The first serious life problem that students face is the choice future profession. The question "Who should I become?" asks each one of them. And the main thing here is not to get confused, orient yourself and make right choice, corresponding to the interests, abilities, capabilities, values and, finally, the requirements that the profession imposes on the personality of the candidate. In this regard, one of the goals of the teacher's work should be to help students determine their life plans and, in accordance with them, build an algorithm for their actions, create conditions for the personal development of the student and his self-determination in choosing a profession in the process of teaching biology. This goal achieved through a student-centered approach to the student, developing personality learning. The main thing of such training is the development of the intellectual and creative abilities of students, moral values so that the graduate of the school is capable of self-realization, independent thinking, and making important decisions for himself. The task of the teacher is to educate an active, creative person who is able to conduct an independent search, make his own discoveries, solve problems that arise, make decisions and bear responsibility for them.
One of the most important content components of career guidance work is professional education. It involves providing students with information about various professions in the field of biology, their distinctive features, significance for society, the needs for personnel, the conditions of professional activity, the requirements of the profession for the psychophysiological qualities of the individual, the ways and means of acquiring a profession. This direction also includes work on equipping schoolchildren with elementary professional skills and abilities.
Professional education can be carried out using a story or conversation about professions related to biology; the use of practical work, demonstration of objects of labor and professional operations. The performance by schoolchildren of creative work affecting the applied aspects of the biological sciences contributes to the development of interest in biology as a field practical activities and influences the process of professional self-determination. Of great importance are game methods - career guidance role-playing games and exercises. I will give an example of express analysis that can be used for students of different ages.
Express analysis.
A. Interlace your fingers. Was the thumb of the left hand (L) or right (R) on top? Record the result.
B. Make a small hole in a sheet of paper and look through it with both eyes at an object. Close one eye at a time, then the other. Does the object move if you close your right eye or your left?
C. Stand in "Napoleon pose" with your arms crossed over your chest. Which hand is on top?
D. Try to mimic "thunderous applause." Which palm is on top?
Now look what you got.
PPPP - conservative, prefers generally accepted norms of behavior.
PPPL - temperament is weak, indecision prevails.
PPLP is a strong, energetic, artistic character. When communicating with such a person, decisiveness and a sense of humor do not interfere.
PPLL - the character is close to the previous type, but softer, more contact, slower getting used to the new environment. It occurs quite rarely.
PLPP - analytical warehouse mind, the main feature is softness, caution. Avoids conflicts, is tolerant and prudent, prefers distance in relationships.
PLPL is a weak type, found only among women. Characterized by susceptibility to various influences, defenselessness, but at the same time the ability to go into conflict.
PLLP - artistry, some inconstancy, a penchant for new experiences. In communication, he is bold, knows how to avoid conflicts and switch to a new type of behavior. It occurs about twice as often among women as among men.
PLLL - and this type, on the contrary, is more typical for men. It is distinguished by independence, inconstancy and an analytical mindset.
LPPP is one of the most common types. He is emotional, easy to contact with almost everyone. However, he is not persistent enough, subject to someone else's influence.
LPPL - similar to the previous type, but even less persistent, soft and naive. Requires special care.
LPLP is the strongest character type. Persistent, energetic, hard to convince. He is somewhat conservative due to the fact that he often neglects the opinions of others.
LPLL - a strong character, but unobtrusive. Internal aggressiveness is covered with external softness. Capable of quick interaction, but mutual understanding lags behind.
LLPP - characterized by friendliness, simplicity, some dispersion of interests.
LLPL - innocence, gentleness, gullibility - these are its main features. A very rare type, almost never found in men.
LLLP - emotionality combined with determination leads to ill-considered actions. Energetic.
LLLL - has the ability to take a fresh look at things. Pronounced emotionality is combined with individualism, perseverance and some isolation.
The lesson is the main organizational form of the educational process at school. Vocational guidance is an integral part of this process, so work on professional education of students should become an integral part of the lesson. At the same time, the task of each teacher is to link cognitive information about professions and industries with the topic and content of the lesson. Vocational education in the classroom can be carried out through conversation, storytelling, situational production tasks, the use of literary sources, sound recording, etc.
I will give examples of how, when studying program material, to acquaint students with a number of professions.
Topic “General acquaintance with flowering plants” (6th grade), revealing the importance of plants in human life, you can acquaint schoolchildren with professions pharmacist and phytodesigner. In order to expand students' knowledge of medicinal plants in order to get acquainted with the elements of a pharmacist's work, it is advisable to offer the children the following work: the name of a medicinal plant, an organ used in medicine, a part of this plant, its medicinal effect and use. To get acquainted with the profession of a phytodesigner, you can invite the children to make an autumn bouquet or composition from live or dried plants and natural material.
During the tour on the topic “Autumn in the life of plants and animals” (6th grade) Students learn about the plants and animals found in the area and their habitats. On this excursion, which can be held in absentia, schoolchildren can act as phenologists, ecologists, observers.
When studying a topic “Influence of man on the number of animals. Protection of the animal world” (grade 7) an entertaining lesson is held on the topic “We and our smaller brothers”. The purpose of the lesson is to form students' knowledge about the impact economic activity a person on the environment, to acquaint with the specialties of environmental protection: ecologists, ornithologists, ichthyologists, entomologists, herpetologists, teriologists, journalists, public figures.
In the process of studying topics “Behavior and psyche” (8th grade) students conduct practical and test work:
- by analysis cognitive processes(memory, thinking, sensation, perception);
- explore their emotional responses to various situations, determine the ways of their regulation;
- reveal their working capacity, the causes of fatigue and activation;
- explore the ways of becoming a personality, type of temperament, character traits.
As a result of the work carried out, schoolchildren determine their interests, inclinations and abilities, conduct introspection and self-diagnosis. All these activities introduce students to the profession. psychologist and the main methods and techniques of its work.
When organizing these forms of work, I am guided by the principle:
"Tell me and I'll forget
Show me and I will remember
Let me do it myself and I'll learn."
(Famous Chinese wisdom)
1. Conditionally, we can distinguish the following age stages socio-professional self-determination of schoolchildren:
the first - 1-4th grades - propaedeutic. At this stage, younger students are developing love and a conscientious attitude to work, understanding its role in the life of a person and society, developing interest in the profession of parents and the immediate environment, interest in the most common professions based on the practical involvement of students in various types of cognitive, playful , socially useful, labor activity;
the second - 5-7th grades - search and probing. Here the professional orientation of adolescents is formed, their awareness of their interests, abilities, social values associated with the choice of profession and their place in society. This is facilitated by the inclusion of students in activities consistent with the profile of continuing education in the upper grades and future professional activities;
the third - 8-9th grades. This is the period of development of schoolchildren's professional self-awareness: the formation of their personal meaning of choosing a profession, the ability to correlate the social goals of choosing a field of activity with their ideals, ideas about values and their own real capabilities. To do this, students acquire the necessary knowledge and skills on the scientific foundations of choosing a profession, which are acquired in the process of studying special courses;
fourth - 10-11th grades. Here the socio-professional status of students in the process of direct professional activity is specified. Attention is focused on the formation of professionally important qualities in the chosen type of work, control and correction of professional plans, methods for evaluating results, achievements in the chosen activity, self-preparation for it and self-development. The socio-professional adaptation of high school students is purposefully carried out (not only the formation of professional knowledge and skills, but also the development of the norms and values of a particular work collective).
