Biology is familiar to all of us from school. Its study is long and painful - somewhere from the fifth or sixth grade and ad infinitum (if a student at the university needs to study this subject). But the task of quickly learning biology comes when a student is preparing for an exam.

We have prepared for you some useful tips on how to quickly learn a table, paragraph, retelling or any topic in biology.

6 ways to quickly learn biology

1. Review biology questions for the exam/test. Cross out the ones you know well. Use a marker of the same color to mark those that you know partially. Use a marker of a different color to mark those questions that are completely unknown to you.

Do you know that…

Is the bite of a hamster much more dangerous than the bite of a stronger and larger animal? And all because of its thin and long teeth, which diverge in different directions during a bite. As a result, the wound is not only deep, but also torn and quite painful.

1. When studying an unfamiliar or incomprehensible topic, the main thing is to remember the essence. Then restate the question in your own words, and only then try to grasp the finer details. Writing down (at least a brief abstract) the main points will allow you to quickly master the material.
2. Write complex terms and definitions on a separate sheet. Learn not only the meaning of the terms themselves, but also how to use them to solve biological problems. Try to retell each term in your own words.
3. You can remember the terms quite quickly. First, remember that they all come from the Latin language, which has basic suffixes and prefixes. These suffixes and prefixes are repeated quite often. Therefore, knowing their meaning, you will quickly understand the meaning of even a new long and incomprehensible word.

Do you know that…

Do ants also have different professions? For example, among them there are even surgeons who treat patients in a room specially designated for this purpose. First, the surgeon examines the victim, then dresses the wound and treats it with a special clear liquid from his own mouth. Agree, it’s quite convenient, because you don’t need to run to the pharmacy to get your medicine!

By the way! For our readers there is now a 10% discount on

1. When studying questions for the exam, be sure to write cheat sheets. Moreover, you must write it yourself and by hand - this uses mechanical and visual memory.
2. Frequent breaks help you absorb information much faster than taking study breaks every hour or two. Ideally, short breaks should be taken every 20 minutes. And try to go out into the fresh air for at least 5 minutes every hour. During this time, the brain has time to saturate itself with oxygen and rest in order to continue productive assimilation of information.

Here's a video for those who want to get a general idea of ​​biology:

Agree - quite simple tips that will help you quickly prepare for a biology exam or even learn this subject from scratch. Well, if this doesn’t help, don’t worry. There are always people next to you, ready to lend a helping hand and provide support at any time.

Every schoolchild can feel like a wizard. And for this you don’t need a time machine, a magic wand, a flying carpet or some other fairy-tale “gadget”. It is enough to have an inquisitive mind and listen carefully to the teacher in class. For the attention of young talented biologists, we offer a selection of experiments in biology for grade 5 with a description of their implementation at home.

Experiments with plants

In the 5th grade, experiments in biology with plants are carried out more often than others, because they are safe and allow you to clearly demonstrate their structure and properties.

Colored celery

Water enters the plant through “vessels” running along the stem from the roots to the leaves. Experience will allow you to see

For experience required :

• celery stalk with leaves;
• red and blue food paint;
• three glasses;
• scissors.

Progress of the experiment:

1. Fill each of the three glasses by a third with water. Add red paint to one, blue to the other, and both to the third (to get a purple color).
2. Cut the stem of the plant lengthwise so that you get three strips, place each in a separate glass.
3. Leave the celery for a day or two.

Result:

The celery leaves will take on different colors. They take up red, blue and purple dye. Different leaves are colored differently.

Colorless leaf

In autumn, the leaves on the trees turn yellow, orange, and purple. In fact, these shades are always present in them, it’s just the green pigment, chlorophyll, that masks them. But in the fall, when it collapses, bright, beloved colors appear.

Chloroplasts, bodies containing chlorophyll, can be isolated using a simple experiment.

For the experience you will need:

• Alcohol.
• Petrol.
• Cup.
• Green leaf of any tree.

Progress of the experiment:

1. Pour some alcohol into a glass.
2. Place a leaf there and leave for a couple of hours.

Result:

The leaf will begin to turn pale and the alcohol will turn green as the chlorophyll dissolves in the alcohol.

Continuation of the experience:

1. Add a little gasoline to the glass and shake the liquid.

Result:

Gasoline that floats to the top (it is lighter than alcohol) will turn emerald, and alcohol will turn yellow. This happens because chlorophyll turns into gasoline, and xanthophyll (yellow pigment) and carotene (orange), transferred from the leaf, remain in alcohol.

mobile plant

Plants know how to move, and in a certain direction, make sure of this with the help of a simple experiment in biology.

For the experience you will need:

• cotton wool;
• water;
• jar;
• bean, sunflower or pea seed.

Move experiment:

1. Soak the seed in water until it germinates.
2. Soak cotton wool in water.
3. Place it in an empty jar.
4. Place the seedling horizontally on the cotton wool and place it in the light.

Result:

The stem will stretch upward, directing the leaves towards the light.

Similar experiments in biology for grade 5 at home with the Sukhov test are offered in special workbooks created by this author.

Experiments with potatoes

Experiments in biology with the potato tuber “in the main role” are aimed mainly at studying the composition of the root crop. Let's take a look at these experiments.

Green potatoes

During the growth of potato tops, the root crop absorbs many nutrients from it. The tuber must remain in its original form until the end of winter, so that new shoots begin to appear on it in the spring. The chlorophyll content will confirm the experiment.

For the experience you will need:

• Potato tuber.

Progress of the experiment:

1. Remove the potato and place it in a sunny place.
2. Leave the tuber there for a couple of days.

Result:

A root crop exposed to light begins to turn green. If you cut it, the green color is visible better. As you know, chlorophyll begins to be synthesized in light, which gives plants a green tint.

Black potatoes

A potato tuber contains starch; a biology experiment for grade 5 using potatoes at home will help you verify this.

For the experience you will need:

• raw potatoes;

Progress of the experiment:

1. Cut the tuber in half.
2. Drop iodine on it.

Result:

The potatoes will instantly darken as the iodine turns blue-black when it reacts with the starch.

