Formation of professional orientation of students in chemistry lessons. Career guidance in chemistry lessons. The final component of vocational guidance is professional adaptation - this is a system of successful adaptation of students to working conditions.
Content. Page Introduction…………………………………………………………… 3
- Professional orientation of training and ways
- 2. Professional orientation of schoolchildren
- 3. Experience of chemistry teachers in organization
Literature………………………………………………………… 46
Introduction.
The modern concept of general secondary education 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. Moreover, the requirements for the level of knowledge and skills necessary for mastering a specialty are constantly increasing. The role of the school system of labor training is also constantly growing, providing for the formation of habits and inclinations in students to realize their actions, readiness for work. It is the educational work associated with the acquisition of knowledge and skills that has a decisive impact on the development of working capacity, instilling a culture of work and the skills of its organization. A person who works with interest not only brings joy to himself, but also a huge benefit to society. And the origins of such interest are formed at school, when there is a desire to understand and learn this or that area of science and technology. 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 provides for the study of a number of chemical industries, acquaintance with chemical professions, excursions to local industries, etc. The ninth grade is most significant for professional orientation, since after graduation many students leave school, entering either production or professional educational institutions, or continue their education in specialized classes. In this regard, the task of this work was to identify, form and develop the professional interests of ninth-graders by means of the subject of chemistry.
Professional orientation of training
1.1. Basic principles and components of work on professional orientation of schoolchildren.
Professional orientation is a complex complex 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 “vocational guidance” is the most important means of reproducing the labor force. Scholars define this concept in different ways. Representatives of pedagogical science believe that career guidance should be understood as the activities of teaching staff of schools, families, teaching staff of vocational educational institutions, the public, carried out with the aim of correctly choosing future professions by schoolchildren in accordance with their personal interests, inclinations, abilities, mental and physical data and social the economic needs of society. 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 is minimal. , work on professional orientation of schoolchildren is based on the following principles: Consciousness. It predetermines a good idea of the profession: the necessary knowledge and skills, working conditions, wages, where you can get this profession, what are the prospects for professional growth in this area of work. Scientific. She is to build the whole system professional orientation on the latest data of science. Independence. In the process of vocational guidance, having previously identified the interests, inclinations and abilities of students, the school, family, industry, and the public should, through the joint efforts, recommend to each of the students the appropriate profession; but the final right in choosing a profession remains with the student. freedom of choice professions, taking into account the needs of the national economy and their individual psychological characteristics, as well as the state of health. Compliance with the above principles in vocational guidance contributes to the correct choice of their profession by young people, and this, in turn, is a necessary prerequisite for labor satisfaction arising from the natural need of people to work in accordance with their inclinations and abilities. There are diagnostic and educational aspects in the organization of career guidance. They must be carried out in close unity and interdependence. Diagnostic aspect provides for the identification of personality traits for orientation to a certain type of work, to a certain profession. For these purposes, the following methods of studying schoolchildren can be used: pedagogical observation, analysis of documents and products of schoolchildren's activity, conversation-interview, statistical method, instrumental method, test method, pedagogical experiment. educational aspect Career guidance is closely related to the diagnostic. After studying professional interests, abilities, orientation, motives for choosing a profession, educational activities are developed aimed at strengthening the preparation of the student for the profession recommended to him or his choice.
The constituent components of activities for the vocational guidance of schoolchildren are basically defined: these are preliminary professional diagnostics, vocational education, vocational consultation, partly vocational selection (selection) and vocational adaptation. The basis of career guidance for schoolchildren is labor polytechnic training and education, carried out throughout the entire school education in mastering the basics of science, in labor lessons and electives, in the process of organizing socially useful, productive labor, extracurricular and extracurricular activities.
Preliminary professional diagnostics is aimed at studying the personality of the student for the purpose of subsequent career guidance. In this case, the following methods can be successfully applied: observation. Cognition of the student's personality occurs in the process of direct and feedback between the researcher and the subject of observation. Document analysis and products of students' activities: personal files, medical examination results, class magazines, creative essays, products, etc.Action Analysis students at school, in public places, in the family, at work. Summing up the implementation of the life plans of school graduates.
