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Analysis of umk gabrielyan in chemistry. UMC line in chemistry and a new educational standard

Kozhukar M.K., teacher of chemistry, MKOU "Butikovskaya secondary school", Tula region

The advantages of the UMK line in chemistry O.S. Gabrielyan are the availability of presentation, the concreteness of concepts, processes. The textbooks contain algorithms for solving problems and equations chemical reactions(it is desirable to add them to the base level).

Moskalchuk T.S., teacher of chemistry, biology, Omsk region

Colorfulness, clarity, connection with life, a good selection of exercises and tasks in textbooks, the presence of workbooks - all this is a plus educational complex in chemistry.

I hope that Gabrielyan's line will be included in the federal New List as a textbook. We are accustomed to this UMC.

Shevchenko A.V., Chemistry teacher MBOU Lyceum N4, Voronezh

Material in textbooks on chemistry of the UMK line O.S. Gabrielyan is presented in an accessible language in a logical sequence, but I would like more tasks of a practice-oriented nature.

Boltneva O.V., teacher of chemistry and geography, MBOU Verkhnespasskaya secondary school

All textbooks have a well-thought-out, verified, scientifically and methodologically substantiated structure. EMC is fully consistent with the Federal State Educational Standards of the new generation, allows you to fully implement a system-activity approach to training and education, contributing to the development of key competencies, the formation of universal learning activities.

Availability of workbooks and notebooks for laboratory and practical work saves time for students, in addition, workbooks are indispensable teaching aids in preparing students for the future delivery of the GIA (OGE) and the Unified State Examination.

E. G. Zubtsova, teacher of chemistry and biology, secondary school №17, Podolsk, Moscow region

The CMC contains all the necessary theoretical and practical material provided for by the state educational standard in chemistry.

E. E. Egoshina, teacher of chemistry, GBOU TsO No. 1601, Moscow

The textbooks use a language understandable to students, as well as modern scientific facts and real life examples. The course provides high level students' knowledge of chemistry.

The teacher working on this EMC has a complete methodological support. Gabrielyan's teaching and learning materials are constantly being developed and supplemented, remaining up-to-date and meeting educational standards.

S. A. Sladkov, candidate of pedagogical sciences, teacher of GBOU secondary school No. 2016, Moscow

The textbooks are built according to the concentric principle and meet the requirements of the state educational standard in chemistry. The course is based on the key concept chemical element" in three forms of its existence (atoms, simple substances, compounds with other elements).

Electronic supplements to O.S. Gabrielyan's textbooks include information objects various types: illustrations, animated fragments, videos, interactives, 3D models.

AT composition of the CMD full set, there is no need for methodological assistance, everything is freely available on the site.

Products can be rated at "5".

HER. Eremkin, chemistry teacher, Altai region, Volsk

The standards of the second generation are focused on replacing the knowledge paradigm in teaching with a competency-based one, when schoolchildren do not acquire the sum of knowledge and skills, but learn to receive, analyze, process this knowledge - they master universal learning activities that allow achieving meta-subject, subject and personal results of education. Today, it is important to solve the problem of standardization of school chemistry education. This is also due to the fact that schools are moving to new, freer forms of organization of the educational process. Federal state standard general education determines the norms and requirements of the mandatory minimum content of the main educational programs general education, the maximum volume of the study load of students, the level of training of graduates of educational institutions, as well as the basic requirements for ensuring the educational process. State standard general education serves as the basis for developing curriculum, exemplary programs in academic subjects; objective assessment of the level of training of graduates of educational institutions; objective evaluation of the activities of the educational institutions themselves; establishment of federal requirements for educational institutions in terms of equipping the educational process, equipping classrooms.

In connection with the changes taking place in society and the education system, the structure and content of the school subject of chemistry is changing. Currently, programs in chemistry and methodological support for them have been developed for different profiles of education and different types of schools, which provide variability. However, the implementation of the idea of ​​developing and student-centered school chemistry education remains problematic, because. the number of hours for studying chemistry in grades 8-11 has decreased, and the programs and textbooks that are taught are designed for more study time, which leads to an increase in the level of abstractness of the content of the lessons, a reduction in the time for a chemical experiment, and the objective impossibility of a wider use of methods learning to develop the creative and intellectual abilities of the child. There is a danger of formalism in the knowledge of students. It is necessary to find ways and means to prevent this. Chemical education is the basis for a scientific worldview, provides knowledge of the main methods of studying nature, scientific theories and patterns, forms the ability to explore and explain the phenomena of nature and technology. school chemical education should serve as the basis for environmentally competent human behavior.

