Разработка содержательного компонента методики формирования организационных умений будущих учителей химии на основе синергетического подхода

Abstract

The article considers the possibility of using the ideas of synergetics to develop a meaningful component of the methodology for the formation of organizational skills of a future Chemistry teacher, which allows the formation of appropriate professional and pedagogical competencies necessary for the organization and conduct of various types of school chemical experiments. This optimizes the process of forming such a quality of a future teacher as flexibility of thinking and will reduce the adaptation period of a novice teacher at school. The use of synergetic ideas in the educational and pedagogical process is considered in the context of the method. Based on the analysis of standard curricula on the subject of ‘Chemistry’, the main subject content of the chemical experiment was selected. The main task is to form a generalized ability toorganize and implement a school chemistry experiment by a teacher. At the same time, the actual content of the technique of the conducted chemical experiment may vary, but the main subject content must necessarily be covered. Examples explain the principle of discreteness, the possibility of a student choosing the topic for the development of a lesson, the topic of the analyzed lesson conducted by a fellow student, the topic of the lesson where they will perform the role of a laboratory assistant, the topic of case-study, the topic of the lesson with using a virtual laboratory, the topic of a home chemical experiment. The use of a synergetic approach will allow the student to feel like a ‘student’, ‘teacher’, and ‘laboratory assistant’, and also give the opportunity to perform the entire scope of laboratory work provided by the program. The teacher performs the function of a facilitator, organizing interaction and providing a methodological base. The article presents a model of the synergetic interaction of participants in the educational process. The synergetic approach to the development of the content component of the methodology allows it to flexibly respond to the rapidly changing demands of the current time and consider the personal preferences and interests of students.