Methods of lessons-lectures and lessons-seminars in biology. Lecturer O. B. Makarova. Methodical seminar on biology Seminar on biology

02.01.2022

Target: generalize, systematize and deepen students' knowledge on the topic "Anthropogenesis".

Tasks:

Tutorials:

To continue the formation of students' knowledge about the signs of similarities and differences between humans and animals, about the stages of anthropogenesis and the role of biological and social factors at different stages of anthropogenesis.
To deepen students' knowledge of the unity of races and the reactionary nature of racism.
Continue the formation of the ability to analyze and draw conclusions with an oral detailed answer.

Developing:

To promote the development of students' speech by asking questions that require a detailed and connected answer.
To continue the development of cognitive interest among high school students in the study of the problems of anthropogenesis and the communicative abilities of students.

Educators:

To create conditions for educating students in the correct scientific picture of the world.
Encourage students to develop a responsible attitude towards work.

Demonstration equipment: multimedia projector, PowerPoint presentation,

Methodological techniques: conversation, story, demonstration.

Lesson type: seminar - detailed interview.

Forms of work in the lesson : individual, frontal.

Technical support: personal computer (PC), projector, screen.

Textbook: General biology: grades 10-11 /. A.A. Kamensky, E.A. Kriksunov, V.V. Beekeeper. 4th ed., stereotype. – M.: Bustard, 2016. – 368 p.: ill.

Lesson plan:

I. Introductory word of the teacher.

II. Discussion of the questions of the seminar during the conversation.

III. Students' speeches (messages on the questions asked).

IV. Summing up (analysis of students' messages, evaluation of their performances).

V. Homework.

VI. Reflection.

There are 4 lessons to study the topic. The seminar is organized for the purpose of self-study of new material. In the first lesson, students receive questions to prepare for the seminar. The questions of the seminar are the same for all students. Some students receive individual tasks that require a more in-depth disclosure of the topic being studied. In the second lesson, a consultation is held for students. The third lesson is a seminar. In the process of its implementation, group work is not organized, the whole class participates in the discussion and review of issues.

The presentation includes not only questions, but also answers, which will allow students to independently analyze how correctly they answered the question. The fourth lesson is devoted to the control of knowledge on the topic.

"Doesn't matter, did humans evolve from monkeys, it is much more important that he does not go back there again.” (R. Wagner)

1. What is called anthropology, anthropogenesis?

Anthropology- This is the science of the origin of man, which arose at the turn of the 18th-19th centuries.

Anthropogenesis is the historical process of the evolutionary formation of man. (Slides 3,4)

The history of views on the origin of man is much older than the science of the origin of man itself. Appendix 2

2. Tell us about the contribution of scientists to solving the problem of anthropogenesis.

Aristotle(384-322 BC) - ancient Greek philosopher. He created the first classification of animals based on appearance, body structure and some behavioral features and divided them into “blood and bloodless”. He attributed the person to the group of "bloody". Between man and animals, Aristotle placed monkeys.

Claudius Galen(130-200 BC) Roman (Greek origin) physician, surgeon and philosopher. Galen recognized the closeness of man to animals, making this conclusion based on the study of the anatomical structure.

Carl Linnaeus(1707-1778) - Swedish naturalist (botanist, zoologist, mineralogist) and physician. In 1735, in his book The System of Nature, he singled out a genus of people with one species - Homo sapiens and placed him in the order of primates along with the lower and higher monkeys. In 1760, he published The Relatives of Man, in which he emphasized the external and internal similarities between humans and apes.

Lamarck Jean Baptiste Pierre Antoine de Monnet(1744-1829). In his work "Philosophy of Zoology" (1809), he pointed to the relationship of man with monkeys and suggested that man descended from ancient anthropoid apes as a result of the transition to upright posture, and the herd lifestyle of primitive people contributed to the development of speech.