2. Classification by E.A. Klimov on five types of professions:
"Man - nature": laboratory, practical work in biology, work on a school plot, in a living corner, doing work at a lesson in agricultural labor, in youth circles, work on a personal plot, in a garden, in a kitchen garden, caring for animals.
"Man - technology": laboratory, practical work in physics, chemistry, electrical engineering, work at the lessons of technical labor, in technical circles, technical modeling, repair of household appliances.
Concrete worker, driver, gas-electric welder, bricklayer, painter-plasterer, locksmith, electrician, carpenter, carpenter, mechanic, engineer, tester, designer, designer, controller, technologist.
"Man - man": analysis of the characteristics of literary heroes, historical figures, analysis of thoughts, behavior of others, performance of work in labor lessons, social and organizational work among peers, patronage of educational work among the younger, participation in collective events, sports games.
Agent, artist, massage therapist, policeman, nanny, waiter, salesman, social worker, educator, doctor, manager, psychologist, coach, teacher, tour guide, lawyer.
"Man - a sign system": performing written work on various subjects, reading, keeping records, extracts from diaries, collecting, orderly accumulation of various kinds of information (cuttings from newspapers, extracts from card indexes), translation from one language to another, performing calculations, calculations, drawings, diagrams.
Cashier, PC operator, printer, draftsman, navigator, radio operator, surveyor, translator, programmer, merchandiser, economist, editor.
"Man - an artistic image": analysis of the artistic features of works of literature, art, performance of tasks in drawing, singing lessons, participation in the aesthetic design of the class, school, home environment, personal belongings, participation in amateur art activities, in appropriate circles, studios.
Cutter, mosaicist, hairdresser, pastry chef, photographer, florist-decorator, cabinetmaker, television and radio announcer, actor, architect, musician, choreographer, artist, lawyer, writer, director, fashion designer
3. Medical contraindications when choosing certain professions:
Agronomist.
related professions.
Vegetable grower, landscaper, gardener.
Traumatologist-orthopedist.
There are no obvious medical contraindications.
related professions.
Therapist, surgeon, physiotherapist.
Teacher in the system of special education.
Work is not recommended for people with severe cardiovascular diseases, severe diseases of the organs of vision and hearing; contraindicated in people suffering from infectious diseases.
related professions.
College teacher, high school teacher, elementary school teacher.
Programmer.
Work is not recommended for people suffering from diseases of the organs of vision; contraindicated in patients with epilepsy, with impaired thyroid function, and suffering from blood diseases.
related professions.
Mathematician, operator of electronic computers and computers, secretary-typist.
Paramedic.
The work is not recommended for people suffering from severe functional disorders of the cardiovascular system, mental disorders, allergies to drugs, visual impairment, visual impairment and who are carriers of bacteria and viruses.
related professions.
Paramedic-laboratory assistant, nurse, sanitary doctor.
Legal Counsel (Lawyer, Civilist).
Work is not recommended for people suffering from severe diseases of the cardiovascular system, nervous disorders.
related professions.
Accountant-expert, notary, arbitrator.
Vocational education of schoolchildren should be based on the real need for specific professions. Acquaintance with the world of professions should be closely linked to the professional interests, inclinations, abilities of students and the dynamics of development of these characteristics of young people. At the same time, when working with sick children, the teacher must constantly be aware of the limitations in choosing a particular profession in connection with a particular disease and recommend to the student the specialty that is possible for him.
This purposeful individual work with the student is of great national importance and, of course, helps the graduate. The success of such work lies in the correct choice of a specialty by a high school student, and therefore in the maximum return to the state. And this is one of the important goals that society puts before the school, in the harmonious education of a person.
Manina Olga Borisovna
Chemistry and biology teacher
Municipal budgetary educational institution
"Secondary school No. 4", Chernogorsk
Career guidance at chemistry lessons
The main career guidance work should be carried out in the classroom, especially when the production topics of the school course are being studied. Career guidance in teaching chemistry should not be isolated from the study of the fundamentals of the subject, but it should also not violate the system of teaching chemical knowledge or turn into an ordinary illustration of the material being presented.
In chemistry lessons devoted to the study of purely chemical, silicate, metallurgical, petrochemical and other industries, including in the classroom, you can use the following techniques
to ensure the connection of the studied production material with the present, the prospects for the development of this industry National economy and the need for personnel of local industries;
establish interdisciplinary connections of a polytechnical nature;
solve problems with production content;
reveal the importance of acquired chemical knowledge for a particular profession of a chemical profile;
show the wide use of the studied substances, materials, chemical processes, chemical methods control in various industries modern production;
identify the application of chemical laws and theories in technology;
to develop in students the ability to apply chemical knowledge in the future and independently acquire new knowledge about the use of chemistry by workers of various professions.
Properly organized career guidance work should be carried out in inseparable unity with general chemical education, labor and moral education based on the implementation of the polytechnic principle in teaching chemistry.
In conditions high school one of the effective ways of pre-professional preparation for future work is the rationally organized educational work of schoolchildren directly in the classroom, since the education of labor qualities begins, as is known, with the conscientious fulfillment by each student of his educational duties.
When teaching chemistry, the formation of experimental skills and abilities in students is of great importance. Practical exercises and laboratory experiments contribute to both the assimilation training course and the education of a general culture of work - they form the ability to plan work, keep clean workplace, observe the safety regulations, carefully
conduct labor operations, monitor the results of the labor process.
For 9th grade students, I conduct an elective course "Food Chemistry", where students not only improve their practical skills, but also get acquainted with the professions of a food technologist, laboratory assistant, etc.
Performing the first work of the workshop, students improve the technique of laboratory work. They also pay attention to such important issues as behavior in a chemical laboratory, safety precautions, workplace maintenance, handling of glassware, reagents and various devices.
From the very first lessons, students master laboratory equipment. Performing practical work, the guys see the fruits of their labors, they develop a careful and economical attitude to reagents.
Of great importance are tasks with practical content related to real material objects, since they are interesting and understandable to schoolchildren. Here the knowledge of facts is fixed in the applied activity of a creative nature. At the first lesson, they study the compound formula, composition, structure. Then physical and Chemical properties– and all this is based on experiment. Students understand the importance chemical industries
The 8th grade chemistry course allows students to get acquainted with professions - a plant grower, an electric welder, a blacksmith, a plasterer, an electroplater, a thermist, a laboratory assistant, an apparatchik, a machinist, a locksmith, a doctor, a teacher, a firefighter, a disinfector, a pharmacist; in grade 9 e - chemist, glass etcher, foundry worker, textile worker, agronomist, nurse, dentist, photographer; 10-11 grades - crystallographer, geologist, pyrotechnician, vulcanizer, rubber mixer driver, chemical engineer, technologist of synthetic resins and plastics, moulder.
When studying the production of sulfuric acid in grade 9, I introduce students to economic terms, which contributes to acquaintance with the profession of an economist, I talk about the profession of a pharmacist.
