first shown, and then the wording and concepts are clarified according to the textbook.
In any option, the lesson ends with monitoring of the knowledge gained and its evaluation.
Excursion – a means of generalization and practical concretization of the studied material (the role is increasing in our time).
Students prepare in advance for the excursion: all processes and apparatus are studied through demonstrations of experiments, tables, collections, and oral explanations. Production is first studied by the teacher himself. After the excursion, the results are necessarily summed up (conference, written reports, models, layouts, etc.).
In addition to excursions to those factories whose production students become familiar with in the school curriculum, excursions to chemical laboratories of industrial and agricultural enterprises, pharmacies, local history and mineralogical museums (familiarity with substances), steam power plants, water treatment plants (topic: water, solutions) and others.