РОЗВИТОК ШКІЛЬНОЇ БІОЛОГІЧНОЇ ОСВІТИ В УКРАЇНІ У 80 – 90-ТІ РОКИ ХХ СТ. (ІСТОРІОГРАФІЯ ПРОБЛЕМИ)

Abstract

The features of school biological education in Ukraine, whose development took place in the context of socio-political, socio-economic determinants during the studied period was identified. Significant for school biological education were 80 – 90-ies of the XXth century. The provisions of the concept of secondary biological education, created in the early 80’s of the XXth century were the basis of the “Programs for the Secondary School of Biology” (1986).Beginning of democratic transformations contributed to the development of the system of school biological education: intensified the search for optimal ways to update the content, taking into account the scientific research in science and teaching methods; the study of foreign experience and the introduction of its elements into the practice of the work of educational institutions; the revival of the spirituality of the Ukrainian school; increasing the professional skills of biology teachers by expanding and deepening democratic foundations in the organization of postgraduate education of teachers.The content of school education reforms, the emergence of the subject “Biology”, which reflected the idea of a systematic approach, the implementation of the content potential of the biology course for guidance students. A number of contradictions in the development of school biological education have been identified. The emphasis is placed on the requirements for the content of the training of pedagogical staff, the development of the system for improving skills of teaching staff.Negative trends were observed: extensive school development; centralization of management as a consequence of the continuous influence of mono-ideological policy on the state of education; neglect of the national idea and its leveling in the reformation of school biological education; strengthening the ideological influence on the content of biological courses; a unified and regulated approach to the educational process (one-sidedness of teaching and methodological support); quantitative orientation.