When studying the topic "Silicate industry" in 9th grade students get acquainted with the professions of a porcelain and earthenware molder, a painter, and a glass etcher. As a result, knowledge about the silicate industry, its main industries (ceramics, cement and glass production) is expanding, interest and labor orientation are being formed. The technological process for the production of reinforced concrete, bricks in the city of Chernogorsk is operated by enterprises: the Chernogorsk concrete goods plant, the Montenegrin brick factory. Enterprise for the production of colored bricks "Coliseum". Excursions to these enterprises made it possible to acquaint students with the technological process of production of reinforced concrete, bricks.
The topic "Coke-chemical production" allows you to apply local material on SUEK (Siberian Coal Energy Company). I acquaint students with the peculiarities of the profession of a coal preparation operator.
Role-playing games are an active teaching method with a clearer work and professional orientation. The game is an active educational activity in simulation modeling of the studied systems, phenomena and processes, as well as professional activities.
« Role-playing game "Meeting of two worlds" (a general lesson on the topic "Water"), trying on the role of specific specialists: geochemist, ecologist, technologist, pharmacist, hydrologist, art historian, geochemist, meteorologist, pharmacist, oceanologist, students get acquainted with the content and significance of the work of representatives not only chemical professions. As a result, intellectual skills and abilities, interest in certain professions are formed.
Career guidance for students in chemistry lessons and in extracurricular activities
O.V. Zaloznykh,
chemistry teacher
first qualification category
municipal budgetary
educational institution
"Secondary school No. 51"
city of Kursk
It so happened that most of the pedagogical activity I am the class teacher for grades 10-11. It is at this age that professional definition students and my task and how class teacher, and as a subject teacher to help them with this. Systematically in the classroom and outside of school hours, I conduct career guidance work - I inform students about various professions in the field of chemistry, connect cognitive facts about professions and industries with a theme and content training session.
IN modern world technological specialties are the most demanded and promising. Students can get acquainted with them and try them on themselves, work out the conditions for the flow of processes, get acquainted with the arrangement of devices designed for certain stages of a particular synthesis, while studying such topics as “Methods for producing metals”, “Production of sulfuric acid”, “Production ammonia", "Production nitric acid" etc.
When getting acquainted with mineral fertilizers in such topics as "Ammonia and its salts", "Phosphorus and its compounds", "Nitric acid salts", I focus the attention of students on such professions as an agronomist, gardener (green farm worker, florist), master of agricultural production - farmer, landscape designer, where this knowledge can be useful.
Acquaintance with the profession of a cook can be included in the study of such topics as “Salts”, “Proteins”, “Vitamins”, because it is the people of this specialty who should be able to properly boil meat so that it turns out to be more juicy, or vegetables so that they are preserved as much as possible more vitamins; bake sumptuous pies, etc. This is where chemistry can help. As a confirmation, we can offer the guys to check, using a qualitative reaction, the presence of proteins in the bouillon cubes "Maggi" or "Galina Blanca" and conclude that there are no proteins in them. Therefore, they cannot be considered a valuable food product.
When studying organic chemistry I pay attention to the use of substances in medicine, perfumery, pharmacology, the military industry, etc. This increases the interest of students in these professions. For example, in the topic “Oil and its processing”, we will definitely enter the production of medicines, dressings, antiseptics and their use in medical practice. In the same topic, you can introduce students to such a profession as an oilman, since now it is considered one of the most popular. When studying ways to obtain various substances and their processing, it is important to observe the environmental aspect. This is how an acquaintance with the profession of ecologist, its role in the modern world and society takes place.
The connection of chemistry with different professions can also be shown through tasks, if their conditions include the use of certain substances or processes, qualitative reactions. In this case, it is more appropriate to use trivial names of substances, for example, lime water, burnt magnesia, marble, etc. Solving such problems, students see the connection of science with real life which, in my opinion, gives a better result.
Career guidance of students is promoted and extracurricular activities– thematic cool watch, questionnaires, conversations, meetings with representatives of various professions (doctors and other medical workers, pharmacists, hairdressers, etc.) and school graduates studying at the relevant faculties, visiting higher and secondary educational institutions of chemical orientation on days open doors(medical and pharmaceutical colleges, KSMU, KSAA, KSU), excursions to chemical industry enterprises.
In general, all this leads to the correct choice of specialty by high school students, which means that in the future they will be in demand in our state, which is the main goal of the general educational organization.
Introduction…………………………………………………………… 3
Professional orientation of training and ways
Its implementation in chemistry lessons. (Literature review)……… 4
1.1. Basic principles and components of work on
Vocational guidance of schoolchildren………………. 4
2. Professional orientation of schoolchildren
When teaching chemistry…………………………………………. 8
3. Experience of chemistry teachers in organization
Career guidance work with schoolchildren…………….14
2. Tasks and methods of research…………………………… 22
3. Organization and implementation of career guidance
Work at chemistry lessons……………………………………… 23
3. 1. Planning career guidance ..…………… 23
3. 2. Student demonstration experiment………….. 23
3. 3. Business game ……………………………………………….. 29
4. Discussion of the results of the work…………………………… 40
5. Abstract. Brief conclusions………………………………… 45
Literature………………………………………………………… 46
Introduction.
The modern concept of general secondary education provides for its practice-oriented orientation and compliance of the content with the modern needs of the individual, society and the state.
The development of science and technology determines the need of society for highly qualified specialists of new professions. Moreover, the requirements for the level of knowledge and skills necessary for mastering a specialty are constantly increasing. The role is constantly growing school system labor training, which provides for the formation in trainees of the habit and inclination to realize their actions, readiness for work. It is the educational work associated with the acquisition of knowledge and skills that has a decisive impact on the development of working capacity, instilling a culture of work and the skills of its organization.
A person who works with interest not only brings joy to himself, but also a huge benefit to society. And the origins of such interest are formed at school, when there is a desire to understand and learn this or that area of science and technology. During the first nine years of study, the foundations of a conscious attitude to choosing a profession are laid.
Psychologists believe that the inclinations and interests of schoolchildren should be identified and developed as early as possible, using the means of school subjects for this, and thereby contributing to an earlier professional orientation of students.
Chemistry teachers have a fairly large and varied experience of such work. After all, the possibilities of the subject of chemistry in this regard are quite large. Its study, according to the program of the basic school, should form students' understanding of chemistry not only as one of the areas of natural science, but also as a field of human practical activity. The chemistry course provides for the study of a number of chemical industries, acquaintance with chemical professions, excursions to local industries, etc.
The ninth grade is the most significant for the implementation of vocational guidance, since after graduation, many students leave school, entering either production or vocational schools, or continue their education in specialized classes.
In this regard, the task of this work was to identify, form and develop the professional interests of ninth-graders by means of the subject of chemistry.
Professional orientation of training
and ways of its implementation in chemistry lessons.
(Literature review).
1.1. Basic principles and components of work on professional orientation of schoolchildren.
Professional orientation is a complex complex program.
In terms of its methods and content, it is psychological-pedagogical and medical-physiological, in terms of its scope it is social, and its results affect the economic life of the country, since “career guidance” is the most important means of reproducing the labor force.
Scholars define this concept in different ways. Representatives of pedagogical science believe that career guidance should be understood as the activities of teaching staff of schools, families, teaching staff of vocational educational institutions, the public, carried out with the aim of making the right choice of future professions by schoolchildren in accordance with their personal interests, inclinations, abilities, mental and physical data and social the economic needs of society.
