Educational opportunities for practice-oriented learning for students. The essence of practice-oriented training

The relevance of research. IN modern conditions It is especially important to organize the learning process so that its educational result is manifested in the development of one’s own internal motivation for learning, thinking, imagination, creativity, sustainable cognitive interest of students, in the formation of a system of vitally important, practically in demand knowledge and skills, ecological culture, which allows students to adapt to life and treat it actively and creatively.

The goals of education in a modern Russian school include not only the acquisition of knowledge, but also general development students. For this purpose, more and more new technologies are being developed: programmed training, phased formation of mental actions (P.Ya. Galperin), developmental training (V.V. Davydov, L.V. Zankov, D.B. Elkonin), personality-oriented training (V.I. Zagvyazinsky, E.F. Zeer, V.P. Zinchenko, I.S. Yakimanskaya), as well as a number of innovative areas, such as vital education (A.S. Belkin), humane pragmatism based on anthropic principle(V.D. Semenov), ethical pedagogy (M.N. Dudina), etc.

However, despite the fact that there are creatively working teachers in educational institutions, new directions in the technology of the educational process are sometimes slowly implemented in mass practice. The problem is that the educational material that is used in the learning process is far removed from the actual practice and life experience of students; they are rarely discussed in training sessions practical problems and situations from Everyday life. Most often this happens due to the confusion of the tasks and functions of science and the academic subject, their unjustified convergence. As a result, the learning process becomes overly complicated and disconnected from real life, which leads to students losing interest in learning.

For a solid assimilation of knowledge in a particular subject, it is necessary to form a positive attitude and interest among students in the material being studied. They usually perceive material that is interesting, familiar, and personally meaningful as less difficult. Therefore, the teacher is faced with the task of organizing the educational process so that it becomes a cognitive, creative process in which students’ educational activities become successful and knowledge is in demand. One possible solution to this problem is to develop a practice-oriented approach to student learning.

The essence of practice-oriented learning is to build the educational process based on the unity of the emotional-imaginative and logical components of the content; acquiring new knowledge and forming practical experience their use in solving vital tasks and problems; emotional and cognitive saturation of students’ creative search.

The relevance of developing practice-oriented training lies in the fact that this approach can significantly increase the effectiveness of training. This is facilitated by a system for selecting the content of educational material, which helps students assess the significance and practical relevance of the acquired knowledge and skills. Creative homework assignments are widely used in the learning process; students have the opportunity to turn to their imagination and creativity. In the practice-oriented educational process, students not only apply their existing life experience, but also form new experience on the basis of newly acquired knowledge. This experience becomes the basis for the development of students and the formation of their environmental consciousness.

Practice-oriented learning in accordance with the idea of ​​humanization of education allows us to overcome the alienation of science from people, reveals the connections between knowledge and the everyday life of people, the problems that arise before them in the process of life. Along with a consistent and logical presentation of the fundamentals of science at all stages of education, each topic studied contains material reflecting its significance, the place of one or another natural pattern in everyday life.

The system of practice-oriented training we have developed includes elements of traditional and problem-based learning, on the one hand, and personality-oriented and vitality-based learning, on the other. At the same time, thanks to the integration into a single whole, the disadvantages inherent in each system separately are eliminated, since the shortcomings of one system are balanced by the advantages of the other.

The relevance of developing practice-oriented training for students is due to the following circumstances:

Within the framework of a practice-oriented approach, the effectiveness of learning is significantly increased due to an increase in the student’s personal status and the practice-oriented content of the material being studied;

In the process of interaction in the “teacher-student” system, feedback channels are constantly operating;

The system develops students' interest in creativity and allows them to experience the joy of creative activity.

The degree of development of the problem. In the psychological, pedagogical and methodological literature, various approaches to organizing the educational process of students are discussed (V.V. Davydov, M.V. Klarin, P.I. Tretyakov, T.N. Shamova, etc.).

The logic of the study was influenced by works on didactic problems (I.Ya. Lerner, V. Okon, M.N. Skatkin, etc.), a number of learning theories that explain the essence in different ways didactic process and offering various ways its construction (A.S. Belkin, P.Ya. Galperin, V.I. Zagvyazinsky, JI.B. Zankov, E.F. Zeer, V.D. Semenov, I.S. Yakimanskaya, etc.).

A significant contribution to the substantive aspect of the study was made by works devoted to the problem of implementing in the learning process the system of principles of modern didactics, acting in integral unity and interaction (B.S. Bezrukova, O.S. Grebeshok, A.A. Kirsanov, I.Ya. Kuramshin, N.N. Tulkibaeva, Yu.S. Tyunnikov and others).

Didactic and methodological approaches to the selection and structuring of the content of educational material are reflected in the works of O.S. Zaitseva, N.E. Kuznetsova, E.E. Minchenkova, S.T. Satbaldina, V.V. Sorokina, E.V. Tkachenko, L. A. Tsvetkova and others.

A number of works by I.P. are devoted to the study of various aspects of lesson design and the development of its structure taking into account the specifics of the acquired content. Volkova, T.I. Goncharova, Yu.B. Zotova, E.H. Ilyina, S.N. Lysenkova, M.I. Makhmutova, V.A. Onshtsuka, A.M. Sokhora, V.F. Shatalova and others.

In the publications studied by the author, no developments were found that reveal the essence of practice-oriented learning with educational opportunities. The existing system of selection and structuring of educational content does not allow the majority of students to realize the social and personal necessity of the knowledge they acquire, does not awaken cognitive interest, and does not imply the widespread use in learning of activities aimed at intellectual development students, which affects the effectiveness of the educational process and makes it difficult for students to practically apply knowledge to explain problems that arise in the process of their life. This situation is explained by the contradiction that has arisen between the need for students to master a system of vitally important, practically in demand knowledge and skills, to develop their creative abilities, to develop their environmental consciousness and the insufficient research into practice-oriented learning and its educational opportunities.

Identifying this contradiction allowed us to define the research problem: what are the ways and means of effectively implementing practice-oriented learning?

The relevance of the problem under consideration served as the basis for determining the topic of the dissertation research: “Educational opportunities for practice-oriented teaching of students.”

We introduced a limitation in the study: when considering practice-oriented learning for students, we limited ourselves to studying the problem using the example of the academic subject “Chemistry”.

The object of research is the process of student learning.

The subject of the research is ways and means of implementing a practice-oriented approach in the learning process of students.

The purpose of the study is to identify ways and means of implementing practice-oriented learning for students and its educational opportunities.

The dissertation research is based on the following hypothesis. Practice-oriented learning for students will be effective if:

Determine the functions, develop rules and content for its implementation in the educational process;

Identify educational opportunities for training based on a practice-oriented approach.