Experiments with eggs

Absolutely anyone can conduct biology experiments with eggs for grade 5 at home.

Drowning - not drowning

For the experience you will need:

• liter jar;
• water;
• a raw egg;
• 5 teaspoons salt.

Progress of the experiment:

1. Pour water into the jar.
2. Place the egg.
3. Add salt.

Result:

The egg will sink in ordinary water, but as soon as you salt it well, it will float. The fact is that salt water is heavier than an egg, and fresh water is lighter.

Up down

Did you know that an egg can sink and float without your participation? Test this with the following egg experiment.

For the experience you will need:

• Liter jar.
• Raw chicken egg, dark in color.
• Nine percent table vinegar.

Progress of the experiment:

1. Pour a glass of acetic acid into a jar.
2. Drop the egg in there.

Result:

First the egg will sink. But gradually it will begin to become covered with bubbles and float up. But having floated to the surface, the egg will immediately sink again, and so on several times. Why is this happening? It's simple: the eggshell consists of calcium, and when it reacts with acid, carbon dioxide is formed, the bubbles of which drag the egg upward. When the egg floats, carbon dioxide goes into the air, the bubbles become smaller and the egg sinks again. The up and down movements of the egg will continue until the calcium carbonate is completely leached from the shell. At the same time, the egg will become completely fragile and lighten, and a brown foam will form on the surface of the liquid.

Hairstyle for an egg

Not all experiments are carried out so quickly; there are experiments in biology for 5th grade at home that give results in a week or 10 days.

For the experience you will need:

• a raw egg;
• cotton wool;
• toilet paper tube;
• alfalfa seeds;
• water.

Progress of the experiment:

1. Carefully make a hole in the top of the egg with a diameter of about 3 cm.
2. Fill the egg with cotton wool.
3. Place the shells in a toilet paper tube.
4. Sprinkle seeds on the shell.
5. Water generously.
6. Place it on the window.

Result:

In about three days, the first shoots will begin to appear, and after a week the egg will already have wonderful green hair.

Frost-resistant yeast

Pressed yeast for baking does not lose its properties when properly frozen and defrosted. Make sure of this by conducting an experiment in biology for grade 5 with yeast and flour.

For the experience you will need:

• compressed yeast;
• warm water;
• flour;
• basin.

Progress of the experiment:

1. Place the compressed yeast in the freezer for a day.
2. Take out the yeast, place in a bowl and leave for 3 hours at room temperature.
3. Add warm water and flour, mix.
4. Leave for another 2 hours.

Result:

The dough doubles in volume, which means that the yeast does not die even when frozen.

Lava lamp

This spectacular biology experience will attract the attention of not only children, but also parents.

For the experience you will need:

• Water.
• Rock salt.
• Vegetable oil.
• Food colorings.
• Liter glass jar.

Progress of the experiment:

1. Pour water into the jar (about 2/3 of the capacity).
2. Add a glass of vegetable oil.
3. Pour food coloring into the jar.
4. Add a teaspoon of salt.

Result:

Colored bubbles will move up and down. Oil floats on the surface because it is lighter than water. By adding salt, you help the oil and grains of salt sink to the bottom of the jar. A little time passes, the salt dissolves and rises to the top again. Food coloring makes the show more vibrant.

Rainbow

The following biology activity allows you to make your own rainbow.

For the experience you will need:

• basin;
• water;
• mirror;
• flashlight;
• sheet of paper (white).

Progress of the experiment:

1. Pour water into a bowl.
2. Place a mirror on the bottom.
3. Point the flashlight at the mirror.
4. Catch the reflected light with paper.

Result:

A rainbow will appear on a white sheet of paper. A ray of light, consisting of several colors, “decomposes” into them when passing through water.

Home volcano

Many people's favorite biology experience at home in 5th grade is making a volcano.

For the experience you will need:

• clay and sand;
• plastic bottle;
• red coloring (food);
• vinegar;
• soda.

Progress of the experiment:

1. Cover the bottle with clay and sand to make it look like a volcano (leave the neck open).
2. Pour soda (2 tablespoons), ¼ cup of warm water, and a little dye into a bottle.
3. Add ¼ cup vinegar.

Result:

The resulting volcano will begin to erupt as a result of the interaction of soda and vinegar. The resulting bubbles of carbon dioxide push the contents of the bottle, just as lava erupts from a real volcano.

Bottle inflating a balloon

Can an ordinary, unremarkable bottle inflate a balloon? It sounds strange, but let's try it.

For the experience you will need:

• bottle;
• balloon;
• vinegar;
• soda.

Progress of the experiment:

1. Pour baking soda into the ball.
2. Pour vinegar into the bottle.
3. Place the ball on the neck of the bottle.
4. Make sure that the soda from the ball is poured into the vinegar.

Result:

The ball begins to inflate. It is filled with carbon dioxide formed as a result of the interaction of soda and vinegar.

Enzymes contained in saliva

Experiments in biology aimed at studying ourselves are especially interesting. It turns out that the process of digesting food begins immediately after it enters the mouth! An experiment will help verify this.

For the experience you will need:

• starch;
• cold water (boiled);
• hot water;
• 8 glass glasses;
• pot;
• pipette.

Progress of the experiment:

1. Prepare the paste: pour cold boiled water into the pan. Add 4 teaspoons of starch and mix. While stirring the starch, pour boiling water into the pan in a thin stream. Place the pan on a hot stove. Continue stirring until the contents become transparent. Remove the pan from the stove and leave to cool.
2. Take cold boiled water into your mouth and rinse it for a minute - you will get a solution of saliva.
3. Spit the solution into a clean glass.
4. Add the same amount of paste to the glass with saliva.
5. Place it in a saucepan with warm water to keep the solution warm.
6. Prepare 7 clean glasses.
7. Take a little solution of saliva and starch into a pipette and pour it into the first glass.
8. Add a couple of drops of iodine there.
9. Do the same with the remaining six glasses at intervals of 2-3 minutes.

Result:

In the first glass the solution will turn out deep blue. In each subsequent one he will be a little paler. The color of the solution in glasses where iodine was added 15-20 minutes after the first one will remain unchanged. This suggests that the last glasses no longer contained starch; it was broken down by an enzyme called amylase found in saliva.

