How to build a career guidance in the lessons of biology and chemistry. Career guidance for students in chemistry lessons and in extracurricular activities
, General pedagogical technologies
Class: 9
Keywords: career guidance, professions
At the moment, the orientation of the younger generation to mastering various professions, to labor activity is the most important state task and pedagogical problem.
This is reflected in the new federal state educational standard: schoolchildren should navigate the world of professions, understand the meaning of professional activity in the interests of sustainable development societies and countries.
During the first nine years of study, the foundations of a conscious attitude to choosing a profession are laid. Psychologists believe that the inclinations and interests of schoolchildren should be identified and developed as early as possible, using the means of school subjects for this, and thereby contributing to an earlier professional orientation of students. The effectiveness of both pedagogical and career guidance work largely depends not only on the teacher's activities in the classroom, but also on his ability to conduct interesting lessons, extracurricular activities, communicate with children and their parents, be attentive to the personality of each child, taking into account his individual characteristics. Chemistry teachers have a fairly large and varied experience of such work. After all, the possibilities subject Chemistry in this regard is quite large. Its study, according to the program of the basic school, should form students' understanding of chemistry not only as one of the areas of natural science, but also as a field of human practical activity. The course of chemistry in the 9th grade provides for the study of a number of chemical industries, acquaintance with chemical professions, excursions to enterprises, etc. It is the ninth grades that are most significant for the implementation of vocational guidance, since after graduation, many students leave school, either entering vocational schools or continuing their education in specialized classes.
To expand the horizons of ninth graders, an intellectual game was held Lucky case» on the topic «Nitrogen and phosphorus-elements of life».
The purpose of this game was to generalize knowledge about the composition and properties of nitrogen and phosphorus compounds. Tasks that were set during the lesson-game:
1) develop practical skills to determine substances by qualitative reactions;
2) to expand the knowledge of students about the significance of these substances in nature and human activity;
3) form a holistic picture of the relationship between living and non-living substances;
4) get information about professions related to chemistry.
At the preparatory stage, students in groups prepared creative reports on one of the substances (nitrogen, ammonia, nitric acid, nitrates, phosphorus). Worked with various sources of information. Accordingly, the skills of searching for the necessary information and its processing, the ability to systematize and generalize the material found were worked out.
And during I stage, which was called "Race for the leader" groups presented creative reports. Some reports were presented in the form of presentations, for example, “Is nitrogen really lifeless?”, “Military and civilian life of nitrates”, etc. Responsible is the “leader” of the group.
Based on the acquired knowledge, a group test was proposed. The guys discussed answers to questions, exchanged views. As a result, the players learned to listen to each other, learned to take responsibility for their decisions, and developed communication skills. Similar work contributes to the development of horizons and, therefore, forms in students universal learning activities: cognitive, regulatory, personal, communicative.
II stage "Troubles from the barrel." Each group answered one entertaining question they drew from a keg, hence the name.
III stage "Dark horse". A task was proposed for the practical determination in numbered test tubes of sodium salts of hydrochloric, sulfuric and nitric acids. And it was necessary to draw up the corresponding reaction equations.
Stage V - "Chemistry in professions". Discussion of professions related to chemistry: teacher, technologist, ecologist. It was necessary to present at least five arguments in favor of one of these professions.
During the game, the students did a great job of generalizing knowledge about substances, their properties, showed demonstration experiments with pleasure, took a fresh look at some familiar things, once again convinced of the unity of animate and inanimate nature. Seriously treated the discussion of professions. An expanded understanding of professions related to chemistry has increased interest in choosing a future specialty related to this subject. The children were active and interested, got new knowledge.
MOU Sudislavskaya secondary school
Performance at pedagogical council chemistry teacher Kabanova N.N. on the topic
"Components of career guidance in chemistry lessons
and during extracurricular activities»
Dear colleagues!
Based on the analysis of work programs in chemistry of the basic general and complete secondary general education we can conclude that more than 50% of the lessons have a career guidance component. Namely, the material of 39 lessons in the chemistry program in grades 8, 42 lessons - in grades 9, 38 - in grades 10 and 33 - in grades 11 out of 68 lessons, respectively, in each grade has a vocational orientation.
