Dear readers, teachers of chemistry!

We publish excerpts from the text of the draft concepts of the content of education* for discussion with you. It is interesting to know your attitude to this problem.
Send us your impressions and opinions about the concepts to our editorial office.
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(The text of the concepts is given in the original, without editorial changes.)

The following took part in the preparation of draft concepts:

Educational field "natural science" - V.V. Lunin, O.V. Arkhangelskaya, S.S. Berdonosov, A.A. Kaverina, S.V. Sumatokhin, G.M. V. Davydov, Z. S. Kovaleva, L. S. Pontak, Yu. I. Dik, V. A. Korovin, A. N. Mansurov, I. I. Nurminsky, V. A. Orlov, L. S. Khizhnyakova, A.Yu. Pentin, G.S. Kalinova, I.N. Ponomareva, V.S. Kumchenko, V.I. Sivoglazov, T.V. Ivanova, A.A. Kamensky, V.Z. T.S. Sukhova, T.M. Efimova.

Science education concept

Introduction

Science education is one of the components of preparing the younger generation for an independent life. Along with the humanitarian, socio-economic, mathematical and technological components of education, it ensures the comprehensive development of the child's personality during his education and upbringing at school.

Over the years, natural science education was realized by studying various academic disciplines, including physics, chemistry and biology. Since the beginning of the twentieth century. the volume and content of the natural sciences education in Russian schools have undergone significant changes both due to the development of the natural sciences themselves and in connection with the changing demands of society.

The rapid development of physics put it forward among the fundamental sciences, which are the basis of modern natural science.

In recent decades, chemistry has been intensively developing, using the entire arsenal of theoretical and experimental physical methods. Thanks to the new possibilities opened up by physics and chemistry, biology received a powerful impetus in its development, which at the end of the 20th century became one of the leaders in scientific natural science.

Under the influence of physics, astronomy experiences significant progress, turning from an observational science into an experimental one. Intensively developing new scientific areas that have arisen at the intersection of several sciences: astrophysics, radio astronomy, astronautics, physical chemistry, chemical physics, biological chemistry, bionics, ecology.

successes natural sciences in the field of fundamental research are so great that the ideas of people who are far from science are changing significantly the world. A number of scientific principles, developed mainly as a result of physical research, acquire the significance of philosophical, general scientific categories.

Under the influence of science, the technological base of society and the living conditions of a huge number of people are rapidly changing. The inventions of the 20th century, modern technologies, made possible by the success of the natural sciences, have unrecognizably changed the face of modern civilization. The development of mechanical engineering, automotive, robotics, construction equipment, materials science, aviation, space technology, rocket science, energy, biotechnology, metallurgy, chemical production, genetic engineering, communications, radio engineering and television, electronics is associated primarily with the success of fundamental research in the field of natural Sciences.

The achievements of the natural sciences and their impact on people's lives could not but affect the structure and content of school science education in developed countries. Currently, the educational field "natural science" includes the following academic disciplines: physics, chemistry, biology, ecology, astronomy, physical geography, natural science. At different times, the volume and place in the curricula of each of the listed disciplines changed depending on the demands of society. In our country in recent years, as a result of the process of reforming school education, there has been not only a significant reduction in the number of hours devoted to the study of natural science disciplines, but also such a redistribution of them, in which the level of study of fundamental educational natural science disciplines has significantly decreased. For example, the reduction of teaching hours in 1998/99 academic year. years allocated for the study of natural sciences, compared with 1968/69 account. amounted to 20%, the number of laboratory work in physics has decreased during this time by almost three times, the number of hours allotted for conducting a physical workshop has decreased by more than three times, and the study time allotted for solving physical problems has decreased.

As a result of the reduction in the number of hours for the study of natural sciences and the increase in the volume of the scientific content of these disciplines, the overload of students has increased, and the quality of education has decreased.

The system of material and technical support of the educational process with teaching aids and equipment, affordable for educational institutions, has practically disappeared. Quantity teaching aids and equipment purchased in Russian schools over the past 5 years has decreased by 6 times. The consequence of this process was a sharp increase in the number of schools not equipped with subject rooms.

The decline in the level of teaching of natural sciences in Russian schools is especially alarming because the study of these disciplines opens up great opportunities for the intellectual development of students. The study of various natural objects, their composition, structure, properties, functions, laws of development forms in schoolchildren the ability to carry out various mental actions, such as comparison, analysis, synthesis, abstraction, modeling, induction, deduction, structuring, generalization, making assumptions, hypotheses , meaningful judgments, etc.

Developing the mental abilities of students, natural science disciplines improve the ability of students to learn. The ability to work with a book, listen to the teacher's explanations, revealing the main thing in them, and experiment are extremely important for rationalizing the educational work of schoolchildren and reducing their teaching load.

Science education serves the purpose of educating students. The acquisition by schoolchildren of scientific knowledge about natural processes and phenomena, various levels of organization of matter, the variety of interactions of natural objects and systems form in the minds of students a single scientific picture of the world around us, in which the place and role of man become more understandable.

A decrease in the share of natural science disciplines in the system of school education leads to a decrease in the educational and upbringing potential of the school.

One of the possible ways to partially solve the most complex set of problems of science education in the modern Russian school is the transition of the country's general secondary education system to 12-year education with an increase in the period of compulsory education in basic school up to 10 years.

The obvious advantages of the transition to a 12-year system of general secondary education are the following: an increase in the period of basic education by one year, and as a result of this - a decrease in the overload of students, an increase in the time for performing experimental tasks in the disciplines of the natural science cycle, strengthening practical training students, the implementation of the transition from linear to concentric courses, the strengthening of a differentiated approach to teaching in high school.

The transition to a 12-year school education requires a preliminary study of the basic principles and approaches to the implementation of the teaching of natural sciences; understanding the goals of teaching the subject, the time sequence of studying the educational material; development of the content of subject education, the necessary regulatory documents, in particular the concept of natural science education of the 12-year school.

Under the concept of science education, we mean a document that defines the goals of education in the natural sciences, the principles for the implementation of science education, its content and structure, and methods for achieving the goals.

Objectives of science education in the 12-year school

The goals of education in the Russian school are legally defined by the Law of the Russian Federation “On Education”, which states that education should be focused on: ensuring self-determination of the individual, creating conditions for its self-realization; on the development of civil society; to strengthen and improve the rule of law.

Natural science education, as an integral part of general basic and secondary education, contributes to the achievement of the overall goal of the school, ensuring that students master the basics of academic disciplines, develop their mental and creativity developing a scientific outlook.

The formation of a natural-science picture of the world is achieved on the condition that the study of natural sciences is, first of all, a means that ensures the development of the cognitive abilities of the individual, the expansion of his intellectual capabilities, acquaintance with that part of human culture, which largely determines the face of modern civilization.

In the process of teaching natural science disciplines, one should not forget that each of them is only a part of a person’s knowledge of nature, that scientific ideas are one of the components of human culture, and that, having learned the laws of nature, one can create a lot, but also destroy a lot, including life in the Earth. The humanistic and environmental aspects should become an integral part of science education in schools and be reflected in its goals and content.

Based on the foregoing, the goals of natural science education can be formulated as follows:

formation of a comprehensively developed personality;

development of personal qualities that contribute to ensuring self-determination of the individual, creating conditions for its self-realization, readiness for improvement, continuing education, developing civil society, strengthening and improving the rule of law;

mastering the basics of academic disciplines in the educational field "natural science" of the school educational program;

study of the main components of the natural-science picture of the world;

the study of the applied component of the natural sciences, which provides training for students to perform indicative and constructive activities in the world around them;

mastering the basic ideas about the scientific method of research and its place in the system of universal cultural values;

formation and development of cognitive abilities in schoolchildren.

The achievement of these goals should be carried out taking into account the age characteristics of schoolchildren.

Each of the formulated goals is revealed and detailed at the subsequent stages of the development of regulatory and educational documentation.

Principles of Science Education in the 12-Year School

The goals of science education are realized in a specific educational process on the basis of certain didactic principles that form a system of peculiar selection rules in determining the structure of science education and selecting the content of educational material.

The main didactic provisions that define science education include the following principles: scientific nature, fundamentality, accessibility, continuity, historicity, integrity and consistency of science education.

Scientific principle is of great methodological importance for the selection of educational material, its application provides a priority choice of various teaching methods, puts a barrier to anti-scientific and pseudo-scientific theories, which, unfortunately, have recently become widespread in the media.

The principle of fundamentality focuses on the study and assimilation by students of the basic, basic scientific theories, concepts, models and principles, the results of fundamental research of general scientific significance, which are the property of human culture, is the basis for the generalization of educational knowledge.

The principle of accessibility emphasizes the need at all stages of school education to take into account the student's ability to perceive, process and assimilate educational information. Numerous examples of neglect of this principle in the creation of educational literature and visual aids makes us again and again return to the need for its application.

The principle of continuity postulates a simple truth, proven by many years of teaching experience: in order to master knowledge in a subject, it is necessary to refer to it throughout the entire period of study. A break in learning leads to a quick forgetting of the subject due to the psychological characteristics of children.