Darwin Charles Robert(1809–1882). In his works "The Origin of Man and Sexual Selection" (1871) and "The Expression of Emotions in Man and Animals" (1872), he showed a striking resemblance of man to animals, and especially to great apes, on a large amount of factual material. He came to the conclusion that humans and monkeys have a common ancestor. He noted the role of social factors in human evolution. (Slides 6-10)

3. Describe the systematic position of a person.

Empire - Cellular
Kingdom - Eukaryotes
Kingdom - Animals
Subkingdom - Multicellular
Type - Chordates
Subtype - Vertebrates (Cranial)
Class - Mammals
Subclass - Beasts
Infraclass - High Beasts (Placental)
Order - Primates
Suborder - Humanoid
Superfamily - Higher narrow-nosed
Family – Humans (Hominids)
Genus - Man (Homo)
Species - Homo sapiens
Subspecies - Homo sapiens reasonable

(Slides 11-12)

4. Specify the signs of similarity between humans and animals.

Type Chordates- notochord, neural tube on the dorsal side of the embryo, gill slits in the pharynx.
Subtype Vertebrates- development of the spinal column, the presence of two pairs of limbs, the heart on the ventral side, five sections of the brain.
Class Mammals- diaphragm, four-chambered heart, highly developed cerebral cortex, warm-bloodedness, mammary glands, hair on the surface of the body, teeth of three types.
Subclass Placental- the development of the fetus in the mother's body and its nutrition through the placenta.
Order Primates- grasping limbs (the first finger is opposed to the rest), the presence of nails, the location of the eyes in the same plane (volumetric vision), well-developed clavicles, replacement of milk teeth with permanent ones.
Suborder Apes- reduction of the caudal spine, a large number of convolutions on the cerebral hemispheres, four blood groups, mimic muscles.

(Slides 13-14)

5. Specify the signs of the difference between man and animals.

Signs of difference between humans and animals:

upright posture
S-shaped spine
arched foot with strongly developed first toe
wider pelvic bones
powerfully developed muscles of the lower extremities
the chest is flattened in the anterior - posterior direction
binocular vision
the medulla predominates over the facial
the average brain mass is 1350-1500g. (gorilla, chimpanzee - 460-600g)
consciousness, thinking, speech

(Slides 15-16)

6. Give evidence of the origin of man from animals.

Embryological evidence for human evolution:

The main stages of development characteristic of vertebrates (crushing, blastula, gastrula)
Notochord, neural tube, gill slits, tail (end of 1 month)
Two-chambered heart, one circle of blood circulation
Soft hair all over body (5 months)

Comparative anatomical evidence for human evolution:

Rudiments- organs that were well developed in ancient evolutionary ancestors, and now they are underdeveloped, but have not completely disappeared yet (body hair, third eyelid, coccyx, muscle that moves the auricle, appendix and caecum, wisdom teeth).

atavisms- signs that appear in individual organisms of a given species that existed in their distant ancestors, but were lost in the process of evolution.

Paleontological evidence for human evolution:

Fossils and imprints (fossils) of ancient organisms show how their historical development (evolution) proceeded.
Phylogenetic series are the series of species that successively replaced each other in the process of evolution.

(Slides 17-20)

7. List the driving forces of anthropogenesis.

Driving forces of anthropogenesis:

Biological: heredity, variability, struggle for existence, natural selection, mutations, genetic drift, isolation.
Social: labor activity, social way of life, group cooperation, production of tools, speech, thinking.

(Slides 21-22)

8. How did Friedrich Engels assess the role of labor in the process of human development?

Friedrich Engels "The role of labor in the process of transformation of apes into humans"

Labor is the source of all wealth, say political economists. He really is such, along with nature, which supplies him with the material that he turns into wealth. But he is also something infinitely more than that. It is the first basic condition of all human life, and, moreover, to such an extent that in a certain sense we must say: labor created man himself.
The hand is thus not only an organ of labor, it is also its product. Only through labour, through adaptation to ever new operations, through the transmission by inheritance of the special development of muscles, ligaments and, over longer periods of time, also bones achieved in this way, and through the ever new application of these inherited improvements to new, more and more complex operations - it was only thanks to all this that the human hand reached that high level of perfection, at which it was able, as if by the power of magic, to bring to life the paintings of Raphael, the statues of Thorvaldsen, the music of Paganini.
But the hand was not something self-sufficient. She was only one member of a whole, highly complex organism. And what was good for the hand was also good for the whole body it served, and was good in two ways.

(Slides 23-24)

9. What does a person's family tree look like?

Literature.