In accordance with the goals and hypothesis of the study, the following tasks were defined:

1. Study the state of the problem under study in pedagogical theory and practice.

2. Determine the functions, develop rules and content for the implementation of a practice-oriented approach to student learning.

3. Develop and test the structure of a practice-oriented training session.

4. Identify educational opportunities for practice-oriented training.

5. Experimentally test the degree of effectiveness of practice-oriented learning for students.

The theoretical and methodological basis of the study were fundamental works in the field of methodology of psychological and pedagogical sciences (J.I.C. Vygotsky, V.I. Zagvyazinsky, P.F. Kapterev, Ya.A. Komensky, A.N. Leontiev, A.S. Makarenko, V. .A. Sukhomlinsky), theoretical principles of individualization of training (B.I. Vershinin, A.A. Kirsanov, I.E. Unt), conceptual works in the field of theory and practice of education and training (A.S. Belkin, V.P. Bespalko, M.V. Klarin, V.S. Lednev, I.Ya. Lerner, V.D. Semenov, N.F. Talyzina), scientific provisions on the essence of didactic principles in teaching (B.S. Bezrukova, O.S. Grebenyuk, L.V. Zankov, Ya A. Komensky, V. N. Maksimova, M. I. Makhmutov, M. N. Skatkin, V. V. Shapkin).

During the study, various theoretical and experimental methods were used. Theoretical research methods included analysis of psychological, pedagogical and methodological literature on the problem, generalization and systematization scientific provisions on the topic of research, consideration of educational program documentation, textbooks, educational and methodological materials on teaching at school, analysis of the state of the problem of teaching in the system of general secondary education and personal teaching experience. Among the experimental methods, surveys of students and teachers, pedagogical observation of students’ activities, experimental training, midterm and final control of knowledge, skills, abilities, the method of expert assessments and a pedagogical experiment were used. Main stages of the study

At the first stage, the theoretical-search stage (1994-1995), the main tasks were the study of literature and the theoretical justification of the study; his hypothesis, problem and objectives were formulated. Based on the results of the theoretical and exploratory stage of the study, a practice-oriented approach to teaching students has been developed, which has educational opportunities and allows students to master a system of vitally important, practically in demand knowledge and skills.

At the second stage, the pilot stage (1995-1998), the practice-oriented learning of students with educational opportunities was experimentally tested and adjusted. At this stage of the study, experimental teaching of chemistry was carried out for students in grades 8-10 of the municipal educational institution No. 173 of Yekaterinburg - mining and geological lyceum, and the results of the experimental work were analyzed. During the formative experiment, the main provisions of the hypothesis were tested.

At the third stage, the final one (1998-1999), an analysis and synthesis of the research results were carried out; correction of conclusions obtained in the first and second stages of the study; introduction of a practice-oriented approach to teaching chemistry into the educational process of the mining and geological lyceum.

The scientific novelty of the study is as follows:

1. The essence is determined, functions are identified, rules and content for the implementation of a practice-oriented approach to student learning are developed.

2. The influence of practice-oriented learning on the selection and structuring of the content of lesson material, the choice of methods, means and forms of teaching has been studied.

3. The structure of a practice-oriented training session has been developed, reflecting both the content and process side of training.

4. The educational possibilities of practice-oriented learning for students have been identified and the effectiveness of its implementation has been experimentally proven.

The theoretical significance of the study lies in determining the functions and rules for the implementation of practice-oriented training, which lays the foundations for social and professional mobility based on balanced relationships between the individual and the environment.

The practical significance of the study is that with the participation of the author, a system for selecting and organizing the content of educational material of the lesson, the structure of a practice-oriented lesson was developed and implemented in the educational process, the choice of methods, means and forms of training was carried out in accordance with the functions and rules for the implementation of practice-oriented training; the content of a practice-oriented learning process was developed and implemented using the example of the academic discipline “Chemistry”: a system of conducting an experiment within the framework of a practice-oriented approach to teaching chemistry, educational and cognitive tasks containing problems encountered in everyday life, diagnostic tasks to determine the level of motivation, training, consumer culture of students.

The results of the study can be used in practice educational institutions.

The testing of the research results was carried out in the educational process of the municipal educational institution No. 173 of Yekaterinburg - the mining and geological lyceum. The results of the study were presented and approved at scientific and scientific-practical conferences and seminars:

International seminar on teaching chemistry at school “Pushchinskaya autumn - 96” (Moscow, 1996);

Russian scientific and practical conference “Improving the academic level of educational institutions based on new educational technologies” (Ekaterinburg, 1997);

Scientific and practical conference “Quality - in the name of better life"(Tomsk, 1997);

Scientific and practical conferences " Innovative technologies in pedagogy and production" (Ekaterinburg, 1997, 1998);

International scientific and practical conference “Teaching technology as a factor in the development of the creative potential of the individual” (Krasnoyarsk, 1998);

Post-symposium on chemical education within the framework of the 16th Mendeleev Congress (Moscow, 1998);

Scientific and practical conference “Professional competence of a teacher and innovative processes in education” (Ekaterinburg, 1999);

All-Russian scientific and practical conference “Education is the basis sustainable development"(Ekaterinburg, 1999).

The following are submitted for defense:

1. Definition of practice-oriented learning as a didactic approach to teaching students, based on the unity of the emotional-imaginative and logical components of the content, the acquisition of new knowledge and the formation of practical experience in their use, emotional and cognitive components when performing creative tasks.

2. A set of educational opportunities for practice-oriented learning: motivation of learning, cognitive interest, student training, consumer culture as a form of manifestation of environmental consciousness.

3. The structure of a practice-oriented lesson as an educational session, reflecting the development of the content and procedural aspects of the educational process, including blocks: motivational, synectic, implementation, algorithmic, binary, modeling, continuity - and allowing maximum use of the possibilities of content and teaching methods for practical -oriented construction of the educational process.

Structure and scope of the dissertation. The dissertation consists of an introduction, two chapters, a conclusion, a list of references, and appendices.

Conclusions on the second chapter

An experimental test of the educational effectiveness of the implementation of a practice-oriented approach to teaching students showed that the learning process can be considered as a cognitive creative process in which the learning activity for the student is successful and knowledge is in demand.

In the course of the pedagogical experiment we conducted, it was established that practice-oriented teaching influences the formation of the content of the educational material of the lesson and involves changing the technology and structure of the lesson.

A practice-oriented approach to selecting the content of lesson material allows us to enrich it with knowledge that satisfies the vital needs of students and reveals the social and ideological functions of chemical education. Organizing the content of lesson material on the basis of practice-oriented learning provides great opportunities for developing sustainable cognitive interest among students.

A practice-oriented approach to organizing the content of educational material involves treating the student as an interlocutor, a partner who has the right to make his own decisions.