The principle of historicity implements the humanitarian component of scientific education, emphasizing the continuity of the development of science at various stages of its development, shows the role of individual scientists in the formation and development of science.

The principle of integrity and consistency of natural science education serves as the basis for the implementation of interdisciplinary connections, the creation of a unified methodological approach to the consideration of natural processes and phenomena from the point of view of various natural sciences.

The principles of science education, the educational and general pedagogical goals of education, which provide for the formation of a diversified personality of the child, the maximum disclosure of his creative potential, allow us to draw quite definite conclusions regarding the structure and content of educational programs that implement science education in a 12-year school.

The structure of science education of the 12-year school

With 12 years of education, 4 years are allotted for the implementation of the program of primary general education, 6 years for obtaining basic general education, and 2 years for obtaining secondary (complete) general education. The structure of the educational field "natural science" at school should correspond to the structure of general education.

Given the age characteristics of schoolchildren, the main pedagogical patterns of the learning process, the historical traditions of the Russian school, the principles of natural science education, the study of natural science disciplines in a 12-year school is proposed to be carried out at three stages of education.

At the first stage, propaedeutic, in elementary school, schoolchildren get acquainted with the main phenomena of the world around them, studying the course "the world around them". Then, in the first two grades of the basic school (in grades 5, 6), they continue to get acquainted with the main natural scientific phenomena of nature and such elementary methods of the scientific method of research as observations, description of what they see, measurements, identification of patterns, conducting an experiment and predicting his results. Achieving the set goals is possible both within the framework of the integrated natural science course and with the help of courses that provide for preliminary subject specialization in physics, chemistry or biology, when the initial scientific techniques and skills are formed in schoolchildren using the example of a specific science.

At the second stage, in the 7th-10th grade of the basic school, systematic courses in physics, chemistry, and biology are studied, which are mandatory for all students.

At the third stage, in secondary school, in grades 11 and 12, differentiated courses in physics, chemistry, biology, ecology, astronomy are studied, depending on the profile of education, humanitarian, general education, natural science, chosen by students and their parents.

The following distribution of teaching hours by year of study is proposed:

1. "The World Around": I-IV (2-2-2-2) / (62-62-62-62).
2. "Natural science": V-VI (2-2) / (68-68).
3. "Physics": VII-X (2-2-3-3) / (68-68-102-102),
"Chemistry": VIII-X (2-2-2-2) / (68-68-68),
"Biology": VII-X (2-2-2-2) / (68-68-68-68).
Humanitarian profile:
4. "Physics": XI-XII (2-2) / (68-68),
"Chemistry": XI-XII (2-2) / (68-68),
"Biology": XI-XII (2-2) / (68-68).
General education profile:
"Physics": XI-XII (4-4) / (136-136),
"Chemistry": XI-XII (4-4) / (136-136),
"Biology": XI-XII (4-4) / (136-136).
Natural science profile:
"Physics": ХI–XII (6–6)/(204–204),
"Chemistry": XI-XII (6-6) / (204-204),
"Biology": XI-XII (6-6) / (204-204),
"Ecology": XI-XII (2-2) / (68-68).

The study of physical geography is provided within the framework of the academic discipline "geography", which is part of the socio-economic educational field, and the study of astronomy and ecology is supposed to be carried out at the expense of the regional or school component of the curriculum.

The proposed structure for the study of natural science disciplines provides the maximum methodological continuity of the process of teaching them in Russian schools, reduces the overload of students in the basic school, and satisfies the principles of the integrity and consistency of natural science education.

The goals of education largely determine its content. In accordance with the law, the content of education should ensure: the formation of a student's picture of the world adequate to the current level of knowledge and the level of the educational program (level of education), an adequate world level of general and professional culture society; integration of personality in the system of world and national cultures; the formation of a person - a citizen, integrated into his contemporary society and aimed at improving this society; reproduction and development of the personnel potential of the society.

In accordance with the principle of continuity of natural science education, the study of natural science disciplines in a 12-year school is carried out throughout all 12 years of study in the form of three concentrations: propaedeutic - in primary and secondary schools, systematic - in primary school, differentiated - in secondary school, and in secondary school, their study is carried out taking into account the individual interests of students.

At the propaedeutic stage, taking into account the peculiarities of the cognitive activity of children and adolescents, the ideas of integration are implemented in the study of the courses "the world around us" and "natural science". Students begin to form the concept of a holistic world, an idea of ​​natural systems of different scales: from atoms to planets, from a cell to a biosystem, from a terrain to a geographical shell. They begin to understand the role of man as an inhabitant of the planet Earth. Getting acquainted with the objects of nature, students acquire concepts about the methods of cognition of the world, improving both general educational and intellectual skills. At this stage, interest in natural science knowledge is brought up, elements of ecological culture are laid, hygienic knowledge is acquired.

The preparation of students at the first stage serves as a reliable base and the basis of motivation for the conscious perception of systematic courses at the second stage of education in the basic school.

Considering that students who have graduated from basic school may no longer study natural sciences, the courses in these disciplines in basic school should be relatively complete, providing a basic education in the subject. It follows that the content of natural science courses for basic schools should reflect all the main sections in an accessible form for students. modern science. At the same time, great attention should be paid to the methodological role of science, to the study of the foundations of the scientific method of studying the world around us, to identifying the role of man in the process of understanding nature, to the humanitarian role of the natural sciences, the achievements of which are used by man for cognition and such an environmentally sound transformation of the world around in which natural systems are not destroyed, no harm is done to humans, the organic world is preserved in all its diversity, and conditions are created for an indefinitely long nature management.

When studying physics, chemistry, biology or ecology, like any other science, one must constantly pay attention to the humane role of science. It must be remembered that science, just like art, is an essential component of the culture of mankind and cannot be used against a person, serve as a means of oppressing or enslaving him.

In the process of studying academic disciplines in the natural sciences, the ideological role of the natural sciences in the development of human culture should be emphasized. With the help of the natural sciences, a person builds pictures of the world that help him navigate in this world in the best way.

The content of natural science courses in secondary school depends on the chosen direction of education. It is proposed to consider three levels of the content of natural science education for differentiated teaching in secondary school: level "A", level "B" and level "C". The variability of secondary education can be carried out depending on specific conditions by differentiating the content of education or by differentiating the requirements for students.

The study of natural science disciplines in grades 11, 12 with a humanitarian profile of education (level "A") is carried out in order to form a natural-science picture of the world, using the scientific method of understanding the world around.

The natural-science picture of the world is understood as a holistic image of the surrounding world, perceived by a person in the form of a set of certain most significant features - attributes that form the basis of knowledge about the natural-science picture of the world.

The study of natural sciences in the 11th, 12th grades with a general educational profile of education (level "B") is carried out in order to prepare schoolchildren to perform indicative, constructive activities in a rapidly changing external world.

The study of natural science disciplines in the 11th, 12th grades with a natural science profile of education (level "B") is carried out in order to prepare motivated schoolchildren and gifted children in a certain way for professional scientific activity in a specific scientific field.

Science education methods of the 12-year school

Achieving the goals of natural science education is implemented by adequate teaching methods that correspond to the ideology of developmental education, the methodology of the activity approach, personality-oriented pedagogy, turning education into the sphere of shaping the personality of students, mastering their ways of thinking and various types of activities.

The scientific method, which underlies the natural sciences, has shown such a high efficiency in the creation of new knowledge and the development of technologies over the past three centuries that familiarity with its foundations has become a necessary sign of education for any modern person.

Mastering the basics of the scientific method in the context of the implementation of the school educational program involves the widespread use of methods of educational experiment, research, problematic, various active teaching methods.

The natural sciences, using the scientific method, make it possible to build a consistent and fairly clear picture of the world around us, using relatively big number basic concepts, models, laws, theories, structural elements and fundamental interactions.

The study of the foundations of the natural sciences, the natural science picture of the world in their historical development, using a large number of demonstration experiments that form figurative ideas about natural phenomena, the use of a problematic style of presenting educational material, conducting independent scientific research, writing abstracts on hot topics allow arousing cognitive interest, developing mental abilities, creating a solid foundation for independent choice of the sphere of future activity or continuing education of students.

Significant improvement requires experimental, applied training of students, which is most directly related to strengthening the material and technical base of the school, equipping it with modern educational equipment and teaching aids.

Conclusion

The education system is an essential component of the social structure of society. The attention of society to the renewal, improvement and development of the education system is a sure sign of the progress of society itself. Unfortunately, the crisis phenomena in our country had a negative impact on the system of natural science education, which led, in particular, to a sharp decrease in the technical equipment of the educational process in the academic disciplines of the natural science educational field. The transition to a 12-year education in our country is possible only if the necessary level of funding for the education system is restored, decent salaries for teachers, an increase in the public consciousness of the role of a teacher and the education of every citizen of the country.

The implementation of the concept of natural science education is carried out in the process of teaching individual academic disciplines - components of the educational field "natural science". The concepts of each such natural science discipline, in addition to general properties, have their own characteristic features, which it is convenient to consider separately.