Biology in tables for grades 6-11 / Nikishov A.I., Petrosova R.A., Rokhlov V.S., Teremov A.V. 2nd ed. correct and additional - M.: ILEKSA, 1998. - 104 p.
General biology: grades 10-11 /. A.A. Kamensky, E.A. Kriksunov, V.V. Pasechnik.-4th ed., stereotype. - M .: Bustard, 2016. - 368 p.: il
General biology: Proc. for 10 - 11 cells. general education institutions / Zakharov V.B., Mamontov S.G., Sonin N.I. M.: Bustard, 2003. - 624 p.
https://ru.wikipedia.org.

COMPETITION TASKS "METHODOLOGICAL SEMINAR"

EXPLANATORY NOTE

The changes taking place in modern society require the accelerated improvement of the educational space. Federal state educational standards establish personal, meta-subject and subject requirements for the results of mastering the basic general education program by students, model the image of a person who can think creatively, analyze, find non-standard solutions, be able to set goals, independently plan and carry out educational activities. The new society needs people who not only have deep knowledge, but also are able to apply the acquired knowledge in practice.

I work at the Berezovskaya secondary schoolfor 25 years. Our mixed schoolstudents: gifted and ordinary children, children with disabilities, children from single-parent and socially disadvantaged families, children in need of correctional and developmental education study here.

Working as a biology teacher for many years, in recent years I have faced the problem of a lack of proper interest in the subject. It turned out that students often do not understand the practical significance of the subject of biology, do not see the possibility of applying knowledge in later life. Motivation to study the subject of biology is reduced. Indeed, a small percentage of graduates choose a profession related to biology. However, the simplest biological education is necessary for every person who, one way or another, will have to take part in solving various life problems related to both environmental problems and health problems: their own and those around them. The problem of developing motivation to study biology in my pedagogical practice was born precisely from these contradictions.

Not only to interest students in my subject, but also to keep this interest, to prove the significance of the knowledge gained in later life, to motivate them to study biology - this is my goal.

Motivation - the general name of the process of encouraging students to productive cognitive activity, active development of the content of education. Any pedagogical interaction with a student becomes effective only taking into account the peculiarities of his motivation. According to the Yerkes-Dodson law, the effectiveness of educational activity is directly dependent on the strength of motivation - the stronger the incentive to act, the higher the result of the activity.In other words, the images of motivation are held in their hands jointly by the teacher (external, learning motivation, his attitude to professional duties) and students (learning motivation, internal, auto-motivation).

The system of my pedagogical activity on the development of motivation for learning in biology lessons is based on the ideas of the classics of psychology and pedagogy: A.N. Leontiev, L.S. Vygotsky, V.A. Sukhomlinsky, A.K. Markova. We find the implementation of these ideas in the Federal State Educational Standard in Biology. It is impossible to say a new word in this area, but it is possible to develop the technological aspects of teaching the subject: to come up with techniques and select methods that are most relevant in teaching biology specifically for students of our school.

The competence of a teacher in the field of motivating students can manifest itself in various aspects. This is the organization of setting the goal of learning by students, the proposal of tasks that, on the one hand, contribute to the actualization of their existing knowledge and personal experience, and on the other hand, to understanding the limitations of their existing skills to solve a given task or educational problem. It is up to me as a teacher not only to select various, interesting tasks, but also to use them in such a way that students feel their success. At the same time, it is necessary to maintain interest in learning throughout the lesson: for example, by organizing self-assessment by students of the degree of achievement of the learning goal or using such methodological techniques that would involve students in learning new material, encourage them to reason independently. And you also need to organize the activities of students at each of the stages of the lesson: introductory, main, generalizing and final. And for this, I needed to master the methods of interactive learning, learn how to use new educational, including information and communication, learning technologies, learn how to combine the methods of pedagogical assessment, mutual assessment and self-assessment of students, master the methods of organizing individual, pair, group activities of students, and ( which is very important!) to learn how to organize reflection on the goal of teaching set by the students.

All this had to be “study - study - and - study”: at advanced training courses, meetings of methodological associations, seminars and webinars, in informal communication with colleagues, through self-education, and even while traveling. As a result, the already known ones were improved and my own methods and findings were born.

Receptions "I pack my luggage", "Scales" for setting the goal of the teaching by students

In the first case - "I'm packing my luggage" - students are invited to collect "their baggage of knowledge", make a list of what they already know and a list of what they think they need to learn in the lesson.