"Analysis of teaching materials in chemistry"

Gabrielyan O.S. Chemistry 2014 Bustard

II. The structure of the UMC:

2. Textbooks;

3. Workbooks;

4. Teaching aids for teachers;

5. Multimedia applications.

III. The content of the components of the teaching materials:

1. The author of the program, O.S. Gabrielyan, built a chemistry course based on a concentric approach, where all theoretical material is considered in the first year of study (grade 8). In grade 9, the study of the chemistry of elements continues and a short course in organic chemistry is taught. In grade 10, the most important organic compounds are studied. In grade 11, knowledge of general chemistry is generalized and deepened.

The leading idea of ​​the course is that knowledge is not memorized, but derived
based on minimal but carefully selected initial information.

Gabrielyan's chemistry course is based on the key concept of "chemical element" in the form of three forms of its existence (atoms, simple substances, compounds with other elements). Students are encouraged not to memorize a set of chemical facts, but to generate this knowledge based on general principles, theories and laws of chemistry. For example, consideration of the features of the structure of an organic substance, electronic and spatial effects contained in its fragments, makes it possible to predict (rather than memorize) the chemical properties of the compound.

2. Textbooks on chemistry Gabrielyan O.S. are included in the federal list of textbooks recommended for use in the implementation of state-accredited educational programs for primary general, basic general, secondary general education (Order of the Ministry of Education and Science of Russia dated March 31, 2014 N 253). The content of the textbooks corresponds to the federal state educational standard for basic general education (FGOS LLC 2010).

Gabrielyan's textbooks “Chemistry. Grade 8" and "Chemistry. Grade 9" make up a complex that serves as a complete chemistry course for the basic school. Colorful illustrations, a variety of questions and tasks contribute to the active assimilation educational material. The basic rules and definitions, key words and phrases are highlighted in the text in such a way that the visual memory of the student also contributes to their stronger memorization. At the end of each paragraph is a list of questions aimed at demonstrating the relationship of chemistry with other sciences and everyday life. The textbook is built taking into account the implementation of interdisciplinary connections with the course of physics of grade 7, where basic information about the structure of molecules and atoms is studied, and biology of grades 6-8, where acquaintance with the chemical organization of the cell and metabolic processes is given. The methodological apparatus of textbooks is designed in such a way as to contribute to a stronger assimilation of the material. Differentiated questions and tasks, including those of a creative nature and requiring work with various sources of information, including Internet resources, and topics for discussion given at the end of each chapter of the textbook, help motivate students to study the subject and help prepare for the final certification in the form of the OGE .
Textbook course “Chemistry. Grade 10. Advanced level” differs from all existing ones in its deep practical orientation. The material is given in connection with the ecological, medical, biological, cultural aspects of knowledge. I would especially like to emphasize the relevance of the material presented for the first time in domestic school textbooks of the chapter "Biologically active compounds", in which the author introduces students to such vital substances as vitamins, enzymes, hormones and drugs. The chapter is very interesting. It focuses on acute social problems modern society such as drug addiction. Textbooks are designed to study chemistry 3/4 hours a week. Textbook "Chemistry. Grade 11. Advanced level” completes and summarizes the chemistry course presented in textbooks for grades 8–10. The leading idea of ​​the textbook is to promote the formation of a unified chemical picture of the world among school graduates through the unity of the basic concepts, laws and theories of inorganic and organic chemistry.

The chemical experiment presented in the textbooks is interesting. Individual works are grouped into blocks.


3. Workbooks contain a large number of assignments that can be used to develop skills and abilities, to consolidate the basic concepts contained in textbooks.

