Line educational and methodical sets (Umk) "Chemistry" (authors: Gabrielyan O.S. and etc.) intended for 7-11 classes general educational institutions. UMC releases publishing House "Drop" .

The course of the chemistry of Gabrielian is the key concept " chemical element"In the form of three forms of its existence (atoms, simple substances, Connections with other elements). The leading idea of \u200b\u200bthe course - knowledge does not memorize, but are derived on the basis of minimal, but carefully selected initial information, for example, the structure of the atom. From the very first lessons, students get acquainted with D. I. Mendeleev table.

Textbooks in Chemistry Gabrielyan O.S. included in the federal list of textbooks recommended for use when implementing having state accreditation educational programs of the initial general, the main general, average general Education (Order of the Ministry of Education and Science of Russia of March 31, 2014. N 253). The content of textbooks complies with the Federal State Educational Standard of Basic General Education (GEF LLC 2010).

Line opens propedeutic Course To study chemistry in grade 7. This course prepares students for the perception of a new subject and is based on the study of substances and chemical reactionsfamiliar to schoolchildren from everyday life, with minimal use of chemical formulas, reaction equations and settlement tasks. Subject "Chemistry. Introductory course. Grade 7 "is used as part of part of the main educational program formed by participants in educational relations.

The composition of the ugk "Chemistry. Introductory course "for grade 7:
- Textbook with electronic app (on the site of the publisher). Authors: Gabrielyan O.S., Ostrumov I.G., Akhleubinin A.K.
- Workbook. Authors: Gabrielyan O.S., Shipheev G.A.
- Workshop. Authors: Gabrielyan O.S., Aksenova I.V.
- Toolkit. Authors: Gabrielyan O.S., Shipheev G.A.

The composition of UMC "Chemistry" Gabrielyan O.S. et al. for 8-9 classes:
- Textbook with electronic app (on the site of the publisher). 8, 9 classes. Author: Gabrielyan O.S.
- Workbook. 8, 9 classes. Authors: Gabrielyan O.S., Sladkov S.A.
- Notebook for laboratory experiments and practical work. 8, 9 classes. Authors: Gabrielyan O.S., Yashukova A.V.
- control I. checking. 8, 9 classes. Authors: Gabrielyan O.S. and etc.
- Notebook to assess the quality of knowledge in chemistry. 8, 9 classes. Authors: Gabrielyan O.S., Motversova A.V.
- Diagnostic work. 8th grade. Author: Motversova A.V.
- Chemistry in tests, tasks, exercises. Tutorial. 8th grade. Authors: Gabrielyan O.S., Smirnova T.V., Sladkov S.A.
- Multimedia application. 8, 9 classes. Author: Gabrielyan O.S.
- Water in our lives. Toolkit. 8-9 classes. Authors: Gabrielyan O.S., Popkov son, Sivkova G.A., Sladkov S.A.
- Toolkit. 8-9 classes. Authors: Gabrielyan O.S., Motversova A.V.
- Work programs. 7-9 classes.

Tutorials Gabrielyan "Chemistry. Grade 8 and "Chemistry. Grade 9 comprise a complex that serves as a complete course of chemistry for the main school. Colorful illustrations, a variety of questions and tasks contribute to the active learning of the educational material. Basic rules and definitions keywords And the phrases are highlighted in the text in such a way that the auditorium of the student also contributed to more strongly to remember them. At the end of each paragraph, a list of issues aimed at demonstrating chemistry communications with other sciences and everyday life. Electronic applications to textbooks are posted on the site of the publishing house "Drop".

Workers notebooks contain a large number of tasks that can be used to work out skills and skills, fixing the basic concepts contained in textbooks. Notebooks can also be used with textbooks corresponding to the federal component of the state educational standard.

Notebooks for laboratory experiments and practical work contains instructions for laboratory experiments and practical worksprovided for by the program.

Control and verification work Consist of texts of control and verification work, relevant chemistry program for 8 and 9 classes O.S. Gabrielyan. The benefits are intended for conducting current and outcome controls on the main topics of the course.