In the second case - "Scales" - students "weigh" their personal experience and knowledge: they put on one scale everything that they already know and can do within the framework of this topic, and on the other - what "I don't know and can't , but I want to learn how to do and learn in the lesson "

It is especially difficult for students to engage in independent learning activities, findingintersubject communications and application of knowledge in practice. To develop motivation for studying biology, I use interdisciplinary connections not only with the sciences of the natural cycle (geography, chemistry, physics), but also with literature, cinema, and art. These methods make it possible not only to increase interest in biology and other natural sciences, but also in literature, which I consider quite important and especially relevant at the present (“non-reading”) time.

The methods of business games help me to diversify the forms of activity of teachers in the lesson, to promote the development of motivation for studying the subject of biology (in general lessons, for example, the lesson “The Trial of Bacteria”),laboratory experiments:

Grade 10, topic “Proteins”: why does hydrogen peroxide react violently with raw potatoes, but not with boiled ones? (Grade 10, topic "Proteins-enzymes", video fragment of the lesson)

Grade 6, topic "Seed": experience "Conditions necessary for seed germination."

To increase the effectiveness of the educational process in the subject through the use ofresearch activities , which helps to increase the motivation of children to learn, provides an increase in their knowledge, skills, methods of activity, focused on practice. As you know, firstly, the formation of almost any research skill and skill gives a meta-subject result. Secondly, research can be carried out during and after school hours. Thirdly, the object of research can be any biological organism, phenomenon, problem (for example, “Diversity of the avifauna of the village”, “Determining the purity of the air by drying out pine needles”).

Project activity allows to develop interest in the subject among students not only through classroom, but also extracurricular activities. As a result, both individual and collective biological projects appear.In the course of work on the project, the formation of UUD takes place: cognitive (problem posing and solving), regulatory (participants work as a single team, share tasks), communicative (communicate, make a joint decision, listen to the opinions of others), personal (express their point of view). So, for example, the students developed and implemented the project "The Harm of Smoking": questions were drawn up and a survey was conducted among students of the 8th grade; based on the results of the survey, a social project was developed; then the students spoke at class hours and parent-teacher meetings.

In order to develop motivation to study the subject, to identify talented, gifted children, I involve students in various subject competitions, olympiads and the creation of social projects, which also meets the objectives of the development program of the Berezovskaya secondary school.

The effectiveness of the experience can be assessed according to such criteria as the results of a survey of students according to the method of G.N. Kazantseva "Studying attitudes towards learning and individual subjects", showing that students' motivation to study biology has grown; an increase in the number of school graduates who chose to take biology in the form of the Unified State Examination; the dynamics and effectiveness of schoolchildren's participation in subject competitions; increasing the number of students attending elective courses in biology; P positive dynamics of learning and the quality of students' knowledge.

Thus, we can conclude that the development of technological aspects in teaching biology expands the possibilities of motivating schoolchildren to study the subject.

Bubyakina

Svetlana Veniaminovna

biology teacher

MOU Berezovskaya secondary school

To increase the intelligibility of the presentation and the creation of visual images of biological objects and phenomena, it is necessary to use visual aids and TSO; - duration of a school lecture min.

Examples: - the oldest oak in Europe, which is more than 2 thousand years old. years, grows in the town of Stelmuzh in Lithuania. - a leech weighing 2g. can suck ml. blood; - moon-fish lays up to 300 million eggs, less than 1% of which give rise to fry.

The thematic lecture is often built inductively (from simple to complex), deduction is used in the introductory lecture: the main provisions of the topic, the problem as a whole, theories or patterns are revealed, and later in the lessons the teacher dwells in detail on each position of the theory, the issue of the topic, etc. .P.

An important condition for the effectiveness of the lecture is the organization of educational activities of students. For this purpose, the following methods can be used: drawing up a plan, recording the main points of the lecture in the form of abstracts, taking notes, preparing answers to questions.

Acquire the skills of independent work and its design (oral or written presentation, reasoned defense of one's own conclusions, etc.). Analyze your peers' answers on your own. Students' performances contribute to the development of monologue speech, increase the culture of communication.

In Russian schools, seminars usually begin at the final stage of basic school education. We believe that it is possible to conduct seminars starting from 7th-8th grades. The student's independent search during the preliminary preparation of the seminar is carried out with significant corrective assistance from the teacher.