In chemistry lessons devoted to the study of new substances, the obligatory blocks are "Obtaining" and "Application", during the study of which, students receive initial ideas about technological processes, conditions for the production technology and use of substances, which means they receive initial ideas about the profession of a chemist - technologist at various chemical plants and other professions, one way or another related to chemical technology. For example, in the 8th grade, when studying the topic “Salts”, we definitely stop at the salts used in the production of confectionery, medicines, and fertilizers. When studying the topic “Acids”, we promote prestigious working professions, such as a stained-glass artist who uses hydrofluoric acid in his work, with which glass is melted; modern technologies pyrro-, hydro- and electrometallurgy.
In laboratory and practical work, when performing experiments, students learn the basics of the profession of a chemist - laboratory assistant, and when performing the simplest analyzes of substances - the profession of an analytical chemist.
If the material of the 8th grade is aimed at the formation of initial ideas about professions related to chemistry, then the chemistry of the 9th grade significantly expands and deepens these ideas, forming knowledge of the subject of the profession. On topics such as "Production of sulfuric acid", "Production of ammonia", "Production nitric acid» students try on the role of a chemical production technologist for themselves, working out the conditions for the flow of processes, the arrangement of apparatus designed for certain stages of a particular synthesis.
In the upper grades, the preliminary professional choice of students is naturally taken into account and, accordingly, a component of those professions that our graduates traditionally choose is organically included in the lesson material. For example, focusing on the formed group of future military chemists, in order to immerse them in the profession, we select material for the relevant topics of lessons on toxic substances, for example, in the topic "Acids" we focus on hydrocyanic acid - a general toxic agent, and its toxic cyanide salts, in topic "Halogens" - about the poisonous gas chlorine, the history of its use as a poisonous substance during World War I and modern poisonous substances based on chlorine, such as phosgene, diphosgene and mustard gas, as well as measures for their neutralization, which are directly involved military chemists. At the lessons of organic chemistry in grade 10, much attention is paid to medicine and pharmacology, since this area is also in demand among graduates and our task is to expand their horizons. In the topic “Oil and its processing”, we will definitely enter the production of medicines, dressings, antiseptics and their use in medical practice. There may be an opinion that all vocational guidance work in the classroom comes down to a story, an explanation of the teacher, this is not so, a whole system of creative tasks with a vocational orientation has been developed, which are successfully performed by students sometimes on the whole front, more often individually, recent times at the request of the student, which, in my opinion, gives a better result. Be sure to introduce students to successfully functioning and dynamically developing nearby enterprises, such as the Yaroslavl Oil Refinery named after D.I. Mendeleev (JSC "Mendeleev Group"), Buysky Chemical Plant (BHZ), Cherepovets Metallurgical Plant "Severstal", OJSC "Cherepovets Azot" , JSC "Galich Truck Crane Plant", plant "Kronastar" and others. FROM creative works We participate in various competitions, taking prizes. For example, 10b grade student Olga Shabalina took second place in the competition with international participation "The Best Abstract" of the Intertechinformurok project. Of course, I hope that with our classroom and extracurricular activities, we to some extent orient students towards their profession - a teacher of chemistry, which graduates of our school successfully receive at N.A. Nekrasov and YarGU named after P.G. Demidov, where, along with the qualification of a teacher, they are awarded the qualification of a chemist to work in laboratories and in production.
Description of the presentation on individual slides:
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Career guidance at chemistry lessons in grade 9
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Introduction The modern concept of general secondary education within the framework of the Federal State Educational Standard provides for its practice-oriented orientation and compliance of the content with the modern needs of the individual, society and the state. The development of science and technology determines the need of society for highly qualified specialists of new professions. During the first nine years of study, the foundations of a conscious attitude to choosing a profession are laid. Psychologists believe that the inclinations and interests of schoolchildren should be identified and developed as early as possible, using the means of school subjects for this, and thereby contributing to an earlier professional orientation of students. Chemistry teachers have a fairly large and varied experience of such work. After all, the possibilities of the subject of chemistry in this regard are quite large. Its study, according to the program of the basic school, should form students' understanding of chemistry not only as one of the areas of natural science, but also as a field of human practical activity. The chemistry course in the 9th grade provides for the study of a number of chemical industries, acquaintance with chemical professions, excursions to local industries, etc. The ninth grades are the most significant for professional orientation, since after graduation, many students leave school, entering either in production, or in vocational schools, or continue their education in specialized classes.