Questionnaire. The survey method is not universal and has its drawbacks: to a certain extent it is subjective, since its results are affected by the influence of the questionnaire and the manifestation of elements of subjectivity of the respondents, the latter can also give false data.Interviews, which are characterized by a thematic focus.
Pedagogical experiment. It can be carried out in the natural conditions of the educational process and used to study the effectiveness of various forms of career guidance.Method of generalization of independent characteristics. All teachers working in the class give their own characteristics of the student and at the same time recommend him to choose one or another profession. The characteristics compiled in this way help them choose the right electives and future profession and take into account the individual abilities of students.
In progress professional education its main part is carried out - professional information, that is, familiarization of students with various types of labor in society, the diversity and characteristics of professions, and trends in their development.
During professional advice a professional orientation is formed, corresponding to the interests and abilities of a person. As a result of professional consultation, a conclusion is given: restrictions in the choice of professions, recommendations for the type of work activity, profession. ,
An integral component of career guidance is also professional selection(selection), that is, the choice of persons who, with most likely to be able to successfully master this profession and fulfill the duties associated with it. In the process of this selection (selection), the professional suitability of a person is determined depending on his physical and intellectual characteristics.
The final component of career guidance is professional adaptation - it is a system of successful adaptation of students to working conditions.
All links in the system of vocational guidance for schoolchildren are closely interconnected and interdependent. ,
1.2. Vocational guidance for schoolchildren in teaching chemistry.
The traditions of teaching chemistry in the Russian school include a deep interest in issues that have an applied focus. This situation was largely historically determined by the worldview of the active part of society, which included the technical intelligentsia, doctors, a certain part of entrepreneurs and the military. An important role in the development of the applied orientation of education belonged to the classics of science, who successfully combined in their research the solution of fundamental problems with the fulfillment of specific practical tasks and the promotion of knowledge. In this regard, the most remarkable activity of D. I. Mendeleev, especially the preparation and reading by him at the Institute of Noble Maidens of the course of agricultural chemistry. Such a bright pedagogical event supported the emerging pragmatic trends in Russian educational institutions and contributed to the publication of chemistry textbooks that were new in content. The formation of the Soviet school was marked by the search for new teaching methods, which in the early 1930s led to the creation of balanced programs. In them, chemistry was assigned the tasks of forming a system of knowledge necessary for understanding the processes occurring in nature and the problems of the chemicalization of the country. The last task in the pedagogical literature was associated with the study by schoolchildren of the main chemical industries, which was interpreted as the polytechnicalization of education. Undoubtedly, the difficult task of linking the study of chemistry at school with the preparation of students for the practical use of the acquired knowledge in technology, agriculture, and everyday life was not only justified, but also urgently needed. Consideration of the connection between teaching chemistry and the realities of life today seems to be a very difficult problem: it is extensive, diverse, to a certain extent contradictory, in addition, the abstractness of chemical ideas, as well as existing human prejudices, affects. Therefore, despite the enthusiasm of many teachers, authors of textbooks and methodologists, the effectiveness of developing this problem turned out to be insignificant. Indeed, even one of the main goals of the so-called polytechnicalization of school chemistry - vocational guidance for students from year to year was carried out mediocrely. Unfortunately, the shortcomings were not noticed and were not publicly commented on. Moreover, the requirements for the polytechnicalization of school chemistry increased. Thus, in the 1970s, a position was put forward on the need to disclose to schoolchildren the ideas of optimizing chemical production. Particularly striking installations were included in a program published in 1990. : “For the purpose of polytechnic training, the program provides an opportunity to acquaint students with chemical industries and the main directions of their development: the development of new sources of raw materials, the introduction of advanced technological processes, devices of optimal unit power, the use of automated controls and microprocessor technology. Students receive information about specific measures to protect the environment. In order to provide career guidance to students, they are given a description of the professions of an apparatchik, operator, laboratory assistant in chemical production. Of course, under the circumstances, an ordinary student was not ready to accept most of the program requirements. The authors of school textbooks could not fulfill them either. They only imitated "polytechnicalization": photographs of factories, workshops, some data about a particular process were included in the study, supplementing the paragraphs in the chapters of the textbook. Success in the problem under discussion can be achieved not by shuffling program proposals, highlighting any topics among others, or otherwise stimulating activity, but by developing a new concept of school chemistry and implementing it in new programs, textbooks and other components of the educational and methodological complex. Some of the provisions related to the applied training of schoolchildren can already be cited today.