The effectiveness of the seminar increases significantly if the teacher thinks through the desired course of the discussion in advance, including “unexpected” questions that will force students to independently look for ways to solve the problem that has arisen, help to abandon the usual clichés and stereotypes of thinking and create conditions for identifying the student’s personal position.

The seminar allows you to simulate any situation and use it for educational and educational purposes. Students of the 8th grade should acquire the following skills: work with primary sources on questions pre-set by the teacher and in a form determined by him (summary, theses, oral presentation plan, etc.);

At the first stages of preparation for the seminar, the teacher should teach students how to prepare reports (help draw up a plan, select examples, visual aids, draw conclusions or conclusions). Therefore, the seminar is preceded by a consultation, which is held outside of school hours.

At the consultation, the teacher answers students' questions, reviews prepared reports, messages, visual material, and provides methodological assistance. In the same period, a consultant from among well-trained children can work with students, who helps to select literature and draw up a presentation plan.

The discussion of the identified issues should be constructive, during which the knowledge of students is systematized, connections are established between factual and theoretical positions, biological patterns, and the ability to draw conclusions is improved.

1. Introductory speech by the teacher. He reminds the students of the tasks of the seminar, introduces the plan of the seminar, poses a problem (2 min). 2. Students' speeches (messages on given topics) - no more than min. 3. Discussions (discussions are held on the issues of the seminar) - 10-15 min.

4. Summing up (at this final stage of the lesson, the teacher analyzes the students' messages and evaluates their participation in the discussion, reports the material and draws conclusions) -2 min. 5. Homework (given by the teacher to consolidate the acquired knowledge).

To be able to independently generalize, draw conclusions, give reasoned assessments, - review literature on the topic, speeches of classmates; mastering the skills of conducting a discussion, defending one's point of view while respecting the opinion of the opponent.

The transition to creative workshops is necessary as a measure that prepares students for continuing education. The creative seminar aims to consolidate and deepen the acquired knowledge. As an example, we give the organization of a seminar using elements of verbal-logical technology

You can start work immediately, or you can divide the class into groups (each has one of the questions of the seminar) to give an opportunity to prepare speeches within minutes

For a report up to 3 points For a correctly formulated question-judgment 1-2 points For a correct answer to it 1-2 points For a correct addition 1-2 points For correcting errors 1-2 points For analyzing a speech up to 3 points For working as an arbitrator 9 points For errors in the analysis of the report - 1 point For bias when working as an arbitrator - 3 points

From the teacher at the present stage of development of school education, a system of forms of education is required that ensures the activation of the cognitive activity of students.

Of course, the activity or passivity of a lesson is not always determined by the type of lesson, but most often by the teacher's ability to awaken thought, captivate with feeling, induce action, in other words, by the creative work of the teacher and students.

In this regard, a seminar is an effective form of training.

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Lesson - a seminar in the system of group technologies, as an effective form of teaching high school students.

From the teacher at the present stage of development of school education, a system of forms of education is required that ensures the activation of the cognitive activity of students.

In this regard, a seminar is an effective form of training.

Seminars are an important form of developing schoolchildren's independence, activity, the ability to work with literature, think creatively and act. Conducting seminars can be an integral part of the lecture-seminar system of education, expanding the scope of their application. This is confirmed, for example, by the possibility of its application in such a variety of joint educational activities of the teacher and students as "immersion".

Lessons-seminars have specific content:

it is advisable to conduct them on such topics, during the discussion of which the student will not only acquire certain knowledge, but also find a solution to the problem;
they differ in the special nature of the activity of students;
they are preceded by thorough preparatory work, often of a research nature.
in preparing for it, the teacher can resort to a "reasonable division of labor", which takes into account the interests and abilities of students.

Seminars are different from lessons:

a large degree of independence in preparing for the seminar;
high activity of students when discussing the results of training;
possession of skills in working with literature;
a change in the organization of the stages of learning (their sequence and content), for example, homework is ahead of the curve, and its verification coincides with the study of new material;
changing the functions performed by the teacher and students; students perform an informational function, and the teacher - a regulatory and organizational one.

