« Bad teacher presents the truth, the good one teaches to find it. "

Adolf Disterweg

This quote very accurately reflects my attitude towards the teaching profession. A pedagogical concept that I have followed for three years teaching activities, reads as follows: "The activity approach as the basis for the development of the creative potential of students in biology lessons." It aims to teach schoolchildren to "think". By checking this or that theory, analyzing the facts, the students themselves come to the correct conclusion. Moreover, the knowledge acquired in this way gradually turns into the inner convictions of the student himself, which is of much greater value than the memorized material of the textbook.

The goals that I set for myself when organizing biology education:

1) teach children to analyze information from various sources on the topic under study, to compare it;

2) contribute to the formation of skills in the application of theoretical knowledge in practice, awareness of their value in everyday life;

3) to form students' ability to be creative about preparation homework;

4) teach schoolchildren to use knowledge from related fields in biology lessons.

Having decided on the question "how to teach?", You need to answer yourself one more question "What to teach?" The content aspect of all knowledge at the moment is determined by the state educational standard. But a huge amount curricula and manuals sometimes makes you think about the appropriateness of their use in educational process... In the history of the methodology of teaching biology, there have already been cases when the programs already "launched" into practice, textbooks turned out to be insufficiently effective. One of the most successful teaching materials in the study of biology, in my opinion, is the Program of the system of biological courses of grades 5-9 by authors V.V. Pasechnik, V.M. Pakulova, V.V. Latyushin. The material under study is presented scientific language, the textbooks contain good illustrations, diagrams, tables, detailed descriptions of experiments proving the course of certain processes (plant respiration, the presence of root pressure, the formation of starch in plant leaves), which are also easy to carry out in the classroom, interesting Facts on the topic under study. It is important that the textbook contains tasks of a research nature of various levels of complexity. A wonderful addition to the tutorial is workbookcontaining multilevel tasks. However, markeda number of disadvantages. The explanatory note to the program shows the sequence of studying the sections by class, gives a brief description of each of the sections. The authors point out that the Grade 5 course is based on the elementary school natural history course. It is good that the emphasis is placed on further study of biology in the 6th grade. But for some reason it is silent about the propaedeutic significance of the course "Nature" for other natural science subjects. I believe that such a narrowing of the functional purpose of the 5th grade course is wrong. When studying the course "Zoology" the educational material is inconveniently constructed. At first, students study the taxonomy of certain types of animals, and the features of their structure are covered only at the end of the textbook, which, in my opinion, is extremely inconvenient. There are enough illustrations in this course, but not always the species of animals referred to in the text of the paragraph are shown in the pictures of the textbook. Students have a natural question "what does this animal look like?"

When studying the topic "Mushrooms" much attention is paid to their structure, comparative characteristics and features, but there is no information on first aid measures for mushroom poisoning;

The use of various forms and methods of teaching, which also contribute to the development of the creative potential of students, deepening knowledge in the field of biology, as well as increasing interest in the subject under study, allows to successfully solve the listed shortcomings in the programs. The most important form of revitalization cognitive activities students in biology lessons are laboratory and practical work.

The laboratory and practical activities of students should be planned in such a way as to reflect the natural course of acquiring knowledge, from the facts obtained in the course of the experiment, observation, experiment, through the discussion of hypotheses to knowledge. In my opinion, the most interesting are not those works where ready-made research results are given, but the task of students is to explain them, but those in which the student is supposed to participate in research activities. I often include in my lessons a laboratory experiment, which, being a means of visualization, solves a number of important problems: the formulation of an educational problem, a demonstration of the principles of operation of individual devices and the peculiarities of biological processes, the formation of the ability to carefully observe what is happening.

Unfortunately, during such a short time of work at school I did not have the opportunity to conduct circle classes, but I cannot fail to note the role of extracurricular work on the subject. This work allows you to significantly expand, realize and deepen knowledge, turn it into persistent beliefs. The wide use in extracurricular work of various tasks related to the conduct of observations and experiments develops students' research abilities. A significant advantage of extracurricular work is that the student in it acts as a subject of learning. If extracurricular work is associated with the production of visual aids from material collected in nature, as well as dummies, tables, the organization of biological and exhibitions, it causes the need to use scientific biological literature.

Studying the scientific literature on biology, students are faced with information about new advances and discoveries in this area of \u200b\u200bknowledge, which in turn is associated with the development of new experimental methods based on the implementation of improved technologies. Convinced that modern biological discoveries are necessary for humanity, students begin to view biology not just as a school subject, but as an important area of \u200b\u200bresearch, in which there are still many unresolved questions.

In preparing for the lesson, I use not only the material of the textbook, but also many other sources of information. I demand the same from students, using messages as homework, reports on topics that are either not in school textbooks, or this information is covered very little. This encourages students to look for additional literature, ask for help from their parents.

In the era of the predominance of information technology, the process of informatization of education cannot be ignored. The question is close enough to me, since the theme of the self-education plan is “Using ICT as an opportunity to optimize the learning process, create meaningful and visual tasks that develop the cognitive activity of students”. Electronic resources, I use presentations for various purposes: to study new material and consolidate the knowledge gained, to ensure independent work learners to master new material. In the absence of handouts, computer technology is practically the only means for demonstration. Working with software electronic products allows you to conduct virtual experiments, experiments that cannot be carried out in a school laboratory. I actively use electronic atlases on anatomy, electronic lessons and tests in botany and chemistry.Using computer program, children are watching physiological processesoccurring in organisms of plants and animals. And as the proverb says: "It's better to see once than hear a hundred times."

In my activity I use information Technology and in preparing schoolchildren for the GIA and USE, which has a number of advantages: the combination of sound, image (especially three-dimensional graphics) allows you to achieve the best perception, assimilation and consolidation of the material, the system feedback allows you to control and assess knowledge. In addition, the students themselves are very interested in the lessons in which TCO is applied, they themselves participate in the creation of electronic projects, presentations on various topics.

Another important element in teaching biology is to support and develop the abilities of students. Working with gifted children is always an integral part of the educational process at school. Taking into account the peculiarities of gifted children and adolescents, it is necessary to provide for opportunities to increase the independence, initiative and responsibility of the student himself. In relation to teaching gifted students, I use creative methods - problematic, search, research, project. These methods have a high cognitive and motivating potential and correspond to the level of cognitive activity of students. Under my leadership, students conduct research on the state of the environment, their work won prizes at regional and regional competitions, which undoubtedly increases the self-esteem of the children and their self-confidence. The process of teaching gifted children provides for the availability and free use of various sources and methods of obtaining information. The use of innovative technologies opens up new opportunities for me in working with children with high creative abilities. Learning any discipline using new technologies gives children room for thought and participation in creating lesson elements.