Many school graduates dream of one profession, but choose another one. Often this happens because students cannot assess their psychophysiological capabilities. In this regard, there is a need joint work educators, psychologists and doctors for the professional orientation of schoolchildren, as a result of which it will be possible to solve the following tasks: 1) help a teenager choose a profession in accordance with his interests, abilities and health; 2) warn him against choosing a profession that can lead to rapid deterioration of the body; 3) in the presence of any disease, find a profession for a teenager in which this danger is minimal. ,
Work on professional orientation of schoolchildren is based on the following principles:
Consciousness. It predetermines a good idea of the profession: the necessary knowledge and skills, working conditions, wage where you can get this profession, what are the prospects professional growth in this area of work.
Scientific. It consists in building the entire system of professional orientation on the latest scientific data.
Independence. In the process of vocational guidance, having previously identified the interests, inclinations and abilities of students, the school, family, industry, and the public should, through the joint efforts, recommend to each of the students the appropriate profession; but the final right in choosing a profession remains with the student.
^ Freedom to choose a profession, taking into account the needs of the national economy and their individual psychological characteristics, as well as the state of health.
Compliance with the above principles in vocational guidance contributes to the correct choice of their profession by young people, and this, in turn, is a necessary prerequisite for labor satisfaction arising from the natural need of people to work in accordance with their inclinations and abilities.
There are diagnostic and educational aspects in the organization of career guidance. They must be carried out in close unity and interdependence.
^ The diagnostic aspect involves the identification of personality traits for orientation to a certain type of work, to a certain profession. For these purposes, the following methods of studying schoolchildren can be used: pedagogical observation, analysis of documents and products of schoolchildren's activities, conversation-interviews, statistical method, instrumental method, test method, pedagogical experiment.
^ The educational aspect of vocational guidance is closely related to the diagnostic one. After studying professional interests, abilities, orientation, motives for choosing a profession, educational activities are developed aimed at strengthening the preparation of the student for the profession recommended to him or his choice.
The constituent components of activities for the vocational guidance of schoolchildren are basically defined: these are preliminary professional diagnostics, vocational education, vocational consultation, partly vocational selection (selection) and vocational adaptation. The basis for the career guidance of schoolchildren is labor polytechnic training and education, carried out throughout the entire school education in mastering the basics of science, in labor lessons and electives, in the process of organizing socially useful, productive labor, extracurricular and extracurricular activities.
^ Preliminary professional diagnostics is aimed at studying the personality of a student for the purpose of subsequent career guidance. In this case, the following methods can be successfully applied:
observation. Cognition of the student's personality occurs in the process of direct and feedback between the researcher and the subject of observation.
^ Analysis of documents and products of students' activities: personal files, results of medical examinations, class journals, creative essays, products, etc.
Analysis of the practical actions of students at school, in public places, in the family, at work. Summing up the implementation of the life plans of school graduates.
Questioning. The survey method is not universal and has its drawbacks: to a certain extent it is subjective, since its results are affected by the influence of the questionnaire and the manifestation of elements of subjectivity of the respondents, the latter can also give false data.
Conversations-interviews, which are characterized by a thematic focus.
^ Pedagogical experiment. It can be carried out in the natural conditions of the educational process and used to study the effectiveness of various forms of career guidance.
^ Method of generalization of independent characteristics. All teachers working in the class give their own characteristics of the student and at the same time recommend him to choose one or another profession. The characteristics compiled in this way help them choose the right electives and future profession and take into account the individual abilities of students. In the process of professional education, its main part is carried out - professional information, that is, familiarization of students with various types labor in society, the diversity and characteristics of professions, trends in their development. In the course of professional consultation, a professional orientation is formed that corresponds to the interests and abilities of a person. As a result of professional consultation, a conclusion is given: restrictions in the choice of professions, recommendations for the type of work activity, profession. , Composite component career guidance is also professional selection(selection), that is, the selection of persons who are most likely to be able to successfully master a given profession and perform related work duties. In the process of this selection (selection), the professional suitability of a person is determined depending on his physical and intellectual characteristics. The final component of vocational guidance is professional adaptation - this is a system of successful adaptation of students to working conditions. ^ All links in the system of vocational guidance for schoolchildren are closely interconnected and interdependent. ,
1.2. Vocational guidance for schoolchildren in teaching chemistry.
The traditions of teaching chemistry in the Russian school include a deep interest in issues that have an applied focus. This situation was largely historically determined by the worldview of the active part of society, which included the technical intelligentsia, doctors, a certain part of entrepreneurs and the military. Important role in the development of the applied orientation of education belonged to the classics of science, who successfully combined in their research the solution of fundamental problems with the implementation of specific practical tasks and the promotion of knowledge. In this regard, the most remarkable activity of D. I. Mendeleev, especially the preparation and reading by him at the institute noble maidens course of agricultural chemistry. Such a bright pedagogical event supported the emerging pragmatic trends in educational institutions Russia and contributed to the publication of textbooks of chemistry new in content.
The formation of the Soviet school was marked by the search for new teaching methods, which in the early 1930s led to the creation of balanced programs. In them, chemistry was assigned the tasks of forming a system of knowledge necessary for understanding the processes occurring in nature and the problems of the chemicalization of the country. The last task in the pedagogical literature was associated with the study by schoolchildren of the main chemical industries, which was interpreted as the polytechnicization of education.
Undoubtedly, the difficult task of linking the study of chemistry at school with the preparation of students for the practical use of the acquired knowledge in technology, agriculture, and in everyday life was not only justified, but also urgently needed. ,
Consideration of the connection between the teaching of chemistry and the realities of life today seems to be a very difficult problem: it is extensive, diverse, to a certain extent contradictory, in addition, the abstractness of chemical ideas, as well as existing human prejudices, affects. Therefore, despite the enthusiasm of many teachers, authors of textbooks and methodologists, the effectiveness of developing this problem turned out to be insignificant. Indeed, even one of the main goals of the so-called polytechnicalization of school chemistry - vocational guidance for students from year to year was carried out mediocrely. Unfortunately, the shortcomings were not noticed and were not publicly commented on.
Moreover, the requirements for the polytechnicalization of school chemistry increased. Thus, in the 1970s, a position was put forward on the need to disclose to schoolchildren the ideas of optimizing chemical production. Particularly striking installations were included in the program published in 1990: “For the purpose of polytechnic training, the program provides an opportunity to acquaint students with chemical industries and the main directions of their development: the development of new sources of raw materials, the introduction of progressive technological processes, devices of optimal unit power, the use of automated means control and microprocessor technology. Students receive information about specific protection measures environment. In order to provide career guidance to students, they are given a description of the professions of an apparatchik, operator, laboratory assistant in chemical production.
Of course, under the circumstances, an ordinary student was not ready to accept most of the program requirements. The authors of school textbooks could not fulfill them either. They only imitated "polytechnicalization": photographs of factories, workshops, some data about a particular process were included in the study, supplementing the paragraphs in the chapters of the textbook.
Success in the problem under discussion can be achieved not by shuffling program proposals, highlighting any topics among others, or otherwise stimulating activity, but by developing new concept school chemistry and its implementation in new programs, textbooks and other components of the educational and methodological complex. Some provisions related to the applied training of schoolchildren can already be cited today.
To ensure harmonious training in chemistry, school chemistry courses must remain systematic.
It is necessary to link the study of theoretical and applied aspects of chemistry.