Notebooks to assess the quality of knowledge in chemistry Are part of the UMC and include verification work on the relevant sections of the textbook. Notebooks can be used both in the lessons and in the process of self-preparation.

Tutorial "Chemistry in tests, tasks, exercises" For grade 8, contains a variety of tasks (tests, tasks with a freely constructed response, calculated tasks) of two levels of complexity, including in the format of GIA and EGE. Approaches to solving tasks of various types. At the end of each section, verification works on the topic consisting of two parts - mandatory and additional ( increased complexity). All tasks are answered.

Benefit "Diagnostic work" It is intended for the organization of thematic and final control of subject and meta-certificate results of studying chemistry in grade 8. Diagnostic work will help the teacher to objectively assess the results of learning, student - prepare for final certification (GIA), resorting to self-test, and parents - to organize work on errors when performing homework students.

Multimedia benefits to the textbooks O.S. Gabrielyan includes information objects of various types: illustrations, animated fragments, video, interactive, three-dimensional models. For ease of use in the educational process, all objects are structured in accordance with the table of contents of the textbook. The composition of electronic benefits includes lessons including animations that help to explore new MaterialInteractive controlling modules that can be used for both training and knowledge control, virtual laboratories.

Benefit "Water in our life" Designed for teachers. It contains additional materials to the textbooks O.S. Gabrielyan for 8 and 9 classes.

Toolkit Contains approximate thematic planning software material 8 and 9 classes and guidelines for the new and most difficult topics of the course.

Country "Chemistry. Working programs. 7-9 classes " Contains: Chemistry Course Course Program for Grade 7 and Program of Basic General Education in Chemistry Gabrielyan O.S. et al. for 8-9 classes, a program of basic general education in Chemistry Eremin V.V. et al. for 8-9 classes.

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Analysis of educational and methodical
Kit O.S. Gabrilevan B.
10th grade

Since 2001, Gymnasium No. 47, Yekaterinburg, is the federal platform for the implementation of the experiment associated with the modernization of the structure and maintenance of general education. One of the directions of experimental activities is the approbation of educational and methodological sets (UMC) on various subjects. In accordance with the regulatory documents of the Ministry of Education of the Russian Federation in 2001-2002. The experiment was started in the 1st and 10th grades. In 2002-2003 An experiment to comply with its purity and obtain refined results was continued not only in the 2nd and 11th grades, but also in the 1st and 10th grades of the new set.
In the gymnasium, the 10th classes of natural-scientific directions were chosen as experimental, for which the profile objects are chemistry and biology. This circumstance and determined the approaches to the choice of UMK. On the one hand, such kits must meet the requirements for a competence level of learning, on the other, to take into account the educational situation in the gymnasium at the time of the experiment. First of all, it was necessary to take into account that practically in all subjects, including in chemistry, training provided for a linear content development scheme. The chosen CMDs should have been delicately allowed to go to study in the senior link and contribute to the accumulation of experience for a gradual, phased transition to a concentric study of the course.

FROM The radius of the proposed CMC in chemistry is most complies with the requirements listed above the set prepared by the author's team under the leadership of O.S. Gabrilevan. The kit includes not only a textbook, but also a teaching manual for a teacher with thematic planning, options for conducting developments according to the most complex topics of the course, support schemes and control works, compiled both in traditional and test form.

An attractive appeared logic of building a course from common to particular. The study of individual classes of organic substances is preceded by information on the main provisions of the theory chemical structure, types of isomerism, types and mechanisms of chemical reactions in organic chemistry, classification of organic substances and nomenclature information.

The practice of testing the specified CMD for two years in 10 classes has shown the expediency and effectiveness of such an approach, which contributes to the assimilation of the course content at a competence level, regardless of which scheme (linear or concentric), training was conducted in the basic school. The differentiated nature of the tasks after paragraphs, their creative nature, the actualization of intra and interpresentative relations should be noted.