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The purpose and objectives of the work To develop a methodology for career guidance in chemistry lessons in the 9th grade. In this work, in order to identify, form and develop students' interest in professions related to chemistry, the following task was set: to organize purposeful work on the practical implementation of vocational guidance for ninth grade students, including a set of activities: Home essay-essay "Where do we meet chemistry ?”, “Chemistry at your home” Conducting excursions to SSTU, SSU (Department of Chemistry) Organizing a group of schoolchildren - teacher's laboratory assistants to conduct a demonstration experiment in the classroom. Preparing and conducting a class hour "What do I know about professions related to chemistry?". "My future profession is related to chemistry" Preparing and conducting lessons, business games. Preparation and holding school evening"We are chemists", for students of the 7th grade.
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The following methods were used in the work: Study and analysis of pedagogical and methodical literature on career guidance work with students and the experience of teachers in its implementation in chemistry lessons. Questioning students in the process of work in order to identify the formation of their professional interests. Pedagogical observations of students, conversations with them, teachers, parents. The work was carried out in the 9th grade of the MOU "Secondary School No. 22", Saratov
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1.1. Basic principles and components of work on professional orientation of schoolchildren. Career guidance is difficult comprehensive program. In terms of its methods and content, it is psychological-pedagogical and medical-physiological, in terms of its scope it is social, and its results affect the economic life of the country, since “career guidance” is the most important means reproduction of the labor force. Many school graduates dream of one profession, but choose another one. Often this happens because students cannot assess their psychophysiological capabilities. In this regard, there is a need for joint work of teachers, psychologists and doctors on the vocational guidance of schoolchildren, as a result of which it will be possible to solve the following tasks: 1) help a teenager choose a profession in accordance with his interests, abilities and health; 2) warn him against choosing a profession that can lead to rapid deterioration of the body; 3) in the presence of any disease, find a profession for a teenager in which this danger will be minimal.
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In the process of preparing students for an independent choice of a profession related to chemistry, it is useful to use the whole variety of forms of career guidance: conducting original lessons with the involvement of specialists, lessons in the form of a business game, conducting industrial excursions to industrial and agricultural facilities; preparation and holding of thematic evenings, conferences, debates dedicated to the choice of profession, with performances by advanced workers, technicians, engineers; organization of the work of the chemical circle, etc.
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All forms and types of classroom and extracurricular activities must obey certain requirements: scientific, accessible (i.e., the content must correspond to the age characteristics of students, stimulate the desire for knowledge, for research activities), relevance, practical significance, connection with life, entertainment. , . At the same time, we should not forget that the main career guidance work should be carried out in the classroom, especially when industrial topics are being studied. school course. Career guidance in teaching chemistry should not be isolated from the study of the basics of the subject, but it also should not violate the system of teaching chemical knowledge or turn into an ordinary illustration of the material being presented. At chemistry lessons devoted to the study of purely chemical, silicate, metallurgical, petrochemical and other industries, including lessons preparing for industrial excursions, or at final lessons (depending on the content educational material) you can use the following techniques: to ensure the connection of the studied production material with the present, the prospects for the development of a given branch of the national economy and the need for personnel in local industries; install intersubject communications polytechnic character; solve problems with production content; reveal the importance of acquired chemical knowledge for a particular profession of a chemical profile; show the wide use of the studied substances, materials, chemical processes, chemical control methods in various branches of modern production; identify the application of chemical laws and theories in technology; to develop in students the ability to apply chemical knowledge in the future and independently acquire new knowledge about the use of chemistry by workers of various professions. Properly organized career guidance work should be carried out in inseparable unity with the general chemical education, labor and moral education based on the implementation of the polytechnic principle in teaching chemistry.