Conducting experiments in biology for 5th grade at home is certainly an entertaining activity. However, fifth graders should not conduct them on their own. The presence of parents will make the experiments safe and allow you to spend your leisure time fun and educationally.

Preparation plan from scratch:

1. First you need to make a lesson plan.

There are 4 sections in the biology course: general biology, human anatomy and physiology, botany and zoology. Most USE tasks most often relate to general biology. It's worth starting there.

2. When studying, it is better to take your own notes. They should not contain continuous text: mainly drawings, diagrams, tables.

3. It is necessary to select literature for making notes. Basic school textbooks are not suitable for this work - they contain too little material. Give preference to in-depth textbooks or guides for preparing for the Unified State Exam. There are free Internet resources, for example, “”, “and others.

4. If the topic is “not given”, it is worth reading the explanations of other authors. Do not give up. You will definitely find something that is understandable to you. I can recommend works authored by Bogdanova T.L., Bilich G.L., Sadovnichenko Yu.A., Yarygin V.N., Mamontov S.G., Solovkova D.A.

5. About manuals for preparing for the Unified State Exam: many new publications are published every year. It’s difficult to figure it out on your own, but it’s possible. In the store you can look through what is on the shelves: open the topic that is most difficult for you and read. If you understand the author's explanation, you can take it.

If you need advice, you will find reviews of various manuals on the Internet; video reviews are very convenient. It is not necessary to buy a paper edition; almost all materials are available in electronic form.

6. You can find video materials on biology on the Internet, for example, blogs on YouTube: “or “”. Topics such as cell division, photosynthesis, protein biosynthesis, and ontogenesis can be effectively studied using cartoons. For example, . And be sure to make your own drawings on these topics in your notes - immediately evaluate your knowledge.

7. After completing each topic, you need to work on it by solving Unified State Examination tasks. Sections on topics are available on the websites “Solving the Unified State Exam,” “Dunno,” and “ZZUBROMINIMUM.”

8. When you finish studying a section, for example “Botany”: you have already studied the theory, solved tasks for each topic, go to “”. There, real Unified State Exam tasks are grouped into sections, but no answers are given to them. This will allow you to critically evaluate the knowledge you have acquired.

8. And when all sections are completed, you can begin to solve the Unified State Exam options. On the website “” there is a constructor for compiling them. You will find a large number of options from previous years on the “4USE” website.

9. And don't forget that you are not alone. Many guys found themselves in a similar situation. They communicate and share experiences on social networks. There are many groups created on the Internet related to preparing for the Unified State Exam in biology, with tips and tricks, with useful materials and links. For example: "

Methods of conducting didactic games in biology lessons.

Potapova E. A. teacher of biology and chemistry of the Municipal Educational Institution “Secondary School of the village. Krasnaya Rechka

Wherever we are, we are surrounded by animals and plants. But studying biology does not only mean getting acquainted with the species composition of flora and fauna, or knowing individual representatives. This is the study of a large number of concepts and definitions, laws and patterns. Making such work interesting and exciting, at the same time scientific and educational, increasing students’ activity and interest in the subject is our main task.

You cannot force students to think, reflect on this or that task or question. With the help of games, we captivate, rather than force. Activity has a positive effect on both the processes of thinking and memorization, increasing this ability and enhancing the strength of what is remembered. This can be achieved in various ways: by showing experiments, organizing observations of various types, telling an unusual story, etc.

The game situation contributes to a faster and more accessible acquisition of knowledge and skills. This is necessary because modern conditions are characterized by the humanization of the educational process and appeal to the child’s personality. The implementation of this task objectively requires a new approach to learning, to the organization of the entire cognitive process. In addition, a modern school requires teaching each child to learn independently. The more independence we give students in completing learning tasks, the more effective the learning process will be. This is a serious reason for the wider use of games in organizing the learning process.

At the same time, an equally important requirement of our time is to reduce the mental and physical stress of schoolchildren. The game is one of the means that contains real opportunities for the implementation of these areas of the school.

A game, like any other medium, becomes an educational factor only if a number of conditions are met. The main one is our attitude towards children, which is changing for the better, and is expressed through gaming techniques. We must actively participate in the game ourselves, and not be outside observers.

A didactic game in a lesson helps to change the emotional atmosphere, which becomes more lively, relieves tension, fatigue and allows students to prepare for learning new information. But a didactic game cannot be considered as entertainment or relaxation in the lesson.

As observations show, many teachers do not have entirely correct attitudes regarding the didactic game. Teachers still have many methodological recommendations at their disposal, which, along with effective didactic games, offer games that only distract students and take up valuable lesson time. It is no coincidence, apparently, that even in the latest editions of textbooks on pedagogy, as well as methods of individual subjects intended for students, there is no description of didactic games.

In practice, we often encounter awkwardness and inability of individual teachers when turning to didactic games. Some of them forget when playing the game about the didactic task that needs to be solved with its help.

It is in this case that the unreasonable inclusion of game moments in educational activities reduces the cognitive orientation of learning and leads to the replacement of serious educational work with empty entertainment. The problem of didactic play, therefore, cannot be considered in isolation from the direction of the pedagogical process. To understand this issue, we need to have a clear scientific understanding of the role of didactic games in learning and the psychological mechanism of its impact on students’ cognitive activity. From all that has been said, we believe that gaming activities should take a strong place in the educational process.

What is a didactic game? Didactic games are a type of games with rules, specially created by pedagogy for the purpose of teaching and perceiving children, because these two processes are inextricably linked.

The methods of famous innovative teachers interconnect a child’s learning and leisure time. Despite all their differences, they imply that learning must be fun. Neither the activation nor the optimization of the educational system led to advanced teaching, nor did they combine knowledge through interest into one process (this is not always and not everywhere necessary). Nowadays, without a doubt, education should be developing, serious and exciting, but not stultifying; it must necessarily focus on the theoretical experience, knowledge and emotional world of the child. The search for innovative teachers, the best teachers in the country, is proven by the importance of relaxed forms and methods of teaching, and the use of games.