A undoubtedly important part of the course is the section "biologically active compounds", which sells substantive lines associated with the integration of natural scientific education. The relevance of the study of this section in the class of chemical-biological profile is difficult to overestimate.

At the same time, the testing of the textbook and the Didactic set, developed by the author's team, revealed a number of issues that require discussion.

Without pretending to the comprehensive nature of this analysis, we would like to identify a number of problems both a methodological and factual nature that should be taken into account when implementing UMK in the practice of the mass school.

P It is recommended that the Chemistry-10 textbook can be used to explore organic Chemistry both in general education and profile level. It should be noted that it is problematic both in the first and second case.

For general education classes, as well as for classes in which chemistry is not a profile subject, it is unlikely to expediently study the mechanisms of reactions, electronic effects. The abundance of equations of reactions and information that is not of a fundamental nature makes it difficult to effectively master the content at the base level.

However, for profile classes, the textbook is very brief and requires systematic lecture support of the teacher.

Sections on dedicated reaction mechanismsbased on the stability of intermediate carboations, written extremely complex tongue, accompanied by conclusions, which are not obvious to students. So, when discussing the orienting action of substituents in the benzene ring, it is unlikely that it makes sense to turn to the theory of resonance (which is studied in the 2nd course of chemical specialties of universities), not to mention the basic principles of this concept. In high school schools, as practice shows, methodically literately operate with the concepts of "increasing (decrease) of the length of the conjugate chain" and "mesomeric effect" ( Granberg I.I. Organic chemistry. M.: Drop, 2001).

By the way, when working with a textbook, students experience difficulties with the conceptual apparatus. The authors of the textbook can be reproached in the fact that many terms are given without definition, they appear "in passing". The terms "valence state" (and its difference from the concept of "valence"), "Tautomeria", "Resonance" and some others introduced without definition (definition) that again requires a constant clarifying work of the teacher. In paragraph "Basics of the nomenclature of organic compounds", the names of alkyl radicals are not given, as well as the radicals "Vinyl", " rES.-But "," tert-But ", which are later found in the text. The suffixes are not mentioned, which are introduced into the name of the substance in the presence of multiple bonds, hydroxyl, carbonyl, aldehyde groups in its molecule. Even if partially, this material should be studied in the main school (along the concentric scheme), it is necessary to repeat it in the tutorial of the 10th grade.

In the chapter describing the preparation of carboxylic acids, there is no information about industrial methods, including the preparation of acetic acid by oxidation of butane, about the synthesis of formic acid from carbon monoxide and caustic soda, on obtaining carboxylic acids Hydrolysis of three-seated alkyl halides. The methods for obtaining acids of nitriles and esters are particularly used and used only in the laboratory.

Extremely scoop material about fats. Interguide relations with biology are not updated. There are no information about the biological meaning of fats and their transformation in the body.

Inaccuracies in some definitions are of principled. Thus, the definition of proteins is not mentioned that they are built only from A-amino acids.

The synthesis of benzene homologs given in § 16 by the Würtz method is not used anywhere, since it only partially passes in the right direction: along with the target product, diaril (diphenyl) and the products of the interaction of alkyl radicals are formed. We think that it could be about it and not mention, but to supplement the section "Chemical properties of aldehydes" by the equations of polymerization reactions with the formation of paramedia, paraulty and trioximetylene, probably should be.

Some sections suffer from lack of logic. For example, in § 17, dedicated to alcohols,
from. 143-144 states that alcohols have weaker acid properties than water, and the alcoholate hydrolysis equation is given only on with. 146. On p. 145 (clause 5) is given equation of intramolecular dehydration of alcohols, and the fact that the transformation occurs according to the rule of Zaitseva, and the mechanism of this process is discussed only on with. 147.

None of the section is mentioned that the electrostriccy of the carbon atom changes with a change in the type of hybridization. Therefore, students are extremely difficult to explain the electronic effects in the SNA-CH \u003d CH 2 molecule (p. 105).

In the textbook, many equations of redox reactions are given, including very complex to which the oxidation reactions can be attributed. But it never once shows an electronic circuit, with which the coefficients are displayed.