Chemistry education concept

Introduction

The system of chemistry education in the Russian school has a long tradition. Over many years, the structure of the course of chemistry as a whole has developed, its specific content has been determined, although the latter has been repeatedly changed taking into account the tasks that were set for the general education school at different stages of its development. As a result of many years of improving the content of the course, its study was based on the natural system of inorganic and organic substances, which are considered on the basis of the most important concepts, laws and theories of chemistry.

The main directions for improving the methods of teaching chemistry were determined, designed to ensure active learning, the development of general educational skills and abilities of students, and objective monitoring of their achievements.

The potential accumulated in the system of school chemistry education made it possible, to a certain extent, to solve both general pedagogical tasks and the tasks of ensuring the conscious and lasting mastering of the basics of chemistry by students.

The profound social transformations taking place in our country required a fundamental change in the priorities of the school, reorientation of its goals and objectives to meet the interests and needs of each individual, and not just society as a whole.

The leading principles of the new state policy in the field of education were enshrined in the Law of the Russian Federation "On Education". Their implementation has found expression in the creation of various types of educational institutions, granting schools and teachers the right to work on different (including author's) programs, choose textbooks and build the educational process in accordance with the interests of students and the creative potential of the teacher himself.

However, in its development, the modern Russian school has encountered a number of serious difficulties that have had a negative impact on the state of science education. On the one hand, the cause of their occurrence was the difficult socio-political conditions in the country. This led, in particular, to a significant weakening of the school's economic base. For the most part, schools turned out to be understaffed with technical means and educational equipment, and the system for providing them with textbooks and teaching aids was disrupted. The decline in the prestige of natural science education led to a decrease in interest in studying the subjects of this cycle at school.

On the other hand, these difficulties were due to negative developments in the education system itself. First of all, this is a gradual reduction in the study time allotted for the study of natural science subjects, while maintaining the same amount of content, which led to a steady increase in the teaching load of schoolchildren. Serious difficulties were also created by the delay in the approval of the state standard for basic general education and its introduction into the practice of mass schools.

As a result, the organization of teaching natural sciences (including chemistry) in the current Russian school has come into serious conflict with the tasks that are set for it at the present stage of development of society.

Given the improvement of the economic situation of the school, the planned transition of the Russian education system to the world standard for the duration of education in secondary school (12 years) opens up the possibility of a way out of this situation. The study of the entire complex of problems arising in connection with the change in the structure of the school makes it necessary for each subject area to review the goals and content of education.

The educational field "chemistry" has been and remains one of the basic areas in the structure of the content of basic general and secondary (complete) education. The development of chemical education should be carried out on the basis of the leading principles of state policy in the field of education: its democratization, differentiation and humanization, as well as the positive traditions and practical experience of the national school.

The implementation of the principles of democratization and differentiation ensures the availability of general chemistry education for all students, the opportunity for them to choose the profile of education, that is, a certain level of theoretical and practical training in chemistry. The humanization of chemical education involves the disclosure of the links between chemical knowledge and everyday life of a person, the problems that arise before him in various situations, the provision of conditions for self-development of the individual in the process of learning and the formation of experience in creative activity.

The humanization of chemical education also includes the formation of a responsible attitude towards nature and society, a realistic view of nature and the place of man in it, a culture of thinking and behavior, the cultivation of beliefs in the need to take care of one's health, saving natural resources and conservation of the environment. Thus, conditions will be created for the implementation of the idea of ​​a culturally appropriate school and the harmonious development of the individual by means of the subject of chemistry.

1. Goals and objectives of school chemistry education

Chemistry as a science belongs to the fundamental areas of natural science.

The ideas of mankind about the chemical form of the motion of matter are reflected in the general natural-science picture of the world, which is the foundation of modern civilization. Chemistry studies the transformations, composition, structure, properties and practical use of substances. This knowledge helps to understand the connections between the structure and properties of complex systems, to understand processes that are probabilistic in nature, to see the manifestation of conservation laws in nature, etc. By acquiring this knowledge, which forms the basis of chemical education, schoolchildren get the opportunity to get acquainted with modern scientific views.

The study of chemistry at school is the basis for the formation of a number of worldview ideas:

- the material unity of all substances of the surrounding world;
- the conditionality of the properties of substances by their composition and structure;
- knowledge of chemical phenomena.

Chemical scientific knowledge is the foundation for the industrial production of substances with specified physical, chemical and biological properties, the use of chemical processes to increase the energy supply of mankind and facilitate people's work.

A variety of chemical processes form the basis of numerous industries: chemical and petrochemical industries, ferrous and non-ferrous metallurgy, processing of fossil fuels, industry building materials, food, pharmaceutical industries, etc. Chemical products are used in all branches of industrial and agricultural production, in technology, and are widely used in everyday life.

Consequently, the study of chemistry, like other natural sciences, not only contributes to the knowledge of nature, but also equips a person with the knowledge necessary for practical activities, including development material production.

In the modern world, a person interacts with a huge variety of substances of natural and anthropogenic origin. This interaction reflects a complex set of relationships in the systems "man - substance" and "substance - material - practical activity". The practical activity of people has long turned into a factor that, in terms of its scale of impact on nature, is commensurate with the evolution of nature itself. In such a situation, when various substances are increasingly penetrating into all areas of human activity, the value of chemical knowledge and skills in handling substances is constantly increasing. Inept handling of substances can cause great harm not only to those who directly come into contact with them, but also to society as a whole, as well as to the environment.

An important role in the formation of skills for the safe handling of substances in teaching chemistry is called upon to play an experiment in a form accessible to each age group of students. An experiment in teaching chemistry acts as one of the most important methods for understanding the properties of various substances. The formulation of cognitive problems and their solution during the experiment increases the motivation for students to study chemistry.

IN school practice it is necessary to introduce more widely the implementation of the experiment using some household chemicals used in Everyday life. Laboratory experiments and practical exercises enable students to study the properties of substances, get acquainted with the laws of chemical reactions. At the same time, this allows students to show that chemistry is an experimental science, that its content is related to the formulation, conduct and analysis of the results of the experiment.

The education of students' interest in chemistry, independence and critical thinking, diligence and conscientiousness should serve as a variety of methods and forms of organizing individual and collective educational activities. Along with the development of individual inclinations and abilities of students, various forms of organizing collective learning activities should be widely adopted. Stimulation of independent search activity of schoolchildren through the gradual complication of tasks from reproductive to creative is designed to ensure the development of individual inclinations and abilities of students.

Optional courses, circles and other forms of extracurricular work should continue to be important components of the system of school chemistry education. By implementing a differentiated approach to teaching, they provide conditions for the formation of a sustainable interest in chemistry for schoolchildren, the development of their creative abilities, and prepare students for choosing a profile for further education in high school.

Thus, the analysis of modern trends in the development of chemical science, its applied branches and related problems, as well as the specifics of the educational process shows that the study of chemistry at school, oriented towards the development of society, aims to form a personality with knowledge of the basics of chemical science. as the foundation of modern natural science, convinced of the material unity of the world of substances and the objectivity of chemical phenomena, understanding the need to preserve nature - the basis of life on Earth, ready to work and able to organize its work. In accordance with the goal set, the tasks of chemical education are:

• development of the personality of students: their thinking, diligence, accuracy and composure; the formation of their experience of creative activity;
• formation of a system of chemical knowledge (the most important facts, concepts, laws, theories and the language of science) as a component of the natural-science picture of the world;
• formation of ideas about the methods of cognition characteristic of the natural sciences - experimental and theoretical;
• the development of an understanding among schoolchildren of the social need for the development of chemistry, the formation of their attitude towards chemistry as a possible area of ​​​​future practical activity;
• the formation of an ecological culture of schoolchildren, competent behavior and skills for the safe handling of substances in everyday life.

Chemistry education is indispensable integral part all natural science education at all levels of the school.

The content of school chemistry education is a system that is functionally complete in terms of solving the problems of teaching, educating and developing students. The system includes knowledge about the substance, the chemical reaction, the use of substances and chemical transformations, the environmental problems that arise in this case and the ways to solve them, ideas about the development of chemical knowledge, the objective need for such development.

Updating the structure and goals of school chemistry education during the transition to 12-year education involves a revision of approaches to the selection of its content: the selection should be based on the leading principles of state policy in the field of education, taking into account the psychological and intellectual capabilities of students at each age stage. At the same time, the implementation of the continuity of training becomes fundamentally important.

At the first stages of studying chemistry, the main attention should be paid to familiarizing students with interesting facts, the results of experiments. The accumulation of knowledge should take place on the basis of observations, reasoning, mainly by the inductive method. With the transition of students to the senior classes, it is advisable to strengthen the theoretical part of the course, which should correspond to the modern level of development of science. The material should be accessible for understanding and assimilation by all students. The role of the deductive way of acquiring knowledge is gradually increasing.

The proposed approaches to the selection of the content of chemistry education and the previous experience of structuring allow us to distinguish three stages in the study of chemistry in a twelve-year school: propaedeutic, basic and specialized.

1. The propaedeutic stage of obtaining chemical knowledge - I-IV grades of elementary school and V-VII grades of the basic 10-year school.