Applied questions do not have to be related to industrial topics. They can also relate to the field of agriculture, medicine, culture, and everyday life. For example, the use of soap can be discussed in the topic "Chemical properties of carboxylic acids", the creation of paints can be illustrated in a number of topics of inorganic and organic chemistry, "soil chemistry" - a method of selecting fertilizers, and more.
Environmental issues should be taken very seriously. It must be remembered that a person is the most important component environmental education receives only at school. The school should not only guide its graduates in matters of public ecology, but also show examples environmental management which is usually based on chemical knowledge.
It is necessary to significantly improve the teaching of chemistry at school in the area of applied knowledge. This is possible only after improving the preparation of students in pedagogical universities.
It is necessary not declaratively, but really to strengthen the connection between theory and applied chemical training of students of the modern school. As far back as A. S. Makarenko, the problem of combining education with productive labor was widely considered. He wrote that the main task is to teach children to love work, to develop physical and mental strength. Not sometime, but as soon as possible, cardinal changes are needed, since success in this work can really provide motivation for an interested study of chemistry at school, remove the halo of abstraction and mistrust from a significant part of the population from chemistry, make possible execution chemistry of those tasks that objectively follow from the needs modern society.
In the process of preparing students for an independent choice of a profession related to chemistry, it is useful to use the whole variety of forms of career guidance: conducting industrial excursions to industrial and agricultural facilities, taking into account the local history principle; preparation and holding of thematic evenings, conferences, debates dedicated to the choice of profession, with performances by advanced workers, technicians, engineers; organization of the work of the chemical circle, etc.,
All forms and types of extracurricular work must be subject to certain requirements: scientific, accessible (i.e., the content must correspond to the age characteristics of students, stimulate the desire for knowledge, for research activities), relevance, practical significance, connection with life, entertainment. ,
Career guidance has great importance to connect into a single process of professional education and professional education of schoolchildren, to form their interest in a particular profession.
At the same time, one should not forget that the main career guidance work should be carried out in the classroom, especially when the production topics of the school course are studied. Career guidance in teaching chemistry should not be isolated from the study of the fundamentals of the subject, but it should also not violate the system of teaching chemical knowledge or turn into an ordinary illustration of the material being presented.
At chemistry lessons devoted to the study of purely chemical, silicate, metallurgical, petrochemical and other industries, including lessons preparing for industrial excursions, or at final lessons (depending on the content educational material) you can use the following methods:
To ensure the connection of the studied production material with the present, the prospects for the development of this branch of the national economy and the need for personnel in local industries;
Establish interdisciplinary connections of a polytechnical nature;
Solve problems with production content;
Reveal the importance of acquired chemical knowledge for a particular profession of a chemical profile;
Show the wide use of the studied substances, materials, chemical processes, chemical control methods in various branches of modern production;
Reveal the application of chemical laws and theories in technology;
to develop in students the ability to apply chemical knowledge in the future and independently acquire new knowledge about the use of chemistry by workers of various professions.
Study tours are an important means of polytechnic education, labor education and career guidance for students. The connection of excursions with the previous and subsequent presentation of educational material, illustrated by visual aids and chemical experiments, gives an idea of the practical use of chemicals and chemical processes in production.
Great importance study tours have to promote mass working professions of the chemical profile. Polytechnic education should provide students with the opportunity to freely choose a profession. To do this, it is not enough to know the technique and production technology. It is necessary that students get acquainted with the nature of work in individual industries and get an idea of the content of the work of workers in at least some basic professions.
The choice of excursions to the production is huge. This is an excursion to the oxygen shop, to the water treatment plant, to the fire station, to the pharmacy, to the heating boiler room, to the brick factory, to the sugar factory, to the biochemical production and others.
Properly organized career guidance work should be carried out in inseparable unity with general chemistry education, labor and moral education based on the implementation of the polytechnic principle in teaching chemistry.
In the conditions of secondary school, one of the effective ways of pre-professional preparation for future work is the rationally organized educational work of schoolchildren directly in the classroom, since the education of labor qualities begins, as is known, with the conscientious fulfillment by each student of his educational duties.
When teaching chemistry, the formation of experimental skills and abilities in students is of great importance. Practical exercises and laboratory experiments contribute both to the assimilation of the training course and to the education of a general culture of work - they form the ability to plan work, keep the workplace clean, observe safety rules, carefully
conduct labor operations, monitor the results of the labor process.
Of particular importance in orienting students to professions related to chemistry are educational excursions to local industrial and agricultural production facilities, as well as to the workshops of basic enterprises.
to raise the level and quality of general educational knowledge of students in chemistry, to strengthen the connection between teaching and life, with local production;
to strengthen the polytechnical orientation of teaching chemistry as a theoretical basis for career guidance by highlighting the achievements of modern production, the prospects for its development and unresolved problems;
to teach schoolchildren to apply the received theoretical knowledge to solve practical problems, determine the optimal conditions for conducting chemical reactions and management chemical processes in production;
to improve the organization, content and methods of career guidance, to acquaint students in the classroom and with the help of excursions with the main branches of production, leading professions, labor functions of workers in organic unity with the study of the industrial production of substances so that the profession is not an addition, but becomes an integral element of the polytechnic education that students acquire in teaching chemistry;
expand extracurricular activities, strengthen the practical orientation of chemical circles, develop the creative abilities of students, the ability to design devices, simulate typical production apparatuses and installations, encourage rationalization and research activities schoolchildren;
take into account the needs of the national economy in personnel of workers of certain professions, systematically inform students about mass professions that enterprises feel the need for and ways to acquire the appropriate profession, advise schoolchildren and their parents on choosing a profession and employment.
Role-playing games are an active teaching method with a clearer work and professional orientation. The game is an active learning activity for simulation
The studied systems, phenomena and processes, as well as professional activities.
During the game, trying on the role of specific specialists: technologists, engineers, etc., students get acquainted with the content and significance of the work of representatives of chemical professions. As a result, intellectual skills and abilities, interest in chemistry are formed.
Role-playing games require the use of a combination of various teaching methods and teaching aids. This assumes the maximum degree of activity and independence of students. This explains the advantage role play before other types of cognitive activity:
Unusual, entertaining content;
Obtaining practical or socially significant knowledge;
Orientation to the practical role of each participant in the game.
^ 1.3. The experience of chemistry teachers in organizing career guidance work with schoolchildren.
Teachers have great experience on the formation of professional interest in chemistry.
One of the ways to solve the problem of vocational guidance and labor training of schoolchildren is the creation of a system of labor practicums. These workshops should take into account the capabilities of the school and the peculiarities of its working environment. They contribute to polytechnic education.
A deeply reasoned approach to the development of the content of the workshop and the methodology for its implementation is proposed by O. V. Glazkova, M. K. Kleyankina, O. S. Zaitsev. The authors consider it appropriate to present the workshops as a system of certain stages: creating motivation for subsequent action; familiarization of students with future cognitive activity and the knowledge required for its implementation; the formation of an action in a material (independent performance of experiments) form; use of oral and writing(the action is formed in inner speech, passes into the mental plane and becomes a mental action). In practice, interest in chemistry and creativity develop better.
Under the guidance of T. S. Nazarova, a workshop on general chemistry for 11th grade. It includes more than ten works, which are accompanied by theoretical, analytical, technological issues.