The implementation of practice-oriented learning involves the use of new technology and lesson structure, as the goals and principles of learning change. In choosing the structure of a practice-oriented lesson, the structural components of the educational process are decisive. When preparing a practice-oriented lesson, the content of the educational material is brought into line with the rules for implementing a practice-oriented approach to student learning.

When forming its content, the educational material of a practice-oriented lesson is structured in the form of blocks. Blocks: motivational, synectic, implementation, algorithmic form a mandatory part of the structure of a practice-oriented lesson, while blocks: binary, modeling, continuity form a variable part of the lesson structure. The presence in the structure of a practice-oriented lesson of various blocks that are closely related to each other makes it possible to satisfy the interests of students with left-hemisphere thinking, who prefer material presented in the form of diagrams, algorithms, tables, and students with right-hemisphere thinking, who are closer to the form of presenting material in the form of images , analogies, fairy tales, associations. Thus, under the influence of a practice-oriented approach to learning, the content becomes individually oriented.

New technology and the structure of a practice-oriented lesson make it possible to raise students’ personal interest in the subject and make learning motivated.

New structure A practice-oriented lesson, in contrast to the structure of a traditional lesson, reflects both the content side of the learning process and the procedural one, which makes it possible to make maximum use of the possibilities of the content and teaching methods for the practice-oriented construction of the educational process.

Practice-oriented teaching of chemistry leads the student to a complex perception of chemistry and forms in him at the same time a perceptual image of the “presence” of chemistry in a person’s life (based on observations, sensations, feelings) and a cognitive (verbal-informational) and practical (with functional application).

By the educational effectiveness of a practice-oriented approach to teaching students, we understand the maximum possible developmental educational result, ensuring sustainable cognitive interest, increasing the level of learning, and formation at a certain level of consumer culture.

The effectiveness of practice-oriented teaching of chemistry was assessed on the basis of diagnostic techniques that determine the level of formed educational and cognitive interest, the strength of internal motive, educational achievements of students and the level of consumer culture associated with knowledge of chemistry.

The level of development of educational and cognitive interest among students in experimental classes is higher than among students in control classes. In the experimental classes, 60% of students had two levels of formation of educational and cognitive interest: situational and stable. For students in experimental classes, the share of internal motivation for learning in the structure of student motivation increases.

Thus, within the framework of practice-oriented learning, students have developed a high level of educational and cognitive interest, indicating the presence of a stable motivation to study the subject.

The values ​​of quantitative indicators characterizing the level of educational achievements of students in experimental classes are higher than those of students in control classes. In experimental classes, more than 70% of students master educational material at a level “above normal”, which indicates high level training.

In experimental classes 10 (A, B), 50% of students have a consumer culture formed at an average level, while in control class 10 (B) only 5% of students have average level consumer culture.

In the course of an experimental study, it was shown that in the process of teaching chemistry on the basis of practice-oriented training, the level of students' educational achievements increases, as evidenced by the increase in the level of motivation for learning and students' training, and the growth in the level of formation of consumer culture associated with knowledge of chemistry.

CONCLUSION

Our research confirmed the hypothesis and allowed us to draw the following conclusions.

1. The relevance of the problem of practice-oriented teaching of students is due to the fact that the implementation of this approach to teaching allows us to remove the aggravated contradiction between the need for students to master a system of vitally important, practically in demand knowledge and skills, develop their creative abilities, develop their environmental consciousness and insufficient research on practical -oriented learning and its educational opportunities.

2. Practice-oriented teaching of chemistry is a didactic approach due to the following circumstances:

It is universal in nature for learning;

Performs a regulatory function in the development of content and teaching technology;

Indicates what the ratio of theoretical and practical should be in teaching chemistry;

Its implementation gives a different qualitative result, significantly changing the attitude towards the subject;

Allows you to eliminate functional illiteracy in the application of chemical knowledge;

Contributes to changing the situation with the study of chemistry;

Meets the requirements of the time.

3. The essence of practice-oriented learning is to build the educational process based on the unity of the emotional-imaginative and logical components of the content; acquiring new knowledge and developing practical experience in its use in solving specific vital tasks and problems; emotional and cognitive saturation of creative search. Practice-oriented training of students ensures the inclusion of subject knowledge in the system of value knowledge that functions freely in human life. The implementation of practice-oriented learning for students lays the foundations for social and professional mobility based on balanced relationships between the individual and the environment. The learning process within the framework of a practice-oriented approach is a cognitive creative process in which learning activities for students are successful and knowledge is in demand.

4. An analysis of the history of the formation of practice-oriented education showed that it is in a certain way connected with the principles of “connection of learning with life”, “polytechnicism”, “professional orientation”, “interdisciplinary connections”, “connection of chemistry teaching and the environment”, “applied orientation teaching chemistry." The connection between teaching chemistry and real life based on practice-oriented training, it contributes to the formation of creative mental activity and is personally significant.

5. Selection and structuring of the content of educational material in accordance with the practice-oriented approach to learning allows you to implement social function in teaching, provide students with auxiliary applied knowledge and skills, and cultivate the need to acquire new knowledge.

6. The structure of the training session, in accordance with the practice-oriented approach to learning, is filled with appropriate content that allows students to use logical and imaginative thinking, raise the student’s personal status, and make learning motivated. In contrast to the structure of a traditional lesson, the structure of a practice-oriented lesson reflects both the content side of the learning process and the procedural side, which makes it possible to make maximum use of the possibilities of content and teaching methods for the practice-oriented construction of the educational process.

7. The educational effectiveness of practice-oriented training presupposes the maximum possible developmental educational result, expressed in sustainable cognitive interest, increasing the level of training, and formation at a certain level of consumer culture.

6. Practice-oriented teaching of chemistry leads the student to a complex perception of chemistry and forms in him at the same time a perceptual image of the “presence” of chemistry in a person’s life (based on observations, sensations, feelings) and a cognitive (verbal-informational) and practical (with functional application) .

7. Practice-oriented learning has educational opportunities and allows students to make the learning process a cognitive, creative process in which students’ learning activities are successful and knowledge is in demand, since:

The exchange of information between teacher and student is based on the use of the capabilities of both the left and right hemispheres of the brain of both the student and the teacher;

Students become aware of the social and personal need for acquired knowledge;

Organizing the content of educational material presupposes treating the student as an interlocutor, a partner who has the right to make his own decisions;

The selection of practice-oriented educational material, which enhances the practical orientation of the content of school education, is in close connection with the use of the emotional-imaginative component, allows for the formation of stable cognitive interest, increases the flow of information and ensures a strong assimilation of the material being studied.

8. Processing of the data obtained during the experiment and generalization of the results led to the conclusion that practice-oriented training of students has significant educational opportunities and provides a developing educational result, expressed in the formation of sustainable cognitive interest, increasing the level of training and the level of consumer culture, thereby confirming the research hypothesis.