Summing up all of the above, I would like to note that despite the short experience of teaching, I try in my work to try out various approaches to teaching biology to schoolchildren. Undoubtedly, this path is long and difficult, but "experience is the main teacher." Any obstacle on the way always prompts the search for new methods, forms in pedagogical activity. Only the desire to search for such ways is the true meaning of the activity of a real teacher - a master.

The propedeutic role of the courses "man and the world" and "Natural history". Generalizing meaning general biology... Analysis of a biology program for high school... The rapid accumulation of necessary facts is characteristic of modern biological science. For a school subject biology should be selected as the most significant in education and upbringing the meaning of the material. Currently, the school subject biology is studied at a 3-level level:

1) Initial stage - 1-4cl. Biological material is presented in the integrated course "Man and the World".

2) Middle stage - 5-6cl. - course "Natural Science". 7-9cl. Systematic Course in Biology. 7kl. - botany, 8kl - zoology, 9kl - human anatomy

3) Senior stage - continuation of a systematic course in biology in a school subject - general biology. Currently, biological material can be emitted at a basic, professional and advanced level. The classical system of school biological courses - knowledge about plant organisms - is preserved. Preparation for gaining knowledge about living organisms after being studied by a person. General Biology is a generalizing course. Within school courses, the classic evolutionary approach to building material is preserved. The content of school biology is based on the observance of the principle of scientific nature and accessibility when writing textbooks, they include only scientifically proven facts, and a subtle science is also carried out between the concepts of biology as a science and a school subject biology. 1-4cl. biologist material is presented in the course "Man and the World". The course includes 3 sections.

1) Man and society.

2) Man and nature.

Man and health. In the course, a person and the world form the initial ideas about living and inanimate nature, its components, the relationship between flora and fauna, seasonal changes in the life of nature. This course provides an understanding of the structure of the human body, diet, and personal hygiene. The course "Natural history" has replaced the course "Universe". In the 5th grade, natural history is an integrated course consisting of 4 sections: physics, chemistry, geography, astronomy. It studies topics: space and the Earth, bodies, substances and natural phenomena, water, air, minerals. Course includes 12 practical work, 2 of them have biological content: 1) Detection of starch in potato tubers. 2) Detection of fat in sunflower achenes. Grade 6 - Natural History is a revised course in the Universe. Textbook edited by Lisov. He studies the issues: the concept of living, inanimate nature, a characteristic of all the kingdoms of the organic world is given. The section "Ecology" is very difficult to understand, where the definition of the species and its characteristics, population, communities and ecosystems, the cycle of substances in them, food and non-food interactions between organisms is given. A detailed description of 2 ecosystems (pond and forest) is given. In a separate chapter, the characteristics of all groups of animals are given. Both invertebrates and vertebrates (table). School courses "Man and the World" and "Natural Science" perform a propaedeutic (preparatory) function. In 7th grade, students learn about plants as a living organism; get acquainted with the variety of plants, with the kingdoms of plants, bacteria and fungi, with the ability of their representatives to cohabit in natural communities; about the levels of organization of the organic world - cellular, tissue, organismic. The study of this course prepares students for the perception of material about the animal kingdom.

Studying animals in the 8th grade prepares schoolchildren for mastering the course "Man and his health"; the ability to use comparison helps to assimilate the qualitative uniqueness of the human body in connection with its biosocial essence.

Biology education in secondary school ends with the course "General biology". It sets out the general laws and properties of life, its origin, development and dependence on the example of representatives of all kingdoms of the organic world.

Pedagogy distinguishes several types of structuring the content of education:

ü linear construction - all educational materials are arranged sequentially and continuously, as links of a holistic, single educational content, while each topic is studied only once;

ü concentric arrangement- there is a repeated return to the passed material, but each time at a new higher level of presentation;

ü spiral construction- the educational material is arranged as a whole sequentially and continuously, but not linearly, but in a spiral, that is, they repeatedly return at a new higher level to the same content, expanding and enriching it with new knowledge and experience of human activity;

ü modularity(new type) - the integral content of the academic subject is distributed into separate modules, for example, such as: content-descriptive, operational-active, ideological, profiling, control and verification, environmental-humanistic, cultural, etc.

Although for the first time the concept of cellular and non-cellular forms of life is introduced in the 6th grade, the formed integral concept is defined only in the 11th grade.

An example of a formed concept of the systematics of the organic world:

Table “Principles of taxonomy.

Diversity of the organic world "

Taxonomy is a branch of biology that develops the natural classification of organisms based on the relationship between different groups Living creatures.

A species is an elementary unit of taxonomy (the concept was introduced by J. Ray); the classification was developed by Karl Linnaeus (introduced by Binar Nom).

A species is a group of individuals.

Example:

view	Cultural buckwheat
genus	Buckwheat
family	Buckwheat
order	Buckwheat
class	Dicotyledons
the Department	Flowering
P / C	Higher plants
C	Plants
view	German shepherd
genus	Sheepdog
family	Doggy
detachment	Carnivores
class	Mammals
a type	Chordates
P / C	Multicellular
C	Animals
N / C	Eukaryotes
empire	Cellular
view	Homo sapiens
genus	Human (Homo)
group	Higher narrow-nosed monkeys
family	Hominids
n / detachment	Humanoid
detachment	Primates
class	Mammals
a type	Chordates
P / C	Multicellular
C	Animals
N / C	Eukaryotes
empire	Cellular

Also, for the first time, it is told about the structure of the cell in the 6th grade, but a holistic idea is formed in a student only in the 10th grade when studying a course in general biology.

Cell structure:

cytoplasmic membrane protoplast - all living contents of a cell (cytoplasm)

(plasmalemma)

Inclusions

Hyaloplasma - liquid

Content of the cytoplasm

Organelles

Single Membrane Non Membrane

* vacuole Two membrane * ribosomes

* AG (KG) * centrioles

* lysosomes * nucleus * microtubules

* EPS (EPR) * mitochondria * microfilaments

* mesosomes in * plastids

bacteria

Development biological concepts in the process of teaching biology.