The first part of them is a clear, concise and very informative reference summary of the educational material of each paragraph. The abstract, which is created in the co-creation and cooperation of the teacher and students, can be drawn up not only in the classroom, but also at home or at the next lesson during the survey (the teacher decides). The second part of the notebook also “works” for the result: the fulfillment of the tasks given in it for the paragraphs allows not only to learn the material, but also to gain experience in applying knowledge in the course of independent and control work, and subsequently in exams in the form of the GIA and the Unified State Exam, so many tasks are offered in the format of state tests.
Special signs mark tasks aimed at the formation of meta-subject skills (planning activities, highlighting various features, comparing, classifying, establishing cause-and-effect relationships, transforming information, etc.) and personal qualities of students.

Notebooks for laboratory experiments and practical work contain instructions for laboratory experiments and practical work provided by the program.

Notebooks for assessing the quality of knowledge in chemistry are part of the TMC and include verification work in the relevant sections of the textbook. Notebooks can be used both in the classroom and in the process of self-study.

4. Teaching aids contain approximate thematic planning of program material and methodological recommendations for new and most difficult topics of the course, a series of generalizing tables and diagrams on the most important topics of the course, methodological recommendations for their use in the learning process and, most importantly, in the transition to the new GEF, universal learning activities of various types being formed. To implement the idea of ​​goal-setting in the manual, for example, 11kl advanced level, recommendations are given for studying a topic that is often absent in the textbooks of other authors - "Chemistry in the life of society." I would like to note that teachers' manuals are constantly being improved, this is a huge help in their work, since my students annually pass the OGE and the USE in chemistry.

5. Multimedia manuals for O.S. Gabrielyan include information objects of various types: illustrations, animated fragments, videos, interactives, three-dimensional models. For ease of use in educational process all objects are structured according to the textbook table of contents. The e-learning tools include lessons that include animations to help you learn new material, interactive control modules that can be used both for training and for knowledge control, virtual laboratories.

The use of an electronic publication in the classroom makes learning more effective and information-rich, the use in extracurricular work or in self-training helps to better study, remember, and assimilate the material of the textbook.

IV. The standards of the second generation are focused on replacing the knowledge paradigm in teaching with a competency-based one, when schoolchildren do not acquire the sum of knowledge and skills, but learn to receive, analyze, process this knowledge - they master universal learning activities that allow achieving meta-subject, subject and personal results of education. And it is effective with WMC O.S. Gabrielyan

The educational-methodical complex of O.S.Gabrielyan allows to realize the integration of chemical knowledge with the humanities: history, literature, world artistic culture. Using an unusual method of artistic image when describing a chemical object, the author cites numerous bright, original examples from literature and history. And this, in turn, allows subject show the role of chemistry in the non-chemical field human activity. Intra-subject integration covers homogeneous material from the program different years teaching, which allows to form an idea of ​​chemistry as a holistic science, to show the unity of its concepts, laws and theories, their universality and applicability, both for inorganic and organic chemistry.

Gabrielyan's teaching and learning materials are constantly being developed and supplemented, remaining up-to-date and meeting educational standards.

Bibliography:
1. Kulnevich S.V., Lakotsenina T.P. "Analysis modern lesson"Practical guide TU "Teacher", 2002.
2. Podkhodova N.S., Titova I.M. Metamethodology as a new scientific direction // "Metamethodology: a productive dialogue of subject teaching methods" Collection scientific papers for continuing education. Issue. 4. - St. Petersburg: "Cult-Inform-Press", 2004. - P. 5 - 17.
3. Buraya I.V. Integration of knowledge and skills as a condition for the creative self-development of the individual./ I.V. Buraya, O.S. Aran // Chemistry at school. - 2001. - No. 10. – P.23-32


In the textbooks of chemistry O.S. Gabrielyan presents the material for students in the most accessible way, the tasks at the end of the paragraphs are aimed at the formation of various UUD.

I would like to add the directions of design and research work and a reference book on chemistry for university preparation.

Pyatykh Tatyana Vasilievna, teacher of chemistry and biology MAOUV (C) School No. 13 of the city of Tyumen

Many of us have been teaching Gabrielyan O.S. for many years, and it was a real pleasure for me to see him at your webinar! How nice that the author of such well-deserved textbooks can communicate with people from different parts of our country! Thank you for your chemistry webinars.