- To ensure harmonious training in chemistry, school chemistry courses must remain systematic. It is necessary to link the study of theoretical and applied aspects of chemistry.
- Environmental issues should be taken very seriously. It must be remembered that a person receives the most important component of environmental education only at school. The school should not only orient its graduates in matters of public ecology, but also show examples of environmental management, which is usually based on chemical knowledge. It is necessary to significantly improve the teaching of chemistry at school in the area of applied knowledge. This is possible only after improving the preparation of students in pedagogical universities.
It is necessary not declaratively, but really to strengthen the connection between theory and applied chemical training of students of the modern school. As far back as A. S. Makarenko, the problem of combining education with productive labor was widely considered. He wrote that the main task is to teach children to love work, to develop physical and mental strength. Not sometime, but as soon as possible, cardinal changes are needed, since success in this work can truly provide motivation for an interested study of chemistry at school, remove the halo of abstraction and mistrust from a significant part of the population from chemistry, and make it possible for chemistry to fulfill those tasks. which objectively follow from the needs of modern society.
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 industrial excursions to industrial and agricultural facilities, taking into account the local history principle; 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 a chemical circle, etc., All forms and types of extracurricular work must be subject to certain requirements: scientific, accessibility (i.e., the content must correspond to the age characteristics of students, stimulate the desire for knowledge, for research activities), relevance, practical significance, communication with life, entertainment. Vocational guidance work is of great importance for combining into a single process of professional education and professional education of schoolchildren, for forming their interest in a particular profession. At the same time, one should not forget that the main career guidance work should be carried out in the classroom, especially when the production topics of the school course are studied. Career guidance in teaching chemistry should not be isolated from the study of the fundamentals of the subject, but it should also 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 lessons preparing for industrial excursions, or final lessons (depending on the content of the educational material), the following techniques can be used:
- 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 the conditions of secondary 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, the formation of experimental skills and abilities in students is of great importance. Practical exercises 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 the workplace clean, observe safety rules, carefully
conduct labor operations, monitor the results of the labor process.
Of particular importance in orienting students to professions related to chemistry are educational excursions to local industrial and agricultural production facilities, as well as to the workshops of basic enterprises.
to raise the level and quality of general educational knowledge of students in chemistry, to strengthen the connection between teaching and life, with local production;
to strengthen the polytechnical orientation of teaching chemistry as a theoretical basis for career guidance by highlighting the achievements of modern production, the prospects for its development and unresolved problems;
to teach schoolchildren to apply the acquired theoretical knowledge to solve practical problems, determine the optimal conditions for conducting chemical reactions and managing chemical processes in production;
to improve the organization, content and methods of career guidance, to acquaint students in the classroom and with the help of excursions with the main branches of production, leading professions, labor functions of workers in organic unity with the study of the industrial production of substances so that the profession is not an addition, but becomes an integral element of the polytechnic education that students acquire in teaching chemistry;
expand extracurricular activities, strengthen the practical orientation of chemical circles, develop the creative abilities of students, the ability to design devices, model typical production apparatuses and installations, encourage the rationalization and research activities of schoolchildren;
take into account the needs of the national economy in personnel of workers of certain professions, systematically inform students about mass professions in which enterprises feel the need, and ways to acquire the appropriate profession, advise schoolchildren and their parents on choosing a profession and employment.