At this stage, the initial elements of chemical knowledge are introduced in the study of:

- courses "natural history" or "the world around" (I-IV cl.), "Natural science" (V-VI cl.);
- systematic courses in biology, geography and physics (V-VII classes);
– propaedeutic chemistry course (“Introduction to Chemistry” (VII grade).

The study of the propaedeutic course can be carried out through the use of regional or school components of the basic curriculum.

The knowledge gained at this stage of education serves to solve the problem of forming in schoolchildren an initial holistic view of the world. As a result of propaedeutic training in chemistry, students should gain an understanding of the composition and properties of certain substances, as well as initial information about chemical elements, symbols of chemical elements, chemical formulas, simple and complex substances, chemical phenomena, reactions of combination and decomposition. Acquaintance of students with these issues at the initial stages of education will allow in a systematic general education course in chemistry to reasonably proceed to the consideration of the properties of substances and chemical phenomena in the light of the doctrine of the structure of matter.

2. The main stage of school chemistry education - VIII-X classes of the basic 10-year school.

Chemical knowledge at this stage is formed during the study of a systematic course of chemistry (VIII–X grades), which is mandatory for all types of general educational institutions, and is the basis for continuing chemical education in the senior (XI–XII) grades of the secondary (complete) school. The normative volume of this course in accordance with the federal basic curriculum is 2 hours per week in each class.

Compulsory chemistry education in the 10-year basic school should be systematic, relatively complete and provide students with the chemistry education necessary for life, as well as for choosing ways to continue education for the purpose of professional self-determination in the future.

At this stage, the basics of general, inorganic and organic chemistry are studied.

The content of chemical education at its main stage is designed to provide students with ideas about the diversity of substances, the dependence of the properties of substances on their structure, material unity and the genetic relationship of organic and inorganic substances, the role of chemistry in the knowledge of life phenomena, the development of material production, and the solution of environmental problems. This will reveal the general educational significance of chemistry, its humanistic orientation, and give more practical information about the use of chemical knowledge in everyday life and work.

The practical orientation of the courses is strengthened by the systematic use of a demonstration and laboratory experiment, which forms the ability to conduct simple chemical experiments, the “chemical culture” of handling substances and materials.

3. The profile stage of the study of chemistry - XI-XII classes of the secondary (complete) school.

In the secondary (complete) school, the principles of democratization and differentiation of education are realized to the greatest extent.

Students get the right to choose one of the proposed profiles of education: general education, humanitarian, natural sciences (physics and mathematics, biological and chemical, technical, etc.). Profile education involves providing the conditions necessary not only for pre-professional training of students for work in a particular area, but also to improve the level of their general education.

The study of chemistry at this stage can be carried out within the framework of systematic courses that include an invariant core of content, but differ in volume and depth of presentation of the material, as well as applied orientation. The invariant content core provides general education for students. The volume and depth of presentation of the material determine the level of the course: general education (A), advanced (B) and in-depth (C). The study of these courses should be given, respectively: 2 hours per week (A), 4 hours per week (B), up to 6 hours per week (C). In accordance with the specifics of educational tasks in schools (classes) of a particular profile, the invariant core of the content is supplemented by a variable component. Its content is represented by modules, which may include both theoretical and applied material. The applied material of these modules reveals the connection of chemistry with various fields of human activity: "chemistry and valueology", "chemistry and medicine", "chemistry and economics", "chemistry and culture", "chemistry in agriculture", "chemistry in industry", "chemistry and physical laws", etc.

Level A chemistry courses, which will be studied in classes of general education and humanitarian profiles, should ensure that all students master the minimum chemical knowledge necessary for a graduate of a 12-year school to be able to navigate socially significant problems related to chemistry. A chemistry course for schools of the humanities should be largely culturological, revealing the role of chemistry as an element of human culture. The general education level (A) in chemistry can also be provided as part of an integrated course of the "natural science" type for 11th, 12th grades.

For chemistry courses of levels B and C, the priority is to prepare students for continuing education in specialized secondary and higher educational institutions as well as pre-vocational training for work.

These tasks largely determine the content and structure of courses for schools and technical classes.

The modules included in these courses should reveal the main directions of the use of chemistry and chemical technology in various areas of production activity: in construction, mechanical engineering, agriculture, etc. Due to the wide variety of specialties that require knowledge of chemistry, the problems of the modules vary depending on from the production environment and the possibilities of the school.

In schools (classes) of a biological and chemical profile, the content of chemistry courses should be focused on ensuring the preparation of students for continuing education in higher educational institutions in specialties related to chemistry.

The highest level of chemical training of schoolchildren can be ensured when the system of teaching chemistry includes, along with an advanced course (level C), special courses at the choice of students. Such special courses can be: "Fundamentals of Chemical Analysis", "Chemistry of Macromolecular Compounds", "Dispersed Systems and Surface Phenomena", "Fundamentals of Biochemistry", etc.

This concept outlines the main directions for the development of chemical education. Some of its provisions will be clarified and concretized as the problem of ensuring the teaching of chemistry in the 12-year school is solved.

The system of chemical education consists of three links: propaedeutic, general (basic) and profile (advanced), the composition and structure of which cover primary, basic and high schools (Scheme 2.1).

Propaedeutic chemical training of students, as mentioned above, is carried out in elementary school and in grades 5-7 of basic school. Elements of chemical knowledge at these stages of education are included either in the courses "The World Around" (elementary school) and "Natural Science" (grades 5-7), or in systematic courses of biology and physics.

The chemical knowledge introduced at these stages of education serves to solve the problem of forming in schoolchildren an initial holistic view of the world.

The basic component of chemistry education (grades 8-9) is compulsory for all students. It is presented in elementary school in the form of a systematic chemistry course. From it, students receive knowledge, the volume and theoretical level of which will determine the compulsory chemical training of schoolchildren in the basic school. Since this knowledge will become the basis for further improvement of chemical knowledge both at school and in professional educational institutions, the obligatory level of mastering them, fixed in the state requirements for school chemical education, can be called basic.

The basic level of chemical training must be achieved by all students graduating from basic school, regardless of further specialization. This

Scheme 2.1

Chemistry education system

the level determines the chemical literacy of the entire population of the country and should serve as the basis for the competent treatment of citizens with substances and chemical processes.

Teaching chemistry on the basis of this course should lead to students' understanding of chemical phenomena in the world around them, understanding the role of chemistry in the development of the country's economy, raising living standards, and forming a "chemical culture" for handling substances and materials.

profile component school chemistry education is designed to solve the following tasks: a) develop students' interest in chemistry; b) deepen their knowledge of chemistry; c) contribute to the further successful development of a specialty related to chemistry. This component of chemistry education constitutes one of the profiles of the senior level of the school. The level of chemical preparation of students determines the chosen educational profile.

The basic level course for special humanitarian schools (grades 8-11) is designed to ensure that all students master the absolutely necessary minimum of chemical knowledge in such a volume that the graduate is able to navigate socially significant problems related to chemistry.

For schools and classes of a technical (labor) profile, a chemistry course related to the specific labor training of schoolchildren should be offered. The theoretical level of such a course may coincide with general education. However, in the applied, practical aspect, this course should give students the knowledge and skills necessary to master a certain profession in the future.

Since it is impossible to determine in advance all the various areas of labor training, it is advisable to construct such a course from modules that are attached to a small but systematic basis. The module is a separate piece of content, on the basis of which it is possible to reveal the applied value of chemical knowledge, for example, in construction, agriculture, transport, etc. When creating a specific curriculum, the teacher can add appropriate modules to the systematic basis and thereby bring the study of chemistry closer for the labor preparation of schoolchildren.

In schools (or classes) of a natural science profile, chemistry can be taught at different depths, depending on which subject the students study intensively. If students study in depth physics or biology (but not chemistry), they may be offered courses that facilitate the assimilation of these academic disciplines. However, chemistry is also taught at a higher theoretical level than general education.

In schools or classes with in-depth study chemistry students are usually offered a system consisting of an advanced chemistry course in which knowledge of inorganic and organic chemistry, and additional (elective) courses, the task of which is to significantly expand chemical knowledge.

Such courses include analytical chemistry, chemistry in industry, agricultural chemistry, biochemistry, etc. As part of an in-depth study of chemistry, students should improve their chemical knowledge in both theoretical and applied aspects. In the first case, the main emphasis in teaching should be placed on theoretical questions of chemistry. In the second, students must acquire knowledge on chemical technology, agrochemistry, etc.

The concept specifically mentions those schools, the conditions in which do not allow for the implementation of specialized education. At present, most rural schools and schools in small towns can be classified as such schools. In them, students will have to study in high school all disciplines at the general education level.

Optional courses as a component of the system of school chemistry education serve to meet the interests of schoolchildren in the field of chemistry. With their help, they also implement a differentiated approach to teaching students. Students of elementary and high schools can be offered a wide range of optional courses of interest: advanced level; applied nature; special courses devoted to certain sections of chemical science and practice (chemistry of metals and metallurgy, chemistry of macromolecular compounds, fundamentals of biochemistry, etc.).