By the way, in chapters, in which individual classes of organic compounds are considered, there are practically no references to general information given at the beginning of the textbook. Thus, in a paragraph dedicated to cycloalkanes, it is not mentioned about their possible cis and transzomeria (there is no reference to p. 40). Presentation of material about the homologous series of alkanes on p. 168 should be accompanied by reference to with. 27, where it is discussed in detail.

To solve the task 4 on p. 195 On the difference in vegetable and mineral oils, it was possible to give a link to s. 60, which speaks about oil refining products.

In the list of methods for obtaining alcohols, there is no mention of the synthesis of them from the aldehydes using the reagent of Grignar and references to the subsequent sections where this method is considered in detail. By the way, the material on the chemical properties of alcohols requires structuring, which is based on the principle of rupture of different links: reactions going with the participation of hydrogen atom of the hydroxyl group (substitution of metal and esterification); reactions of replacement or cleavage of the entire hydroxy group (the formation of halogen derivatives, intermolecular and intramolecular dehydration); Oxidation reactions. This approach is adopted by most authors of textbooks for higher education.

IN CE The above comments have a recommendatory nature and could not serve as a basis for refusing to use this UMK in the practice of the mass school, if not a depressing number of errors and typos of principled, which, alas, are repeated in all subsequent editions. Below are the most significant of them.

On s. 20 mentioned three 2 s.- Did the dumbbell form (?!). Table 3 on with. 32 is given an incorrect name to the simple ether (dimethyl instead of diethyl), and on s. 155 (p. 12) The substance must be called propen-2-ol-1, and not 2-propanes-1. When discussing the sustainability of the transition status on with. 131 One of the boundary structures contains a five-channel (!) Carbon atom. On s. 141 erroneously recorded the structural formula of the two-phated alcohol (instead of a single tertiary), on s. 183 is the structural formula of acetic acid in the reaction with SOCL 2, on C. 212 - The structural formula of the tertiary amine. It should be noted that the structural formula of glucose is made in the form of D-glucose. Recorded structural formula on with. 201 is erroneous and contradicts the formulas of cyclic structures given later. In almost all the equations of the "silver mirror", the conditions (heating and ammonia medium) are not specified. Incorrectly approval of the authors of the textbook that the isomerism between primary, secondary and tertiary amines can be attributed to the interclasses, since these substances do not belong to one class.

It should be especially highlighted on tasks and tasks after paragraphs. Basically, they meet the requirements of a differentiated approach in learning, have both theoretical and applied character. However, some tasks are compiled incorrectly.

So, performing paragraph 12 on p. 175, students experience difficulties in compiling the equation of the propanelial reaction with acidified bromine water, since the conditions of the aldehydes (lighting, promotion, acids or bases) are not described in the paragraph.

Complex compounds are not studied in the course of the chemistry of the 10th grade, so students are difficult to perform paragraph 2 on with. 205 and make the equation of the reaction of the interaction of glucose with Cu (OH) 2 without heating.

From among the calculated tasks, given in the textbook, some are extremely complex: Task number 12 on with. 82 can only be solved using a system of four equations that are not considered in the school course of mathematics; Task number 5 on with. 164 can only be solved by the method of selection; Task number 12 on p. 196 has no solution if the condition does not specify that isomeric ethers are formed; Task number 9 on p. 220 has an olympiad level, and similar tasks are unlikely to be advisable to include in the textbook recommended for the mass school.

Targets are contained in conditions of tasks No. 7 on with. 108 (4.03 l CO 2 should be indicated, and not 4.03 g), No. 8 on with. 108 (the mass of the mixture should be 47.2 g, not 4.72 g), No. 4 on with. 211 (20% starch, and not 0.2%). In task number 7 on p. 226 We seem to be a mixture of aminoacetic and acetic acids, rather than aminoacetic acid and acetaldehyde. In the form in which the task is formulated, it does not make sense or solutions.