Kerchinskaya R.K., chemistry teacher, Yeysk

I watched the whole series of webinars Akhmetov M.A. Sometimes there was a bad connection, but anyway, thank you very much for the opportunity to consult on issues that worried me during the preparation of my students for the exam! From September I start watching your chemistry webinars again!

Filimonova P.U., teacher of chemistry and biology, Gus-Khrustalny

Advantages of O. S. Gabrielyan's teaching materials in chemistry: clarity of presentation of the material, colorfulness, examples from life and history. I would very much like to have an electronic application for teachers: planning in a Word with dates according to the plan and in fact, with homework.

Shevchenko Alla Vyacheslavrna, Chemistry teacher MBOU Lyceum N4, Voronezh

All textbooks have a well-thought-out, verified, scientifically and methodologically substantiated structure. The EMC fully complies with the Federal State Educational Standard of the new generation, it allows to fully implement a system-activity approach to training and education, which contributes to the development of key competencies, the formation of universal educational activities.

The presence of workbooks and notebooks for laboratory and practical work saves students' time, in addition, workbooks are indispensable teaching aids in preparing students for the future delivery of the GIA (OGE) and the Unified State Examination.

E. G. Zubtsova, teacher of chemistry and biology, secondary school №17, Podolsk, Moscow region

The logic of building a course, which involves improving knowledge according to the concentric principle of building programs, is understandable to schoolchildren and, at the same time, corresponds to the logic of university textbooks.

Taking into account the systemic-active approach, active mastering by students of universal educational activities on the basis of the content of chemical science while maintaining the knowledge component of the school course in chemistry - these are the main characteristics of teaching materials.

The textbooks are well written and clear.

T. E. Deglina, Chemistry teacher, Gymnasium No. 1, Voskresensk, Moscow Region

The CMC contains all the necessary theoretical and practical material provided for by the state educational standard in chemistry.

Analysis of educational and methodical
O.S. Gabrielyan's set
10th grade

Since 2001, Gymnasium No. 47 in Yekaterinburg has been a federal platform for the implementation of an experiment related to the modernization of the structure and content of general education. One of the directions experimental activities– approbation teaching kits(UMK) in various subjects. In accordance with normative documents Ministry of Education of the Russian Federation in 2001–2002 The experiment was started in 1st and 10th grades. In 2002–2003 the experiment to maintain its purity and obtain more accurate results was continued not only in the 2nd and 11th grades, but also in the 1st and 10th grades of the new set.
In the gymnasium, the 10th grades of the natural science direction were chosen as experimental ones, for which the core subjects are chemistry and biology. This circumstance determined the approach to choice of WMC. On the one hand, such sets must meet the requirements for the competence level of education, on the other hand, they must take into account the educational situation that has developed in the gymnasium by the time the experiment begins. First of all, it should be taken into account that in almost all subjects, including chemistry, education provided for a linear scheme for mastering the content. The TMCs chosen were to maximally delicately allow the transition to senior level education and facilitate the accumulation of experience for a gradual, step-by-step transition to concentric study of the course.

With Among the proposed teaching materials in chemistry, the set prepared by the team of authors under the guidance of O.S. Gabrielyan most closely meets the above requirements. The kit includes not only a textbook, but also a teaching aid for a teacher with thematic planning, lesson development options for the most difficult topics course, reference diagrams and control work, compiled in both traditional and test form.

The logic of building the course from the general to the particular seemed attractive. Study of individual classes organic matter is preceded by information about the main provisions of the theory chemical structure, types of isomerism, types and mechanisms of chemical reactions in organic chemistry, classification of organic substances and information about the nomenclature.

The practice of testing the specified teaching materials for two years in the 10th grade showed the feasibility and effectiveness of such an approach, which contributes to the assimilation of the course content at the competence level, regardless of what scheme (linear or concentric) was taught in the main school. It should be noted the differentiated nature of the tasks after the paragraphs, their creative nature, the actualization of intra- and interdisciplinary connections.

Undoubtedly, an important part of the course is the section "Biologically Active Compounds", which implements content lines related to the integration of natural science education. The relevance of studying this section in the class of the chemical and biological profile can hardly be overestimated.