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Organization and implementation of professional work in chemistry lessons. Career planning. Preliminary survey of schoolchildren in order to determine the level of formation of interest in chemistry and professions related to it. (September) Home essay-essay “Chemistry at your home” (September) Visiting SSTU, Department of Chemistry and listening to lectures “Metals and non-metals”, “Technological production” (October) Preparation for participation in conferences Organization of a student demonstration experiment. (October - May) Conducting lessons with the preparation of a technological passport of the enterprise (November, January) Excursion to SSU (January) Conducting the evening "We are chemists" for 9th grade students Class hour "Chemistry in professions" (February) Script writing, preparation and conducting a business or role-playing game. (March) Final survey. (April)
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Practical part At the beginning school year to find out the interest of students in chemistry and chemical professions, they were asked to answer the following questions of the questionnaire: What associations do you have with the word "chemistry"? What is your impression of this subject after the 1st year of study Do you like chemistry as a subject? If yes/no, why? What professions related to chemistry do you know? Would you like to get a chemical specialty (what kind)? Is it possible to do without chemistry now?
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Results The results of the first diagnostic, anonymous survey showed that the majority of schoolchildren associate the word "chemistry" with experiments, explosions (54%) or a chemistry lesson (38%). To question No. 2, the majority of students answered (76%) that the subject is too heavy, there are many formulas, the equations are not always correct. When asked if you like chemistry as a subject and why, 34% of students gave a positive answer, they are interested in chemistry lessons and like chemical experiment; 46% did not clearly define their attitude (because they do not understand much) and 10% categorically answered “no”, without substantiating their answer. Among the chemical professions, the majority of schoolchildren (49%) named a laboratory assistant and a teacher of chemistry, 11% mentioned pharmacists and doctors; 30% did not name a single chemical profession. Regarding the future specialty, 15% of students wrote that it might be related to chemistry. And finally, all schoolchildren believe that life modern society impossible without chemistry. How deeply the ninth graders understand the role of chemistry in various fields of human activity, in everyday life, we decided to find out by offering them a home essay essay on the topic: “Do you have chemistry at home?”. An analysis of these writings showed that most of children associate chemistry with hygiene and detergents (soap, paste, Komet, etc.), girls still necessarily indicate cosmetics. Several essays (3) were quite deep in content, they noted various industries related to chemistry (pulp and paper, silicate, building materials, etc.).
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Questioning and interviews with students, as well as an analysis of their home essays "Chemistry at your place?" made it possible to identify those who are interested in chemistry, and who will be ready to associate themselves with chemical professions in the future. Of these, a group was created called junior laboratory assistant, these were students with different backgrounds in chemistry. She was supposed to help me with the preparation and conduct of experiments in the lesson, as well as supervise the conduct of others. laboratory work. We gathered after the lessons to work out the experiment, to do the experiment and to find and analyze articles on the Internet that will be useful to us in compiling the technological passport of the enterprise when going through topics related to chemical production. In addition to the demonstration itself, they had to learn how to comment on the experience: talk about the course of their actions, give short description instrument they use to predict and explain the results of an experiment. The students showed such experiments: “Obtaining silicic acid”, “Obtaining carbonic acid”, “Specific properties carbon dioxide”, model of a fire extinguisher, “Interaction of metals with acids”, etc. An example of a lesson and instructional card for a teacher assistant to prepare and conduct a demonstration experience
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The preparation and conduct of demonstration experiments developed such qualities as the ability to observe and draw conclusions, practical skills in assembling laboratory instruments and handling chemical reagents, using laboratory glassware and equipment, and the ability to demonstrate and comment on experiments. These skills are necessary both for laboratory assistants of various chemical industries and for a chemistry teacher. The next step was to conduct lessons, where the children in a group form get acquainted not only with the chemical production of a particular compound, but also try themselves as professional specialists of the plant, from a laboratory technologist to a plant director. The boys found necessary literature. Each of the students had to find out what his job responsibilities for the role were. Some of the guys were instructed to make posters on environmental topics, a production scheme. The lesson was lively, all the children showed interest not only in the subject, but also in chemical professions. Holding this lesson made it possible to give an idea of the work of such specialists as the head of the laboratory, ecologist, engineer, economist, technologist and others, but also contributed to the formation of the ecological situation on the planet, but also as a science that develops ways to protect the environment from the harmful effects of anthropogenic sources of pollution. An important role is played by lessons in the form of a business game, where the teacher gives students the opportunity to conduct a lesson on their own, relying only on their young laboratory assistants. This lesson is prepared in advance, the script is developed, the roles of the participants are established, the chemical experiment is developed, and a specialist in the chemical industry is involved.