A different system of optional courses should be for students studying chemistry in depth. Such elective courses can be called auxiliary. These include: "Chemistry in questions and tasks", "Chemistry and a foreign language", "Chemistry and computer". The combination of ancillary elective courses with an in-depth study of chemistry will allow students to be well prepared for studying in higher education institutions.

Elective courses the school offers students a choice with a specific profile of education. As noted above, courses in analytical, physical chemistry for the chemical profile of a school or class can be classified as elective. There must be at least six courses offered. Of these, students must choose at least three and study them during the year.

Elective courses can be of various duration - from one hour per week to a full course of 2 hours per week throughout the academic year.

Not forgotten in the concept and extracurricular work in chemistry. It includes chemistry circles and other activities that complement the material of chemistry lessons. This is the most mobile form of education and upbringing, the content and methodology of which are determined by the teacher and students, depending on the interests of the students, the experience and capabilities of the teacher, and the industrial environment of the school.

Thus, the proposed system of school chemistry education (Scheme 2.1) and its structure provide an opportunity to diversify the process of acquiring knowledge by students, contribute to the formation and development of their interest in learning in general and chemistry in particular.

Questions and tasks

• 1. On what principles is the state education policy based? How do you understand these principles?
• 2. The law on education states that the country establishes educational standards. Explain the significance of state education standards for the country.
• 3. In what sections and articles of the Law "On Education" is it said about the need for science education? Explain the significance of this provision in the law for general education in the country.
• 4. What provisions of the law test specialized education in a general education school? Explain the meaning and significance of specialized education in the country.
• 5. What features of school chemistry education does the concept reveal? What is the structure of the concept?
• 6. List the goals of chemistry education. Why do the goals of chemistry education coincide with the goals of the school? Can the goals of basic and advanced chemistry courses differ? Explain the answer.
• 7. Can the tasks of the advanced and general education courses of chemistry differ? Explain the answer.
• 8. Explain how you understand what propaedeutic training of students in chemistry is. What is included in this training?
• 9. What is called basic chemical training? What are the main elements in it? Why is this training called basic?
• 10. Can general education courses in grades 10 and 11 help in-depth study of physics or biology? Why? What features should a chemistry course have at a school where an in-depth study of physics and biology is being implemented? Give a reasoned answer.

I. What should be the system of in-depth study of chemistry? Explain the purpose of the various courses included in this system.

Performance on the second
Moscow Pedagogical Marathon
subjects, April 9, 2003

The natural sciences around the world are going through hard times. Financial flows are leaving science and education for the military-political sphere, the prestige of scientists and teachers is falling, and the lack of education of most of society is growing rapidly. Ignorance rules the world. It comes to the point that in America, the Christian right is demanding the legal repeal of the second law of thermodynamics, which, in their opinion, contradicts religious doctrines.
Chemistry suffers more than other natural sciences. For most people, this science is associated with chemical weapons, environmental pollution, man-made disasters, drug production, etc. Overcoming "chemophobia" and mass chemical illiteracy, creating an attractive public image of chemistry is one of the tasks of chemical education, state of the art which in Russia we want to discuss.

Modernization (reform) program
education in Russia and its shortcomings

In the Soviet Union, there was a well-functioning system of chemistry education based on a linear approach, when the study of chemistry began in the middle grades and ended in the senior ones. A coordinated scheme for ensuring the educational process was developed, including: programs and textbooks, training and advanced training of teachers, a system of chemical olympiads at all levels, sets of teaching aids ("School Library", "Teacher's Library" and
etc.), public methodical magazines (“Chemistry at school”, etc.), demonstration and laboratory devices.
Education is a conservative and inert system, therefore, even after the collapse of the USSR, chemical education, which suffered heavy financial losses, continued to fulfill its tasks. However, a few years ago Russia began a reform of the education system, the main goal of which is to support the entry of new generations into the globalized world, into the open information community. For this, according to the authors of the reform, communication, informatics, foreign languages, and intercultural education should occupy a central place in the content of education. As you can see, there is no place in this reform for the natural sciences.
It was announced that the new reform should ensure the transition to a system of quality indicators and education standards comparable to the world. A plan of specific measures has also been developed, among which the main ones are the transition to a 12-year school education, the introduction of a unified state exam (USE) in the form of general testing, the development of new education standards based on a concentric scheme, according to which, by the time the nine-year period is over, students should have a holistic view about the subject.
How will this reform affect chemistry education in Russia? In our opinion, it is strongly negative. The fact is that among the developers of the Modernization Concept Russian education there was not a single representative of the natural sciences, so the interests of the natural sciences were completely ignored in this concept. The USE in the form in which the authors of the reform conceived it will spoil the system of transition from high school to the higher one, which the higher educational institutions worked so hard to form in the first years of Russia's independence, and will destroy the continuity of Russian education.
One of the arguments in favor of the USE is that, according to the ideologists of the reform, it will provide equal access to higher education for various social strata and territorial groups of the population.

Our many years of distance learning experience related to the holding of the Soros Olympiad in Chemistry and part-time admission to the Faculty of Chemistry of Moscow State University shows that distance testing, firstly, does not provide an objective assessment of knowledge, and secondly, does not provide students with equal opportunities . For 5 years of Soros Olympiads, more than 100 thousand students have passed through our faculty. written works in chemistry, and we have seen that the overall level of solutions is highly dependent on the region; in addition, the lower the educational level of the region, the more decommissioned works were sent from there. Another significant objection to the USE is that testing as a form of knowledge testing has significant limitations. Even a correctly designed test does not allow for an objective assessment of a student's ability to reason and draw conclusions. Our students studied the USE materials in chemistry and found a large number of incorrect or ambiguous questions that cannot be used to test schoolchildren. We came to the conclusion that the USE can only be used as one of the forms of control over the work of secondary schools, but by no means as the only, monopoly mechanism of access to higher education.
Another negative aspect of the reform is related to the development of new education standards, which should bring Russian system education to the European. The draft standards proposed in 2002 Ministry of Education, one of the main principles of natural science education was violated - objectivity. The leaders of the working group who drafted the project suggested thinking about abandoning separate school courses in chemistry, physics and biology and replacing them with a single integrated course in Natural Science. Such a decision, even if made for the long term, would simply bury chemical education in our country.
What can be done in these unfavorable domestic political conditions to preserve the traditions and develop chemical education in Russia? Now we are moving on to our positive program, much of which has already been implemented. This program has two main aspects - substantive and organizational: we are trying to determine the content of chemical education in our country and develop new forms of interaction between centers of chemical education.

New state standard
chemical education

Chemistry education starts at school. The content of school education is determined by the main regulatory document - the state standard of school education. Within the framework of the concentric scheme adopted by us, there are three standards in chemistry: basic general education(8th–9th grades), base mean And specialized secondary education(grades 10–11). One of us (N.E. Kuzmenko) headed the working group of the Ministry of Education on the preparation of standards, and by now these standards have been fully formulated and are ready for legislative approval.
Taking on the development of a standard for chemistry education, the authors proceeded from the development trends of modern chemistry and took into account its role in natural science and in society. Modern chemistry – it is a fundamental system of knowledge about the surrounding world, based on rich experimental material and reliable theoretical positions. The scientific content of the standard is based on two basic concepts: "substance" and "chemical reaction".
“Substance” is the main concept of chemistry. Substances surround us everywhere: in the air, food, soil, household appliances, plants and, finally, in ourselves. Some of these substances are given to us by nature in ready-made(oxygen, water, proteins, carbohydrates, oil, gold), another part was obtained by a person by a slight modification of natural compounds (asphalt or artificial fibers), but the largest number of substances that did not exist in nature before, man synthesized on his own. This - modern materials, drugs, catalysts. To date, about 20 million organic and about 500 thousand inorganic substances are known, and each of them has an internal structure. Organic and inorganic synthesis has reached such a high degree of development that it is possible to synthesize compounds with any predetermined structure. In this regard, the foreground in modern chemistry comes
applied aspect, which focuses on relationships between the structure of matter and its properties, and the main task is to find and synthesize useful substances and materials with desired properties.
The most interesting thing about the world around us is that it is constantly changing. The second main concept of chemistry is "chemical reaction". Every second, an innumerable number of reactions take place in the world, as a result of which one substance turns into another. We can observe some reactions directly, for example, the rusting of iron objects, blood clotting, and the combustion of automobile fuel. At the same time, the vast majority of reactions remain invisible, but it is they that determine the properties of the world around us. In order to realize one's place in the world and learn how to manage it, a person must deeply understand the nature of these reactions and the laws that they obey.
The task of modern chemistry is to study the functions of substances in complex chemical and biological systems, to analyze the relationship between the structure of a substance and its functions, and to synthesize substances with given functions.
Based on the fact that the standard should serve as a tool for the development of education, it was proposed to unload the content of basic general education and leave in it only those content elements whose educational value is confirmed by domestic and world practice of teaching chemistry at school. This is a minimal in volume, but functionally complete system of knowledge.
Basic general education standard includes six content blocks:

• Methods of knowledge of substances and chemical phenomena.
• Substance.
• Chemical reaction.
• Elementary foundations of inorganic chemistry.
• Initial ideas about organic substances.
• Chemistry and life.