- unusual, entertaining content; obtaining practical or socially significant knowledge; orientation to the practical role of each participant in the game.
The first serious life problem that students face is the choice of a future profession. The question "Who should I become?" asks each one of them. And here the main thing is not to get confused, to orient yourself and make the right choice, corresponding to the interests, abilities, opportunities, values and, finally, the requirements that the profession makes to the personality of the candidate. In this regard, one of the goals of the teacher's work should be to help students determine their life plans and, in accordance with them, build an algorithm for their actions, create conditions for the personal development of the student and his self-determination in choosing a profession in the process of teaching biology. This goal is achieved through a student-centered approach to the student, developing personality learning. The main thing of such training is the development of the intellectual and creative abilities of students, moral values so that the graduate of the school is capable of self-realization, independent thinking, and making important decisions for himself. The task of the teacher is to educate an active, creative person who is able to conduct an independent search, make his own discoveries, solve problems that arise, make decisions and bear responsibility for them.
One of the most important content components of career guidance work is professional education. It involves providing students with information about various professions in the field of biology, their distinctive features, significance for society, the needs for personnel, the conditions of professional activity, the requirements of the profession for the psychophysiological qualities of the individual, the ways and means of acquiring a profession. This direction also includes work on equipping schoolchildren with elementary professional skills and abilities.
Professional education can be carried out using a story or conversation about professions related to biology; the use of practical work, demonstration of objects of labor and professional operations. The performance of creative work by schoolchildren that affects applied aspects of the biological sciences contributes to the development of interest in biology as a field of practical activity and influences the process of professional self-determination. Of great importance are game methods - career guidance role-playing games and exercises. I will give an example of express analysis that can be used for students of different ages.
Express analysis.
A. Interlace your fingers. Was the thumb of the left hand (L) or right (R) on top? Record the result.
B. Make a small hole in a sheet of paper and look through it with both eyes at an object. Close one eye at a time, then the other. Does the object move if you close your right eye or your left?
C. Stand in "Napoleon pose" with your arms crossed over your chest. Which hand is on top?
D. Try to mimic "thunderous applause." Which palm is on top?
Now look what you got.
PPPP - conservative, prefers generally accepted norms of behavior.
PPPL - temperament is weak, indecision prevails.
PPLP is a strong, energetic, artistic character. When communicating with such a person, decisiveness and a sense of humor do not interfere.
PPLL - the character is close to the previous type, but softer, more contact, slower getting used to the new environment. It occurs quite rarely.
PLPP is an analytical mindset, the main feature is softness, caution. Avoids conflicts, is tolerant and prudent, prefers distance in relationships.
PLPL is a weak type, found only among women. Characterized by susceptibility to various influences, defenselessness, but at the same time the ability to go into conflict.
PLLP - artistry, some inconstancy, a penchant for new experiences. In communication, he is bold, knows how to avoid conflicts and switch to a new type of behavior. It occurs about twice as often among women as among men.
PLLL - and this type, on the contrary, is more typical for men. It is distinguished by independence, inconstancy and an analytical mindset.
LPPP is one of the most common types. He is emotional, easy to contact with almost everyone. However, he is not persistent enough, subject to someone else's influence.
LPPL - similar to the previous type, but even less persistent, soft and naive. Requires special care.
LPLP is the strongest character type. Persistent, energetic, hard to convince. He is somewhat conservative due to the fact that he often neglects the opinions of others.
LPLL - a strong character, but unobtrusive. Internal aggressiveness is covered with external softness. Capable of quick interaction, but mutual understanding lags behind.
LLPP - characterized by friendliness, simplicity, some dispersion of interests.
LLPL - innocence, gentleness, gullibility - these are its main features. A very rare type, almost never found in men.
LLLP - emotionality combined with determination leads to ill-considered actions. Energetic.