At the same time, the approbation of the textbook and the set of didactics developed by the team of authors revealed a number of issues that require discussion.

Without pretending to the comprehensive nature of this analysis, we would like to identify a number of problems, both methodological and factual, which should be taken into account when introducing teaching materials into the practice of a mass school.

P It is assumed that the textbook "Chemistry-10" can be used to study organic chemistry both at the general educational and at the profile level. It should be noted that this is problematic both in the first and in the second case.

For general education classes, as well as for classes in which chemistry is not a core subject, it is hardly advisable to study in detail the mechanisms of reactions, electronic effects. The abundance of reaction equations and information that is not of a fundamental nature makes it difficult to effectively assimilate the content at a basic level.

However, even for specialized classes, the textbook is very short and requires systematic lecture support from the teacher.

Sections on reaction mechanisms based on the stability of intermediate carbocations are written extremely difficult language are accompanied by conclusions that are by no means obvious to students. Thus, when discussing the orienting action of substituents in the benzene ring, it hardly makes sense to refer to the theory of resonance (which is studied in the 2nd year of chemical specialties at universities), not to mention the basic principles of this concept. In high school, as practice shows, it is methodically more competent to operate with the concepts of "increase (decrease) in the length of the conjugated chain" and "mesomeric effect" ( Granberg I.I. Organic chemistry. M.: Drofa, 2001).

By the way, when working with a textbook, students experience difficulties with the conceptual apparatus. The authors of the textbook can be reproached for the fact that many terms are given without definition, they appear "in passing". The terms "valence state" (and its difference from the concept of "valency"), "tautomerism", "resonance" and some others are introduced without a definition (definition), which again requires constant explanatory work of the teacher. In the paragraph "Fundamentals of the nomenclature of organic compounds" the names of alkyl radicals, as well as the radicals "vinyl", " second-butyl", " tert-butyl", which are further found in the text. Suffixes are not mentioned, which are introduced into the name of a substance in the presence of multiple bonds, hydroxyl, carbonyl, aldehyde groups in its molecule. Even if part of this material should be studied in the main school (according to the concentric scheme), it is necessary to repeat it in the 10th grade textbook.

In the chapter describing the production of carboxylic acids, there is no information about industrial methods, including the production of acetic acid by the oxidation of butane, the synthesis of formic acid from carbon monoxide and sodium hydroxide, and the production of carboxylic acids by the hydrolysis of trisubstituted alkyl halides. The above methods for obtaining acids from nitriles and esters are of a private nature and are used only in the laboratory.

The material on fats is extremely scarce. Interdisciplinary connections with biology are not updated. There is no information about the biological significance of fats and their transformation in the body.

Inaccuracies in some definitions are fundamental. So, in the definition of proteins, it is not mentioned that they are built only from a-amino acids.

The synthesis of benzene homologues by the Wurtz method given in § 16 is not used anywhere, since it only partially goes in the right direction: along with the target product, diaryl (biphenyl) and reaction products of alkyl radicals are formed. We think that it would be possible not to mention it, but the section "Chemical properties of aldehydes" should be supplemented with the equations of polymerization reactions with the formation of paraform, paraldehyde and trioxymethylene, probably, it should be.

Some sections suffer from a lack of logic. For example, in § 17, devoted to alcohols, on
with. 143-144 it is said that alcohols have weaker acidic properties than water, and the equation for the hydrolysis of alcoholates is given only on p. 146. On p. 145 (p. 5) the equation of intramolecular dehydration of alcohols is given, but the fact that the transformation occurs according to the Zaitsev rule and the mechanism of this process are discussed only on p. 147.

No section mentions that with a change in the type of hybridization, the electronegativity of the carbon atom changes. Therefore, it is extremely difficult for students to explain the electronic effects in the CHC–CH=CH 2 molecule (p. 105).

The textbook contains many equations of redox reactions, including very complex ones, which include the oxidation of alkenes. But at the same time, the electronic circuit with which the coefficients are derived has never been shown.

By the way, in the chapters that deal with individual classes of organic compounds, there are practically no references to general information given at the beginning of the textbook. Thus, the paragraph on cycloalkanes does not mention their possible cis- and trans-isomerism (no reference to p. 40). Presentation of material about homologous series alkanes on p. 168 should be accompanied by a reference to p. 27 for a detailed discussion.