The methodology for preparing the seminar, its focus on attracting the active participation of the majority of students in the class consists of:

in the timeliness of informing students about the purpose, topic and plan of the seminar, the thoughtfulness of the plan, making adjustments to it in accordance with the wishes of the students;

the preparation system: the selection of basic and additional literature, the nature of consultations, the work of consultants, the case council, creative groups, the use of materials from the stand “Getting ready for the seminar”, algorithms (how to work with literature, how to write abstracts, how to prepare reports, how to speak);
developing a system of differentiated tasks (preparing reports, reviewing, opposing, tasks for collecting materials in museums, interviewing, preparing charts, tables, graphs, demonstrations, etc.).

Here are widely used:

Frontal tasks (drawing up a plan, reading reference literature);

Group tasks (preparation of a report, questions for group work, work with group tasks, preparation of a stand, newspapers, literature search, distribution of roles in group work);

Individual tasks (preparation of a message and commentary, reflection on one's own opinion about the problem, report, analysis of the problem under study, topics).

The methodology of the seminar, its focus on revealing the creative possibilities of students consists of:

in the clarity of the definition of the topic and purpose of the seminar;
psychological preparation of students for the discussion of issues;
the form of stimulation of their activity and cognitive interest;
the relationship between the activities of the teacher and students: the brevity and purposefulness of the teacher's introductory word, the relevance and thoughtfulness of comments and corrections, the organization of collective discussion, discussion.

Lessons can be organized in the form of seminars:

After conducting introductory, installation and current lectures;

When summarizing and systematizing the knowledge and skills of students on the topic under study;

When studying new material, if it is available for independent

student work;

When conducting lessons on the implementation of a model, problem-based teaching method, various methods for solving tasks, tasks, etc.

When organizing a seminarit is advisable to create working groups, entrusting them with various tasks.

In groups, students share responsibilities among themselves. With this form of activity, there can be feasible work for students of different levels of knowledge.

The seminar will be more interesting when, in addition to speakers, there is also a group of opponents.

She gets acquainted with the main provisions of the students' speeches in advance, prepares questions, and reviews the speeches.

At the seminar, everyone is responsible for some part of the general work, so the responsibility of the student for preparing homework increases.

Related to this are the objectives of the seminars:

Determination of the student's own position, his personal opinion;

Identifying student abilities

Where the main goal of the seminar is the formation of the ability to work independently, to look for solutions to the problem.

Therefore, seminars are characterized, first of all, by two interrelated features:

Independent study by students of program material;

Discussion at the lesson of the results of cognitive activity of schoolchildren.

The seminar form of classes creates favorable conditions for the realization of the possibilities of each student, for self-knowledge and creativity, contributes to the development of cognitive and research skills of students, and improves the culture of communication.

The workshops develop the skills to:

speak on one's own
discuss
defend one's opinions

It is desirable to conduct seminars starting from the 9th grade, because by this time students have accumulated certain skills and abilities necessary for conducting such lessons. There are various types of seminars, differing in the organization of their conduct. Here is one example of the classification of seminars according to VV Guzeev.

1. Analytical seminar. Students independently analyze texts, design tasks for groups, solve problems, make plans, schemes.

2. A heuristic seminar involves the application of knowledge in a changed situation, in a laboratory experiment, report, debate.

3. Control - generalizing, checks skills, basic knowledge of the thematic cycle, readiness for examinations.

Example. Scheme of an analytical seminar using group technologies.

Time
2 minutes.	Induction training.The teacher draws attention to the content of the work plan, the presence of information sheets, instructions, tests, task cards, silent drawings.
10 min.	Practical work. Design and execution of tasks of different levels using diagrams, silent drawings, additional literature.
7 min.	Protection of completed works. Groups exchange tasks and check the correctness of the tasks of other groups. The results of this work are evaluated by consultants together with the teacher. Points are given in self-control sheets.
8 min.	Discussion proposed questions in groups. Conducted by students - consultants in each group together with the teacher. The results of the discussion are recorded in the self-control sheets in the form of points.
3 min.	General conclusion
8 min.	Individual work"Check yourself". Testing. There are tests of different difficulty levels for the student to choose from.
2 minutes.	Summarizing. Giving marks to the self-control sheet. Students submit self-control sheets, completed tests, which are checked by the teacher together with consultants

According to the nature of the activity, there are three types of seminars:

seminars with detailed presentations of students on pre-set questions and discussion of problems and presentations;
seminars where reports or abstracts of students are discussed;
discussion seminars.

