Individual approach to teaching modern biology

Today, biology is one of the most promising sciences. Century XXI - the century of biology. Huge material and intellectual resources are invested in the development of this science. Specific scientific terms such as cloning, mutations, DNA, are becoming well-known and popular in society. But most people are far from a true understanding of these terms.

The residual knowledge from the school biology course does not allow a modern person to understand modern biological discoveries that are becoming revolutionary in society. Therefore, there is a need for new approaches in teaching biology at school. One of the topics of general biology that causes the greatest difficulties in studying by students is genetics. This science is characterized by a large number of special terminology, special laws, methods, tasks. The study of genetics requires developed abstract thinking. In our opinion, one of the effective methods of teaching the subject of genetics can be an individual approach. It is understood as an orientation on the individual psychological characteristics of students, the inclusion in their work with special methods and techniques corresponding to their individual characteristics.

Before attempting to uncover the essence of such a complex concept as an “individual approach”, one must at least generally understand the concepts of “person”, “personality” and “individuality”. On the one hand, the essence of man is the totality of all social relations. It is deeply erroneous to seek the root cause of human activity in its internal potencies. On the other hand, the absolutization of “external influences”, which supposedly mechanically determine the individual activity of a person, is equally unacceptable. What should be distinguished in these concepts, which may become the subject of scientific debate?

Apparently, this is the level of concretization of each of the concepts, the degree of the role of the person’s social activity reflected in it, the greater or lesser role of the innate in his “alloy” with the acquired, etc. The concepts of “man”, “personality” and “individuality” received a large number of definitions. Without setting ourselves the task of distinguishing between these concepts, we will state only some general considerations on this subject. In the study of the concepts of "man", "personality" and "individuality" (as, indeed, of any concept), a comprehensive, concrete approach is needed. Apparently, in the concept of “man”, the general is at the forefront - its social and activity essence and biosocial structure; to the background - special and to the third - single. In the concept of “personality” in the foreground is special (“social-typical”); on the second - general, on the third - single. In the concept of “individuality”, the single comes to the forefront - the “individual-original”, the second - the special and the third - the general. Already such a conditional comparison suggests that the concept of “individuality” is closest to the direct practice of training and education. For the implementation of an individual approach, knowledge of a socially-typical and individually-unique student is needed. As V. S. Merlin points out, everything that is peculiar in personality, arising from the properties of temperament and the qualitative characteristics of mental processes, “is formed depending on the socially typical relationships of the individual. Therefore, the antagonism of the individual and the socially typical exists only when there are conflicting social-typical relations in the same person. ” Individually unique and socially typical are not different groups of personality traits, but represent different sides of the same properties.

However, of course, the social-typical and the individual-idiosyncratic are not identical in the structure of personality. So, with the same attitude to people, to the collective, to work and to oneself, the most varied properties of temperament and the most varied qualities of sensation, perception, memory and thinking are possible. Individual properties can be manifested in spite of opposing personality relationships: emotional instability and restraint in the lesson can occur, for example, in a very disciplined student. [fourteen ]. If you take into account the age characteristics and individual characteristics of all students, then you can safely build a model for the implementation of an individual approach to learning. The difficult question of the unity, difference and relationships of age and individual characteristics of children, adolescents and youths is extremely relevant. Taking into account age-related characteristics is important in education and training in general and in the implementation of an individual approach in particular. First, the development of any person inevitably passes through certain age stages; features of age-related development often leave a noticeable trace throughout life in the individual personality; Moreover, the specific nature of age development is partly determined by individual characteristics. Secondly, in education, and especially in education, the age differentiation of students is dominant, and the teacher cannot but take into account the age characteristics of his students.