Chemical workshops were also developed by S. A. Soloveichik and Yu. B. Dodonov for grades 10-11 and by V. I. Tolkunov for secondary school.
Interesting experience organization of a chemical workshop is described in the work. So, every year about 10% of graduates of school No. 82, Chernogolovka village, Moscow region. work as laboratory assistants in chemical and biochemical laboratories. Eleventh-graders, along with purely chemical experiments, carry out work on biochemistry and agrochemistry. This is due to the location of the village and the needs of the industrial environment. Teachers allocate a special day of the week for the labor workshop. The lesson lasts 4 hours, and during this time, students manage to conduct a rather complex chemical experiment. Acquired experimental skills are an important element in their further career guidance.
At the beginning of the lesson, the teacher tells theoretical basis the topic under study, reveals the purpose of the work performed. Preparatory stage occupies no more than 25% of the workshop time. Then each student receives a description of this practical work and does it individually. Protection of work is also carried out individually. The final mark includes an assessment for the result obtained, design, experimental technique and answers to questions.
During the labor workshop, teachers pay great attention to the formation of quantitative calculation skills, which are very important for the profession of a chemist. Students are asked to determine the density, concentration, boiling point, melting point, pH and other characteristics.
Performing the first work of the labor workshop, students improve the technique of laboratory work. They also pay attention to such important issues as behavior in a chemical laboratory, safety precautions, workplace maintenance, handling of glassware, reagents and various devices.
From the very first lessons, students master laboratory equipment. A new cycle of work is associated with solutions. Performing practical work on the preparation and study of solutions, the guys see the fruits of their labors, use them, they develop a careful and economical attitude to reagents. Then they perform work on the qualitative and quantitative analysis of substances. The works of eleventh graders have an agrochemical focus. Next, students perform work related to the separation and purification of substances. Then graduates get acquainted with physical and chemical methods of analysis. The final work allows you to apply the entire arsenal of accumulated knowledge and skills. These include practical work on the isolation of DNA from animal tissues and organic syntheses (ethyl acetate and diethyl ketone).
At the end of the second year of study, students take an examination by the Qualification Commission. According to the results of the exam, the commission assigns students the qualification of a chemist-laboratory assistant. The majority of graduates (about 80%) continue their studies or work in the specialty they received at school.
Students of school No. 624, when studying chemical production, design technological schemes, draw up a technical passport of the invention and defend their projects. In these lessons, a group form of organization of educational work is used. The groups include the director of the enterprise, the chief engineer, the process engineer, the laboratory assistant and others.
In a number of schools, chemistry teachers with foremen of training productions have begun work on compiling vocational polytechnic cards, in which, taking into account the labor training of high school students, carried out on the basis of plants or factories, they are allocated for in-depth study relevant sections of the chemistry course.
V. M. Baykova offers an excursion to the "Marcial Waters" in Karelia. "Marcial waters" in their composition refer to ferruginous nitrogen hydrocarbonate-sulfate mineral waters with a complex cationic composition. Chemical studies allow students to conclude: the largest amount of ferrous iron is contained in the water of source No. 4 (4 sources in total) - 96 mg / l. Students are invited to make an album "Martial waters", conduct a chemical analysis of these waters in the laboratory, prepare a message for presentation at the circle.
V. M. Baikova, on the basis of many years of experience at school, prefers excursions, where much attention is paid to the history of chemistry, research based on excursion materials, preparation of reports, abstracts, and exhibitions. Particular attention is paid to research work. For example, students get dandelion rubber: they collect white juice in a test tube (5 ml), add 5 ml. water and 1g. ammonium sulfate. Ethanol is added dropwise until the rubber begins to flake. Evaporate and isolate pure rubber. Conducting lessons-excursions with research contribute to the formation of interest in chemical science and strengthening the practical orientation of education.
Teachers in lyceum No. 44 and gymnasium No. 12 in Lipetsk make up the system of tasks "Why". When completing these tasks, students must explain some fact that they received as a result of the experiment. For example, “The process of evaporating water from a salt solution is a physical phenomenon because…”.
E. V. Bystritskaya offers students tasks with practical content related to real material objects, since they are interesting and understandable to students. Here the knowledge of facts is fixed in the applied activity of a creative nature. At the first lesson, they study the compound formula, composition, structure. Then physical and chemical properties - and all this is based on experiment. On next lesson tasks with a practical orientation are carried out. Schoolchildren are aware of the importance of chemical production; the number of students with a steady interest in the subject is increasing.
In secondary school No. 1016 in Moscow, teachers conduct chemistry evenings that arouse cognitive interest in chemistry and related sciences. Every year at the end of September, the All Colors of Autumn festival is held. It is an oral journal. Biochemists and doctors speak on its pages, explaining the role of vegetables in the process of human life. It tells about vitamins, amino acids, mineral salts and more. And cooks give helpful tips on cooking dishes from vegetables, and the evening ends with their tasting.
In secondary school No. 66 in Lipetsk, a biological and chemical circle operates in a summer camp. The program of the circle includes the play "Poltergeist on the Table". Before the performance, the guys perform various tasks, do practical work, for example, determine the content of nitrogen, phosphorus, potassium in the soil, prepare indicator solutions from plant material, and obtain paper from mud. The performance itself is built on various problem situations that the guys solve with the help of the knowledge gained during the assignments.
Chemistry teacher of secondary school No. 1 in Zuevka V. M. Kropachev developed a system for familiarizing students in grades 8-11 with various professions of the national economy: grade 8 - plant grower, electric welder, blacksmith, plasterer, galvanizer, thermist, laboratory assistant, apparatchik, machinist, locksmith , doctor, teacher, fireman, disinfector, pharmacist; Grade 9 - chemist, glass etcher, foundry worker, textile worker, agronomist, nurse, dentist, photographer; Grades 10-11 - crystallographer, geologist, pyrotechnician, vulcanizer, rubber mixer driver, chemical engineer, technologist of synthetic resins and plastics, moulder, furnace. After the lessons, deepening and replenishment of knowledge about these professions continues in laboratory and practical classes, in chemical circles and electives, on excursions to chemical enterprises. Thus, a chemistry teacher in the process of teaching his subject is able to introduce students to 32 different professions. V. M. Kropachev drew attention to the ratio of the number of professions that require a certain education for mastering. It turned out that out of the total number of named professions, they require higher education- 7, secondary special - 4 and general secondary - 21 names. This means that the teacher can introduce students not only to professions of higher, secondary, but also mass qualifications.
G. A. Kapetskaya offers a chemical “evening on a farm near Dikanka”. This evening with the production of numerous experiments is held in order to consolidate the knowledge and develop the interest of schoolchildren in chemistry. Characters: students, Solokha, devil, sexton, Vakula.
Deacon. I don't like juice, it's better to drink clean water.
Solokha. Yes, please, Osip Nikiforovich.
(An acid is added to an alkali solution with phenolphthalein. The crimson color disappears).
Deacon. Thank you. And I, precious Solokha, would not refuse milk.
Solokha. There is nothing easier, dear guest.
(Alkali is added to a solution of calcium chloride), etc.
Then the teacher talks to the children about what he saw: how Solokha managed to turn juice into water, and water into milk, etc.