In the Methodological manual for the teacher, there are also serious errors. So, on s. 85 (Table 2) for alkenes is a typical (?!) Reaction - replacement. On s. 149 In the scheme for steroid hormones, testosterone and estradiol functions are confused, and on with. 144 amylase called the pancreatic enzyme.

In conclusion, it should be noted that the textbook could be compiled subject indexAnd to the settlement tasks it is necessary to bring answers.

We hope that the analysis given by us will contribute to the corrective work of the copyright team and will help teachers working with this kit, which has all the grounds for the leading position in the array of the proposed CMD.

Kelubar MK, chemistry teacher MKOU "Butikovskaya Sosh", Tula region

The advantages of the SMC line in Chemistry O.S. Gabrielyan are the availability of presentation, concreteness of concepts, processes. The textbooks contain algorithms for solving problems and the chemical reaction equations (it is desirable to add them to the base level).

Moskalchuk TS, chemistry teacher, biology, Omsk region

Colorfulness, clarity, communication with life, good selection of exercises and tasks in textbooks, the presence of working notebooks - all this refers to the pros educational complex in chemistry.

I hope that the ruler of Gabrielyan will enter the federal new list of the textbook. We are accustomed to this clever.

Shevchenko A.V., chemistry teacher MBOU Lyceum N4, Voronezh

Material in textbooks in Chemistry Line UMK O.S. Gabrielyan is outlined by an affordable language in a logical sequence, but I would like more tasks of a practical-oriented nature.

Boltneva O.V., teacher of chemistry and geography, MBOU Verkhnespasian Sosh

All textbooks have a deeply thoughtful, verified, scientifically and methodically substantiated structure. The CMD fully corresponds to the GEF of the new generation, allows you to fully exercise a systemic and activity approach to training and education that contributes to the development of key competencies, the formation of universal training actions.

The presence of working notebooks and notebooks for laboratory and practical work allows you to save the time of study, in addition, the working notebooks are indispensable teaching benefits When preparing students for future delivery of GIA (OGE) and the EGE.

E. G. Zubovova, chemistry teacher and biology MOU SOSH №17 G. Podolsk in the Moscow region

CMD contains all the necessary theoretical and practical material provided for by the State Educational Standard for Chemistry.

E. E. Hershina, chemistry teacher GBOU TSO №1601 Moscow

The textbooks use the language-understandable language, as well as modern scientific facts And examples from life. The course provides high level knowledge of students in chemistry.

Working on this CMC teacher has full methodical support. CMD Gabrielyan is constantly developing and complemented, remaining modern and meeting educational standards.

S. A. Sladkov, k. p. n., teacher GBOU SOSH №2016 Moscow

Tutorials are built on a concentric principle, satisfy the requirements of the State Educational Standard for Chemistry. The course is based on the key concept of "chemical element" in the form of three forms of its existence (atoms, simple substances, connections with other elements).

Electronic applications to U. Gabrielyan textbooks include information objects of various types: illustrations, animated fragments, video, interactive, three-dimensional models.

IN composition of UMC The complete set, in the methodical aid there is no need, everything in free access is on the site.

Products can be estimated at "5".

HER. Yerekina, chemistry teacher, Altai Territory, Volsk

"Analysis of the UMC in Chemistry"

Gabrielyan O.S. "Chemistry" 2014 "Drop"

II. The structure of the UMC:

2. Tutorials;

3. Workbooks;

4. Methodical manuals for teacher;

5. Multimedia applications.

III. The content of the components of the UMC:

1. The author of the program O.S. Gabrielyan has built a course of studying chemistry based on a concentric approach, where all theoretical material is considered in the first year of study (grade 8). In grade 9, the study of the chemistry of elements continues and is found. short course Organic chemistry. In grade 10, essential organic compounds are studied. In grade 11, knowledge of general chemistry is generalized and deepened.

The leading idea of \u200b\u200bthe course - knowledge does not memorize, but are output
based on the minimum, but carefully selected initial information.