LLLL - has the ability to take a fresh look at things. Pronounced emotionality is combined with individualism, perseverance and some isolation.
The lesson is the main organizational form of the educational process at school. Vocational guidance is an integral part of this process, so work on professional education of students should become an integral part of the lesson. At the same time, the task of each teacher is to link cognitive information about professions and industries with the topic and content of the lesson. Vocational education in the classroom can be carried out through conversation, storytelling, situational production tasks, the use of literary sources, sound recording, etc.
I will give examples of how, when studying program material, to acquaint students with a number of professions.
Topic “General acquaintance with flowering plants” (6th grade), revealing the importance of plants in human life, you can acquaint schoolchildren with professions pharmacist and phytodesigner. In order to expand students' knowledge of medicinal plants in order to get acquainted with the elements of a pharmacist's work, it is advisable to offer the children the following work: the name of a medicinal plant, an organ used in medicine, a part of this plant, its medicinal effect and use. To get acquainted with the profession of a phytodesigner, you can invite the children to make an autumn bouquet or composition from live or dried plants and natural material.
During the tour on the topic “Autumn in the life of plants and animals” (6th grade) Students learn about the plants and animals found in the area and their habitats. On this excursion, which can be held in absentia, schoolchildren can act as phenologists, ecologists, observers.
When studying a topic “Influence of man on the number of animals. Protection of the animal world” (grade 7) an entertaining lesson is held on the topic “We and our smaller brothers”. The purpose of the lesson is to form schoolchildren's knowledge about the impact of human economic activity on the environment, to introduce them to the specialties of environmental protection: ecologists, ornithologists, ichthyologists, entomologists, herpetologists, teriologists, journalists, public figures.
In the process of studying topics “Behavior and psyche” (8th grade) students conduct practical and test work:
- on the analysis of cognitive processes (memory, thinking, sensation, perception);
- study their emotional reactions to various situations, determine ways to regulate them;
- reveal their working capacity, the causes of fatigue and activation;
- explore the ways of becoming a personality, type of temperament, character traits.
As a result of the work carried out, schoolchildren determine their interests, inclinations and abilities, conduct introspection and self-diagnosis. All these activities introduce students to the profession. psychologist and the main methods and techniques of its work.
When organizing these forms of work, I am guided by the principle:
"Tell me and I'll forget
Show me and I will remember
Let me do it myself and I'll learn."
(Famous Chinese wisdom)
1. Conditionally, we can distinguish the following age stages socio-professional self-determination of schoolchildren:
the first - 1-4th grades - propaedeutic. At this stage, younger students are developing love and a conscientious attitude to work, understanding its role in the life of a person and society, developing interest in the profession of parents and the immediate environment, interest in the most common professions based on the practical involvement of students in various types of cognitive, playful , socially useful, labor activity;
the second - 5-7th grades - search and probing. Here the professional orientation of adolescents is formed, their awareness of their interests, abilities, social values associated with the choice of profession and their place in society. This is facilitated by the inclusion of students in activities consistent with the profile of continuing education in the upper grades and future professional activities;
the third - 8-9th grades. This is the period of development of schoolchildren's professional self-awareness: the formation of their personal meaning of choosing a profession, the ability to correlate the social goals of choosing a field of activity with their ideals, ideas about values and their own real capabilities. To do this, students acquire the necessary knowledge and skills on the scientific foundations of choosing a profession, which are acquired in the process of studying special courses;
fourth - 10-11th grades. Here the socio-professional status of students in the process of direct professional activity is specified. Attention is focused on the formation of professionally important qualities in the chosen type of work, control and correction of professional plans, methods for evaluating results, achievements in the chosen activity, self-preparation for it and self-development. The socio-professional adaptation of high school students is purposefully carried out (not only the formation of professional knowledge and skills, but also the development of the norms and values of a particular work collective).
2. Classification by E.A. Klimov on five types of professions:
"Man - nature": laboratory, practical work in biology, work on the school plot, in a living corner, work in the lesson of agricultural labor, in youth circles, work on the plot, in the garden, in the garden, caring for animals.