The academic subject "Biology" is a system of basic (fundamental) scientific concepts of biology, specially selected, didactically revised, arranged in a certain order, developing in a logical sequence and interconnected with each other. The whole system of concepts is determined by the foundations of science, reflected in the school subject

Concepts are constantly evolving, expanding and deepening. For example, the concept of "photosynthesis" in grade 7 is "the process of creating organic matter using chlorophyll." When studying general biology, this concept sounds like this: “Photosynthesis is the biosynthesis of carbohydrates from inorganic substances (carbon dioxide and water) due to the energy of light in the green cell. " The content of the concept of photosynthesis becomes more complete (chloroplasts, pigments, dark and light phases, the role of light, water and hydrogen, attention is paid to the appearance of free oxygen, the accumulation of chemical energy in the form of ATP).

The concept formation process has a number of features:

concepts cannot be assimilated in a “ready-made form” only by memorizing definitions, but are derived and formed;

concepts are not learned immediately, not at once, but gradually, as you study the course, they continuously develop in volume and depth;

concepts are a system in which some of them are related to others;

the process of forming concepts is manageable, it takes place under the guidance of a teacher, has a purposeful character.

The task of teaching is the systematic education and development of concepts. Each concept in its development must be assimilated by students so that they can freely operate with it.

The teacher needs to know how concepts move from topic to topic, from course to course. The most important moment in the formation of a concept is to highlight its essential features. To do this, use analysis, comparison of features, synthesis and generalization.

In general terms, the process of formation and development of concepts can be divided into three stages: education, development and integration.

They use three methods of forming concepts: from sensory experience by inductive (inferential) generalization or by deductive deduction from well-known theories; traductive.

Induction is a type of inference that is based on a sequential transition from the discussion of particular aspects of the subject to its general property. For example, when considering consistently that green plants, using the energy of sunlight and minerals, one can formulate the conclusion: plants have photosynthesis.

Inductive concept formation is characteristic of initial stage training based on the generalization of experimental data. At the same time, a special place belongs to the observation of objects (natural or pictorial), comparison and generalization of observations.

The inductive way of forming concepts is characterized by the following sequence of activities of the teacher and students:

observation of objects and phenomena;

their comparison, selection of signs on this basis;

their generalization;

work with the definition of a concept in which essential features are distinguished;

application of knowledge in practice.

Deduction characterizes the reverse movement of thought - from the general to the particular - plants have photosynthesis, because they have chlorophyll, with the help of which they are formed in the light organic matter from carbon dioxide and water.

Already at the first stage of teaching biology, a number of abstract theoretical concepts (fitness, biodiversity, the system of living organisms, kingdoms) are introduced, which are the starting points for the development of an integral system of theoretical knowledge (organism, species, genus, family, evolution, origin). With the deductive path:

first, a definition of the concept is given;

after that, work is organized on the assimilation of its signs and connections;

then the signs and connections are fixed;

connections with other concepts are established;

exercises are carried out in distinguishing concepts.

Traduction - inference comes from knowledge of a certain degree of community to new knowledge, but at the same degree of community. That is, the conclusion goes from the singular to the singular, or from the particular to the particular, from the general to the general. Having formed at some stage of the educational process a specific concept (for example, sexual reproduction, asexual reproduction, vegetative reproduction).

Comparison plays an important role in the formation and development of biological concepts. Comparison is the comparison of objects in order to identify the similarities and differences between them. It provides the possibility of using analysis, that is, a detailed and comparative study of the properties of the studied object and phenomenon. At the same time, comparison with the use of analysis makes it possible to formulate a generalizing conclusion (i.e., leads to a synthesis). Thus, comparison is the most important prerequisite for generalization. Judgments expressing the result of comparison serve the purpose of revealing the content of concepts in the compared objects. In this respect, comparison acts as a technique that complements and sometimes replaces the definition (derivation) of a concept.

The most successful formal-logical formation of theoretical concepts occurs in the process problem learning, for example, the formation of a concept according to the type of "bringing under the concept". The model of this process can be represented as follows:

problem statement (bringing the object under this concept);

search for ways to solve the problem (analysis, synthesis, comparison of the essential properties of an object and a concept);

solution of the problem (highlighting the general essential properties of the concept);

awareness and understanding of the results obtained (study of the relationship between the object and the concept);

characteristics of the results - the derivation of the concept, the formulation of the definition (the conclusion about the belonging of the object to the concept).

knows its definition and content, that is, the essential features of the concept, connection and relationship between features;

has a figurative idea of \u200b\u200bthe studied biological object or phenomenon;

is able to independently apply the concept when solving educational problems.

Lecture number 6 "Enhancing the cognitive activity of students in the process of studying biology: a problematic approach."

Municipal budgetary educational institution

"Shorshel secondary school

named after the pilot-cosmonaut A.G. Nikolaev "

Mariinsko-Posad district of the Chuvash Republic

Egorova Elena Nikolaevna,

biology teacher

Analysis of educational and methodological complexes in biology

I work on the educational-methodical complex "Biology" grades 6-11, edited by I. N. Ponomareva (publishing house "Ventana - Graf").

UMK composition:

Textbooks;

Workbooks;

Teaching aids for teachers;

Multimedia applications.

Programs are developed in accordance with the federal component of state educational standards for basic general and secondary (complete) general education in biology (baseline) (2004).

Programs for grades 6-9:

The programs are maximally aimed at the development of environmental education of schoolchildren in the process of teaching biology, at fostering ecological culture, at broad communication with wildlife, the nature of their native land, fostering a responsible attitude to natural objects, fostering patriotism, love for nature, for the homeland, for the subject of biology.Purpose of the programs - to develop among students in the process of biological education an understanding of the greatest value of life, the value of biological diversity.

Features of the programs:

Increased environmental content.

Increased focus on biological diversity.

Increased attention to the ideas of the evolution of the organic world, to the ideas of sustainable development of nature and society.

Expanding the list of practical works and excursions into nature, with an orientation towards active and independent knowledge of natural phenomena, towards the development of practical and creative skills in students.

The study of biology in grades 6-9 is built taking into account the development of basic biological concepts, successively from course to course and from topic to topic in each course.

Programs for grades 10-11:

This program is a continuation of the 6-9 grades biology program, where biology education ends in grade 9 with the course "Fundamentals of General Biology". In this regard, programs for grades 10-11 represent the content of the course in general biology more high level integrative learning. The integration of materials from different areas of biology science makes the educational content new and more interesting for students.

Purpose of the program - ensuring the general cultural mentality and general biological competence of a graduate of a modern high school.

