VitaliyaV. Krasnikova
3rd year student of the faculty of mathematics and science education
Belgorod State National Research University,
Belgorod
Scientific supervisor
Alexander V. Markov
senior lecturer
Foreign languages department
NRU BSUINTERDISCIPLINARY CONNECTIONS IN TEACHING BIOLOGY
Annotation:This article discusses the possibilities of using interdisciplinary connections in biology lessons. Examples of the formation of interdisciplinary links between biology and other sciences are specified. The possibilities of ensuring the comprehensive development of students through the implementation of interdisciplinary connections are explained.
Key words: learning, interdisciplinary connections, biology, lesson, subject, knowledge, education.
The implementation of inter-subject and intra-subject communications is one of the most important didactic and psychological-pedagogical conditions that help to consciously assimilate educational material. Intersubjectivity in teaching helps to develop an understanding of a number of concepts, theories and laws.
When there is a study of a subject, it can be considered from the point of view of different sciences. It is with this method of study that interdisciplinary connections are realized.
All branches of science are interconnected in some way, this contributes to the fact that academic subjects cannot be studied separately from each other. The interdisciplinary principle of education is a didactic condition and means for a comprehensive and complete study of the foundations of sciences in integrity with others. By implementing interdisciplinary connections, the teacher helps students not to duplicate previously studied material, and this helps to save time and create the most favorable conditions for the formation of skills [7].
Maksimova V.N. defines interdisciplinary connections as follows: “Interdisciplinary connections are the establishment and assimilation of connections between the structural elements of the educational material of various subjects” [4, p. 59].
One of the most complete definitions was expressed by L.A. Dolgova: “Interdisciplinary connections are a pedagogical category denoting synthesis, integration in the relationship between phenomena, processes, objects from reality, which are reflected in the forms, methods, content of the educational process and perform a number of functions in it, such as: developing, educational and upbringing » [2, p. 9].
Interdisciplinary connections in teaching contribute to the systematic organization of the educational process. They ensure the assimilation of various concepts in the subject system of education, performing developmental, educational and educational functions. Intersubjectivity in teaching helps to increase the level of scientific knowledge, creative development, development of logical thinking, while forming an expanded outlook with an understanding of the world as a whole.
The means of implementing interdisciplinary connections in biology lessons can be: questions, different types of tasks, problem situations, they increase the effectiveness of the educational and educational process.
The study of plants in the school biology course becomes the center of the formation of a natural-science picture of the world.
The plant cell is the structural unit of the plant. Studying cells with the help of interdisciplinary connections, students form an idea of the cell as an elementary unit of all living things.
Understanding the concepts of the structure and life processes of a cell from a scientific point of view can be formed with an interconnected explanation of the material with the patterns of relationships between the structure, functions, and vital activity of the external environment of cells. The concept of the environment is formed by students in the course of natural history in the 5th grade. It is advisable to repeat such concepts in secondary school as part of teaching biology in lessons with topics related to the plant world and its composition [6].
Studying the origin, habitats of animals, students rely on the knowledge that is formed from the course of geography. The role of animals in nature, their distribution on Earth, species ratio and communities, animal protection, rational and careful attitude to them, all these topics are already familiar to students in the course of studying ecology and geography. The connection of these courses with biology is revealed in the study of topics about the animal and plant world, as about the species population of the planet [1].
Chemistry is based on biological (biochemical) concepts, especially in the course of organic chemistry. When studying the topics “Fats”, “Carbohydrates”, “Proteins”, it is important to be able to realize interdisciplinary connections with biology. To do this, it is necessary to give examples of where and in what quantities these substances are found in the body, what effect they have and why a person needs them [5].
Problem-based learning methods are also used in the lessons of anatomy, physiology and human hygiene. The solution and creation of problematic tasks lies in the implementation of interdisciplinary interaction. For example, when studying muscles, students can solve a problematic question: “Why does the body heat up and release a lot of heat when muscles work? To solve this question, students should remember materials on chemistry about exothermic and endothermic reactions and on physics about the transformation of one type of energy into another [3].
Interdisciplinary connections in education are an important condition for the implementation of the goals and objectives of modern education. They cover all methods, forms and means of teaching various disciplines.
Interdisciplinary allows you to highlight the most important elements of the content of education, consider systems of theories, laws, concepts and ideas to which it is necessary to apply knowledge from different school courses. This relationship of objects affects their structure. It is important to take into account and highlight the connections from one subject to other academic subjects.
Such an approach in teaching and educating children enhances the understanding of the unity of all living things: nature, society, man. This approach strengthens ties not only with the natural sciences, but also with the humanities. The use of interdisciplinary quantitative, cognitive and problematic tasks or questions improves the ability of students to establish and assimilate the relationship of different subjects. In addition to tasks of various directions, the implementation of the interdisciplinary principle of learning is facilitated by extracurricular and extracurricular activities.
Thus, intersubjectivity is the principle of learning, which affects the development and education of a comprehensively developed person. This principle affects the structure of the curriculum, strengthening the systemic knowledge of schoolchildren.
List of references
1. Beketova S.I., Kamakhina R.S., Lokhotskaya L.A. Integration of the subjects "Geography" and "Biology" as a condition for the formation of the scientific worldview of students // Modern problems of science and education. - 2014. - No. 1. - P. 42.
2. Dolgova L.A. Interdisciplinary connections as a means of motivating the educational process in a foreign language // Foreign languages at school. - 1988. - No. 6. - S. 8-11.
3. Ilchenko V.R. Crossroads of physics, chemistry and biology. – M.: Enlightenment, 1986. – 174 p.
4. Maksimova V.N. Interdisciplinary connections in the educational process of the modern school. - M .: Education, 1987. - S. 52-67.
5. Maksimova N.E. Methodological approaches to the integration of teaching chemistry and biology // St. Petersburg Educational Bulletin. - 2016. - No. 1. - P. 43-46.
6. Pleshakov A.A., Sonin N.I. Natural science grade 5. - M .: Education / Bustard, 2013 - 176 p.
7. Khasanov, A.A. Intersubject communications and their functions // Domestic and foreign pedagogy. - 2012. - No. 2 (5). - S. 130-132.