Distinguish lessons seminars:

For educational purposes,

According to the sources of knowledge,

According to their forms

According to the forms of conducting, they distinguish: seminars - detailed conversations, seminars reports, final seminar, seminar-debate, seminar-problem solving, seminar-conference.

Seminar - a detailed conversation is the most common form of seminars.

This seminar includes:

preparation of all students on each issue of the lesson plan with a single list of compulsory and additional literature for all;
student presentations and discussion;
speech and conclusion of the teacher.

A detailed conversation does not exclude, but also presupposes pre-planned speeches by individual students on some additional issues.

But these messages are here as an addition to the speeches already made, and not as a basis for discussion.

Seminars - reports are prepared on a pre-proposed topic.

In addition to the general goals of the educational process, it pursues the following tasks:

to instill the skills of scientific, creative work;
to cultivate independence of thought;

A taste for finding new ideas and facts, examples.

It is advisable to submit for discussion no more than 2-3 reports lasting 12-15 minutes (with a two-hour seminar).

Sometimes, in addition to speakers, at the initiative of the teacher or at the request of the students themselves, co-speakers and opponents are appointed.

The latter usually read the texts of the reports in advance so as not to repeat their content.

The final seminar is heldon a large topic when its main issues have already been discussed earlier.

The seminar-dispute has a number of advantages:

in addition to other tasks usually implemented at the seminar, this form is most convenient for developing the skills of a polemist;
a dispute can be an independent form of a seminar and an element of other forms of practical training;
as an independent form, such classes are most interesting when combining two or more seminar groups, when students from one class make presentations, and opponents from another, which are agreed upon in advance.
questions submitted to such seminars should always have theoretical and practical significance.
a dispute as an element of a regular seminar can be called by the teacher during the lesson or planned in advance by him. Controversy arises occasionally and spontaneously.

When choosing the form of the lesson and teaching methods, it is necessary to remember

What do students keep in mind?

10% of what is read;
26% of what they hear;
30% of what they see;
50% of what they see and hear;
70% of what is discussed with others;
80% of what is based on personal experience;
90% of what they say while doing it;
95% of what they learn themselves"

(Johnson J., 1996)

Seminars -An organizational form in which students independently study educational material from various sources of knowledge and collectively discuss the results of their work.

Seminar - A form of collective independent work that contributes to an in-depth study of the material and the formation of worldview ideas, the manifestation of individual abilities to the greatest extent, collective creativity.

Seminar preparation involves the following steps:

1. Choosing a topic, defining tasks.

2. Selection of additional literature.

3. Distribution of tasks and topics for messages.

4. Organization of preliminary work, consultations.

5. The choice of methods and techniques of behavior.

6. Selection of visual aids.

7. Drawing up a plan for the seminar.

Structure seminars may be different. She depends

on the complexity of the issues under discussion, didactic tasks, degree

readiness of students for independent work.

In the practice of teaching general biology, seminars are traditionally

are organized with the aim of repeating and summarizing students' knowledge of

topic and have the following structure:

1. Introductory word of the teacher, formulation of tasks, problem statement,

familiarization with the plan of the seminar.

2. Students' speeches (messages on given topics).

3. Discussion of the questions of the seminar during the conversation.

4. Summing up (analysis of students' messages, evaluation of performances).

How to Prepare for the Seminar

1. Carefully read the questions for the seminar; check out the bibliography.

2. Do not postpone the search for literature and preparation for the seminar for the last days.

3. Study the indicated literature and identify the main sources for each issue. Make the necessary extracts, titles, year of publication, page.

4. When identifying new unfamiliar terms, find their meaning in dictionaries.

5. Looking through the periodical press, make clippings on the topic of the seminar.

6. In case of any difficulties, ask your teacher for advice.

Materialistic theories of the origin of life

Anchor points

1. The ideas of ancient people about the origin of life were at first spontaneously materialistic in nature.

2. In the process of development of civilization, materialistic and idealistic views replaced each other.

3. The first attempts to explain the origin of life on Earth from a scientific point of view are known from ancient times.

Questions

1. What are the foundations and essence of life according to ancient Greek philosophers?

2. What is the meaning of Francesco Redi's experiments?

3. Describe the experiments of Louis Pasteur, proving the impossibility of spontaneous generation of life in modern conditions?