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To broaden the horizons of students, Classroom hour"Chemistry in the Professions". The students were instructed to make a report about working professions related to chemistry. They chose: teacher - chemistry, technologist, medical examiner. During the class hour, information was provided about educational institutions where one can get this profession. In a conversation with students, it turned out that they all consider the average special education only as a step towards obtaining a subsequent higher education. The class hour was lively, the guys took the discussion seriously, since each of them faced the problem of choosing a future profession. The expansion of their ideas about the diversity of professions, including those related to chemistry, increased the degree of independence in determining their future specialty.
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Conclusion Career guidance organization in chemistry lessons, as well as different forms purposeful vocational guidance work by means of a subject (composition, excursions, student demonstration experiment, class hour, business game, conversations with students) made it possible to expand the knowledge of schoolchildren about specialties related to chemistry; identify children interested in chemistry, help them develop their inclinations and choose their future profession. Pupils of the 9th grade began to take an active part in conferences of various levels, taking prizes. 2nd and 3rd place in the municipal conference "We are the future of the XXI century." Students are not only happy to show demonstration experiments, but some also want to connect their profession with chemistry. It should also be taken into account that the effectiveness of career guidance work largely depends not only on the teacher's activities in the classroom, but also on his ability to conduct interesting lessons, extracurricular activities, communicate with children and their parents, be attentive to the personality of each child, taking into account his individual characteristics. .
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Conclusions The implementation of various forms of career guidance activities of a teacher, based on an individual approach to each child, contributes to the conscious choice by schoolchildren of their future profession. Vocational guidance of students by means of a subject makes it possible to identify and develop their sustainable interest in chemistry and related specialties. The organization of a demonstration student experiment in the classroom helps to orient schoolchildren to acquire the profession of a chemistry teacher.
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Report on the topic: "Vocational guidance in biology lessons."
Career choice is one of the most important life choices committed by a person at a young age, since, choosing a profession, he chooses a way of life. The number of professions today is measured in five figures, and their world is a moving picture.
The concept of "career guidance" seems understandable to anyone who gets acquainted with it even for the first time - this is the orientation of schoolchildren to certain professions. In addition, career guidance is often understood as a system of measures that help a person entering life scientifically sound choice of a profession or system. educational work in order to develop a professional orientation, help students in moments professional self-determination. Profession (from Latin professio - officially specified occupation, specialty, from profiteor - I declare my business) - gender labor activity, occupations that require certain training and are a source of livelihood. The concept of "orientation" is used in a number of sciences. And everywhere it is, one way or another, connected with determining the location and choosing the direction of movement. In the literal sense - the ability to understand the environment, in a figurative sense - the direction of scientific, social and other activities in a certain direction.
Biology is the "science of life", which means it cannot be boring. Today, when biological research and biotechnologies are flourishing, the firm pace of biology is felt throughout the planet. Professional biologists, politicians, businessmen and ordinary people(regardless of profession) associate their hopes with biology: overcoming the ecological crisis, the prospects for genetic engineering, and much more. Therefore, a profession is a sign that characterizes a group of people engaged in a certain type of labor activity. Choosing a profession means not only choosing a job, but also being accepted into a certain group of people, accepting it ethical standards, rules, principles, values, way of life.
The issue of vocational guidance becomes most relevant in the senior and final grades, but the beginning should be laid in the earlier grades.
The forms and methods of conducting professional orientation of students used in the process of studying the course "Biology" are extremely diverse, and their choice is determined by such factors as the readiness of the subject teacher to carry out such work, the equipment of the classroom with visual aids and technical teaching aids, etc. the lesson is the main form of the teaching and upbringing process in education, therefore, most of the work on vocational guidance of students, carried out mainly through professional education and education, falls on it.
When planning career guidance in the classroom, you need to keep in mind the following areas:
Formation of scientific outlook.
Strengthening the connection between theory and practice, the formation of schoolchildren's skills, abilities and character traits necessary for future professional activities.
Wide use of the principle of historicism (acquaintance of students in the lessons of the course "Biology" with the history of certain biological discoveries in our country and abroad).
The use of the local history principle in teaching (familiarization of students with natural conditions and modern achievements and prospects for the development of local industrial and agricultural enterprises, with the characteristics and working conditions for them, with the activities of various specialists, etc.).
The formation of socially significant motives for learning among schoolchildren, based on a steady interest in the subject and understanding the importance of the acquired knowledge and skills for their conscious choice of their future profession.
