THE USE OF
METHODOLOGICAL APPROACHES
IN TEACHING CHEMISTRY
Djamalova S. A., Adieva
A. A., Medzhidova M.G.
Dagestan State University of national economic (DGUNH), Russia
The problems the
educational system is facing at the present stage of social development are
greatly increasing. Special responsibility is laid on teachers – the future of
the country depends upon their selfless and noble work. Teachers are entrusted
with the formation of the student’s personality. To be worthy, the teachers
themselves must be personalities. Teachers shape the man of the future, so they
always and everywhere must try to get ahead of their time.
The teacher is a
profession, and, therefore, the chemistry teacher should be a professional in
the field of chemical sciences. Unlike other chemical experts, it is not enough
for the teacher just to know the chemistry and to have chemical knowledge and
skills. One can know the chemistry, but will be a bad teacher. To teach, one
must be familiar with the psychology of children at different ages, master the
methods and techniques of teaching, imagine the ultimate goal of learning and
know the ways and means of achieving them. [1]
Chemistry teacher equips
students with knowledge of the fundamentals of chemistry to develop their
abilities, forms the scientific-materialist world outlook. To do this, the
acquired knowledge and skills in the field of pedagogy, psychology, chemistry
and methods of teaching specific educational tasks are applied.
Qualitative education is a
formation of a man, his finding himself or his image: a unique personality,
spirituality and creativity. To create an educated person means to help him to
become the subject of culture, to teach him life creation. It is important not
only to form, but to find, to support, “to develop a personality in a human
being” and to lay in him the mechanisms of self-realization, self-development,
self-regulation, self-protection or self-education, to help a person to live in
peace and harmony with people, nature, culture, and civilization.
There are three main
aspects to impact education:
1) education as a practice
of socialization and education;
2) the formation of a
system of differentiated educational services with increased individualization;
3) education as a
mechanism of social life in school.
The objectives of a
qualitative education are:
1) the development of new
educational technologies founded on the basic regional standards for the differentiation
of learning and human development with a glance of individual, cultural and
national characteristics of the students;
2) the ensuring of
person’s priorities and humanization of education;
3) the development of
educational democratization through diversity and pluralism of its forms;
4) the ensuring of the
legislation framework of education.
The main value of the
qualitative education is its individualization. Individualization of education
is an appreciation of the student and of the teacher as individualities; it is
a creation of the most favorable conditions for the formation and realization
of each student’s and teacher’s potential. [3]
The content of education
is the greatest value and an indicator of its quality.
The concept of chemical school
chemical education marks that “the main objective of introductory course is to
develop in students an initial holistic view of the world based on some
chemical knowledge messaged to them”.
There are the following
main problems being solved in the propaedeutic phase of chemistry teaching:
1) the creation of
motivation for the chemistry study;
2) the development of
students’ respect for nature;
3) the creation of
students’ representation about chemistry as integrating science, having a
landmark in the life of society;
4) the formation of
students’ basic practical skills;
5) the preparation of
students for accepting the new subject, the reduction and the relief of the
adaptive period.
The main objective of the
course is to develop thinking, creating and to maintain an interest in
chemistry, which has a great practical importance and contributes to the
development of students’ knowledge and skills necessary in everyday life for
the safe handling while using the substances in their everyday life.
The methodology of the
chemistry teaching is based on several methodological approaches:
1) a universal dialectical
method is shown in the ideas of the development of concepts, in the
relationship between different sides of the learning process, in the identification of internal contradictions;
problem teaching is based on their solution;
2) systematic and
structural approaches help to isolate the structural elements of the system, to
make connections between them and to define their functions and mutual
integration;
3) consideration of all
teaching categories in terms of three functions of education – the education,
nurture and develop;
4) the didactic approach
defines the theoretical basis of the methods of chemistry teaching;
5) the activity approach
considers the learning process as a joint activity between the teacher and
students, and this in its turn, can help to develop in students activities, not
only the basics of science, but also the activities and methods of its knowledge
must be learnt. [2]
The use of any particular
method of learning can be determined by a master’s desire, his good intentions
to develop the maximum of students’ personality. For example, in our teaching
practice the developing maximum effect is laid in teaching chemistry at the
activity-based approach, in which students together with a teacher acquaint
themselves with the scientific methods of knowledge obtaining, master the
elements of the scientific method in practice, become proficient in the ability
to independently produce new knowledge, to plan a new search, to open the
functions or natural laws. That’s why we recommend applying it in the teaching
chemistry in every educational institution of secondary education and colleges,
universities and professional schools.
Literature:
1. Barannikova A.V.
Teaching chemistry in secondary educational institutions in 2001-2010 school
years. // Chemistry at school, 2011. – P. 2.
2. Chernobelskaya G.M.
Methods of chemistry teaching in secondary school. – Moscow: General Publishing
Center “VLADOS”, 2013. – 336p.
3. http://festival.1september.ru.