The presentation of educational material in the 10th grade begins with the disclosure of the properties of the biospheric standard of living and ends in the 11th grade with the presentation of the properties of the molecular level of life. This sequence provides in the 10th grade a close continuity with the course of biology in the 9th grade and the course of geography in the 9-10th grades, and the study in the 11th grade of the processes occurring at the molecular level of life - a close connection with the course of chemistry.

Textbooks that are part of the educational and methodological complex are included in the Federal list of textbooks recommended by the Ministry of Education and Science Russian Federation for use in educational process in educational institutions. All of them meet the requirements of the federal basic curriculum and the federal component of the state standard, the concept of modernization russian education... In all textbooks, the principle of variability of the content of the material is implemented: the material is compulsory and for additional study, the principle of continuity is observed.

Textbook "Biology. Plants. Bacteria. Mushrooms and lichens "grade 6

(Authors: Ponomareva I. N., Kornilova O. A., Kuchmenko V. S.).

The presented course of biology is devoted to the study of plants, bacteria, fungi, lichens. The concept of the textbook is based on a systemic and structural approach to the study of biology: the formation of biological and ecological concepts through the establishment of common signs of life.

Topics are presented sequentially: from biological diversity of plants, cellular structure, structure of organs, to the main processes of plant life (nutrition, respiration, reproduction, growth). The kingdoms of bacteria, fungi and lichens are considered from an evolutionary perspective. In conclusion, natural communities, their diversity and the role of man in nature are studied.

The textbook is colorfully decorated, it contains many additional materialwhich makes it interesting to read. It is very important that its authors pay considerable attention to the evolutionary aspect. The textbook not only gives knowledge, but also forms skills. Laboratory work is proposed, during the performance of which each student must conduct observations, research, prove, compare, draw conclusions, critically analyze information - all this develops the intellectual and creative abilities of students. The authors have thought out a system of self-control of students' knowledge. After each section there are tasks: "Check yourself", which include tasks of both reproductive and creative nature.

In this textbook, the author's program is implemented, designed to study biology 1 hour per week (35 hours per year) and 2 hours per week (70 hours) per year.

The kit includes toolkit for the teacher, two workbooks and didactic cards.

Textbook “Biology. Animals »grade 7

(author Konstantinov V.M., Babenko V.G.,Kuchmenko V.S.)

The textbook is based on the concept of a multilevel organization of living matter and the historical development of the animal world from the simplest forms to highly organized ones. Particular attention is paid to the practical importance of animals, the relationship of living organisms, primarily animals in ecosystems, food relations, maintaining a stable balance and protecting the animal world. The training material includes topics such as "Cell", "Tissues", "Organs and systems of animal organs" (which were not in the old textbooks).

The textbook is richly illustrated. Each chapter also ends with a block of tasks to test knowledge. Laboratory and practical work are proposed. The set includes 2 workbooks and a teacher's manual.

Textbook “Biology. Man "grade 8

( ed. Dragomilov A.G., Mash R.D.)

Designed to study the section "Man and his health" for 2 hours a week and contains information provided by the standard of biological education. The textbook includes a system of laboratory and practical work on the main topics of the course, many of which are recommended to be performed at home and to submit a report on their implementation. At the discretion of the teacher, the last paragraphs of topics and blocks of tasks "Test yourself" can be used for generalizing lessons. An asterisk (*) denotes elective assignments and material studied in overview order. The textbook is very informative, contains a large number of bright, colorful drawings, at the end of each chapter there is a heading: "Check yourself." The book ends with an interesting "Supplement".

The set includes 2 workbooks, a teaching aid for the teacher.

Textbook "Fundamentals of General Biology" grade 9

( ed. I. N. Ponomareva, O. A. Kornilova, N.M. Chernov)

The textbook was developed in accordance with the program of the biology course, created by the team of authors under the guidance of prof. I.N. Ponomareva. Under this program, the study of the course ends in grade 9 with the basics of general biology. The methodological apparatus of the textbook promotes the assimilation of theoretical material and provides differentiated teaching. The material of the textbook is well structured, divided into sections (blocks), which are clearly interconnected, in a sequence of levels of organization of living matter (biosystems): molecular level organizations, cellular, organismic, population-specific biogeocenotic and biosphere.

The textbook contains laboratory and practical work, during the performance of which it is necessary for each student to observe, research, prove, compare, draw conclusions, critically analyze information - all this develops the intellectual and creative abilities of students.

Some topics involve student messages, and this is work with encyclopedias, popular science literature, reference books. It should be noted that almost all topics contain practice-oriented material. At the end of each topic there is a list of the main concepts considered, which implies their development and repetition, i.e. system for the development of scientific concepts.

The set includes a workbook and a teaching aid for the teacher.

Textbooks "General Biology" Grades 10 and 11,a basic level of

(author I. N. Ponomarev, O. A. Kornilova, T. E. Loshchilina)

The general biology curriculum presented in these textbooks is revealed on the basis of the knowledge gained by students in previous grades, and is a logical continuation of the 9th grade course on the basics of general biology. Textbooks allow you to reveal the features of wildlife using an integrative approach. Knowledge from other areas, plus new scientific information included in the text of the paragraphs, allows the teacher to form students' holistic understanding of wildlife, its origin and development. Two content lines of the program: "Biosphere, biogeocenotic, population-species living standards" (10th grade) and "Organismic, cellular, molecular level of life manifestation" (11th grade) allow to give an idea of \u200b\u200bbiology as a science that studies living nature. The teaching material is divided into two educational components. One corresponds to the basic level of the state educational standard of 2004 (one hour per week), the other can be used as an additional one (with a two-hour study of the subject). Cognitive material (not required for study) is highlighted in a font different from the main one.

The program traces the continuity with the previously studied sections of biology in the study of such chapters as the basics of cell biology; molecular basis of life; foundations of developmental biology. It is when studying these chapters that an integrated approach is used not only with natural science, but also humanitarian cycles. A few words about the structure: questions and tasks for self-control at the end of the topic allow you to organize homework, can be used in preparation for control works... I would also like to note the work with keywords. First, they are highlighted in the text, and secondly, they are placed at the end of each topic. The textbooks now have such headings as: "Express your point of view", "Problem for discussion" "Material for discussion". Highlighted the topics of seminars and material for them.

I consider the disadvantages of the presented educational-methodical set:

Often the teaching material is presented in a language that is difficult for students to understand.

Small drawings (but this can be compensated for by disk usage or network resources).

Some paragraphs are very voluminous and scientific, especially in the textbooks of grades 6 and 7 (do not correspond to the age characteristics of students).