Basic Average Standard education is divided into five content blocks:

• Methods of knowledge of chemistry.
• Theoretical Foundations of Chemistry.
• Inorganic chemistry.
• Organic chemistry.
• Chemistry and life.

The basis of both standards is the periodic law of D.I. Mendeleev, the theory of the structure of atoms and chemical bond, the theory of electrolytic dissociation and the structural theory of organic compounds.
The Basic Intermediate Standard is designed to provide the high school graduate primarily with the ability to navigate the social and personal problems associated with chemistry.
IN profile level standard the system of knowledge has been significantly expanded, primarily due to ideas about the structure of atoms and molecules, as well as about the patterns of chemical reactions, considered from the point of view of the theories of chemical kinetics and chemical thermodynamics. This ensures the preparation of secondary school graduates for the continuation of chemical education in higher education.

New program and new
chemistry textbooks

The new, scientifically based standard of chemical education has prepared fertile ground for the development of a new school curriculum and the creation of a set of school textbooks based on it. In this report, we present the school curriculum in chemistry for grades 8–9 and the concept of a series of textbooks for grades 8–11, created by the team of authors of the Faculty of Chemistry of Moscow State University.
The program of the chemistry course of the main general education school is designed for students in grades 8–9. It differs from the standard programs currently operating in secondary schools in Russia by more verified interdisciplinary connections and an accurate selection of the material necessary to create a holistic natural-scientific perception of the world, comfortable and safe interaction with the environment in production and at home. The program is structured in such a way that it focuses on those sections of chemistry, terms and concepts that are somehow related to everyday life, and are not “armchair knowledge” of a narrowly limited circle of people whose activities are related to chemical science.
During the first year of studying chemistry (8th grade), the main attention is paid to the formation of elementary chemical skills, "chemical language" and chemical thinking in students. For this, objects familiar from everyday life (oxygen, air, water) were selected. In the 8th grade, we deliberately avoid the concept of “mole”, which is difficult for schoolchildren to perceive, and practically do not use calculation tasks. The main idea of ​​this part of the course is to instill in students the skills to describe the properties of various substances grouped into classes, as well as to show the relationship between the structure of substances and their properties.
In the second year of study (9th grade), the introduction of additional chemical concepts is accompanied by a consideration of the structure and properties of inorganic substances. In a special section, the elements of organic chemistry and biochemistry are briefly considered in the scope provided for by the state standard of education.

To develop a chemical view of the world, the course contains broad correlations between the elementary chemical knowledge obtained by the children in the class and the properties of those objects that are known to schoolchildren in everyday life, but before that they were perceived only at the everyday level. Based on chemical concepts, students are invited to look at precious and decorative stones, glass, faience, porcelain, paints, food, modern materials. The program expands the range of objects that are described and discussed only at a qualitative level, without resorting to cumbersome chemical equations and complex formulas. We paid great attention to the style of presentation, which allows the introduction and discussion of chemical concepts and terms in a lively and visual form. In this regard, the interdisciplinary connections of chemistry with other sciences, not only natural, but also humanitarian, are constantly emphasized.
The new program is implemented in a set of school textbooks for grades 8-9, one of which has already been submitted for printing, and the other is in the process of being written. When creating textbooks, we took into account the change social role chemistry and public interest in it, which is caused by two main interrelated factors. The first one is "chemophobia", i.e., the negative attitude of society towards chemistry and its manifestations. In this regard, it is important to explain at all levels that the bad is not in chemistry, but in people who do not understand the laws of nature or have moral problems.
Chemistry is a very powerful tool in the hands of man; there are no concepts of good and evil in its laws. Using the same laws, you can come up with a new technology for the synthesis of drugs or poisons, or you can - a new medicine or a new building material.
Another social factor is a progressive chemical illiteracy society at all its levels - from politicians and journalists to housewives. Most people have absolutely no idea what the world around is made of, they do not know the elementary properties of even the simplest substances and cannot distinguish nitrogen from ammonia, and ethyl alcohol from methyl alcohol. It is in this area that a competent textbook on chemistry, written in a simple and understandable language, can play a great educational role.
When creating textbooks, we proceeded from the following postulates.

The main tasks of the school chemistry course

1. Formation of a scientific picture of the surrounding world and the development of a natural-scientific worldview. Presentation of chemistry as a central science aimed at solving the pressing problems of mankind.
2. Development of chemical thinking, the ability to analyze the phenomena of the surrounding world in chemical terms, the ability to speak (and think) in a chemical language.
3. Popularization of chemical knowledge and the introduction of ideas about the role of chemistry in everyday life and its applied significance in society. Development of ecological thinking and acquaintance with modern chemical technologies.
4. Formation of practical skills for the safe handling of substances in everyday life.
5. Awakening a keen interest among schoolchildren in the study of chemistry both as part of the school curriculum and additionally.

The main ideas of the school chemistry course

1. Chemistry is the central science of nature, closely interacting with other natural sciences. The applied possibilities of chemistry are of fundamental importance for the life of society.
2. The surrounding world consists of substances that are characterized by a certain structure and are capable of mutual transformations. There is a connection between the structure and properties of substances. The task of chemistry is to create substances with useful properties.
3. The world around us is constantly changing. Its properties are determined by the chemical reactions that take place in it. In order to control these reactions, it is necessary to deeply understand the laws of chemistry.
4. Chemistry is a powerful tool for transforming nature and society. The safe use of chemistry is possible only in a highly developed society with stable moral categories.

Methodological principles and style of textbooks

1. The sequence of presentation of the material is focused on the study of the chemical properties of the surrounding world with a gradual and delicate (i.e. unobtrusive) acquaintance with the theoretical foundations of modern chemistry. Descriptive sections alternate with theoretical ones. The material is evenly distributed over the entire period of study.
2. Internal isolation, self-sufficiency and logical validity of the presentation. Any material is presented in the context of general problems of the development of science and society.
3. Constant demonstration of the connection of chemistry with life, frequent reminders of the applied significance of chemistry, popular science analysis of substances and materials that students encounter in everyday life.
4. High scientific level and rigor of presentation. Chemical properties substances and chemical reactions are described as they actually go. Chemistry in textbooks is real, not paper.
5. Friendly, light and impartial style of presentation. Simple, accessible and competent Russian. The use of “plots”—short, entertaining stories that link chemical knowledge to everyday life—to facilitate comprehension. Wide use illustrations, which make up about 15% of the volume of textbooks.
6. Two-level structure of material presentation. "Large print" is a basic level, "small print" is for a deeper study.
7. Wide use of simple and visual demonstration experiments, laboratory and practical work to study experimental aspects of chemistry and develop students' practical skills.
8. The use of questions and tasks of two levels of complexity for a deeper assimilation and consolidation of the material.

We intend to include in the training package:

• chemistry textbooks for grades 8–11;
• guidelines for teachers thematic planning lessons;
• didactic materials;
• a book for students to read;
• reference tables in chemistry;
• computer support in the form of CDs containing: a) an electronic version of the textbook; b) reference materials; c) demonstration experiments; d) illustrative material; e) animation models; f) programs for solving computational problems; g) didactic materials.

We hope that the new textbooks will allow many schoolchildren to take a fresh look at our subject and show them that chemistry is an exciting and very useful science.
In developing the interest of schoolchildren in chemistry in addition to textbooks big role play chemistry olympiads.

Modern system of chemistry olympiads

The system of chemistry olympiads is one of the few educational structures that survived the collapse of the country. The All-Union Olympiad in Chemistry was transformed into the All-Russian Olympiad, retaining its main features. Currently, this Olympiad is held in five stages: school, district, regional, federal district and final. The winners of the final stage represent Russia at the International Chemistry Olympiad. The most important from the point of view of education are the most massive stages - school and district, for which school teachers and methodological associations of cities and regions of Russia are responsible. The Ministry of Education is responsible for the entire Olympiad.
Interestingly, the former All-Union Chemistry Olympiad has also been preserved, but in a new capacity. Every year, the Faculty of Chemistry of Moscow State University organizes an international Mendeleev Olympiad, in which winners and prize-winners of chemical Olympiads of the CIS and Baltic countries participate. Last year, this Olympiad was held with great success in Alma-Ata, this year - in the city of Pushchino, Moscow Region. The Mendeleev Olympiad allows talented children from the former republics of the Soviet Union to enter Moscow State University and other prestigious universities without exams. The communication of chemistry teachers during the Olympiad is also extremely valuable, which contributes to the preservation of a single chemical space on the territory of the former Soviet Union.
In the last five years, the number of subject Olympiads has increased dramatically due to the fact that many universities, in search of new forms of attracting applicants, began to hold their own Olympiads and count the results of these Olympiads as entrance exams. One of the pioneers of this movement was the Faculty of Chemistry of Moscow State University, which annually holds correspondence olympiad in chemistry, physics and mathematics. This Olympiad, which we called “MSU Applicant”, is already 10 years old this year. It provides equal access to all groups of schoolchildren to study at Moscow State University. The Olympiad is held in two stages: correspondence and full-time. first - absentee- This stage is introductory. We publish assignments in all specialized newspapers and magazines and send assignments to schools. It takes about six months to make a decision. Those who have completed at least half of the tasks, we invite you to second stage - full-time tour, which takes place on the 20th of May. Written assignments in mathematics and chemistry make it possible to determine the winners of the Olympiad, who receive advantages when entering our faculty.
The geography of this Olympiad is unusually wide. Every year it is attended by representatives of all regions of Russia - from Kaliningrad to Vladivostok, as well as several dozen "foreigners" from the CIS countries. The development of this Olympiad has led to the fact that almost all talented children from the provinces come to study with us: more than 60% of the students of the Faculty of Chemistry of Moscow State University are from other cities.
At the same time, university Olympiads are constantly under pressure from the Ministry of Education, which promotes the ideology of the Unified State Examination and seeks to deprive universities of independence in determining the forms of admission of applicants. And here, oddly enough, the All-Russian Olympiad comes to the aid of the ministry. The idea of ​​the ministry is that only participants of those Olympiads that are organizationally integrated into the structure of the All-Russian Olympiad should have advantages when entering universities. Any university can independently conduct any Olympiad without any connection with the All-Russian, but the results of such an Olympiad will not be counted when entering this university.
If such an idea is legislated, it will deal a rather strong blow to the system of admission to universities and, most importantly, to schoolchildren. graduation classes who will lose many incentives to enter the university of their choice.
However, this year admission to universities will be held according to the same rules, and in this regard, we want to talk about the entrance exam in chemistry at Moscow State University.