1. Akopyan E.M., Yakuta L.V. Nurturing the ecological culture of schoolchildren. - Ulyanovsk: Ulyan, state. ped. univ., 1996. - 88 p.

2. Amonashvili Sh.A. Personal and humane basis of the pedagogical process. Minsk: Universitetskoe, 1990. - 559 p.

3. Atutov P.R. Polytechnic education of schoolchildren in modern conditions. M.: Knowledge, 1985. - 80 p.

4. Akhmetov N.S. On the construction of a school chemistry course and fundamental concepts of science // Chemistry at school. 1995. - No. 5. - P. 11-15.

5. Akhmetov N.S. Chemistry course program for basic school education (8-9; 10-11 grades) // Chemistry: General education programs. institutions. M.: Education, 1994. - P. 4-26.

6. Akhmetov N.S. Program for in-depth study of a course in inorganic chemistry for grades 8-9 // Chemistry: Programs. M.: Education, 1993.-P. 121-137.

7. Akhmetov N.S. Chemistry: Textbook. for grades 10-11 general education. institutions. M.: Education, 1996. - 257 p.

8. Akhmetov N.S. Chemistry: Textbook. for 9th grade general education. institutions. M.: Education, 1995. - 174 p.

9. Akhmetov N.S. Chemistry: Textbook. for 8th grade general education. institutions. M.: Education, 1996. - 192 p.

10. Babansky Yu.K. Teaching methods in a modern secondary school. M.: Education, 1985. - 208 p.

11. Babansky Yu.K. Optimization of the educational process. M.: Education, 1982. - 191 p.

12. Babansky Yu.K. Problems of increasing the effectiveness of pedagogical research. M.: Pedagogy, 1982. - 192 p.

13. Balueva G.A., Osokina D.N. We are all chemists at home. M.: Chemistry, 1980. - 127 p.

14. Batuev A.S. Higher nervous activity. M.: Higher. school, 1991.-255 p.

15. Bezrukova B.S. Pedagogy: Textbook. for engineer-ped. specialist. Ekaterinburg: Sverdl Publishing House. engineer-ped. Institute, 1993. - 320 p.

16. Belkin A.S. Fundamentals of age-related pedagogy. Ekaterinburg: Ural Publishing House. state ped. Institute, 1992. - Book. 1. - 74 e., Book 2. - 86 s.

17. Belkin A.S. The situation is a success. How to create it. M.: Education, 1991.-168 p.

18. Belkin A.S., Zhukova N.K. Vitagenic formation. Holographic approach. Ekaterinburg: From Ural. state ped. Univ., 1999. - 119 p.

19. Belukhin D.A. Fundamentals of personality-oriented pedagogy. -Voronezh: NPO MODEK, 1996. 318 p.

20. Belyaeva A.P. Didactic principles vocational training in vocational schools. M.: Higher. school, 1991. - 208 p.

21. Bespalko V.P. Pedagogy and progressive teaching technologies. M.: Pedagogy, 1995. - 336 p.

22. Bespalko V.P. Programmed learning: didactic foundations. M.: Higher. school, 1970. - 310 p.

23. Bespalko V.P. Components of pedagogical technology. M.: Pedagogy, 1989. -144 p.

24. Bloom R., Leiserson A, Hofstadter L. Brain, mind, behavior. -M.: Mir, 1988.-276 p.

25. Burinskaya N.H. Polytechnic education and career guidance for students in the process of learning chemistry. M.: Education, 1983. - 159 p.

26. Vershinin B.I. Brain and learning. Implementation method functionality brain Tomsk: TPU Publishing House, 1996. - 76 p.

27. Vivyursky V.Ya. The use of algorithmic prescriptions in the preparation of chemical formulas // Chemistry at school. 1979. - No. 6. -P.42-45.

28. Vivyursky V.Ya. The use of algorithmic instructions when compiling chemical equation// Chemistry at school. 1980. - No. 6. - p. 30-32.

29. Vorobyov G.G. The school of the future starts today. M.: Education, 1991. - 237 p.

30. Vygotsky J1.C. Imagination and creativity in childhood. -SPb.: Union, 1997.-96 p.

31. Vygotsky J1.C. Pedagogical psychology. M.: Pedagogy-Press, 1996.-534 p.

32. Gabrielyan O.S. Chemistry course program for grades 8-9 in rural and urban schools // Chemistry: General education programs. institutions. M.: Education, 1996. - P.71-87.

33. Gabrielyan O.S. Chemistry 8. - M: Bustard, 1996. - 122 p.

34. Gabruseva N.I. On the practical orientation of teaching chemistry // Chemistry at school. 1996. - No. 6. - P. 61-63.

35. Hamburg D.Yu. Ecology: ascent and reason // Chemistry at school. 1995. - No. 3. - P.5-9; - No. 4. - P. 10-13.

36. Gara H.H. Chemistry programs and textbooks: reality and perspective // ​​Chemistry at school. 1996. - No. 4. - P.2-11.

37. Garkunov V.P., Nikolaeva E.B. Interdisciplinary connections in the problem-based study of chemistry // Chemistry at school. 1982. - No. 3. - P.28-30.

38. Gershunsky B.S. Computerization in education: problems and prospects. M.: Pedagogy, 1987. - 263 p.

39. Gershunsky B.S. Pedagogical prognostics: methodology, theory, practice. Kyiv: Vshtsa Publishing House. school, 1986. - 197 p.

40. Gershunsky B.S. Forecasting the content of training in technical schools. -M.: Higher. school, 1980. 144 p.

41. Glazo P. A chemistry course for high school that does not lead to repetition in college // Chemistry at school. 1948. - No. 6. - P.53-58.

42. Guzey L.S. Chemistry program for the humanitarian center for the promotion of foreign economic activity and international relations Russia // Chemistry programs for secondary schools. textbook establishments. -M.: MIROS, 1996. P. 88-92.

43. Guzey L.S., R.P. Surovtseva R.P. Chemistry. Grade 10. Textbook for general education textbook establishments. -M.: Bustard, 1998. 237 p.

44. Guzey L.S., Sorokin V.V. Program of a two-level chemistry course for grades 10-11 in general education institutions // Chemistry: General education programs. institutions. -M.: Education, 1996. P.24-32.

45. Guzey L.S., Sorokin V.V., Surovtseva R.P. Chemistry: Trial textbook for 8th grade. general education institutions. M.: Education, 1994. -127 p.

46. ​​Guzey L.S., Sorokin V.V., Surovtseva R.P. Program of a two-level chemistry course for grades 8-9 of general education institutions // Chemistry: General education programs. institutions. M: Education, 1996. -S. 12-21.

47. Guzey L.S., Sorokin V.V., Surovtseva R.P. Chemistry course program for grades 8-9 basic level education // Chemistry: General education programs. institutions. M.: Education, 1996. - P.4-11.