Play as a didactic tool, as a child’s activity, as a way for children to understand the world in which they live, undoubtedly greatly intrudes into the field of didactics, but is used in school, especially in adolescence and high school, in scanty doses. This depends on how much the patterns of gaming activity have been studied. How can it be used to a greater or lesser extent for pedagogical purposes?

A modern school faces a specific task - to learn how to pedagogically manage a didactic game, taking into account its educational potential and the psychological characteristics of the child’s development in the game.

Understanding our own experience allows us to identify the following types of didactic games used in the classroom:

Exercise games. They usually take 10-15 minutes and are aimed at improving the cognitive abilities of students; they are a good way to develop cognitive interests, comprehend and consolidate educational material, and apply it in new situations. Exercise games include: a variety of quizzes, crosswords, puzzles, teawords, charades, puzzles, botanical and zoological lotto, explanations of proverbs and sayings about plants and animals. Encouraging schoolchildren to play these games, based on the desire to show guesswork and ingenuity in mental activity, can and should be used in the development of students’ cognitive activity.

In order to quickly master the material on the taxonomy of plants and animals, we offer the game “Find Relatives”. The called student pulls out (or receives) a card and selects a plant or animal related by type, class, order, order, family to the object depicted on it. For example, if the card shows a wheat plant, then the student, selecting a number of other representatives of cereals, gives a general description of the family. After an additional question on the educational material of the topic, we put a mark.

When repeating the material covered, as well as in reviewing and generalizing lessons, we use botanical and zoological lotto. In the 7th grade, a lesson can be structured, for example, like this: the student takes a card on which an adult insect is depicted and four empty cells are left. Separately, diagrams are drawn on small cards showing the various stages of insect development. The responding student selects those images that relate to a given insect, and based on the drawings, tell about its biological characteristics, significance in nature and the national economy.

We use riddles, rebuses, puzzles very often in biology lessons inV – VIIclasses. Working with riddles, in our opinion, helps develop children's powers of observation, resourcefulness, and logical thinking. In order to solve riddles, students must know the material in the school textbook and additional literature well. We compose riddles based on encoding the most significant features of an object or phenomenon. Solving riddles involves developing in children the ability to solve logical problems contained in them. When solving a riddle, we help children identify in the required sequence all the signs contained in it, because Often it is the violation of the order in which the available data is analyzed that leads to errors.

We also use riddles when studying new material. For example, before explaining new material, we ask a riddle:

From plants whose portrait

Embossed on a coin?

Whose fruits are more needed?

On a terrestrial planet?

(Wheat)

This technique, in our opinion, activates the child’s attention to perceive the topic “Agricultural importance of cereals.”

We also use riddles when reinforcing new material and in general lessons. At the same time, we ask the children not only to guess the riddle, but also to answer the relevant questions. So, for riddles about plants belonging to different flowering families, we propose the following questions: Which family do these plants belong to? To what class? Name the general characteristics of a class or family. What do you know about this plant? What other plants belonging to this family can you name? Thus, the acquired knowledge is consolidated.

Games and exercises can also take place when students do homework. For example, crosswords.

A crossword puzzle is a game of guessing words that must be used to fill in a shape of squares. When compiling crosswords, age differences in perception, attention, memory, and thinking of schoolchildren are taken into account. The number of tasks in educational crossword puzzles is usually small - the answer is based on three to five words. Depending on the characteristics of a particular class and the individual capabilities of children, tasks can be changed and varied.

Most often we use crosswords to develop terminology. If desired, students can create a crossword puzzle on a given topic at home. In this case, we work on the accuracy of defining concepts. In the next lesson we will solve them in groups or individually. You can also encourage children to finish solving a puzzle or crossword puzzle they started in class. For example, in biology in the 6th grade, after studying the topic “Cell Division,” we assign a crossword puzzle with the task: write the name of the phases of mitosis in the crossword columns. If you use a crossword puzzle at the consolidation stage, then we add to the task: who is first and without mistakes?

Most of the guys are interested in this kind of work, it does not tire them, and at the same time interests them, giving them the opportunity to show initiative, ingenuity, and creativity.

Biology requires a lot of vocabulary work from students. The need to memorize a large number of terms and their meaning often causes difficulties for schoolchildren. In this regard, we use puzzles.

A rebus is a task in which a word or sentence is encrypted using pictures, letters or signs. We gradually introduce different ways of solving puzzles, the basic rules for composing and solving puzzles - a kind of “rebus alphabet”.

We use proverbs, sayings, and signs most often when studying seasonal changes in the life of plants and animals. We give the task to supplement a proverb, saying, sign or explain the meaning if we use them when doing homework. This group also includes games that are based on self-testing of the student’s personal capabilities. We include: games - tests - questionnaires, tests - tasks, games– preferred choice. These games also develop attention; They teach children to value time, develop their eye, train their powers of observation and creativity. When children are passionate about play, they overcome various difficulties and obstacles quite independently. The purpose of these games is both educational and psychotherapeutic.

We conduct travel games both directly in class and during extracurricular activities. They serve mainly the purposes of generalizing and consolidating educational material. They also add a lot of variety to working with the map. We build travel games in different ways, including on a fairy tale basis. This game allows you to practice not only the ability to know a map, but also to read it. The ability to imagine the real world through a combination of drawings and map symbols develops. The interconnections between various natural phenomena and human activity are learned, including those that are not shown on the map, but are determined by what is depicted on it. The activation of students in travel games is expressed in oral stories, search questions, student responses, and in their personal experiences and judgments. Examples of such games include “Journey in the Footsteps of Fruits and Seeds” (6th grade); “Travel around the globe with the red book” (grades 6-7), when studying both plants and animals; “Journey to the bottom of the ocean” when summarizing the topic “Life in the seas and oceans” (grade 5).

Games - travel enhance the impression, observation, draw children's attention to what is nearby, not to be indifferent to what is happening in nature (educational aspect). These games use many ways to reveal cognitive content in combination with play activities. They can also be used in lessons for learning new material, on the principle of self-learning, i.e. so that they themselves direct the student to master knowledge and skills. For example, in natural history lessons we “take a trip” to an active volcano. Using technical means, you can enhance the effect by recording an erupting volcano, studying its structure, the composition of magma, lava, and tracing the difference between these concepts.