"Man - technology": laboratory, practical work in physics, chemistry, electrical engineering, work at the lessons of technical labor, in technical circles, technical modeling, repair of household appliances.
Concrete worker, driver, gas-electric welder, bricklayer, painter-plasterer, mechanic, electrician, carpenter, carpenter, mechanic, engineer, tester, designer, designer, controller, technologist.
"Man - man": analysis of the characteristics of literary heroes, historical figures, analysis of thoughts, behavior of others, performance of work in labor lessons, social and organizational work among peers, patronage of educational work among the younger, participation in collective events, sports games.
Agent, artist, massage therapist, policeman, nanny, waiter, salesperson, social worker, educator, doctor, manager, psychologist, coach, teacher, tour guide, lawyer.
"Man - a sign system": performing written work on various subjects, reading, keeping records, extracts from diaries, collecting, orderly accumulation of various kinds of information (cuttings from newspapers, extracts from card indexes), translation from one language to another, performing calculations, calculations, drawings, diagrams.
Cashier, PC operator, printer, draftsman, navigator, radio operator, surveyor, translator, programmer, merchandiser, economist, editor.
"Man - an artistic image": analysis of the artistic features of works of literature, art, performance of tasks in drawing, singing lessons, participation in the aesthetic design of the class, school, home environment, personal belongings, participation in amateur art activities, in appropriate circles, studios.
Cutter, mosaicist, hairdresser, pastry chef, photographer, florist-decorator, cabinetmaker, TV and radio announcer, actor, architect, musician, choreographer, artist, lawyer, writer, director, fashion designer
3. Medical contraindications when choosing certain professions:
Agronomist.
related professions.
Vegetable grower, landscaper, gardener.
Traumatologist-orthopedist.
There are no obvious medical contraindications.
related professions.
Therapist, surgeon, physiotherapist.
Teacher in the system of special education.
Work is not recommended for people with severe cardiovascular diseases, severe diseases of the organs of vision and hearing; contraindicated in people suffering from infectious diseases.
related professions.
College teacher, high school teacher, elementary school teacher.
Programmer.
Work is not recommended for people suffering from diseases of the organs of vision; contraindicated in patients with epilepsy, with impaired thyroid function, and suffering from blood diseases.
related professions.
Mathematician, operator of electronic computers and computers, secretary-typist.
Paramedic.
The work is not recommended for people suffering from severe functional disorders of the cardiovascular system, mental disorders, allergies to drugs, visual impairment, visual impairment and who are carriers of bacteria and viruses.
related professions.
Paramedic-laboratory assistant, nurse, sanitary doctor.
Legal Counsel (Lawyer, Civilist).
Work is not recommended for people suffering from severe diseases of the cardiovascular system, nervous disorders.
related professions.
Accountant-expert, notary, arbitrator.
Vocational education of schoolchildren should be based on the real need for specific professions. Acquaintance with the world of professions should be closely linked to the professional interests, inclinations, abilities of students and the dynamics of development of these characteristics of young people. At the same time, when working with sick children, the teacher must constantly be aware of the limitations in choosing a particular profession due to a specific disease and recommend to the student the specialty that is possible for him.
This purposeful individual work with the student is of great national importance and, of course, helps the graduate. The success of such work lies in the correct choice of a specialty by a high school student, and therefore in the maximum return to the state. And this is one of the important goals that society puts before the school, in the harmonious education of a person.
Manina Olga Borisovna
Chemistry and biology teacher
Municipal budgetary educational institution
"Secondary 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 fundamentals of the subject, but it should also 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 the conditions of secondary 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, the formation of experimental skills and abilities in students is of great importance. Practical exercises 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 the workplace clean, observe safety rules, carefully
conduct labor operations, monitor the results of the labor process.
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 such important issues as behavior in a chemical laboratory, safety precautions, workplace maintenance, handling of glassware, reagents and various devices.