48. Guzey L.S., Sorokin V.V., Surovtseva R.P. Chemistry: Trial textbook. for 9th grade. M.: Education, 1995. - 160 p.

49. Guzey L.S., Surovtseva R.P. Sorokin V.V., Chemistry: 8th grade: Textbook. for general education textbook establishments. 2nd ed. - M.: Bustard, 1997. - 304 p.

50. Guzey L.S., Surovtseva R.P., Sorokin V.V. Chemistry. 9th grade. Textbook for general education textbook establishments. M.: Bustard, 1997. - 288 p.

51. Gurevich A.E., Isaev D.A., Pontak JI.C. Physics. Chemistry. 5-6 grades: Textbook. for general education textbook establishments. -M.: Bustard, 1997. 192 p.

52. Danilova N.H., Krylova A.Ya. Physiology of higher nervous activity. -M.: Moscow State University Publishing House, 1989. 398 p.

53. Deryabo S.D., Yasvin V.A. Ecological pedagogy and psychology. Rostov-on-Don: Phoenix, 1996. 480 p.

54. Dzhurinsky A.N. Foreign school: current state and development trends. M.: Education, 1993. - 190 p.

55. Dzhurinsky A.N. History of pedagogy: Proc. aid for students pedagogical universities. M.: Humanite. ed. VLADOS center, 1999. - 432 p.

56. Dusavitsky A.K. Personality development in educational activities. -M.: House of Pedagogy, 1996. 204 p.

57. Dyakovich S.V., Knyazeva R.N. Career guidance for students when teaching chemistry. M.: Education, 1982. - 159 p.

58. Enyakova T.M. Problem-based learning in organic chemistry lessons // Chemistry at school. 1980. - No. 4. - P.35-39.

59. Zhukov P.N., Minchenkov E.E., Chertkov I.N. Program for in-depth study of courses in inorganic and organic chemistry for grades 10-11 // Chemistry: Programs. M.: Education, 1993. - pp. 137-168.

60. Zagorsky V.V. Waldorf teaching of chemistry // Chemistry at school. 1995. - No. 3. - P.7-8.

61. Zaitsev O.S. Methods of teaching chemistry: Theoretical and applied aspects. M.: Humanite. ed. VLADOS center, 1999. - 384 p.

62. Zaitsev O.S. Research workshop on general chemistry. -M.: Moscow State University Publishing House, 1994. 440 p.

63. Zaitsev O.S. System-structural approach to teaching general chemistry. -M.: Moscow State University Publishing House, 1983.- 170 p.

64. Zankov L.V. Didactics and life. -M.: Education, 1968. -175 p.

65. Zankov J1.B. Selected pedagogical works. M.: New school, 1996.-432 p.

66. Zverev I.D., Maksimova V.N. Interdisciplinary connections in modern school. M.: Pedagogy, 1981. - 159 p.

67. Zeer E.F. Personally oriented professional education. -Ekaterinburg: Ural Publishing House. state prof.-ped. Univ., 1998. 126 p.

68. Zorina A.Ya. Didactic foundations for the formation of systematic knowledge of high school students. M.: Education, 1978. - 128 p.

69. Zorina A.Ya. Systematic quality of knowledge. - M.: Education, 1976.-64 p.

70. Zueva M.V., Chertkov I.N. Chemistry course program for 10-11 grades of technical profile // Chemistry: Programs. M.: Education, 1993. - P.226-257.

71. Ivanova R.G. The program of the chemistry course studied after the course “Natural Science” (grades 8-9) // Chemistry: General education programs. institutions. -M.: Education, 1996. P.62-70.

72. Ivanushkina M.V. Using the experience of colleagues from the USA. // Chemistry at school. 1997.-№3,-S. 18-20.

73. Izotova E.A., Gogolevskaya N.I., Ezubchenko O.G. From the experience of teaching solving experimental problems // Chemistry at school. 1995. - No. 2 - P.69-71.

74. Ilyin E.H. The hero of our lesson. M.: Pedagogy, 1991. - 287 p.

75. Ilyasov I.I., Galatenko N.A. Designing a training course for an academic discipline. M.: Publishing house. Logos Corporation, 1994. - 208 p.

76. Kaverina A.A., Koroshchenko A.S., Ryss V.L., Smirnova T.S., Tsvetkov L.A. Chemistry course program for 10-11 grades natural sciences // Chemistry: Programs. M.: Education, 1993. - P.202-226.

77. Kazansky O.A. Pedagogy is like love. M.: Russian Pedagogical Agency, 1996. - 133 p.

78. Karpovich V.N. Problem, hypothesis, law. Novosibirsk: Science. Sib. department, 1980. - 175 p.

79. Kirillova R. A. Theory and practice of the lesson in the conditions of developmental education. -M.: Education, 1980. 190 p.

80. Clarin M.V. Innovations in teaching: Metaphors and models: Analysis abroad. experience. M.: Nauka, 1997. - 223 p.

81. Clarin M.V. Innovative teaching models in foreign pedagogical searches. M.: Arena, 1994. - 222 p.

82. Kokueva G.N. Propaedeutic course program “Elements of chemistry in a natural science course” // Chemistry programs for secondary general education students. educational institutions. M.: MIROS, 1996. - P.74-79.

83. Kokueva G.N. Program for in-depth study of a chemistry course for grades 10-11 through a system of experimental work // Chemistry: Programs. -M.: Education, 1993. P. 169-182.

84. Kolycheva Z.I. Chemistry and nutrition // Chemistry at school. 1997. -No. 4. - P.86-88.

85. Korneev P.V. Personal life experience. M.: Politizdat, 1985.- 128 p.

86. Korotov V.M. Nurturing teaching. M.: Education, 1980.-191 p.

87. Kostandov E.A. Functional asymmetry of the hemispheres and unconscious perception. M.: Pedagogy, 1983. - 196 p.

88. Kraevsky V.V., Lerner I.Ya., Zhuravlev I.K. Theoretical basis the learning process in a Soviet school. M.: Pedagogy, 1989.316 p.

89. Krupenin A.L., Krokhin I.M. Effective teacher. Rostov-on-Don: Phoenix, 1995.-480 p.

90. Kuznetsov V.I., Pechenkin A.A. Formation of students' worldview when studying chemistry. M.: Education, 1979. - 127 p.

91. Kuznetsova JI.M. Pedagogical experiment to overcome the formalized approach in teaching chemistry // Russian Chemical Journal. 1994. -No. 4. - P. 20-21.

92. Kuznetsova N. E., Titova I. M., Gara N. I., Zhegin A. Yu. Chemistry course program for 10-11 classes of chemical-ecological profile // Chemistry: General education programs. institutions. M.: Education, 1996. -P.33-61.