Role-playing game is one of the forms of education that provides the student with an active position in learning activities. Such games differ from exercise games and travel games in that they are staged and students play certain roles. In such games, children reflect various aspects of life (social experiences, economic, agricultural, etc.), features of relationships between adults, and clarify their knowledge of the surrounding reality. A distinctive feature of a role-playing game is the presence of roles, plot, and game actions..

Here are a number of methodological recommendations for the development and use of didactic games.

1. Certain methodological knowledge and skills will help to conduct a didactic game correctly. This knowledge helps to apply the best version of the didactic game at a particular stage of the lesson. Children should be prepared for didactic games in advance, taking into account, first of all, the time of the game, some attributes and rules. This will allow children to prepare for the game in advance and creatively prepare for it.

2. The didactic functions of the game should ensure sufficiently broad, but feasible creative and mental activity of students in the field of biology and related disciplines, correspond to the age characteristics, level of preparation and development of the students’ horizons. The game should start with simpler tasks, gradually moving on to more complex ones. Tasks should contain elements of excitement and provide the opportunity to accept several answer options, including non-standard ones.

3. Attributes should be beautiful, bright, mysterious, unusual. Visualization should be simple and succinct, aesthetically correct. Errors must be excluded, because this reduces the interest of the game and the authority of the teacher. Visualization used in the process of didactic play should be more schematic in nature than pictorial.

4. Games are best played at a fast pace so that each student can participate in the game with maximum activity. In this case, a preliminary calculation of the duration of each stage of the game is necessary and its obligatory implementation during the game.

5. The group of observers cannot be ignored; it is necessary to give them an important role as an arbitrator; watching the game, the referee draws conclusions, assesses the course of events, but in no case makes personal assessments of the players - the referee acts as an outside observer of the situation and expresses his impressions of what he saw. It is better to conduct the didactic game expressively and emotionally. This ensures children's interest, desire to listen, participate in the game, and be an active participant.

6. The teacher, as the leader of the game, constantly activates the work of passive students. Sometimes it is useful to introduce incentive and penalty points into the rules of the game. Means and methods that increase children’s emotional attitude to the game should be considered not as an end in itself, but as a path leading to the fulfillment of didactic tasks.

7. The teacher should prevent children from losing interest in the game, subjectivity and dishonesty. It is necessary to skillfully regulate the course of the game. In addition, the teacher, supplementing the game with his own elements, must include various options for games and warm-ups, giving the losing team the opportunity to catch up. If these recommendations are not taken into account, then the losing team will lose interest in the game by a large margin, and most often abandon the game.

8. Discipline and order are necessary during the game. During the game, try to ensure a normal psychological and pedagogical climate. There should be an atmosphere of respect, mutual understanding, trust, and empathy between the teacher and children. It is better to keep the tone friendly and loyal.

9. When using didactic games, it is better to avoid oversaturation of the educational process with gaming activities, because Too frequent use of didactic games in the classroom leads to a situation where students perceive the biology course as a game as a whole.

10. It is advisable to have a system of developed didactic games, tested more than once in biology lessons, taking into account previously made mistakes, if any.

The effectiveness of using didactic games depends on all the tips listed above. Competent conduct of didactic games is ensured by clear organization and knowledge of the methodology.

It should be noted that the use of didactic games in the learning process has certain limitations.

In classes with pronounced activity of students in the lesson and a high level of their performance, games that have the opportunity to demonstrate erudition, ingenuity, ingenuity and to be the first in knowledge of the material being studied are of greater interest. In such classes we do not play games the purpose of which is to memorize certain concepts, laws, phenomena, because Students have well-developed attention, memory and such learning activities do not cause difficulties for them.

2. We use didactic games more often when deepening previously acquired material in grades 5 and 6, because Students like such lessons and are happy to join in the game.

3. In high school, didactic games are used less frequently, because Students study biology more consciously. We use role-playing games more often, because... they contain prof. orientation information. Carrying out such games requires more careful preparation both on our part and on the part of the students. Given these features, we use them 1-2 times a year.

4. When explaining new educational material, we do not get carried away with a large number of didactic games, because the educational significance of the topic, its scientific nature, should not be disguised by gaming, entertaining functions and attributes. Very often, it is they, as a brighter factor, that will remain in the student’s consciousness and memory, and the scientific nature of the topic will be lost. When explaining new material, we use games using a historical-logical approach so that students can imagine and feel the level of development of science at that time, and follow the logic of this or that discovery.

5. We do not conduct didactic games that take a long time; they tire students, because require a lot of dedication. Games that are short in duration (5-10 minutes) help to achieve better and more effective results in the process of teaching biology. These can be anagrams, monograms, riddles, games with signal cards, etc.

A didactic game as a way of teaching helps us reduce the time for testing the knowledge of a large number of students, and in a rural school - all students. In 5-10 minutes during the game, it becomes possible to control the degree of assimilation of the material. For example, the game "Clapping". We ask questions that require a clear answer. Students clap their hands together for a positive answer, and sit quietly for a negative answer. Thus, the whole class answers the same questions at the same time; it is quite easy for us to track the answers of all students when the class size is small. If the class is large, then the game can be played in rows, in options, in groups, etc. We must remember that the larger the class, the more difficult it is to play the game, and the more difficult it is to track the result. At the end of the lesson, the game can be of a search nature. In the system of lessons on the topic, it is important to select games for different types of activities: performing, reproductive, transformative, search.

2.4 Experimental use of didactic games in the classroom

We conducted an experiment at Krasnorechensk secondary school in the 2006-2007 academic year. Its essence is to prove the effectiveness of using didactic games in the classroom.

There are no parallels in rural schools, so the experiment was carried out in the 6th grade for a year. We used didactic games both when studying new material and when consolidating it, as well as when questioning the material. The chapters of botany were summarized through television games of a competitive nature. We selected the games in such a way that they covered the largest number of concepts and definitions. These are “A Happy Case”, “KVB”, “The Weak Link”, “What? Where? When?" etc. After summarizing each chapter, we calculated the quality of students’ knowledge based on the assessment results. It was in quarters: 75%; 83%; 91%; 91% /Figure 7/. The average score was 4.4%. At the end of the year, we conducted a summary of knowledge for the year in the form of test tasks on the main topics of the curriculum. According to the test results, it turned out that the quality of training was 91%.