The disadvantage of ALL workbooks is a complete duplication of textbook material, which does not allow for a creative approach when working with them. Workbooks are focused exclusively on the reproductive activity of students.

SAMPLE BIOLOGY PROGRAM

General characteristics of the program

A sample biology curriculum for basic school is based on the Fundamental Core of General Education Content and the Requirements for Outcomes of Basic General Education presented in the federal state educational standard general education of the second generation. It also takes into account the main ideas and provisions of the program for the development and formation of universal educational actions for general education, it respects the continuity with the model programs of primary general education.

The program is basic, that is, it determines the minimum amount of content for a biology course for a basic school that should be presented in any working or author's program.
The approximate program is a guideline for drawing up working and author's programs, it defines the invariant (obligatory) part of the course, outside of which there is the possibility of the author's choice of the variable component of the educational content. The authors of curricula and textbooks can offer their own approach in terms of structuring educational material, determining the sequence of its study, expanding the volume (detailing) of the content, as well as ways of forming a system of knowledge, skills and methods of activity, development, education and socialization of students. Working, author's programs, compiled on the basis of an example program, can be used in educational institutions of different profiles and different specializations.

The sample program consists of four sections: an explanatory note with requirements for learning outcomes; course content with a list of sections, a minimum list of laboratory and practical work, excursions; approximate thematic planning with the definition of the main types of educational activities of schoolchildren; recommendations for equipping the educational process.

The sample program for the basic school provides for the development of all the basic types of students' activities presented in the sample programs of primary general education. However, the content of the sample programs for basic school has features due, first, to the subject content of the general secondary education system; secondly, the psychological age characteristics of the trainees.

Each academic subject or set of academic subjects is a reflection of scientific knowledge about the corresponding area of \u200b\u200bthe surrounding reality. Therefore, if in primary school in the first place is educational activity related to the formation of the skills to learn, adapt in a team, read, write and count, then in the basic school students master the elements of scientific knowledge and educational activities that underlie the formation of cognitive, communicative, value-orientational, aesthetic, technical and technological, physical culture, formed in the process of studying a set of educational subjects.

At the same time, universal educational actions are formed as a result of the interaction of all academic subjects and their cycles, in each of which certain types of activity and, accordingly, certain educational actions prevail: in the subjects of the natural-mathematical cycle, cognitive activity and, accordingly, cognitive educational actions play a leading role; in the subjects of the communicative cycle - communicative activity and the corresponding educational actions, etc.

In this regard, in the sample programs for the basic school in different educational courses, different types of activities prevail at the level of goals, requirements for learning outcomes and the main types of student activities.

The main feature of adolescence is the beginning of the transition from childhood to adulthood. At the age of 11-15 years, the cognitive sphere develops, educational activity acquires the features of self-development and self-education activities, students begin to master theoretical, formal, reflective thinking. In adolescents, the formation of universal educational actions that ensure the development of civic identity, communicative, cognitive, and effective personality traits comes to the fore. At the stage of basic general secondary education, students are included in project and research activities, the basis of which is such educational actions as the ability to see problems, pose questions, classify, observe, conduct an experiment, draw conclusions and conclusions, explain, prove, defend their ideas, give definitions to concepts. This also includes techniques similar to the definition of concepts: description, characterization, explanation, comparison, distinction, classification, observation, skills in conducting an experiment, the ability to draw conclusions and conclusions, structure material, etc. These skills lead to the formation of cognitive needs and development cognitive abilities.

Considering the above, as well as the provision that educational outcomes at the subject level should be subject to assessment during final certification graduates, in the approximate thematic planning, the subject goals and planned learning outcomes are concretized to the level of educational actions that the students master in the process of mastering the subject content. At the same time, a certain type of activity (cognitive, communicative, etc.) remains the leading one for each academic subject. In subjects where cognitive activity plays a leading role (physics, chemistry, biology, etc.), the main types of student learning activities at the level of learning activities include the ability to characterize, explain, classify, master the methods of scientific knowledge, etc .; in subjects where communicative activity plays a leading role (Russian and foreign languages), other types of educational activities prevail, such as the ability to fully and accurately express one's thoughts, argue one's point of view, work in a group, present one's views and communicate them orally and writing, engaging in dialogue, etc.

Thus, the sample program outlines the goal-setting of subject courses at different levels: at the level of metasubject, subject and personal goals; at the level of metasubject, subject and personal educational results (requirements); at the level of educational activities.

The structure of the sample program

The "Explanatory Note" reveals the features of each section of the program, the continuity of its content with the most important regulatory documents and the content of the program for primary education; given general characteristics course of biology, its place in the basic curriculum... Particular attention is paid to the goals of studying the course of biology, its contribution to the solution of basic pedagogical problems in the system of basic general education, as well as to the disclosure of the results of mastering the program in biology by students at the level of basic general education.

Objectives and educational results are presented at several levels - metasubject, personal and subject. In turn, the objective results are designated in accordance with the main spheres of human activity: cognitive, value-orientational, labor, physical, aesthetic.

The section "The main content of the course" includes a list of the studied content, combined into meaningful blocks, indicating the minimum number of recommended laboratory and practical work, excursions.

The section "Approximate thematic planning" presents an approximate list of course topics and the number of teaching hours allocated for the study of each topic, a description of the main content of the topics and the main activities of the student (at the level of educational activities). The program includes two options thematic planning... In the first version, the content of the section "Living Organisms" is structured on the basis of the idea of \u200b\u200bsimilarity, the unity of life processes and other features inherent in representatives of different kingdoms of living nature, therefore, first, common features of living organisms are considered, and then their diversity. In the second variant of planning, the content is presented traditionally, it consistently reveals the features of the structure and life of representatives of different kingdoms.

Place of the biology course in the basic curriculum

In accordance with the BUP, the course in biology at the level of basic general education is preceded by a course in natural science, which includes integrated information from courses in physics, chemistry, biology, astronomy, and geography. In relation to the course of biology, this course is propaedeutic, in the course of mastering its content, students form elementary ideas about plants, animals, fungi and bacteria, their diversity, their role in nature and human life.

In addition, the natural science course examines a number of concepts that are integrative in their essence and are significant for the subsequent study of a systematic course in biology: energy, bodies and substances, inorganic and organic substances, molecules, aggregate states of matter, evaporation, condensation, soil, etc. Based on these concepts, a biology teacher can more fully and scientifically reveal the physicochemical foundations of biological processes and phenomena studied in basic school (nutrition, respiration, metabolism and energy conversion, photosynthesis, evolution, etc.).