93. Kuznetsova N. E., Titova I. M., Gara N. I., Zhegin A. Yu. Chemistry -8. -M.: Education, 1996. 195 p.

94. Kuramshin I.Ya. Problem-based developmental learning in chemistry lessons on the topic “Metals” in secondary vocational schools. M.: Higher school, 1986. - 107 p.

95. Kurmasheva K.K. Chemistry in tables and diagrams. M.: List, 1996.96 p.

96. Lazareva N.M., Epina L.V., Kachalova N.G. and others. Modern technologies in humanities education. Ekaterinburg: Ural State Publishing House. econ. University, 1996. - 32 p.

97. Lerener I.Ya. The learning process and its patterns. M.: Knowledge, 1980.-96 p.

98. Lerner I.Ya. Didactic foundations of teaching methods. M.: Pedagogy, 1981. -185 p.

99. Lerner I.Ya. What should educational training be like? // Chemistry at school. 1995. - No. 1.-P.21-23.

100. Lerner I.Ya. Problem-based learning. M.: Knowledge, 1975. - 64 p.

101. Lerner I.Ya. Academic subject, topic, lesson. M.: Knowledge, 1988. -80 p.

102. Lerner I.Ya., Skatkin M.N., Kraevsky V.V. Didactics of secondary school: some problems of modern didactics. 2nd ed., revised. and additional - M.: Education, 1982. - 319 p.

103. Lisichkin G.V., Goldfeld M.G., Kokueva G.N., Matvienko

104. V.N., Romashina T.N. Chemistry course program for 8-11 grades of secondary general education. schools // Chemistry: Programs. M.: Education, 1993.1. P.37-50.

105. Likhachev B.T. Pedagogy: Course of lectures. 2nd ed., rev. and additional - M.: Prometheus, 1996. - 528 p.

106. Luk A.N. Psychology of creativity. M.: Nauka, 1978. - 127 p.

107. Lushnikov I.D. Formation of scientific concepts taking into account their life cognitive experience. Sverdlovsk: Sverdl. state ped. Institute, 1976.-69 p.

108. Lewis M. Chemistry. School course in 100 tables. M.: AST-PRESS, 1997.- 128 p.

109. Maksimova V.N. Interdisciplinary connections in the learning process. -M.: Education, 1988. 192 p.

110. Malkova Z.A. Quality of education in mass schools // Perspectives. 1990. -No. 1. -P.27-41.

111. Mamontova M.Yu., Guseva S.A., Ilyanenko.N.P. Methodological recommendations for organizing, conducting and presenting the results of regional tests for the 1997/1998 academic year. Ekaterinburg: IRRO, 1998.-7 p.

112. Markova A.K. Formation of learning motivation in school age. M.: Education, 1983. - 96 p.

113. Markova A.K., Matis T.A., Orlova A.B. Formation of learning motivation. M.: Education, 1990. -191 p.

114. Markova A.K., Orlov A.B., Fridman L.M. Motivation for learning and its development in schoolchildren. M.: Pedagogy, 1983. - 65 p.

115. Matyushkin A.M. Problem situations in thinking and learning.-M.: 1972.-208 p.

116. Matyushkin A.M., Averina I.S., Chistyakova T.D. Development of creative activity of schoolchildren. -M.: Pedagogy, 1991. 155 p.

117. Makhmutov M.I. Methods of problem-based developmental training in secondary vocational schools. M.: Higher. school, 1985. - 127 p.

118. Makhmutov M.I. Problem-based learning: basic theoretical issues. M.: Education, 1975. - 367 p.

119. Makhmutov M.I. Modern lesson. M.: Pedagogy, 1985.184 p.

120. Makhmutov M.I., Shakirzyanov A.Z. Educational process using interdisciplinary connections in secondary vocational schools. M.: Higher. school, 1985. -207 p.

121. Methodology of a complex experiment to study the relationship between general and vocational education in the learning process in secondary vocational schools / Ed. A.A. Kirsanova. M.: Academician. ped. Sciences of the USSR, 1988.- 172 p.

122. Methods of teaching chemistry: Textbook. manual for teachers Institute of Chemistry. and biol. specialist. / Ed. NOT. Kuznetsova, V.P. Garkunova,

123. D.P. Erygina - M.: Enlightenment 1984. -415 p.

124. Milman V.E. Internal and external motivation of educational activities // Questions of psychology. 1987. - No. 5. - P. 129-138.

125. Minchenkov E.E. On one approach to selecting the content of a training course // Soviet pedagogy. 1983. - No. 10. - P.40-42.

126. Minchenkov E.E., Zaznobina J1.C., Smirnova T.V., Chemistry: Textbook. for 8th grade. secondary general education schools. M.: School - Press, 1998. -172 p.

127. Minchenkov E.E., Smirnova T.V., Tsvetkov A.A. Chemistry course program for grades 8-9 of basic education // Chemistry: Programs. M.: Education, 1993. - P.50-63.

128. Moiseeva JI.V. Diagnostic techniques in the environmental education system. Ekaterinburg: Ural Publishing House. state prof.-ped. University, 1996.- 166 p.

129. Observation and analysis of lessons in a secondary vocational school. Method. recommendations. / Ed. doc. ped. Sciences B.C. Bezrukova. Sverdlovsk: Sverdl Publishing House. engineer-ped. Institute, 1987. - 82 p.

130. Nazarenko V.M., Luchinina N.V. School chemical experiment in environmental education // Chemistry at school. 1991. - No. 6. -P.47-53.

131. Nain A.Ya. Innovations in education. Chelyabinsk: GU VET adm. Chelyab. region, 1995. - 288 p.

132. Nain A.Ya. Technology of working on a candidate's dissertation in pedagogy. Chelyabinsk: UralGAFK, 1996. - 144 p.

133. Nain A.Y., Nain A.A. Organization of experimental work in innovative educational institutions. Magnitogorsk: MGPI, 1998. - 150 p.

134. Naumov N.D. Psychological characteristics organizing knowledge control in chemistry lessons // Chemistry at school. 1993. - No. 1. - P.21-24.

135. Nemov P.S. Psychology. M.: Humanite. ed. VLADOS center, 1997. Book 2. 608 e.; Book 3. - 632 p.

136. Inorganic chemistry. Schoolchild's Encyclopedia / Ed. M.A. Prokofiev. M.: Sov. encyclopedia, 1975. - 384 p.

137. Nifantiev E.E. School chemistry and the needs of society // Chemistry at school. No. 3. - 1996. - P.2-4.

138. Nifantiev E.E., Paramonova N.G. Applied orientation of studying chemistry in secondary school: past and present // Chemistry at school. 1994. -No. 4. - P. 18.

139. Nifantiev E.E., Paramonova N.G. Applied knowledge in a chemistry course: analysis of problems, proposals // Chemistry at school. 1995. - No. 5. ~1. pp. 15-16.