Based on these results, we can conclude that the use of didactic games in the classroom improves the quality of students’ knowledge, and, in addition, activates students’ activities and increases interest in the subject. This, in our opinion, is important in the conditions of modern education, when in general interest in learning is very low. This is evidenced by the results of a survey of students from both urban and rural schools. 86 students took part in the survey. When asked whether it was interesting to study at school, only 41% answered positively, another 40% of students said not always and 17% answered no. Answering the question whether they liked the subject biology, 80% of students responded positively, 12% not so much, and 7% negative. We found that 89% of students had a positive attitude towards lessons using didactic games, 3% responded anyway, and 7% of students responded negatively. The percentage of students who have a positive attitude towards lessons using didactic games is presented in the diagram /Figure 8/.

As can be seen from the diagram /Figure 9/, in all classes there is a high percentage of students who have a positive attitude towards lessons with didactic games. It is highest in 7th grade. This is due to the age characteristics of the students.

However, despite the importance and significance of the game in the process of a biology lesson, it is not an end in itself, but a means of developing interest in the subject. Apparently, this can explain the ambiguity of teachers’ attitudes towards the use of didactic games in the classroom.

The results of a survey of biology teachers in the Pugachevsky district on the appropriateness of using didactic games in the classroom.

Of the 47 biology teachers surveyed in Pugachev and the Pugachevsky district, as well as 5th year students of the Faculty of Biology, 98% consider the use of didactic games appropriate. Of these, only 17% use the game often, another 75% whenever possible, 6% use the game rarely, 2% do not use the game at all. When asked about the use of didactic games in sections of biology, it turned out that 85% of respondents most often use games when studying animals, slightly less when studying botany 70%, humans 40%, and no one uses didactic games when studying general biology.

When comparing the use of games at different stages of the lesson, it was revealed that they are most often used to consolidate material 60%, and generalize a topic 60%, somewhat less frequently when questioning 51%, and learning new material 21%.

When summarizing the material, games-exercises are more often used by 64% of respondents, travel by 36%, and role-playing by 31% of teachers.

Television games in the classroom are used in full by 11% of teachers, in separate parts by 45%, with their own innovations by 91% of respondents. It turned out that the use of television games is entirely carried out when summarizing any large topic or chapter. Certain parts of the game are used at different stages of the lesson. These figures, on the one hand, indicate the creative activity of teachers, and on the other hand, the lack of literary sources on didactic games.

The main source of didactic games for teachers is the magazine “Biology at School” and the supplement to the newspaper “September 1” - “Biology” - 51% of the surveyed teachers. However, articles on the use of didactic games specifically in biology lessons do not often appear in the magazine, so teachers name other methodological literature, the material of which is processed into a didactic game by 70%, invented by themselves by 21%, and also using the experience of other teachers by 98%. All teachers note the positive reaction of children to the game, their interest, activity, and enthusiasm, which contributes to highly effective work, increased interest and a desire to learn more deeply about the material being studied.

Teachers believe that didactic games help to enhance cognitive activity for 89%, increase performance for 66% of respondents, contribute to the development of various personality traits for 60%, develop attention for 55%, and help develop memory for 40% of respondents. In addition to the proposed answers, teachers add that didactic games contribute to the development of thinking, interest in the subject, team building, development of horizons, allow weak children to express themselves, change their attitude towards the teacher, a total of 45%. Of the 47 teachers, only one does not use didactic games in the classroom, believing that they only take up lesson time. We classified him as a representative of imperative pedagogy, which we discussed above.

Experts have determined that if, with the traditional presentation of material, students assimilate no more than 20% of the information given, then during the game, assimilation reaches 90%, and the time allotted for studying the compulsory program can be reduced by 30-50% with a greater effect of assimilation of educational material. Our experiment proves the correctness of this conclusion.

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Non-standard forms of a biology lesson as a way to increase interest in the subject

Senkina N.N., biology teacher at MBOU "Secondary School No. 14" in Sergiev Posad, winner of the national project "Education" 2010.

“If we teach today like this,

as we taught yesterday, we will steal from the children of tomorrow.”

John Dewey.

The most important goal of education at the present stage of its development is the life self-realization of the individual. We form a personality ready to interact with the outside world, to self-education and self-development. Regardless of what pedagogical technology or learning technology the teacher prefers, his main task is to equip the student with a tool for self-education and teach how to use this tool. Teaching students how to acquire knowledge is impossible without developing thinking and the ability to plan their own activities when solving assigned educational tasks. New social demands define the goals of education as the general cultural, personal and cognitive development of students, ensuring the key competency of education “teaching how to learn.”

A distinctive feature of the new standard is its activity-based nature, with the main goal being the development of the student’s personality. The education system abandons the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; the formulation of the standard indicates the real types of activities that the student must master by the end of training. Requirements for learning outcomes are formulated in the form of personal, interdisciplinary and subject results. In this regard, the most important task of the modern education system is the formation of universal educational actions, i.e. a set of student actions that ensure his cultural identity, social competence, tolerance, ability to independently acquire new knowledge and skills, including the organization of this process.

Lessons should be structured according to a completely different pattern. The student must become a living participant in the educational process. Today, some children remain unnoticed during the lesson. It’s good if they really heard and understood something during the lesson. And if not?

The teacher, his attitude to the educational process, his creativity and professionalism, his desire to reveal the abilities of each child - all this is the main resource, without which the new requirements of the Federal State Educational Standard for the organization of the educational process at school cannot exist.

But the effectiveness of any lesson is determined not by what the teacher gives, but by what the children took in the learning process. The results of a teacher’s work are assessed by the skills of his students, the level of independence of students in the lesson, the attitude of students to the subject, the teacher, each other, and the educational and developmental personality that arose during the lesson.