Entrance exam in chemistry at Moscow State University

The entrance exam in chemistry at Moscow State University is taken at six faculties: chemistry, biology, medicine, soil science, the faculty of materials sciences and the new faculty of bioengineering and bioinformatics. The exam is written and lasts 4 hours. During this time, students must solve 10 tasks of different levels of complexity: from trivial, i.e., "comforting", to rather complex ones, which allow differentiating grades.
None of the tasks requires special knowledge that goes beyond what is studied in specialized chemical schools. Nevertheless, most problems are structured in such a way that their solution requires reflection based not on memorization, but on mastery of the theory. As an example, we want to give several such problems from different branches of chemistry.

Theoretical chemistry

Task 1(Department of Biology). The rate constant of the A B isomerization reaction is 20 s -1 , and the rate constant of the reverse reaction B A is 12 s -1 . Calculate the composition of the equilibrium mixture (in grams) obtained from 10 g of substance A.

Solution
Let it turn into B x g of substance A, then the equilibrium mixture contains (10 – x) g A and x d B. At equilibrium, the rate of the forward reaction is equal to the rate of the reverse reaction:

20 (10 – x) = 12x,

where x = 6,25.
The composition of the equilibrium mixture: 3.75 g A, 6.25 g B.
Answer. 3.75 g A, 6.25 g B.

Inorganic chemistry

Task 2(Department of Biology). What volume of carbon dioxide (n.a.) must be passed through 200 g of a 0.74% solution of calcium hydroxide so that the mass of the precipitated precipitate is 1.5 g, and the solution above the precipitate does not give color with phenolphthalein?

Solution
When carbon dioxide is passed through a solution of calcium hydroxide, a precipitate of calcium carbonate is first formed:

which can then be dissolved in excess CO2:

CaCO 3 + CO 2 + H 2 O \u003d Ca (HCO 3) 2.

The dependence of the sediment mass on the amount of CO 2 substance has the following form:

With a lack of CO 2 the solution above the precipitate will contain Ca(OH) 2 and give a violet color with phenolphthalein. By the condition of this staining, there is no, therefore, CO 2 is in excess
compared to Ca (OH) 2, i.e., first all Ca (OH) 2 turns into CaCO 3, and then CaCO 3 partially dissolves into CO 2.

(Ca (OH) 2) \u003d 200 0.0074 / 74 \u003d 0.02 mol, (CaCO 3) \u003d 1.5 / 100 \u003d 0.015 mol.

In order for all Ca (OH) 2 to pass into CaCO 3, 0.02 mol CO 2 must be passed through the initial solution, and then another 0.005 mol CO 2 must be passed through so that 0.005 mol CaCO 3 dissolves and 0.015 mol remains.

V (CO 2) \u003d (0.02 + 0.005) 22.4 \u003d 0.56 l.

Answer. 0.56 l CO 2 .

Organic chemistry

Task 3(chemical faculty). An aromatic hydrocarbon with one benzene ring contains 90.91% carbon by mass. When 2.64 g of this hydrocarbon is oxidized with an acidified solution of potassium permanganate, 962 ml of gas is released (at 20 ° C and normal pressure), and upon nitration, a mixture is formed containing two mononitro derivatives. Establish the possible structure of the initial hydrocarbon and write the schemes of the mentioned reactions. How many mononitro derivatives are formed during the nitration of a hydrocarbon oxidation product?

Solution

1) Define molecular formula desired hydrocarbon:

(S): (H) \u003d (90.91 / 12): (9.09 / 1) \u003d 10:12.

Therefore, the hydrocarbon is C 10 H 12 ( M= 132 g/mol) with one double bond in the side chain.
2) Find the composition of the side chains:

(C 10 H 12) \u003d 2.64 / 132 \u003d 0.02 mol,

(CO 2) \u003d 101.3 0.962 / (8.31 293) \u003d 0.04 mol.

This means that two carbon atoms leave the C 10 H 12 molecule during oxidation with potassium permanganate, therefore, there were two substituents: CH 3 and C (CH 3) \u003d CH 2 or CH \u003d CH 2 and C 2 H 5.
3) Determine the relative orientation of the side chains: two mononitro derivatives during nitration give only a paraisomer:

Nitration of the complete oxidation product, terephthalic acid, produces only one mononitro derivative.

Biochemistry

Task 4(Department of Biology). With complete hydrolysis of 49.50 g of oligosaccharide, only one product was formed - glucose, during alcoholic fermentation of which 22.08 g of ethanol was obtained. Set the number of glucose residues in the oligosaccharide molecule and calculate the mass of water required for hydrolysis if the fermentation reaction yield is 80%.

N/( n – 1) = 0,30/0,25.

Where n = 6.
Answer. n = 6; m(H 2 O) = 4.50 g.

Task 5 (Faculty of Medicine). Complete hydrolysis of Met-enkephalin pentapeptide yielded the following amino acids: glycine (Gly)—H2NCH2COOH, phenylalanine (Phe)—H2NCH(CH2C6H5)COOH, tyrosine (Tyr)—H2NCH( CH 2 C 6 H 4 OH)COOH, methionine (Met) - H 2 NCH (CH 2 CH 2 SCH 3)COOH. Substances with molecular masses of 295, 279, and 296 were isolated from the products of partial hydrolysis of the same peptide. Set two possible amino acid sequences in this peptide (in abbreviated notation) and calculate its molar mass.

Solution
Based on the molar masses of peptides, their composition can be determined using the hydrolysis equations:

dipeptide + H 2 O = amino acid I + amino acid II,
tripeptide + 2H 2 O = amino acid I + amino acid II + amino acid III.
Molecular weights of amino acids:

Gly - 75, Phe - 165, Tyr - 181, Met - 149.

295 + 2 18 = 75 + 75 + 181,
tripeptide, Gly–Gly–Tyr;

279 + 2 18 = 75 + 75 + 165,
tripeptide, Gly–Gly–Phe;

296 + 18 = 165 + 149,
dipeptide - Phe-Met.

These peptides can be combined into a pentapeptide in this way:

M\u003d 296 + 295 - 18 \u003d 573 g / mol.

The opposite amino acid sequence is also possible:

Tyr–Gly–Gly–Phe–Met.

Answer.
Met-Phe-Gly-Gly-Tyr,
Tyr-Gly-Gly-Phe-Met; M= 573 g/mol.

Competition for the Faculty of Chemistry of Moscow State University and other chemical universities has remained stable in recent years, and the level of training of applicants is growing. Therefore, summing up, we argue that, despite the difficult external and internal circumstances, chemical education in Russia has good prospects. The main thing that convinces us of this is the inexhaustible flow of young talents, passionate about our favorite science, striving to get a good education and benefit their country.

V.V. EREMIN,
Associate Professor, Faculty of Chemistry, Moscow State University,
N.E.KUZMENKO,
Professor of the Faculty of Chemistry, Moscow State University
(Moscow)

Lecture #3

The system of content and construction of a school course in chemistry.

School chemistry education concept

The changes taking place in the country have affected the education system, which was not ready to solve many of the issues that confronted it. There was a need to improve the education system (general and secondary). Law on Education 1992 - the beginning of the reform of education. The Law on Education identified the key issues of reforming the secondary school, including compulsory 9-year education (since 2007 - compulsory 11-year education). In this regard, it became necessary to develop a new content of education. The system of linear education was replaced by a concentric one.

Linear system - the easiest way to study the material, in which, after completing the study of one section, they move on to the next. This method is easily perceived, because. designed for memory. Makes it easy to take exams. The method can develop an idea of ​​chemistry as a science consisting of several main sections, but the connection between the blocks is not captured. Disadvantage: by the end of the course, the beginning is forgotten.

concentric way- the material is presented in stages with a periodic return to the past, but for more high level. Difficulty of the method: presentations given initially should be included in the subsequent material, and not rejected. Students should not relearn, but expand knowledge. It is believed that the method is designed for more advanced students.