In turn, the content of the biology course in the basic school, which includes information about the diversity of organisms, biological nature and social essence a person, serves as a basis for the study of general biological laws, theories, laws, hypotheses in high school, where worldview, theoretical concepts are of particular importance.

An approximate biology program for basic general education is compiled on the basis of the hours indicated in the basic curriculum of educational institutions of general education, taking into account 25% of the time allotted for the variable part of the program, the content of which is formed by the authors of the work programs. An invariant part of any author's course in biology for a basic school should fully include the content of an exemplary program, the development of which takes 180 hours. The authors of work programs can use the remaining 65 hours either to introduce additional training content, or to increase the time for studying those topics on which split the example program if it is used as a work program.

Thus, the content of the course in the basic school is an important integral link in the system of lifelong biological education, which is the basis for subsequent level and profile differentiation.

General characteristics of the subject

The course of biology at the stage of basic general education is aimed at developing students' ideas about the distinctive features of living nature, its diversity and evolution, and man as a biosocial being. The selection of the content was carried out taking into account the cultural approach, according to which students must master the content that is significant for the formation of cognitive, moral and aesthetic culture, the preservation of the environment and their own health; for everyday life and practical activities. An exemplary biology program is built taking into account the following content lines:

Diversity and evolution of the organic world;

The biological nature and social essence of man;

Level organization of living nature.

Section "Living organisms" includes information about the distinctive features of living organisms, their diversity, the system of the organic world, plants, animals, fungi, bacteria and lichens. The content of the section is presented on the basis of ecological-evolutionary and functional approaches, in accordance with which the emphasis in the study of organisms is transferred from the structural features of individual representatives to the disclosure of the processes of their vital activity and complication in the course of evolution, adaptation to the environment, and their role in ecosystems.

The section "Man and his health" contains information about a person as a biosocial being, the structure of the human body, life processes, features mental processes, social essence, role in the environment.

The content of the section "General biological laws" is subordinated, firstly, to the generalization and systematization of the content that was mastered by the students in the course of biology at the basic school; secondly, the familiarity of schoolchildren with some general biological laws available for their perception. The content of this section can be studied as an independent block or included in the content of other sections; it should not mechanically duplicate the content of the General Biology course for grades 10-11.

The goals of biological education in basic school are formulated at several levels: global, meta-subject, personal and subject, at the level of requirements for the results of mastering the content of subject programs.

The global goals of biological education are common for basic and high school and are determined by social requirements, including a change in the social situation of development - an increase in information overload, a change in the nature and methods of communication and social interactions (the volume and methods of obtaining information give rise to a number of developmental features of modern adolescents ). The most productive in terms of solving problems of adolescent development are socio-moral and intellectual adulthood.

In addition, global goals are formulated taking into account the consideration of biological education as a component of the education system as a whole, therefore they are the most general and socially significant.

Taking into account the above approaches, the global goals of biological education are:

Socialization of students as entering the world of culture and social relations, ensuring the inclusion of students in a particular group or community - the bearer of its norms, values, orientations, mastered in the process of getting to know the world of wildlife;

Introduction to cognitive culture as a system of cognitive (scientific) values \u200b\u200baccumulated by society in the field of biological science.

In addition, biological education is designed to provide:

Orientation in the system of moral norms and values: recognition of the high value of life in all its manifestations, the health of one's own and other people; environmental awareness; education of love for nature;

Development of cognitive motives aimed at gaining new knowledge about wildlife; cognitive qualities of a person associated with the assimilation of the foundations of scientific knowledge, mastering the methods of studying nature, the formation of intellectual skills;

Mastering key competencies: educational and cognitive, informational, value-semantic, communicative;

Formation in students of a cognitive culture, mastered in the process of cognitive activity, and aesthetic culture as an ability for an emotional-value attitude towards objects of living nature.

Requirements for learning outcomes

Activities educational institution in teaching biology should be aimed at achieving the following personal results by students:

1) knowledge of the basic principles and rules of attitude to wildlife, the basics of a healthy lifestyle and health-saving technologies;

2) implementation of healthy lifestyle settings;

3) the formation of cognitive interests and motives aimed at studying wildlife; intellectual skills (prove, reason, analyze, compare, draw conclusions, etc.); aesthetic attitude to living objects.

The metasubject results of mastering the biology program by the graduates of the basic school are:

1) mastering the components of research and project activities, including the ability to see the problem, pose questions, put forward hypotheses, define concepts, classify, observe, conduct experiments, draw conclusions and conclusions, structure material, explain, prove, defend their ideas;

2) the ability to work with different sources of biological information: find biological information in various sources (textbook text, popular science literature, biological dictionaries and reference books), analyze and evaluate information, transform information from one form to another;

3) the ability to choose target and semantic attitudes in their actions and deeds in relation to wildlife, their health and those around them;

4) the ability to adequately use speech means for discussion and argumentation of one's position, to compare different points of view, to argue one's point of view, to defend one's position.

The subject results of mastering the biology program by the graduates of the basic school are:

1. In the cognitive (intellectual) sphere:

Isolation of essential features of biological objects (distinctive features of living organisms; cells and organisms of plants, animals, fungi and bacteria; human organism; species, ecosystems; biosphere) and processes (metabolism and energy conversion, nutrition, respiration, excretion, transport of substances, growth , development, reproduction, regulation of the vital activity of the organism; circulation of substances and transformation of energy in ecosystems);

Bringing evidence (argumentation) of the relationship between humans and mammals; the relationship between man and the environment; dependence of human health on the state of the environment; the need to protect the environment; compliance with preventive measures for diseases caused by plants, animals, bacteria, fungi and viruses, injuries, stresses, HIV infection, bad habits, poor posture, vision, hearing, infectious and colds;

Classification - determination of the belonging of biological objects to a certain systematic group;

Explanation of the role of biology in the practical activities of people; the place and role of man in nature; kinship, community of origin and evolution of plants and animals (by the example of comparing individual groups); the role of various organisms in human life; the importance of biological diversity for the conservation of the biosphere; mechanisms of heredity and variability, manifestations of hereditary diseases in humans, speciation and fitness;

Distinction on the tables of parts and organelles of cells, organs and systems of human organs; on living objects and tables of organs of a flowering plant, organs and systems of organs of animals, plants of different departments, animals of certain types and classes; the most common plants and pets; edible and poisonous mushrooms; plants and animals dangerous to humans;

Comparison of biological objects and processes, the ability to draw conclusions and inferences based on comparison;

Revealing the variability of organisms; adaptation of organisms to their environment; types of interaction of different species in the ecosystem; the relationships between the structural features of cells, tissues, organs, organ systems and their functions;

Mastering the methods of biological science: observation and description of biological objects and processes; setting up biological experiments and explaining their results.