At all times, the teacher was concerned with the problem of how to make sure that everyone was interested in the lesson, so that everyone was involved in the educational process, so that no one remained indifferent. How can you use biology to develop a student’s personality, creative thinking, ability to analyze, draw conclusions and have his own point of view on everything?

I found answers to these diverse questions in various, non-standard forms of teaching the subject. The main goal is to improve the quality of teaching and the effectiveness of the lesson.

A survey conducted among students confirmed that I was right. Only 41% of students were interested in the subject of biology before the systematic use of non-standard forms and methods of work began. The second survey showed much increased interest in the subject.

A non-standard lesson is an improvisation of educational material, where the teacher is a scriptwriter and director. And children are the future talented actors of life.

The topic of unconventional learning is not entirely new. Ya.A. Komensky, Sh.A. Amonashvilli, K.D. Ushinsky, V.F. Shatolov and many, many others studied non-traditional learning and actively introduced it into their practice. Today this topic is very relevant. In recent years, interest in non-traditional learning has increased significantly. This is due to the social transformations taking place in our country, which have created certain conditions for perestroika processes in the field of education - the creation of new types of schools, the active introduction into practice of various pedagogical innovations, proprietary programs and textbooks.

Non-standard lessons are one of the important teaching tools, because... They form a stable interest in learning in students, relieve stress, help develop learning skills, and have an emotional impact on children, thanks to which they develop stronger, deeper knowledge. Conducting such lessons also testifies to teachers’ attempts to go beyond the template in building the methodological structure of the lesson. And this is their positive side. But it is impossible to build the entire learning process from such lessons; in fact, they are good as a release, as a holiday for students. They need to find a place in the work of every teacher, as they enrich his experience in the varied construction of the methodological structure of the lesson.

The main distinguishing feature of non-standard tasks is their connection

“with activities that in psychology are called productive, creative.” And the main thing is that students look for independent ways and options for the assigned educational task, and actively demonstrate the acquired knowledge in unfamiliar conditions. In such classes, students do not just tell messages, but try to convey the main material of the lesson with the help of vivid and memorable experiences, projects, presentations and other things, together with the teacher. This way they take an active part in the lesson. The variety of types of non-standard lessons allows them to be used at all levels of children’s education and in different subjects. And the introduction of new technologies into the educational process - computerization of schools, equipping schools with projectors - allows us to come up with new non-standard lessons.

That is why I use non-standard forms of generalizing lessons, in which I use modern pedagogical technologies.

The goals of generalizing lessons are to test and systematize students’ knowledge acquired while studying a particular topic or section, as well as to enrich this knowledge with some new information. In such lessons, it is important to provide for a change in the forms of educational work, a variety of methodological techniques, and independent work aimed at increasing the activity of students and providing the ability to control their activities on the part of the teacher.

I try to compose any lesson brightly, colorfully, and figuratively reveal the living pages of biology, so that children feel the need to learn something new, and, leaving the lesson, they would want to find a continuation of what they heard in additional literature, and also come to the next lesson with desire and interest. It seems to me that all these problems are successfully solved by non-standard lessons.

In my practice, a system of non-traditional biology lessons has already developed

Lesson - game "Cornelandia" (General lesson on the topic “Root”), “Listland” (General lesson on the topic “Escape”).

The class is divided into 4 teams. The teacher can draw lots or independently divide them into equal teams. Team captains (students who have grades of “5” and “4”) pull out envelopes with tasks for the groups. Each envelope contains 4 tasks, 1 minute is given to discuss each task. Questions and assignments are developed by the teacher and they must address the morphological, anatomical, and physiological structure of the root.

Students are given the task: “Which root will deliver nutrients to the stem faster?

The correct answer is 2 steps forward along the root;

Incomplete answer – 1 step;

Addition – step 1.

“The game reveals the world to children and reveals the creative abilities of the individual. Without play there is not, and cannot be, full-fledged mental development,” wrote V.A. Sukhomlinsky.

Using this game principle, you can conduct a lot of general lessons on various course topics and sections of biology.

Lesson - game "Biathlon" (General lessons on the topics “Mammals”, “Birds”)

Organizational moment of the lesson.

The class is divided into groups of 4–5 people each. Each student in the group is assigned a personal number, i.e. card option. The group works on the task for 5 minutes, then moves to another table, where it proceeds to complete the next task and passes all the milestones. This form of the lesson is a form of consolidation and generalization of knowledge, due to the development of the scientific organization of schoolchildren’s educational work in the lesson. This game can be played after studying any topic. Its goals are the activation of mental activity and independence in the use of educational material.

Lesson – game “Alphabet” general lesson on the topic: “Classification of flowering plants.” The lesson is taught according to the script of the television game “Alphabet”. The game is attended by 3 teams (yellow, green, red) of 7-8 people. The team selects a participant who will answer the game’s questions, but if he cannot answer the answer, the player can ask the team for help. During the game, teams can earn a token, which will allow them to receive additional marks. Two weeks before the game, team members receive homework: choose proverbs, riddles, poems, sayings, recipes about the healing power of plants on the topic of the lesson, and write questions that the teams will exchange during the game.

Lesson – quiz "Farewell to BOTANY"(A general lesson is held after studying the section “Plants”) In the lesson, I provided for a change in the forms of educational work: working with scientific terms, working with herbariums; various methodological techniques; independent work of students. It is carried out according to the principle of “Tic Tac Toe” and the TV quiz show “Lucky Chance”. The game is preceded by a warm-up, then 9 games, “ORDERS” have been developed to reward the winners of the game . Participants: two teams of 8 people each, two assistants, a group of consultants and fans present.

Two teams compete in knowledge throughout the games.

Fans participate in warm-ups and answer questions if the teams find it difficult to answer.

A group of consultants analyzes the answers of all participants in the game and draws conclusions.

Assistants count points and provide assistance to the leader (in each game, teams have the opportunity to receive a point with a cross (X) or a zero (0), which is entered on the scoreboard).

Before the game starts warm-up helps to concentrate the attention of all participants on the game. They are asked to repeat the taxonomy of plants.

Draw . The game starts with the team that solves the riddle or rebus.