In the lessons for solving problems of vocational guidance, it is possible to use various methods and methodological techniques that can be combined into three groups - verbal, visual, practical.
From verbal methods it is possible to use messages about industries, professions; speeches of specialists invited to the lesson, etc.
Acquaintance of students with professions can be carried out according to the following plan:
The value of the profession and its place in common system production, products, materials and production technology.
The main operations, techniques, actions that an employee of this profession must perform.
General educational and specialized knowledge necessary for the high-quality performance of labor functions.
General labor and specialized skills and abilities necessary for the performance of work.
The requirements for an employee, the qualities of a person's personality that are important for increasing labor productivity; age and health requirements necessary for successful mastery of the profession.
The system of preparation for the profession; ways to get a profession; conditions for improving industrial qualifications.
Of the visual methods in Biology lessons, it is necessary to conduct demonstration experiments illustrating production processes, reflecting their safety for the environment as a whole. Of these methods, it is possible to use technical means education, such as videos and television recordings; demonstration of tables, diagrams, graphs, stands, collections, etc.
A significant role in career guidance work in the lesson from practical methods is played by laboratory work and practical exercises; tasks for modeling and solving cognitive problems. They are characterized by a combination of methods of observation, experiment, practical work of students with conversation. This contributes to the mastery of a number of practical and intellectual skills by schoolchildren, obtaining specific ideas about the processes and objects of animate and inanimate nature, objects and processes occurring in society. Practical methods of career guidance work are the most effective, since in this case a test of the strength of students in practice is carried out, the stability of their cognitive interest in the subject and the intended profession is really checked.
So, in practical work at the lessons of the "Biology" course, schoolchildren acquire elementary skills for determining chemical composition substances, acquire skills and abilities to work with laboratory equipment, micropreparations; master the methodology for conducting elementary physiological, environmental studies, etc. All these skills and abilities can be used in work after graduating from an educational institution of any type.
Great value of all forms of career guidance work have production excursions. They provide an opportunity to show students important areas of application of knowledge, skills and abilities in biology in medicine, industry and agriculture, any type of production, to visually and specifically acquaint with the content of the labor activity of various specialists (physicians, environmentalists, agricultural workers, etc.). On excursions, students get a holistic view of the object of the excursion, and the content and working conditions on it.
According to their purpose, production excursions are divided into:
Thematic (familiarization with a specific production).
Complex (students observe natural or industrial objects from the point of view of various disciplines - biology, life safety ecology, chemistry, physics).
Excursions for certain groups of students who show a propensity for certain professions related to the use of biology in various sectors of the economy.
Involving students in learning optional courses in biology contributes to the professional education of students. In the process of studying electives, students acquire practical skills, get acquainted with various specialties and professions.
Thus, the task of vocational education is not limited only to familiarizing schoolchildren with the world of professions, but also to develop and deepen the professional interests of students, instill in the end a love for the profession, therefore, various extracurricular activities also play a large role in the career guidance of students. These include occupations of a subject circle with a professional orientation, small interest groups, student scientific communities, role-playing games of a cognitive-behavioral nature. When organizing vocational education, it should be borne in mind that it is advisable to create such circles, the content of which would correspond to the production environment of the educational institution, that is, would take into account regional characteristics.
Scientific and practical part provides in-depth theoretical and practical study of a specific area of the Biology course. At the same time, an optimal ratio of theory and practice (1:2) is recommended.
professional part introduces the profiles and individual specialties with the help of excursions to enterprises and scientific institutions, through the observation of the work of specialists in the workplace, meetings with representatives of individual professions.
Psychological part is aimed at forming the sphere of motivation, assessment and self-assessment of abilities with the aim of "fitting" the profession to the personality of the student.
To a special form of extracurricular work include months of career guidance, weeks of professions, which include the organization of exhibitions of books, products of students and enterprises, excursions, meetings with specialists, school graduates, various conversations, reader conferences, etc.
Thus, the practice of teaching a subject shows that increasing the educational orientation of career guidance in teaching the course "Biology" requires the integrated use of all its forms and methods.
Application No. 1.
Let's get acquainted with the most demanded professions of our time.
Recently, the work of ecologists has become increasingly important.