The teacher of school No. 607 in Moscow, D.V. Bolotov, also conducts chemistry evenings. By the day they are held, students publish chemical newspapers, on separate posters - quiz questions, chemical crossword puzzles. "Initiation into chemists" plays an important role. The plan, composition and number of participants are determined by creative groups of 8-11 grades.
G. L. Marshanova from secondary school No. 1016 in Moscow conducts a chemical evening “On the benefits of apples”. It has become a tradition in their school. Participants: hosts, cooks, biochemists.
Excursion is a traditional form of using natural science museums in educational purposes. Unfortunately, her teaching potential is limited: the best guide is able to hold the attention of a group, especially a teenager, for no more than 30-40 minutes.
At the same time, schoolchildren are mainly interested in the novelty of the situation in which they find themselves, the personality of the guide and some unusual facts which he reports.
systematic learning activities in this situation it is very difficult to organize. This is due to the fact that students usually visit the museum, not having a clear idea of why and why they do it. The purpose of the visit, as a rule, is formulated by the teacher, but for most children it remains abstract, not growing out of
Yartseva Valentina Stepanovna, MBOU secondary school in the village of Elshanka
Professional orientation of students in the lessons of chemistry and biology
Life shows that the school is most responsible for the correct choice by students of their life path. And all school work should be set in such a way as to help the child choose a profession. With the change of the Federal State Educational Standard, the priorities have also changed. Now the most important social requirement for an educational organization is the development of a student's personality, which is able to use all the knowledge, skills and abilities constantly acquired throughout life to solve the widest possible range of life tasks in various fields human activity, communication and social relations. The educational process should be built on the basis of mastering the ways of students' activities, their professional self-determination, on the formation of their cognitive and creative abilities necessary for successful socialization in society and active adaptation in the labor market.
It is important to make the right choice, corresponding to the interests, abilities, health opportunities, values and, finally, the requirements that the profession imposes on the candidate's personality. The path to choosing one or another profession passes in many cases through the development of interest in schoolchildren academic subjects. Interest in chemistry and biology is determined, first of all, by the practical significance of these disciplines. And one of the main ways of generating professional interests is exciting and bright teaching. Having fallen in love with chemistry and biology, students want to make it the basis of their future profession, begin to find out what specialties exist related to these sciences, and prepare to enter the relevant educational institutions. As a rule, this is manifested, first of all, in the fact that they study these subjects with great desire and activity. Thus, the essence of career guidance in the teaching process is to help students deeply and firmly master the basic educational material, teach them to independently extract information, use the acquired knowledge to solve various practical problems.
Every year I conduct a survey among students on professions that interest them. The analysis of the questionnaires makes it possible to rank the obtained results by types of specialties. Based on the results obtained, in the lessons of biology and chemistry, I create conditions for the formation of the professional orientation of adolescents, their awareness of their interests, abilities, social values associated with the choice of profession and their place in society. Implementing the technology of the activity method of teaching, when selecting the content of educational material, I am guided by the basic principles: scientific character and accessibility, visibility, interactivity, accounting individual characteristics, focus on the development of thinking and an open dialogue between the teacher and students.
In my teaching activities I use the following methods and forms
career guidance work in the study of program topics:
1. Btalk about professions related to the studied material, For example:
Topic “General acquaintance with flowering plants” (6th grade), revealing the importance of plants in human life, you can acquaint schoolchildren with professions pharmacist and phytodesigner. In order to expand students' knowledge of medicinal plants in order to get acquainted with the elements of a pharmacist's work, it is advisable to offer the children the following work: the name of a medicinal plant, an organ used in medicine, a part of this plant, its medicinal effect and use. To get acquainted with the profession of a phytodesigner, you can invite the children to make an autumn bouquet or composition from live or dried plants and natural material.
During the tour on the topic “Autumn in the life of plants and animals” (6th grade) Students learn about the plants and animals found in the area and their habitats. On this excursion, which can be held in absentia, schoolchildren can act as phenologists, ecologists, observers.
When studying a topic “Influence of man on the number of animals. Protection of the animal world” (grade 7) an entertaining lesson is held on the topic “We and our smaller brothers”. The purpose of the lesson is to form schoolchildren's knowledge about the impact of human economic activity on the environment, to introduce them to the specialties of environmental protection: ecologists, ornithologists, ichthyologists, entomologists, herpetologists, teriologists, journalists, public figures.
In the process of studying topics “Behavior and psyche” (8th grade) students conduct practical and test work:
- on the analysis of cognitive processes (memory, thinking, sensation, perception);
- study their emotional reactions to various situations, determine ways to regulate them;
- reveal their working capacity, the causes of fatigue and activation;
- explore the ways of becoming a personality, type of temperament, character traits.
As a result of the work carried out, schoolchildren determine their interests, inclinations and abilities, conduct introspection and self-diagnosis. All these activities introduce students to the profession. psychologist and the main methods and techniques of its work.
2. PSolving various kinds of tasks in chemistry with practical content: professional orientation in chemistry lessons is carried out by holding short conversations about the profession in solving problems, as well as showing the role and significance of the subject in the life and work of people
Types chemical tasks for career guidance
| Cutter | Chemistry in the life of society. What properties of naphthalene underlie its use to protect woolen products from moths? . What is the difference between artificial fibers and synthetic fibers? organic matter. Polymers. What do you know about such fibers as viscose, acetate, lavsan, capron, nylon, and tell us about their areas of application. Chemistry in the life of society. What do the label symbols on clothes mean? What is the importance of taking into account the information of the symbols on the labels for the care of clothing? organic matter. Fats. Why is it that stains from vegetable oil, especially hot ones, can no longer be removed from clothes with a solvent after a few days, and at the same time, a stain from melted lard or butter can be easily removed with the same solvent even after a rather long period of time? |
| Hairdresser | Chemical reactions. Why is hydrogen peroxide effervescent when treating shaving cuts? The composition of the substance. Mixes. A 5% hydrogen peroxide solution is required for hair coloring in a hairdressing salon. How much water must be added to a 25% solution weighing 75 g to obtain the desired solution? |
| pastry chef | Chemical reactions. Ammonium bicarbonate is used in baking confectionery. Calculate how many liters carbon dioxide(measured at n.o.) is formed if 50 g of ammonium bicarbonate is added to the dough? Chemical reactions. Dip a piece of lemon or a few crystals of citric acid into a glass of strongly brewed fresh tea. What are you watching? Chemical reactions. Prepare a homemade fizzy drink with citric acid. Dissolve a little acid at the tip of a teaspoon in water, and then add the same amount of baking (drinking) soda to the resulting solution. What are you watching? Chemical reactions. Why does a piece of sugar dissolve faster in hot tea than in cold tea? The composition of the substance. 100 g of dried apricots contain 2.034 g of potassium. How many grams of dried apricots do you need to eat to get your daily potassium intake? Chemical reactions. Why can't kvass be stored in aluminum dishes? |
| grower | Compounds of chemical elements. To combat plant diseases, especially fruit trees and vineyards, a copper (II) sulfate solution is used. Usually dissolve 100 g of salt in a bucket of water (8 l). What is the mass fraction of salt in the resulting solution? How much water and salt is contained in 500 g? Chemistry and agriculture. What is meant by chemicalization of agriculture? What are its main directions? Chemistry and agriculture. Consider the general classification of fertilizers and compare the environmental safety of mineral and organic fertilizers. |