Progress of the game:

1st game – "Circle of Knowledge" ;

2nd game – "The fifth is odd";

3rd game – "Find the error" ;

4th game – "ABVGD-eyka";

5th game – "Get to know me" ;

6th game – "Why Chicks" ;

7th game – “Labyrinth “Flowers Around Us” ;

8th game – "Who is he" ;

Music is played during the lesson.

Lesson - lecture . This is one of the main forms of presenting new material in high school lessons. However, lectures in their pure form are quite tedious for schoolchildren, so lecture-conversations and problem-based lectures can be used. In such lessons, students get involved in their work, argue, give interesting examples, talk about what they read, draw independent conclusions, that is, they are highly active. Example: lecture - reasoning: "My ancestry." The material in this lecture introduces students not only to the genealogical method of studying pedigrees, reveals the process of constructing the pedigree itself, but also instills in students respect and interest in their ancestors, a sense of responsibility for their descendants. It is necessary to convey to the child’s consciousness the value of one’s own and other people’s life and health, and especially the life of the elderly, seriously and terminally ill, and, most importantly, children who have not yet been born! Encourage students to compile their own genealogy.

Russian philosopher Fr. P. Florensky considered genealogy to be a kind of pedagogy: “The history of a family should give moral lessons and tasks.” He called for active knowledge of his kind, argued that before each kind there is a "given" him a historical task that he "called upon to decide"

Lesson - conference . The conference lesson is also unusual for children. For its success, a genuine interest in the reports, the topics of which students choose, is necessary themselves. Information and messages from students must be made in a form that would ensure accessibility of the material presented to all those present. This requires individual preparatory work with speakers. The duration of each report should not exceed 5-7 minutes. This time is quite enough to present the formulation of the problem, the main results of the experiments, and conclusions. The teacher’s task is to help the student prepare a message in accordance with the topic, make sure that he presents it in good language, within the time limit. Listeners cannot perceive more than 4-5 messages in a row. You can have a lively discussion on the reports. If there are a lot of prepared reports, they are divided into two categories: oral and poster presentations. The classroom can be decorated with appropriate posters. The teacher sums up the conference. A scientific and practical conference is one of the most complex and time-consuming forms of work. Its preparation requires significant effort and time from the teacher. But all this pays off with the deep impression that a successfully held conference leaves on students. Example: conference on the topic : "Bionics" in the course of which students consolidate the idea of ​​natural selection as the main factor of evolution - the adaptability of organisms to their environment. Gain knowledge about original technical systems and technological processes (systems) created by man based on ideas found and borrowed from nature,

which can be used for the development of technology, architecture, instrument making, etc.

The most advanced teaching method, from the point of view of students' research activities, is working on projects. Project-based learning as a type of developmental learning is based on the sequential implementation of complex knowledge (projects).

The main goal of project-based learning is to create conditions for the development of schoolchildren’s abilities to learn from their own experience and the experience of other students in the process of developing a school project. For high school students, the most interesting and relevant are research (in-depth study of a problem, defending one’s own solutions, putting forward hypotheses) and practice-oriented (actions aimed at solving real problems) types of projects.

The organization of educational and research activities in the classroom and the development of independence among students is one of the most important conditions for preparing schoolchildren for continued education, life in society, and creative self-expression of the individual.

Example lesson project “Our generation chooses health” or “Culture of health.” The main goal is to give an idea of ​​what a healthy lifestyle is; make students think about the need to be healthy and adopt a healthy lifestyle; explain the role of health in human life and activity and in the development of society.

Lesson - marathon . “Bird Class. Birds of terrestrial and aquatic ecosystems" Before the lesson, three teams of young ornithologists of 6 people are formed. They collect fairy tales, signs, riddles, proverbs, sayings about birds, and study the birds of their native land. The rest of the students are fans. 9th grade students who have a good knowledge of biology are invited to serve on the jury. There are envelopes with assignments on the students’ desks; cards with diagrams of the external and internal structure of birds (circulatory, nervous, digestive systems, etc.), puzzles and a diagram - support for the project, which they will fill out during the lesson.

Oral journal “A person in the palm of your hand or your health in your hands”

It is necessary to promote the ideas of a healthy lifestyle, to form in students a responsible attitude towards their own health and the health of others. This lesson is a clear example of that. The oral journal provides insight into the Su-Jok method. He can come to the rescue in an emergency situation when it comes to life and death. It is adopted by professional doctors of various specialties.

Oral journal plan.

First page. "In the image and likeness" (historical reference).

Second page. "Get a hold of yourself" (mechanism of action).

Third page. "Help yourself or advice from Su-Juk" (practical advice).

Getting acquainted with each page of the oral journal, students ask themselves the question: “Why does mechanical action on certain points on the human body improve the state of health? They find out how they can help themselves if they have a sore throat, a headache, bleeding from the nose, injuries to the torso, when fainting, using this method, get acquainted with very simple Su-Juk techniques, which help to cope with various manifestations of illness in 5-10 minutes.

Extracurricular event “Talk show “Live Healthy!”

The extracurricular event is held on the principle of the TV show “Live Healthy!” with the main presenter Elena Malysheva.

Talk show “Life is great!” contains four sections: “About life”, “About food”, “About medicine” and “About home”. The presenters of the programs talk not only about how to fight diseases, but also about how to improve the quality of life in general and maintain excellent physical shape and beauty for many years.

In the “About Life” section, students will talk about low-waisted skinny jeans, name the main criteria for choosing clothes, as well as the right shoes, etc.

In the “About Food” section, students will talk about chocolate, whether it is healthy or harmful, as well as whether milk is a drink or food, how to properly prepare food, how to store and consume it.

In the “About Medicine” section they will talk about what nails can tell you about how to avoid various diseases.

In the “About the House” section, students give household advice.

Preparation for the event: High school students receive assignments two weeks before the event, determine the area of ​​research, and determine the goals and objectives of the project. Non-standard lessons are a rather complex system. And in order to effectively, successfully, professionally use them in practice, you need to know the theoretical aspects of a modern non-standard lesson, as well as learn the features of their use in secondary school, which should be adhered to in order to implement a specific pedagogical plan.