Methods of formation and development of biological concept at pupils
Abstract
Difference of school courses in biologу and life sciences determined bу the purpose, volume,
structure, methods and forms of content. The purpose of science - to open the unknown side of
nature through research. The task of school courses – to explain the students the laws of science
through the facts. To do this, it is verу important to form the minds of students in biological concepts.
As part of the training program must be able to give them an explanation of the complex scientific
theories and problems. The important question is “how to teach?”, and “what to teach the students”.
The course of biology unites in the methodology of genetic, morphological, anatomical, physiological,
ecological, systematic, phylogenetic, cytological, embryological and agronomical sanitary
and medical approaches. The concept of the unity of life is the exchange of the transformation of
material and energy, photosynthesis and chemosynthesis, autotrophic and heterotrophic organisms,
etc. All this leads to an understanding of the new ecological epoch - the noosphere, reflecting the
historical development of the biosphere, human labor and thinking as the crust of the earth’s crust. Botany, zoology, human anatomy, physiology and health, as well as general courses of biology,
reveal not only the laws of development of individual organisms, but also the laws of the historical
development of organisms.When studying the types of plants and animals, pupils should acquire
elementary concepts about the development of the organic world. The paper summarizes the experience
of studying the lessons of Biology, conducted an experimental- pedagogical investigation. The
methodology of teaching Biology is presented with an emphasis on the clarification of biological
scientific concepts. Pupils of the 9th grade of school No. 139 of Almaty took part in an experimental
pedagogical investigation.
Keу words: integration, deductive, transductive, inductive, abstract, didactics.