140. New teaching technology is included in the chemistry classroom of schools // Chemistry: Supplement to “First of September”. 1997. - No. 1. - P.6.

141. General methods of teaching chemistry / Ed. Tsvetkova JI.A. -M.: Education, 1981. T.1. - 224 e.; -T.2-223 p.

142. General chemistry in formulas, definitions, diagrams: Reference, manual / Ed. I.E. Shimanovich, M.JI. Pavlovich, V.F. ticking,

143. P.M. Malashko. -Mn.: Universitetskoe, 1987. -501 p.

144. Okon V. Introduction to general didactics / Transl. from Polish A.G. Kashkurevich, N.G. Gorina. M.: Higher. school, 1990. - 382 p.

145. Onishchuk V.A. Lesson in a modern school. M.: Pedagogy, 1986. - 160 p.

146. Orzhekovsky N.A. On psychological and pedagogical requirements for a creative problem in chemistry // Chemistry at school. 1997. - No. 6. - P.20-25.

147. Orzhekovsky N.A., Bogomolova N.V., Davydov V.N., Suzhina T.E. Teaching students to solve experimental creative problems // Chemistry at school. 1993. - No. 5. - P.67-71.

148. Orzhekovsky N.A., Titov N.A., Kostyachuk I.A. Organization of creative cooperation of students in practical classes // Chemistry at school. 1995. -No. 1. - P.55-58.

149. Pak M. Algorithms in teaching chemistry. M.: Education, 1993, -63 p.

150. Parmenov K.Ya. Chemistry as a subject in pre-revolutionary and Soviet schools. M.: Academic publishing house. ped. Sciences of the RSFSR, 1963. - 167 p.

151. Pichugina G.V. Let's review chemistry using examples from everyday life. M.: ARKTI, 1999. - 145 p.

152. Pichugina G.V. Assignment for independent work in the course of applied chemistry // Chemistry at school. 1997. - No. 3. - P.29-31.

153. Pichugina G.V. Applied direction of studying chemistry: from theory to practice // Chemistry at school. 1997. - No. 1. - P.50-51.

154. Polytechnic principle in teaching the basics of science in secondary school // Ed. YES. Epstein. -M.: Education, 1979. 151 p.

155. Polosin B.C. It is important to be passionate yourself in order to captivate the children // Chemistry at school. 1996. - No. 5. - P.2-4.

156. Polosin B.C. On the optimal selection of a school chemical experiment // Chemistry at school. 1994. - No. 1. - P.73-75.

157. Polosin B.C. The role of chemical experiment in development cognitive interests students to chemistry // Chemistry at school. 1982.5. P.53-56.

158. Popova A.A. Didactic foundations of two-level diagnostics of learning using retest tests. - Chelyabinsk: Fakel, 1997. -105 p.

159. Pospelov N.H., Pospelov I.Ya. Formation of mental operations in high school students. M.: Pedagogy, 1989. - 151 p.

160. Psychological service of the school: Proc. manual for students / Ed. M.K. Akimova, E.M. Borisova, N.I. Gutkin. M.: International ped. acad., 1995. -222 p.

161. Psychological aspects lesson analysis: Proc. allowance / Ed. B.S. Tetenkina and others. Kirov: Vyat. state ped. univ., 1997. - 90 p.

162. Reshetova Z.A., Deryabina N.E. System-structural approach to the construction of the academic subject “Chemistry” // Chemistry: Supplement to “First of September”. 1997. -No. 20. - P.8-10.

163. Rotenberg B.C., Bondarenko S.M. Brain, learning, health. -M.: Enlightenment, 1989. -238 p.

164. Rudzitis G.E., Feldman F.G. Chemistry 10: Organic chemistry: Textbook. for 10th grade secondary general education. institutions. - M.: Education, 1995. - 160 p.

165. Rudzitis G.E., Feldman F.G. Chemistry 11: Organic Chemistry. Fundamentals of general chemistry: Textbook. for 11th grade of secondary general education. institutions. - Ekaterinburg: Socrates, 1995. - 160 p.

166. Rudzitis G.E., Feldman F.G. Chemistry: Inorganic chemistry: Textbook. for 8th grade general education. institutions. 4th ed. - M.: Education, 1995.- 157 p.

167. Rudzitis G.E., Feldman F.G. Chemistry: Textbook. for 9th grade of secondary general education. institutions. 5th ed. with correct. - M.: Education, 1997.- 176 p.

168. Ryss V.L. Monitoring students' knowledge: Research based on the material of the academic subject of chemistry. M.: Pedagogy, 1982. - 81 p.

169. Ryss B.JI. Control: from real requirements to objective results // Chemistry at school. - 1993. - No. 1 - P. 17-21.

170. Satbaldina S.T. Program of student activities in the study of inorganic chemistry: grades 8-9 // Chemistry: General education programs. institutions. M.: Education, 1994. - P.27-40.

171. Satbaldina S.T., Lidin P.A. Chemistry. Inorganic chemistry: Textbook. for 8-9 grades. general images. institutions. M.: Education, 1998. -335 p.

172. Satbaldina S.T., Lidin P.A. Chemistry: Prob. textbook for 8th grade. general education textbook establishments. -M.: Education, 1993. 192 p.

173. Selevko G.K. Modern educational technologies. M.: Public education, 1998. - 255 p.

174. Semenov V.D. In spite of, but thanks to (studies on pedagogical anthropology of the late 20th century). Ekaterinburg: UralNAUKA, 1999. - 75 p.

175. Semenov V.D. Pedagogical process: social and pedagogical aspect: Proc. allowance. 2nd ed., rev. and additional - Ekaterinburg: Sverdl Publishing House. engineer-ped. Institute, 1993. - 79 p.

176. Senko Yu.V., Tamarin V.E. Students' learning and life experiences. M.: Knowledge, 1989. - 79 p.

177. Serikov V.V. Personally oriented education // Pedagogy. 1994. -No. 5. - P. 16-20.

178. Simonenko V.D., Stepchenko T.A. Consumer culture in the content of schoolchildren’s education // Pedagogy. 1999. - No. 4. - P. 145149.

179. Simonov P.V. Motivated brain. M.: Education, 1987.- 136 p.

180. Simonov P.V. Emotional brain M.: Enlightenment, 1981. -112 p.

181. Sinenko V.Ya. Demand for knowledge as the most important condition for conscious learning // Didact for the teacher. 1998. - No. 2. - P. 15-18.

182. Skatkin M.N. Problems of modern didactics. 2nd ed. -M.: Pedagogy, 1984. -95 p.

183. Skatkin M.N. Improving the learning process. M.: Pedagogy, 1971. -206 p.

184. Skatkin M.N. School and comprehensive development of children. M.: Education, 1980. - 144 p.

185. Skatkin M.N., Yantsov A.I. About strengthening the connection between school and life. M.: Knowledge, 1958. - 32 p.

186. Slutsky V.I. Elementary pedagogy, or how to manage human behavior: Book. for the teacher. M.: Education, 1992. - 157 p.

