У статті досліджується проблема методичної підготовки майбутніх учителів біології до роботи з шкільним підручником. Визначено стан такої підготовки у сучасних педагогічних закладах вищої освіти. Обґрунтовано сутність і розкрито особливості реалізації авторського підходу до роботи із шкільним підручником. Схарактеризовано її інваріантну та варіативні складові.
The article deals with the problem of methodical preparation of future biology
teachers for work with a school textbook. The state of such training is determined in
modern pedagogical institutions of higher education. The article substantiates the
essence and reveals the peculiarities of implementing the author's approach to work
with the school textbook. Its invariant and variational components are characterized. The implementation of the proposed approach provides a qualitatively different level
of formation of not only relevant knowledge and skills, but also the methodological
readiness of future biology teachers to work with the school textbook. Perspective and
relevant for the pedagogical theory and school practice of biology teaching is the
study of the peculiarities of the methodological training of future biology teachers to
work with electronic textbooks and manuals. An analysis of the practice of
methodological training of future biology teachers in higher education establishments
testifies that the theoretical laboratory work on biology teaching methodology is
established, during which future teachers are acquainted with the structure of school
textbooks and their analysis in the course of further acquaintance with the educational
and methodological support of the educational process from biology (after years of
study). Quite often, such work is carried out promptly and formally in view of reducing
the number of classrooms to study the methodology of teaching biology and a large
variety of school textbooks. The forms of methodological training considered are, in
accordance with the developed author's approach, an invariant component of the
methodological training of future biology teachers to organize the work of students
with a textbook. The variational component involves the students performing thematic
research tasks, course designing and qualification work.
