Speech for the defense of the thesis of Krylova Lyubov Aleksandrovna on the topic: Features of the use of visual teaching aids in biology lessons in the sixth grade of a special (correctional) school VIII type.
Good afternoon, dear members of the State Attestation Commission, allow you to present a report on the topic “Features of the use of visual teaching aids in biology lessons in the sixth grade of a special (correctional) school of the VIII type.”
(I added this) The relevance of the work lies in the fact that today the social basis of children with any developmental disabilities is a serious problem for modern society. In our time, it is possible to single out the properties of the discrepancy between the degree of education of the majority of graduates of the correctional school and the ever-increasing requirements for the preparedness of workers in mass professions. The improvement in the quality and pace of productive labor, the constant reduction of simple types of work in social production, the transition of enterprises to new ways of managing create certain difficulties in the adaptation of people who have graduated from correctional schools. These difficulties tend to increase.
(I added this too) In our work, we turned to such authors as: Zhuzhkevich, Vygotskaya, Zankov, Petrova, as well as to a number of textbooks for teachers and students of higher educational institutions.
The purpose, object, subject of our research are presented on the slide.
The purpose of the study: to conduct a theoretical and experimental study of the features of the use of various visual aids in biology lessons in a special (correctional) school of the VIII type
Object of study: visual aids used in biology lessons in a special (correctional) school of the VIII type
Subject of study: features of the use of various teaching aids in biology lessons in a special (correctional) school of the VIII type
We put forward the following HYPOTHESIS: the assimilation of educational material in biology lessons in a special (correctional) school of the VIII type will be more effective with a targeted and differentiated selection and use of visual teaching aids.
Based on the purpose and hypothesis of the study, we formulated the Tasks presented on the slide:
Analyze special psychological and pedagogical methodological literature on this study
Conduct an experimental study of the features of using visualization in biology lessons in a special (correctional) school of the VIII type
· Based on the results of the ascertaining experiment, develop and conduct a series of biology lessons in a special (correctional) school of the VIII type, using visual teaching aids.
· Evaluate the effectiveness of the study of visual teaching aids in biology lessons in a special (correctional) school of the VIII type.
Knowledge about nature and the surrounding world, which is mastered by students of a special correctional school (VIII type), in comparison with the knowledge of students of other types of schools, is limited in terms of the amount of material studied, simplified in terms of the structure and content of the information offered, the depth of disclosure of cause-and-effect relationships.
Despite the variety of visualization used in biology lessons and the ways in which it is used, the main task of a biology teacher is to fulfill the requirements for the use of visual teaching aids by a teacher in biology lessons in a special (correctional) school of the VIII type for high-quality assimilation of knowledge, skills and abilities by students.
STATEMENT EXPERIMENT made it possible to determine the basic level of formation of students’ skills to use visual aids.
This experimental study was conducted on the basis of the Municipal State Special (Correctional) Educational Institution for Students, Pupils with Disabilities of the Special (Correctional) Boarding School of the VIII Type No. 39 in Nizhny Novgorod. The study involved students of the 6th grade in the amount of 10 people.
The basis of the diagnostic tools was the observation of students in biology lessons (and the point. To hell with this dashin fence of punctuation marks)
, aimed at studying !!!!!!!!!!!!!!??????????! !!!!!!!!!!! .
We also developed a test to determine the level of understanding, comprehension of the term, the level of work with the table, the level of ability to correlate the text with the picture.
The data of the ascertaining experiment made it possible to visualize the initial level of formation of the students’ skills to use visual aids:
10% of students completed tasks at a high level. Most of the students completed the tasks at an average level – 40%. It should be noted that they performed the tasks on their own, without additional instructions, but with errors. At a low level is 30% of the subjects – not all students coped with the tasks, asked for help. 20% of students completed only one task with an error, or refused to complete tasks – this is a very low level.
Thus, the data of the ascertaining experiment made it possible to put forward the base of the formative one, namely, to develop a series of lessons using visual aids in order to overcome the difficulties of completing tasks with tables, working with terms and drawings with texts.
The lessons were developed in accordance with the curriculum of biology in a special (correctional) school of the VIII type.
We have identified the effectiveness of this visualization by testing the knowledge of repeated independent work.
The results of the formation of students’ skills to use visual aids show us that the majority of the class is at the middle (40%) level, i.e. The students did their homework with errors. Completed without errors or made one mistake – 2 people (20%). 30% of the class is at a low level, i.e. 3 persons. One person did not cope with independent work – 10% of the class.
Let’s carry out a comparative dynamics of the level of formation of students’ skills to use visual aids in order to gain knowledge
As can be seen from the diagram presented on the slide, after the classes conducted with the children, the indicators of knowledge have changed markedly. The number of children with a very low level has decreased by 10%. Our classes helped them improve their knowledge, thereby transferring them to a higher level – to a lower one. Here, at the low level, there is also a tendency for the level of knowledge of children to increase: 10% of students raised their level to the average. As for children of a high level of knowledge, their number also increased: 10% of children passed to them from the average level.
THUS, in our opinion, we managed to minimize the difficulties of developing students’ skills to use visual aids in order to gain knowledge with the help of a developed and tested series of biology lessons using visual aids in the 6th grade of a special (correctional) school of the VIII type.
On the basis of our results, we have developed practical recommendations for biology teachers to conduct lessons aimed at developing students’ skills in using visual aids in order to gain knowledge.
Thus, the tasks set by us are solved, the hypothesis is proved.
The prospect of work is the implementation of the recommendations put forward in the lessons in special (correctional) schools of the VIII type.
Thank you for your attention!
TYPES OF VISIBILITY
CRITERIA FOR EVALUATION
THE SPECIFICITY OF USING VISIBILITY IN BIOLOGY LESSONS