187. Smirnova T.V. Formation of the scientific worldview of students when studying chemistry. -M.: Education, 1984. 145 p.

188. Modern chemistry lesson in high school and vocational schools / Ed. V.P. Garkunov. L.: LGPI im. A.I. Herzen, 1982. - 75 p.

189. Modern lesson: ways to increase efficiency / Ed. BOO. Smanova. Alma-Ata.: Mektep, 1989. - 159 p.

190. Sorokin V.V., Guzey L.S. General approach to developing the concept of teaching chemistry at school // Russian Chemical Journal. -1994. No. 4. - P.23-25.

191. Sorokin V.V., Guzey L.S., Surovtseva R.P. Concept and methodological principles of creating a textbook on inorganic chemistry / Problems of a school textbook. Vol. 20. M.: Education, 1991. - 165 p.

192. Sokhor A.M. Logical structure of educational material. Questions didactic analysis. M.: Pedagogy, 1974. - 87 p.

193. Stakheev A.Yu. All chemistry in 50 tables. 3rd ed. - M.: Miros, 1998.-57 p.

194. Stone E. Psychopedagogy. M.: Pedagogy, 1984. - 471 p.

195. Surin Yu.V. Methodology for conducting problem experiments in chemistry: Developmental experiment. -M.: School-Press, 1998. 143 p.

196. Surin Yu.V., Balezina S.S. Demonstration experiments in the problematic study of hydrolysis // Chemistry at school. 1980. - No. 1.1. P.48-50.

197. Surovtseva R.P., Guzey L.S. Chemistry. Grades 8-9: Methodological manual. M.: Bustard, 1997. - 80 p.

198. Taskaeva L.G., Chernobelskaya G.M. Substances in my house // Chemistry: Supplement to “The First of September”. 1997. - No. 11. - P.7-8.

199. Titova I.M. The concept of humanization of developmental education. // Chemistry at school. 1996. - No. 3. - 14-16.

200. Titova I.M. Program of the academic subject “Chemistry” for grades 8-10 in the humanities // Chemistry: Programs. M.: Education, 1993.-P. 258-292.

201. Tkachenko E.B. Organization of general chemical training of engineer-teachers // Contents and methodological support of natural science training of engineer-teachers: Sat. scientific tr. Sverdlovsk: Sverdl. engineer-ped. Institute, 1990. - 120 p.

202. Tretyakov P.I., Sennovsky I.B. Modular learning technology at school. M.: New School, 1997. - 152 p.

203. Tretyakov Yu.D., Zaitsev O.S. Programmed manual on general and inorganic chemistry. M.: Moscow State University Publishing House, 1971. - 379 p.

204. Usova A.B., Tulkibaeva N.H. Practices in solving physical problems: Proc. manual for students of the Faculty of Physics and Mathematics. M.: Education, 1992.-208 p.

205. Educational standards of Russian schools / Ed. B.C. Ledneva, N.D. Nikandrova, M.N. Lazutova. M.: Publishing House TC Sfera, Prometheus, 1998. Book 1, -380 e.; Book 2. - 336 p.

206. Friedman L.M. Studying the process of student personal development. M.: Psychological diagnostics, 1995. - 42 p.

207. Fridman L.M., Kulagina I.Yu. Psychological reference book for teachers. -M.: Pedagogy, 1991. -288 p.

208. Harrison J., Weiner J., Barnikov N., Reynolds V. Human biology. M.: Mir, 1979. - 343 p.

209. Chemistry and society / Ed. M.G. Golfelda, M.: Mir, 1995.-560 p.

210. Khripkova A.G., Ivanova R.G., Kalinova G.S., Kirillova I.G., Krasnokutskaya L.P. // Programs: Natural science. M.: Education, 1992.-P.2-16.

211. Cherepanov B.S. Expert assessments in pedagogical research. M.: Pedagogy, 1989. - 150 p.

212. Chernobelskaya G.M. Fundamentals of teaching methods in chemistry. M.: Higher. school, 1987.-256 p.

213. Chernobelskaya G.M. Your own controller // Chemistry: Supplement to “The First of September”. 1999. - No. 6. - P. 16.

214. Chertkov I.N. Connection between mental and real experiments // Chemistry at school. 1987. - No. 6. - P.54-56.

215. Chuburin P.F. The lesson is creativity. - Voronezh: Central Chernozem, book. publishing house, 1983. - 94 p.

216. Shabanov A.B., Stryukov G.A. Using techniques for developing thinking in teaching chemistry // Chemistry at school. 1993. -No. 6. - P.33-36.

217. Shamova T.I., Perminova JIM. Motivation how most important factor management of the educational process // Chemistry at school. 1993. - No. 2. -P.21-26.

218. Shilov V.I. Chemical experiment and environmental education of students // Chemistry at school. 1993. - No. 5. - p. 60-62.

219. Steiner R. Spiritual renewal of pedagogy. M.: Parsi-fal, 1995.-251 p.

220. Steiner R. The art of education. Methodology and didactics. -M.: Parsifal, 1996. 176 p.

221. Steiner R. Methods of teaching and prerequisites for education. -M.: Parsifal, 1994. 178 p.

222. Stockmayer K., R. Steiner materials for the curriculum of Waldorf schools. M.: Parsifal, 1995. - 303 p.

223. Engelfried Y., Mulhall D., Pleteneva T.V. How to protect yourself from hazardous substances at home. M.: Moscow State University Publishing House, 1994. - 96 p.

224. Epstein D.A. Polytechnic principle in teaching the basics of science in secondary school. M.: Education, 1979. - 151 p.

225. Epstein D.A. Problems of polytechnic secondary secondary school. M.: Knowledge, 1977. - 32 p.

226. Julius F. The world of substances and teaching chemistry. M.: Parsifal, 1995.- 106 p.

227. Yablokov V.A. Systemic organization of teaching content // Chemistry at school. - 1997. - No. 4. - P. 15-19.

228. Yakimanskaya I.S. Age and individual characteristics students' imaginative thinking. -M.: Pedagogy, 1989. 221 p.

229. Yakimanskaya I.S. Personality-centered learning in a modern school. M.: September, 1996. - 96 p.

230. Yakimanskaya I.S. Developmental training. M.: Pedagogy, 1979. - 144 p.

231. Yakimanskaya I.S. Development of technology for personality-oriented learning // Questions of psychology. 1995. - No. 2.1. P.31-41.

232. Yakovlev N.M., Sokhor A.M. Lesson methods and techniques at school. 3rd ed. M.: Education, 1985. - 208 p.

233. Walters D. Chemistry (Atoms, Molecules and Elements). London: Franklin Watts, 1982. - 38p.