The concept was developed and adopted in 1993 by Lisichkin. The unified concept of education is based on the following ideas:

1. The statehood of the educational system, the education system is unified and common for the whole country (preschool, school, higher education).

2. The idea of ​​a differentiated approach is the choice of students at a certain level of education of those disciplines that are of greatest interest. It is carried out through circles, electives, specialized education.

3. The idea of ​​humanization of education, to overcome the barrier between science and man. It is necessary to reveal the importance of chemical knowledge for everyday life. The subject of study is not just chemistry, but chemistry in relation to man. Chemistry remains an independent science, integration is possible only in lower grades(natural science, the world around) and seniors.

The main directions of education modernization:

1. Updating the content of education and improving the mechanisms for monitoring its quality.

2. Development and adoption of state educational standards of general education, unloading the content of education.

3. Development and adoption of new exemplary programs for general education schools on the basis of state educational standards and basic curricula(BUP)

4. Introduction to the exam.

5. The introduction of specialized education at the senior level of a comprehensive school.

1 . The new content of education should be diverse, variable and multi-level. The system of school chemistry education is an integral part common system education, the structure of which corresponds to the structure of the school, its main steps. Consists of links: propaedeutic, general(base 8-9), profile(in depth 10-11).

propaedeutic chemical training is carried out in elementary school and in grades 5-7 of basic school. Elements of chemical knowledge are included in the integrated courses "the world around us", "natural science" or systematic courses. Chemical knowledge at this stage should form the initial holistic view of the world. Students should gain an understanding of the composition and properties of certain substances, some chemical elements, symbols, formulas, simple and complex substances, combination and decomposition reactions. Now on this stage"introduction to chemistry" courses are being developed and introduced (for example, the course developed by Chernobelskaya). The propaedeutic chemistry course for grade 7 includes initial information about chemical phenomena and substances based on atomic and molecular theory. Taking into account the age psychological characteristics of students, the course is full of actions, works with various objects and objects. Kur is built on the basis of the simplest experiments and observations. A feature of the teaching methodology for this course is the refusal to memorize, strict scientific definitions, formulations, refuses to retell the text. Students receive all information and ideas in the course of active independent activity, all experiments are carried out independently according to the drawings. Homework is also creative. The course consists of four sections (35 hours). Section 1 - the idea of ​​\u200b\u200batoms and molecules, section 2 - chemistry, the science of the transformations of chemicals, section 3 - oxygen - the most common element on earth, section 4 - the main classes of inorganic compounds.

On initial stage study of chemistry - great importance the use of experimental skills, creative tasks are well used, (for example, solve a chemical crossword puzzle).

Studying the propaedeutic course of chemistry, seventh-graders get acquainted with the chemical language, receive initial information about substances and their transformations, and master practical skills. Practical implementation The propaedeutic course allows you to save program time, prepare students for the study of a systematic course, and form a steady cognitive interest in the subject.

A basic level of– obligatory for all at least 8-9 class, 2 hours a week. This is a systematic course, includes the most general concepts general, inorganic and organic chemistry. The volume is specified in a special document of the Ministry of Education of the Russian Federation, a mandatory minimum content of basic general education and is mandatory for any school.

Profile level - deepening knowledge in chemistry, the degree of deepening depends on the profile of the school. The volume is specified in a special document of the Ministry of Education of the Russian Federation, a mandatory minimum content of basic secondary (complete) education.

The modern content of a school course in chemistry differs for different authors in terms of the depth of presentation, structuring, etc. But necessarily contain a minimum of education. Chemistry is an experimental-theoretical science, but our school, due to a lack of material resources, is constantly sliding towards "paper" chemistry. The student places the coefficients, but does not imagine what the reaction participants look like.

To correct this situation, it is necessary to increase the number of laboratory experiments and improve the equipment of the school laboratory. Modern chemistry should also be reflected in school textbooks.

2. In this regard, the development and adoption of state legal standards is coming to the fore. The problem of standards arose in the early 90s, when the school took a course on the variability of education. Those. schools got freedom, some schools threw the subject out altogether. In a short time, numerous author's programs, textbooks, manuals were written in the country. Moreover, the quality of many was more than doubtful. It turned out that the content of education is overloaded with secondary outdated information. Having received the right to work in any program of their choice, some schools have excluded chemistry from the curricula altogether. There was a danger of destruction of the unified educational space of the country. As a result, the issue of standardizing the content of school education has become topical. In the law of the Russian Federation on education, the SES is the basis for assessing the level of education and qualifications of graduates, regardless of the form of education, and includes without fail the invariant of the content of basic educational programs, the maximum amount of workload and requirements for the level of training of graduates. The SES is designed to protect the identity of the student in the educational process and guarantee her the necessary minimum of knowledge. The introduction of the State Educational Standard should ensure the equivalence of education received regardless of the type educational institution. The law provides for 2 levels of standardization: Federal and National-Regional.

School chemistry education in Russia:
standards, textbooks, olympiads, exams

V.V. Eremin, N.E. Kuzmenko, V.V. Lunin, O.N. Ryzhova
Faculty of Chemistry, Moscow State University M.V. Lomonosov

Chemistry is a social science in the sense that it develops, first of all, in those directions that are dictated by social needs. The content of chemical education, including school education, is also determined by public interests and society's attitude to science. In Russia, under the influence of Western financial institutions, a reform (modernization) of the entire education system is now taking place with the aim of "entry of new generations into the globalized world." This reform, in the form in which it was conceived, posed a serious threat to chemical education in Russia. The rapid implementation of the reform could lead to the fact that the subject "Chemistry" in the school would be eliminated and replaced by an integrated course "Natural Science". This has been avoided.

The reform manifested itself in a different way. Its fundamentally new consequence is that for the first time in the country a unified state standard of school education has been prepared, which clearly articulates what and how to teach at school. The standard stipulates the teaching of chemistry in a concentric scheme with the division of general (grades 8-9) and secondary (grades 10-11) education. Despite its rigid structure, the new standard takes into account the development trends of modern chemistry and its role in the natural sciences and in society, and can serve as a tool for the development of chemical education. The first step in using the new standard for school chemistry education has already been taken: on its basis, a draft school curriculum has been created and school textbooks in chemistry for grades 8 and 9 have been written.

Abstract. The current state of school chemistry education in Russia is discussed. The fundamental novelty of the situation lies in the fact that for the first time a unified state standard of school education has been prepared. The ideological background and content of the standard in chemistry are considered. The concept and methodological principles of a new school curriculum in chemistry and a new set of school textbooks written by the team of authors of the Faculty of Chemistry of Moscow State University on the basis of this standard are presented. The role of Chemistry Olympiads in the system of school education was discussed.

The natural sciences around the world are going through hard times. Financial flows are leaving science and education for the military-political sphere, the prestige of scientists and teachers is falling, and the ignorance of the majority of society is growing at a rapid pace. Ignorance rules the world. It comes to the point that in America, the Christian right is demanding the legal repeal of the second law of thermodynamics, which, in their opinion, contradicts religious doctrines.

Chemistry suffers more than other natural sciences. For most people, this science is associated with chemical weapons, environmental pollution, man-made disasters, drug production, etc. Overcoming "chemophobia" and mass chemical illiteracy, creating an attractive public image of chemistry is one of the main tasks of school chemistry education, the current state of which we want to discuss in Russia.

I	The program of modernization (reform) of education in Russia and its shortcomings
II	Problems of school chemistry education
III	New state standard for school chemistry education
IV	New school curriculum and new chemistry textbooks
V	Modern system of chemistry olympiads
	Literature

Information about authors

1. Vadim Vladimirovich Eremin, Candidate of Physical and Mathematical Sciences, Associate Professor of the Faculty of Chemistry, Lomonosov Moscow State University M.V. Lomonosov, laureate of the Russian Presidential Prize in the field of education. Research interests: quantum dynamics of intramolecular processes, time resolution spectroscopy, femtochemistry, chemical education.
2. Nikolai Yegorovich Kuzmenko, Doctor of Physical and Mathematical Sciences, Professor, Deputy Dean of the Faculty of Chemistry, Moscow State University M.V. Lomonosov, laureate of the Russian Presidential Prize in the field of education. Scientific interests: molecular spectroscopy, intramolecular dynamics, chemical education.
3. Valery Vasilievich Lunin, Doctor of Chemical Sciences, Academician of the Russian Academy of Sciences, Professor, Dean of the Faculty of Chemistry, Moscow State University. M.V. Lomonosov, laureate of the Russian Presidential Prize in the field of education. Scientific interests: surface physical chemistry, catalysis, ozone physics and chemistry, chemical education.
4. Oksana Nikolaevna Ryzhova, Junior Researcher, Faculty of Chemistry, Lomonosov Moscow State University M.V. Lomonosov. Scientific interests: physical chemistry, chemical olympiads for schoolchildren.

This work was supported in part by the State Program for the Support of Leading Scientific Schools of the Russian Federation (project NSh no. 1275.2003.3).