| plumber | Introduction to Chemistry. Steel parts become rusty as a result of prolonged exposure to a humid atmosphere. What is this phenomenon called? Do you classify it as a physical or chemical phenomenon? Why? Substances and their properties. Will an iron structure be protected from electrochemical corrosion in water if a plate of another metal is strengthened on it: a) magnesium, b) lead, c) nickel? Substances and their propertiesA. On the surface of the acidified soil of the garden plot are iron pipes with inserted brass taps. What will corrode: a pipe or a faucet? Where is the destruction most pronounced? electrolytes. In tap water, ions are found: Na +, Ca2 +, Fe3 +, Cl-, SO42-, HCO3-. What substances (write their formulas) are contained in tap water? |
| car mechanic | Introduction to chemistry.Give examples of substances used to create a car, and chemical reactions that occur during its operation. Organic chemistry. Hydrocarbons. Why can't fired oil products or flared electrical wires be extinguished with water? How to pay them off? Substances and their properties. For what purpose is the surface of tanks for the storage of petroleum products (gasoline, kerosene) painted with "silver" - a mixture of aluminum powder with one of the vegetable oils? Chemistry in the life of society. Describe the synthetic rubbers known to you and explain for what technical purposes they are used. |
| Chemical reactions. Old copper coins and bronze items are often covered with a greenish coating, while silver ones are black. What does the appearance of these raids indicate? How to clean products from them? The composition of the substance. Determine the amount of gold and silver contained in a wedding ring weighing 3.75 g and having a purity of 585°. The amount of substance. Calculate the quantities of copper and nickel substances that need to be taken to produce 25 kg of cupronickel. |
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| Builder-finisher | The amount of substance. Calculate the amount of hydrated lime substance that can be obtained from 2 tons of limestone containing 25% impurities The composition of the substance. Mixes. The composition of the dry cement mix for plastering includes 255 cement and 75% sand. What mass of each component should be taken to prepare 150 kg of such a mixture? Substances and their properties. Sacks of chalk and burnt lime were brought to the warehouse of a construction company for the repair of apartments to whitewash the walls and ceilings. During transportation, the labels from some of the bags were lost. How to determine what substances are in the bags? Substances and their properties. Technical magnesium chloride used for the preparation of special (magnesium) cement must contain at least 45% MgCl 2 . How much magnesium chloride is contained in 3 tons of such material? |
Presentation is an important skill that develops speech, thinking. Students know that the presentation involves not only a demonstration of the product, but also a story about the project itself, about the stages of the project, about the difficulties, the ideas that have arisen, about solving problems.
Work on research projects not only fosters industriousness, self-organization, forms key competencies in students, the ability to set goals, plan and organize their activities, develops analytical thinking, is a means of developing creativity. All this helps in self-determination of students and allows them to introduce children to scientific work.
4. home experiment and laboratory work at home as a kind independent work students are used by me in order to identify students' inclinations to study chemistry and biology, develop their interest in science, improve chemical and biological education, and cultivate the need for self-education. In addition, when performing a home experiment, students form and consolidate various experimental skills. I suggest topics for home experiment . For example, in the 5th grade, students performed their own home experiment to detect proteins, carbohydrates and fats in the composition of a plant, in the 6th grade, the children explored with pleasure the appearance mold fungi on various food products depending on environmental conditions. In the 8th grade in chemistry, work was done on the separation of mixtures, the preparation of fizzy drinks, the effect of catalysts on the rate of chemical reactions, etc. Many guys willingly take up their implementation. They rush to bring the results of the experiment to the classroom and talk with admiration about how they conducted it. . This method, like no other, contributes to increasing interest in chemistry education, and also a home experiment allows you to try your hand in a practical way in such a profession as a laboratory assistant.
5. Dopart in the work of labor associations, teams of students of different ages: Since I work in a rural school, the role of agricultural production in the life of society, the nature of work and the main professions of agricultural production, I try to pay due attention when studying relevant topics. The process of teaching and educating rural schoolchildren should be organically connected with the life of the village, the practice of farmers and livestock breeders. We carry out the work provided for by the agricultural labor program on the school educational and experimental site, fields and farms of agricultural enterprises, we participate in socially useful, productive work. This allows students to early age to learn the beauty of agricultural labor, to love the land and the people working on it.
6. Preview of transparencies, fragments of educational filmstrips and films, educational television programs, demonstrating the application of knowledge gained in the study of a topic or course, directly in the practical activities of people;
7. Ecompany tours, exhibitions of excellence promoting the labor achievements of people, the successes of science and technology.
8.Pconducting pages of oral journals in the lessons, on which I acquaint students with facts from the biography of outstanding scientists and engineers, for example: aircraft designer A. S. Yakovlev, the largest Soviet metallurgist scientist I. P. Bardin, etc. Their lives and creative searches clearly show that the work of a simple worker enriches a person with valuable observations, experience, forms in him moral qualities that are extremely necessary in creative work most high level And social value.
The choice of forms of work depends on age features students, the type of lesson and the availability of the necessary material. Acquaintance with a particular profession related to the topic under study can be carried out while explaining new material, consolidating what has been studied or on final lesson.
I believe that the success of the socialization and professional orientation of students in the classroom largely depends on the ability of the teacher to connect the program material with life, to form a positive attitude towards work among schoolchildren, on his knowledge and mastery of teaching methods. At the same time, the effectiveness of work aimed at vocational guidance of students in the teaching of biology and chemistry also depends on the content of the material and the features of its inclusion in the subject.
Professional self-determination of graduates of our school is the initial link professional development personality. Over the past 5 years, 28.5% of the total number of graduates continued their studies in educational institutions of secondary and higher vocational education by choosing majors related to biology and chemistry.
Thus, the formation of students as individuals, their professional self-determination is a complex and lengthy process in the life of every young person. To choose a specialty, a teenager, his self-determination in life, needs information about the world as a whole, about possible professions and the requirements for each of them, about himself, his abilities, interests, opportunities, medical contraindications. It is necessary to constantly expand the horizons of students, to acquaint them with different types labor activity, to involve in socially useful work, to create conditions for professional self-determination through a variety of methods, techniques and forms of career guidance work in the classroom in an educational organization.
Literature
Gabrielyan O.S., and others. Chemistry. Grades 8-11: textbooks for general education. institutions [Text] - M .: Bustard, 2010.
Ponomareva I.N. Biology 5-6 grades: textbooks for secondary schools M, Ventana-Graf, 2012 - 6th grade, 2015 - 5th grade.
Galeeva N.L. One hundred methods for the educational success of a student in biology lessons. - M .: "5 for knowledge", 2006.
Klimov E.A. How to choose a profession: A book for students Art. environment classes. school - 2nd ed., add. and dorab. [Text] / E.A. Klimov. - M., 1990.
Savchenko, M.Yu. Career guidance. personal development[Text] / M.Yu. Savchenko. – M.: Vako, 2005.
Batyshev S.Ya. Workforce training. M.: Economics, 2004.
Yovaisha L.A. Problems of professional orientation of schoolchildren. M.: Pedagogy, 2003.
Klimov E.A. How to choose a profession. M.: Education, 2004.
Professional orientation of students / A.D. Sazonov, V.D. Simonenko, V.S. Avanesov, B.I. Bukhalov; Ed. HELL. Sazonova. M.: Education, 2001.