From the very first lessons, students master laboratory equipment. Performing practical work, the guys see the fruits of their labors, they develop a careful and economical attitude to reagents.
Of great importance are tasks with practical content related to real material objects, since 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 grade 9 e - chemist, glass etcher, foundry worker, textile worker, agronomist, nurse, dentist, photographer; 10-11 grades - crystallographer, geologist, pyrotechnician, vulcanizer, rubber mixer driver, chemical engineer, technologist of synthetic resins and plastics, moulder.
When studying the production of sulfuric acid in the 9th grade, 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 the 9th grade, students get acquainted with the professions of a molder of porcelain and faience products, 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 on 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 an active educational activity in simulation modeling of the studied systems, phenomena and processes, as well as professional activities.
“The role-playing game “The Meeting of Two Worlds” (a general lesson on the topic “Water”), trying on the role of specific specialists: a geochemist, an ecologist, a technologist, a pharmacist, a hydrologist, an art historian, a geochemist, a meteorologist, a pharmacist, an oceanologist, students get acquainted with the content and the importance of the work of representatives of not only chemical professions. As a result, intellectual skills and abilities, interest in certain professions are formed.
Manina Olga Borisovna
Chemistry and biology teacher
Municipal budgetary educational institution
"Secondary 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 fundamentals of the subject, but it should also 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 the conditions of secondary 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, the formation of experimental skills and abilities in students is of great importance. Practical exercises 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 the workplace clean, observe safety rules, carefully
conduct labor operations, monitor the results of the labor process.
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 such important issues as behavior in a chemical laboratory, safety precautions, workplace maintenance, handling of glassware, reagents and various devices.
From the very first lessons, students master laboratory equipment. Performing practical work, the guys see the fruits of their labors, they develop a careful and economical attitude to reagents.
Of great importance are tasks with practical content related to real material objects, since 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 grade 9 e - chemist, glass etcher, foundry worker, textile worker, agronomist, nurse, dentist, photographer; 10-11 grades - crystallographer, geologist, pyrotechnician, vulcanizer, rubber mixer driver, chemical engineer, technologist of synthetic resins and plastics, moulder.
When studying the production of sulfuric acid in the 9th grade, 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 on 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 an active educational activity in simulation modeling of the studied systems, phenomena and processes, as well as professional activities.
“The role-playing game “The Meeting of Two Worlds” (a general lesson on the topic “Water”), trying on the role of specific specialists: a geochemist, an ecologist, a technologist, a pharmacist, a hydrologist, an art historian, a geochemist, a meteorologist, a pharmacist, an oceanologist, students get acquainted with the content and the importance of the work of representatives of not only chemical professions. As a result, intellectual skills and abilities, interest in certain professions are formed.
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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 of the school evening "We are chemists", for students of the 7th grade.
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The following methods were used in the work: The study and analysis of pedagogical and methodological 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. Professional orientation is a complex complex 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 “vocational guidance” is the most important means of reproducing 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 work must be subject to 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, one should not forget that the main career guidance work should be carried out in the classroom, especially when the production topics of the school course are studied. Career guidance in teaching chemistry should not be isolated from the study of the fundamentals of the subject, but it should also 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 lessons preparing for industrial excursions, or final lessons (depending on the content of the educational material), you can use the following techniques: production material with modernity, prospects for the development of this sector 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.
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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 of the school year, in order to determine 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 most 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 a 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 the life of modern society without chemistry is not possible. 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 essays showed that most of the 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 other 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 experiment: talk about the course of their actions, give a brief description of the device they use, predict and explain the results of the experiment. Students showed such experiments: "Obtaining silicic acid", "Obtaining carbonic acid", "Specific properties of carbon dioxide", a 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 children themselves found the 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. Conducting this lesson allowed us 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 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 expand the horizons of students, a class hour "Chemistry in professions" was held. 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 secondary specialized 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 various forms of purposeful career guidance work by means of a school 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 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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