4.what are theories of eternity of life?

Evolution of chemical elements in outer space

Anchor points

1. Matter is in continuous motion and development.

2. Biological evolution is a certain qualitative stage in the evolution of matter as a whole.

3. Transformations of elements and molecules in outer space occur constantly at a very low rate.

Questions

1. What is a nuclear fusion reaction? Give examples.

2. How, according to the Kant-Laplace hypothesis, star systems are formed from gas-dust matter?

3. Are there differences in the chemical composition of the planets of the same star system?

The primary atmosphere of the Earth and environmental conditions on the ancient Earth

Anchor points

1. The primary atmosphere of the Earth consisted mainly of hydrogen and its compounds.

2. The Earth is at the optimal distance from the Sun and receives enough energy to maintain water in a liquid state.

3. In aqueous solutions, due to various energy sources, the simplest organic compounds arise in a non-biological way.

Questions

1. List the cosmic and planetary prerequisites for the emergence of life abiogenically on our planet.

2. What is the importance for the emergence of organic molecules from inorganic substances on Earth was the reducing nature of the primary atmosphere?

3. Describe the apparatus and methodology for conducting the experiments of S. Miller and P. Urey.

Coacervate theory of the origin of protobiopolymers

Anchor points

1. Organic substances in relation to water are divided into two subgroups: hydrophobic and hydrophilic molecules.

2. In aqueous solutions, hydrophilic molecules dissociate, forming charged particles.

3. Large organic molecules with a charge either bind to the substrate or interact with each other, resulting in the formation Coacervates.

Questions

1. What is coacervation, coacervate?

2. What model systems can be used to demonstrate the formation of coacervate drops in solution?

3. What are the advantages for the interaction of organic molecules in areas of high concentrations of substances?

Evolution of protobionts

Anchor points

1. Protobionts formed in shallow warm reservoirs, where active mixing of solutions containing organic molecules took place in the surf zone.

2. Pyrophosphate molecules could become the first energy accumulators.

3. Proteins with a random sequence of amino acids have a weak non-specific activity.

Questions

1. How could organic molecules with hydrophilic and hydrophobic properties be distributed in the waters of the primary world ocean?

2. What are coacervate drops?

3. How was the selection of coacervates in the "primary broth"?

Initial stages of biological evolution

Anchor points

1. The first living organisms on our planet were heterotrophic prokaryotic living organisms.

2. The depletion of the organic reserves of the primary ocean caused the emergence of an autotrophic type of nutrition, in particular photosynthesis.

3. The appearance of eukaryotic organisms was accompanied by the appearance of diploidy and a nucleus limited by a shell.

4. At the turn of the Archean and Proterozoic eras, the first multicellular organisms occurred.

Questions

1. What is the essence of the hypothesis of the emergence of eukaryotes through symbiogenesis?

2. In what ways did the first eukaryotic cells receive the energy necessary for the life process?

3. Which organisms for the first time in the process of evolution had a sexual process?

4. Describe the essence of II Mechnikov's hypothesis about the emergence of multicellular organisms.

Let our Earth have small station rights:

Ordinary light on the thundering Milky Way...

But look how lemongrass and pigeon flutter,

This scale will never be found on distant worlds.

Y. Linnik "Colors of the Earth"

Problem areas

1. How could the concentration barrier in the waters of the primary ocean be overcome?

2. What is the principle of the natural view of coacervates in the conditions of the early Earth?

3. What major evolutionary transformations accompanied the first steps of biological evolution?

Problematic issues

1. All theories of the origin of life on Earth can be divided into two groups: theories of biogenesis and theories of abiogenesis. What is their essence. Describe the theories known to you from each group and name the scientists associated with these theories.

Theories of the origin of life on Earth

theories	Names of scientists	Characteristics of theories
1. *theories* *Abiogenesis*
2. *theories* *Biogenesis*

2. Describe the stellar and planetary stages of the Earth's development.

What is the essence of the various stages of the origin of life on Earth?

What was the significance of the reproduction process? What kind

organisms arose as a result of biogenesis?

3. Explain why spontaneous generation of life is impossible in

modern conditions. Why are all theories of the origin of life

on Earth are called hypotheses?