METHODOLOGICAL AND DIDACTIC PRINCIPLES OF CONSTRUCTION TEXTBOOK ON BIOLOGY FOR HIGH SCHOOLS

Abstract

The article presents the analysis of the methodological foundations, the didactic design principles of the school biology textbook for high school. It was found that evolution of biology textbook is the result of public awareness and the organization of the educational process to reflect the content of the dominant scientific theories, mainly of national science, which does not take into account a certain number of world scientific achievements. In the context of globalization of scientific knowledge there has been formed a tendency of reflecting academic knowledge (structural and functional unity of nature) in the textbooks. Due to the use of the epistemological principle, textbooks are often overloaded with scientific facts and concepts. It is noted, that the study of nature should be as holistic education in the context of the laws of functioning of natural systems at all levels of organization: cell-organizm; population-taxonomic species; ecosystem; biosocial. A projective model of the structure of the contents of a textbook on Biology for high school, as well as its parameters have been substantiated in this research. Systematization is considered as one of the most important functions of a modern textbook. Its implementation is viewed as a condition of formation of integrity knowledge of students about wildlife, one of the ways of overcoming the contradiction between the integrity of nature and differentiated approach to its study (methodological contradiction between the requirement to develop holistic knowledge and fragmentary character of its study (didactic contradiction). The General characteristics of the synthesis texts are presented. Means of the implementation of the principle of integrity into textbook design have been outlined: logic and content; didactic and methodical; book-printing. Consistence of the disclosure of the integrity of each level of life organization has been analyzed.