Ecologist. The daily work of an environmentalist is the study of the state of the earth, water and air, the analysis of the impact of production waste on humans, plants, and animals. The specialty of an ecologist requires knowledge of physics, chemistry, biology, skills computer simulation processes occurring in nature. In the future, this profession will become one of the most important and most in demand. Already now, without an environmental impact assessment, it is impossible to build a residential building, or lay a new road, or open a factory, plant or a small cafe. Not a single industrial enterprise can function without the supervision of environmentalists.
Biotechnologist. A representative of this profession works with technologies that use biological systems and their elements, genetic engineering. A biotechnologist is a specialist who, with the help of living organisms or their components (genes, enzymes, proteins), creates something that did not even exist in nature before - new organisms, plants and products. Currently, biotechnologies are quite widely used in agriculture, where genetically modified products are obtained using genetic engineering and microbiological methods. Biotechnologies are used in molecular medicine, in biopharmaceutical production and in other industries. Education biotechnologist requires biological or chemical.
Medical worker. This profession is not new, but it does not lose its relevance to the present time. Medical workers is a group of professions related to the treatment, diagnosis and prevention of diseases, that is, workers who are engaged in physical, psychological and social health person.
Medical workers are traditionally divided into workers senior, middle and junior level.
Senior healthcare workers – doctors and other specialists who have received higher postgraduate medical and pharmaceutical education. middle link medical assistants, nurses, midwives, X-ray technicians, dentists and dental technicians. Junior medical staff represented by orderlies, disinfectants, housewives.
Doctor- honey. worker with higher education specialties: general medicine, pediatrics, dentistry, hygiene and sanitation. Specialization divides doctors into specialties: therapist, surgeon, pediatrician, dentist, endocrinologist, gastroenterologist, hygienist, etc.
Nurse- honey. worker with secondary specialized education ( Medical College). The nurse's job is to help the doctor and carry out patient care procedures.
In charge junior healthcare workers(nurses, junior nurses, housewives) includes regular cleaning of the premises, assistance to the nurse in caring for the sick, transporting patients, observing the regimen, issuing linen and equipment.
If you enjoy working with plants, you have developed aesthetic sense, taste, imagination and fantasy, then you can choose a profession phytodesigner. People of this profession should be well versed in the world of plants: know the features of the structure and life, understand their diversity.
Professions in the field of green building are interesting and relevant. In forest and garden-architectural lyceums and colleges you can get professions gardener, master of plant growing (florist-decorator, florist-vegetable grower), forestry and forest park equipment. Specialists of these professions take care of landscape gardening plants, carry out work on the improvement of city streets, organize and carry out activities to protect forest plantations. In forestry universities prepare engineers of forestry and forest park management, engineers-architects of landscape construction. They plan and manage activities for the care, protection and restoration of forest and forest park plantings, design and organize work on the arrangement of gardens and parks.
landscape designer . This is a specialist in the landscape gardening area, no matter what size these gardens and parks are - from the traditional several acres to the boundless territories of country residences. A landscape designer knows how to create beauty literally out of the blue. Build an "alpine hill", plant rare plants, arrange gazebos, pools, fountains, sculptural structures, weave all this into environment. This work is for people who love to draw, respect nature and plants, and have taste.
Veterinarian . Man has been domesticating wild animals since ancient times. It was a difficult job that required constant care and attention. People who knew how to recognize and treat diseases of domestic animals were valued and respected. Currently, there is a special science - veterinary medicine, which deals with animal diseases. And specialists working in this area, respectively, are called veterinarians.
The activity of a veterinarian is both the treatment and prevention of animal diseases, medical and cosmetic procedures, as well as veterinary and sanitary control. The work of a veterinarian can take place in the provision of consultations in clinics or laboratories, as well as outdoors when traveling to the farm, to the farm. In the process of work, the specialist uses medical instruments, medicines and chemical reagents.
Manina Olga Borisovna
Chemistry and biology teacher
Municipal budgetary educational institution
"Average comprehensive school No. 4 "Chernogorsk
Career guidance at chemistry lessons
The main career guidance work should be carried out in the classroom, especially when the production topics of the school course are being studied. Career guidance in teaching chemistry should not be isolated from the study of the basics of the subject, but it also should not violate the system of teaching chemical knowledge or turn into an ordinary illustration of the material being presented.