To solve task 4 on p. 195 on the difference between vegetable and mineral oils, reference could be made to p. 60, which refers to the products of oil refining.

The list of methods for obtaining alcohols does not even mention their synthesis from aldehydes using the Grignard reagent and references to subsequent sections where this method is considered in detail. By the way, the material chemical properties alcohols require structuring, which is based on the principle of breaking different bonds: reactions involving the hydrogen atom of the hydroxyl group (metal substitution and esterification); reactions of substitution or elimination of the entire hydroxyl group (formation of halogen derivatives, intermolecular and intramolecular dehydration); oxidation reactions. This approach is adopted by most authors of textbooks for higher education.

AT All of the above comments are advisory in nature and could not serve as a basis for refusing to use this teaching material in the practice of a mass school, if it were not for the depressing number of errors and typos of a fundamental nature, which, alas, are repeated in all subsequent editions. Below are the most significant of them.

Us. 20 three are mentioned 2 s- dumbbell-shaped orbitals (?!). Table 3 on p. 32 gives the wrong name for the ether (dimethyl instead of diethyl), and on p. 155 (p. 12) the substance should be called propen-2-ol-1, and not 2-propenol-1. When discussing the stability of the transition state on p. 131 one of the boundary structures contains a pentavalent (!) carbon atom. Us. 141, the structural formula of a dihydric alcohol (instead of a monohydric tertiary) is erroneously recorded, on p. 183 - structural formula acetic acid s in reaction with SOCl 2, on p. 212 is the structural formula of a tertiary amine. It should be noted that the structural formula of glucose is usually depicted in the form of D-glucose. The written structural formula on p. 201 is erroneous and contradicts the formulas of cyclic structures given below. In almost all equations of the "silver mirror" reaction, conditions (heating and ammonia medium) are not indicated. The statement of the textbook authors that isomerism between primary, secondary and tertiary amines can be attributed to interclass isomerism is incorrect, since these substances do not belong to the same class.

Particular attention should be paid to assignments and tasks after the paragraphs. Basically, they meet the requirements of a differentiated approach to teaching, they are both theoretical and applied and computational in nature. However, some of the assignments are incorrect.

So, performing item 12 on p. 175, students have difficulty in formulating the equation for the reaction of propanal with acidified bromine water, since the paragraph does not describe the conditions for halogenation of aldehydes (illumination, promotion with acids or bases).

Complex compounds are not studied in the 10th grade chemistry course, so it is difficult for students to complete step 2 on p. 205 and draw up an equation for the reaction of the interaction of glucose with Cu (OH) 2 without heating.

Of the calculation problems given in the textbook, some are extremely complex: problem No. 12 on p. 82 can only be solved using a system of four equations that are not considered in school course mathematics; task number 5 on p. 164 can only be solved by selection; task number 12 on p. 196 has no solution unless the condition states that isomeric esters are formed; task number 9 on p. 220 has an Olympiad level, and it is hardly advisable to include such problems in a textbook recommended for mass schools.

Misprints are contained in the conditions of problems No. 7 on p. 108 (should indicate 4.03 liters of CO 2, not 4.03 g), No. 8 on p. 108 (the mass of the mixture should be 47.2 g, not 4.72 g), No. 4 on p. 211 (20% starch, not 0.2%). In problem number 7 on p. 226, apparently, we should be talking about a mixture of aminoacetic and acetic acids, and not aminoacetic acid and acetaldehyde. In the form in which the problem is formulated, it has neither meaning nor solution.

AT methodological guide there are also serious mistakes for the teacher. So, on p. 85 (Table 2) for alkenes, a typical (?!) reaction is indicated - substitution. Us. 149 in the scheme for steroid hormones, the functions of testosterone and estradiol are confused, and on p. 144 amylase is named as an enzyme of the pancreas.

In conclusion, it should be noted that a subject index could be compiled for the textbook, and answers should be provided for calculation problems.

We hope that the analysis presented by us will contribute to the correctional work of the team of authors and will help teachers working with this set, which has every reason to take a leading position in the array of proposed teaching materials.