2. In the value-orientational sphere:

Knowledge of the basic rules of behavior in nature and the basics of a healthy lifestyle;

Analysis and assessment of the consequences of human activity in nature, the impact of risk factors on human health.

3. In the field of labor activity:

Knowledge and adherence to the rules of work in the biology office;

Compliance with the rules for working with biological devices and instruments (dissecting needles, scalpels, magnifiers, microscopes).

4. In the field of physical activity:

Mastering first aid techniques in case of poisoning with poisonous mushrooms, plants, animal bites, colds, burns, frostbite, injuries, rescuing a drowning man; rational organization of work and rest, cultivation and reproduction of cultivated plants and domestic animals, caring for them; conducting observations of the state of one's own organism.

5. In the aesthetic sphere:

Mastering the ability to evaluate objects of living nature from an aesthetic point of view.

Comparative analysis of school textbooks on general biology

The new economic conditions and the educational reform carried out in our country have caused the emergence of many new textbooks, and with it the teacher's question: which textbook to choose for working with children? In search of an answer, a detailed analysis of nine textbooks of general biology was carried out according to the keywords they contain. The lists of keywords were compared between textbooks, as well as with the codifier of content elements in biology to compile control measuring materials (CMM) of the Unified State Examination in Biology from the section "General Biology".

It turned out that the course in general biology is based on about 200 concepts, which are presented differently in different textbooks. Here are brief summaries of manuals that can help teachers choose a textbook for classroom use and for preparing for final exams. Full bibliographic descriptions are given at the end of the review.

Belyaev D.K. et al., 2001.

The book is the most adequate reflection of the educational minimum in biology: it contains most of the compulsory concepts and a relatively small number additional information... There is a dictionary of basic biological concepts, a small number of genetic problems and a concise laboratory practice. Apparently, this is a fairly reliable tool for teaching general biology and preparing for the Unified state examination... At the same time, it is necessary to take into account the specifics of the textbook: for example, the concept of homeostasis is given in §22, and not, as usual, among other signs of living things.

Ruvinsky A.O. et al., 1993.

This is the most complete textbook (and in many respects a reference book), containing more capacious material than the mandatory minimum knowledge of biology for high school graduates suggests. It should be recommended to prepare for entrance exams to universities of biological and medical profiles. Author's and subject indexes (although the latter contains an incomplete list of concepts given in the text) greatly facilitate the use of the textbook. Detailed description 17 laboratory work, bibliography and an interesting guide to computer modeling of genetic and ecological processes.

Polyansky Yu.I. et al., 1990.

The oldest among modern textbooks of general biology, withstood two dozen editions. The structure of the book is the opposite of the traditional one: the presentation is not conducted from the lowest structural levels to the highest, but vice versa: starting with the evolution (or rather, an overview of the historical development) of creatures and ending with genetics and selection. The material quite closely matches the KIM codifier in the absence of a series important elements, for example, some signs of living things, hormones, vitamins, carbon and water cycles. Ideas about evolution are presented mainly at the level of classical Darwinism, without considering details and even without mentioning a synthetic theory, which is quite logically determined by the accepted structure of presentation, since given theory is based on genetic concepts and can be explained only after mastering the basic concepts of genetics. There are some inaccuracies in the text. So, Mendel's third law (independent inheritance of traits during dihybrid crossing) is called the second law. In Sections 7 and 63, an example of the color evolution of a birch moth is given, accompanied by a long-outdated explanation: in conditions of industrial pollution, tree trunks are covered with a layer of soot, which is why white moths are eaten by birds, and black ones survive. In fact, the phenomenon of the so-called industrial melanism (also known in inedible insects and even in mammals) is rather explained by the increased resistance of dark-colored individuals to toxic substances. As a result, the book can be recommended as an additional guide (for example, to the textbook by T.V. Ivanova et al., 2000), since it contains a useful subject index and a short dictionary of biological terms.

Ponomareva I.N. et al., 2002 and 2003.

The course is divided into two parts. The first, as indicated on the title page, is the winner of the competition for the creation of new generation textbooks for secondary schools and, apparently, in this regard, has a structure of presentation that is fundamentally different from that traditionally adopted in general biology textbooks.

However, the textbook can hardly be recommended to teachers. First, it does not cover many elements of the required minimum knowledge of biology. For example, there are no sections on energy and plastic metabolism, some details of the structure of a plant cell (vacuoles and cell walls), regulation of transcription in lower and higher organisms, features of fertilization in animals and plants, dependence individual development from environmental conditions. Many sections are considered very concisely - for example, photosynthesis, protein biosynthesis and selection, to which quite a lot of attention is paid in the school curriculum.

Second, some sections are covered in other courses in the school biology curriculum. In the 2002 edition, such are, for example, §4 and 5 "The structure and functioning of the body of animals"; §37 and 38 "Protozoa" (material from the course of zoology), §36 "Algae" (material on botany).

Thirdly, the textbook repeats itself many times: for example, in the 2003 edition, the section "The Significance of Biology" is set out in §5 and 8, “Methods of Biology” - in §4 and 6, the concept of biogeocenosis - in §19, 22 and 23, about producers, reducers and consumers - in §6, 22 and 23, the problem of biodiversity protection is considered in §42 and 54. It is clear that repetition is the mother of learning, but it is up to the teacher to identify the forgotten by the children and repeat the previously covered material. In the textbook, however, there should be only everything you need - and nothing else (first of all, semantic repetitions).

Fourthly, the textbook includes extra-curricular §42 "Harmony and expediency in wildlife" (2002), §9 "Living world and culture" (2003), §13 "Physicochemical evolution in the development of the biosphere" (2003), § 21 "Living world in literature" (2003), §35 "Images of nature ..." (2003). There is no doubt that the concepts of human culture and the origin of the universe must be taught, but it is unlikely that one paragraph and lesson will have an impact on the children's mind. And is it advisable to use biology lessons for this with the obvious desire of the Ministry of Education of the Russian Federation to reduce the biology program?