In chemistry lessons devoted to the study of purely chemical, silicate, metallurgical, petrochemical and other industries, including in the classroom, you can use the following techniques
to ensure the connection of the studied production material with the present, the prospects for the development of this branch of the national economy and the need for personnel in local industries;
establish interdisciplinary connections of a polytechnical nature;
solve problems with production content;
reveal the importance of acquired chemical knowledge for a particular profession of a chemical profile;
show the wide use of the studied substances, materials, chemical processes, chemical control methods in various branches of modern production;
identify the application of chemical laws and theories in technology;
to develop in students the ability to apply chemical knowledge in the future and independently acquire new knowledge about the use of chemistry by workers of various professions.
Properly organized career guidance work should be carried out in inseparable unity with general chemistry education, labor and moral education based on the implementation of the polytechnical principle in teaching chemistry.
In conditions high school One of the effective ways of pre-professional preparation for future work is the rationally organized educational work of schoolchildren directly in the classroom, since the education of labor qualities begins, as is known, with the conscientious fulfillment by each student of his educational duties.
When teaching chemistry, it is important to form students' experimental skills and abilities. Workshops and laboratory experiments contribute both to the assimilation of the training course and to the education of a general culture of work - they form the ability to plan work, keep clean workplace, comply with safety regulations, carefully carry out labor operations, monitor the results of the labor process being performed.
For 9th grade students, I conduct an elective course "Food Chemistry", where students not only improve their practical skills, but also get acquainted with the professions of food industry technologist, laboratory assistant, etc.
Performing the first work of the workshop, students improve the technique of laboratory work. They also pay attention to important questions, as behavior in a chemical laboratory, safety precautions, maintenance of the workplace, handling of glassware, reagents and various devices.
From the very first lessons, students master laboratory equipment. Fulfilling practical work, the guys see the fruits of their labors, they are brought up with a careful and economical attitude to reagents.
Great importance have tasks with practical content related to real material objects, as they are interesting and understandable to schoolchildren. Here the knowledge of facts is fixed in the applied activity of a creative nature. At the first lesson, they study the compound formula, composition, structure. Then physical and Chemical properties- and all this is based on experiment. Schoolchildren realize the importance of chemical production
The 8th grade chemistry course allows students to get acquainted with professions - a plant grower, an electric welder, a blacksmith, a plasterer, an electroplater, a thermist, a laboratory assistant, an apparatchik, a machinist, a locksmith, a doctor, a teacher, a fireman, a disinfector, a pharmacist. In the 9th grade, students learn about the professions of a chemist, glass etcher, foundry worker, textile worker, agronomist, nurse, dentist, photographer. In grades 10-11 - crystallographer, geologist, pyrotechnician, vulcanizing engineer - chemist, technologist of synthetic resins and plastics, moulder.
When studying the production of sulfuric acid in grade 9, I introduce students to economic terms, which contributes to acquaintance with the profession of an economist, I talk about the profession of a pharmacist.
When studying the topic "Silicate industry" in 9th grade students get acquainted with the professions of a porcelain and earthenware molder, a painter, and a glass etcher. As a result, knowledge about the silicate industry, its main industries (ceramics, cement and glass production) is expanding, interest and labor orientation are being formed. The technological process for the production of reinforced concrete, bricks in the city of Chernogorsk is operated by enterprises: the Chernogorsk concrete goods plant, the Montenegrin brick factory. Enterprise for the production of colored bricks "Coliseum". Excursions to these enterprises made it possible to acquaint students with the technological process of production of reinforced concrete, bricks.
The topic "Coke-chemical production" allows you to apply local material about SUEK (Siberian Coal Energy Company). I acquaint students with the peculiarities of the profession of a coal preparation operator.
Role-playing games are an active teaching method with a clearer work and professional orientation. The game is active educational activity on simulation modeling of the studied systems, phenomena and processes, as well as professional activities
"Plot- role-playing game“The meeting of two worlds” (a general lesson on the topic “Water”), trying on the role of specific specialists: geochemist, ecologist, technologist, pharmacist, hydrologist, art critic, geochemist, meteorologist, pharmacist, oceanologist, students get acquainted with the content and significance of the work of representatives of only chemical professions. As a result, intellectual skills and abilities, interest in certain professions are formed.