Fifthly, the textbook contains “masterpieces” like a “definition” of life: “Life is a form of existence of living matter that arose in the course of biopoiesis” (2003, p. 10), and biopoiesis, as it is said on the same page, is “a process the formation of living cells as a result of chemical evolution. " It is good that the authors did not undertake to compile a chemistry textbook. They could hardly explain what “chemical evolution” is, but their definition of water would look something like this: “Water is a watery form of matter with the properties of water and arising in chemical reactions like water". Ilf and Petrov had something similar when describing Koreiko's machinations!

In fact, the manual has a pronounced experimental character and, moreover, is rather crude: the material is poorly grouped by topic. Accordingly, at best, it can be recommended as an additional guide, but not as a textbook.

Ivanova T.V. et al., 2000.

The book with a traditional structure of presentation is a lightweight version of a school textbook on general biology. The material is given concisely, in places too concise, literally in a nutshell. The existing gaps include an incomplete enumeration of the properties of living things, the lack of an explanation of the role of chromosome recombination in the process of sexual reproduction, the dependence of the course of ontogenesis on external conditions, the concept of gamete purity, and a number of environmental issues are not covered.

There are inaccuracies in the text. For example, when defining a species as an open system (before §38), it should be clarified what an “open system” is. In addition, a species may not be a system (a whole of connected parts) if its populations are completely isolated from each other (for example, the range of an insect species divided by the ocean). In §40, “offspring” is called “offspring,” which is not the same thing. At the end of §41 there is a statement (by the way, included in the KIMs) that “when determining whether an individual belongs to a particular species, not one criterion should be taken into account, but their entire complex”, i.e. morphological, molecular biological, genetic, ecological, geographical and physiological. In fact, in determiningindividuals used a complex exclusively morphological features that make up all determinants. The same signs are used and when describingnew species. The remaining criteria are known for a very small number of well-studied species and in the overwhelming majority of cases are only assumed, being a logical consequence of our theoretical views. A teacher using this manual in the classroom needs to significantly supplement and explain the material taught.

Zakharov V.B. et al., 1996.

The text contains elements related more to the course of natural science than to general biology, for example, §2.2.1 "Evolution of chemical elements in outer space" and §2.2.2 "Formation of planetary systems". The circle of additional biological information includes the concepts of stress, embryonic induction, limiting factor, allopatric and sympatric speciation, description of sulfur and phosphorus cycles, and the basics of bionics.

Oddly enough, the textbook lacks clearly defined species criteria, a listing of evidence for the evolution and functions of living matter, the concept of agrocenosis and double fertilization in plants, although all these issues are addressed in CMMs. The concept of "suspended animation" has not been introduced (despite the fact that the relevant material is available in §17.3.2).

A peculiar feature is the English summaries at the end of the sections, a bilingual glossary of terms and tasks for Russian-English translation. As conceived by the authors, the textbook could serve as a guide for the interdisciplinary study of biology and foreign language... But resumes are written in poor English, and it is not worth learning from their example. Unfortunately, the textbook is supplied with only one useful supplement - "Milestones in the development of biology"; with a significant amount of content, subject and author indexes would be appropriate. You can use the textbook for advanced study of biology by supplementing it with the missing material.

A later textbook by V.B. Zakharova, S.G. Mamontov and N.I. Sonina has the same structure.

Mamontov S.G., Zakharov V.B., 2002.

The manual is an abridged version of the school textbook on general biology by V.B. Zakharov et al. (See above), contains practically the same advantages (with the exception of the English-language addition) and gaps and may well be used in high school. The disadvantages of the manual include black and white illustrations at a relatively high publication price. In §41 “ Evolutionary role mutations "contains the ridiculous statement that" in the smoky birch forests of South England "the leaves of the trees" are covered with smoke and soot. " Having worked in this country for a long time, I have not seen anything like it in England.

Pugovkin A.P., Pugovkina N.A., 2002.

In conclusion, a little about the KIM codifier. It is obvious that it is not complete: for example, it does not mention variability, heredity and the ability to evolve as essential properties of living things, the motor function of proteins, hormones, glycolysis, the difference in transcription and translation in higher and lower organisms, the difference in fertilization in animals and plants. , dependence of ontogeny on external conditions, multiple gene action, gene drift, divergence and convergence, soil formation, as well as such global problems as poverty and population growth. All of these concepts are fundamental for general biology and, more importantly, are used in the compilation of CMMs, and therefore should be included in the codifier. It can be assumed that in the coming years the codifier will be finalized taking into account the specific content of the school curriculum. It should not be comprised of headings with vague boundaries (such as Genetic Terminology and Symbology), but rather a clearly delineated list of concepts that a high school graduate should know who is expecting a top score in biology.

I am grateful to the teachers of biology - I.V. Boldina, T.N. Grigorieva and V.V. Leonicheva (Uyar and Uyarsky district of Krasnoyarsk Territory) for help in the work done.

List of analyzed textbooks

Belyaev D.K., Borodin P.M., Vorontsov N.N., et al... General biology. A textbook for grades 10-11 of educational institutions. - M .: Education, 2001.304 p.

Zakharov V.B., Mamontov S.G., Sivoglazov V.I. Biology. General patterns... Textbook for 10-11 grades of general educational institutions. - M .: School-Press, 1996.624 p.

Ivanova T.V., Kalinova G.S., Myagkova A.N.General biology. 10 cl. - M .: Education, 2000, 189 p.

Mamontov S.G., Zakharov V.B. General biology. Textbook for students of secondary special educational institutions... - M .: Higher school, 2002.317 p.

Polyansky Yu.I., Brown A.D., Verzilin N.M. and etc. General biology. A textbook for grades 10-11 of secondary school. 20th edition. - M .: Education, 1990.287 p.

Ponomareva I.N., Kornilova O.A., Loshchilina T.E., Izhevskiy P.V. General biology. Textbook for 11th grade students of general education institutions. - M .: Ventana-Graf, 2002.224 p.

Ponomareva I.N., Kornilova O.A., Loshchilina T.E. General biology. A textbook for 10th grade students of educational institutions. - M .: Ventana-Graf, 2003.224 p.

Pugovkin A.P., Pugovkina N.A.General biology. Textbook for 10-11 grades of educational institutions. Ed. 2nd. - M .: AST Astrel, SPb: SpetsLit, 2002.288 p.

Ruvinsky A.O., Vysotskaya L.V., Glagolev S.M. and etc. General biology. Textbook for 10-11 grades of schools with in-depth study of biology. - M .: Education, 1993.544 p.