The course of chemistry of Gabrielyan is based on the key concept of "chemical element" in the form of three forms of its existence (atoms, simple substances, connections with other elements). The student is invited not to memorize a set of chemical facts, but to generate this knowledge based on general principles, theories and laws of chemistry. For example, consideration of the characteristics of the structure organic, electronic and spatial effects contained in its composition of fragments, allows you to predict (and not to memorize) chemical properties Connections.

2. Textbooks in Chemistry Gabrielyan O.S. Included in the federal list of textbooks recommended for use in the implementation of the state accreditation of educational programs of the initial general, the main general, secondary general education (order of the Ministry of Education and Science of Russia of March 31, 2014 No. 253). The content of textbooks complies with the Federal State Educational Standard of Basic General Education (GEF LLC 2010).

Textbooks Gabrielyan "Chemistry. Grade 8 and "Chemistry. Grade 9 comprise a complex that serves as a complete course of chemistry for the main school. Colorful illustrations, a variety of questions and tasks contribute to the active learning of the educational material. The main rules and definitions, keywords and phrases are highlighted in the text in such a way that the auditorium of the student also contributed to more strongly to memorize them. At the end of each paragraph, a list of issues aimed at demonstrating chemistry communications with other sciences and everyday life is given. The textbook is based on the implementation of interdisciplinary ties with a course of class 7 physics, where basic information on the structure of molecules and atoms is being studied, and biology of grades 6-8, where familiarity with the chemical organization of cells and metabolism processes are given. The methodical apparatus of textbooks is designed to contribute to a stronger assimilation of the material. Differentiated issues and tasks, including creative nature and requiring work with various sources of information, including Internet resources, and topics for discussion, cited at the end of each head of the textbook, contribute to the motivation of students to study the subject and help prepare for final certification in the form of OGE .
The course of the textbook "Chemistry. Grade 10. The in-depth level "differs from all existing deep practical orientation. The material is given in connection with the environmental, medical, biological, cultural aspects of knowledge. I especially want to emphasize the relevance of the material for the first time presented in domestic school textbooks "biologically active compounds", in which the author introduces students with such vital substances as vitamins, enzymes, hormones and medicines. The head is written very interesting. It focuses on acute social problems modern society, such as drug addiction. Textbooks are designed to study chemistry 3/4 hours per week. Textbook "Chemistry. Grade 11. The in-depth level "completes and summarizes the chemistry course set out in textbooks for 8-10 classes. The leading idea of \u200b\u200bthe textbook is to promote the formation of schools in graduates of a single chemical picture of the world through the unity of basic concepts, laws and theories of inorganic and organic chemistry.

The chemical experiment submitted in the textbooks is interesting. Separate works are grouped into blocks.

3. Workbooks contain a large number of tasks that can be used to operate skills and skills, fixing the basic concepts contained in textbooks.

The first part in them is a clear, concise and very informative support abstract of the educational material of each paragraph. The abstract that is created in the creation and collaboration of the teacher and students can be decorated not only in the classroom, but also at home or in the next lesson during the survey (to solve the teacher). The result "works" and the second part of the notebook: the fulfillment of the tasks given in it to paragraphs allows not easy to learn the material, but also to gain experience in the use of knowledge during independent and test workAnd subsequently - on exams in the form of GIA and EGE, so many tasks are proposed in the format of government tests.
Special marks marked tasks aimed at the formation of meta-delta skills (planning activities, allocate various features, compare, classify, establish causal relationships, transform information, etc.) and personal qualities of students.

Notebooks for laboratory experiments and practical work contains instructions for laboratory experiments and practical work provided by the program.

The notebook to assess the quality of knowledge in chemistry are part of the UMC and include verification works on the relevant sections of the textbook. Notebooks can be used both in the lessons and in the process of self-preparation.

4. Methodological manuals contain approximate thematic planning of software material and guidelines for the new and most difficult topics of the course., a series of generalizing tables and schemes according to the most important topics of the course, guidelines for their use in the learning process and, which is most relevant in the transition to new GEFs, formed universal training actions of various types. To implement the idea of \u200b\u200bgoaling in the manual, for example, an in-depth level, recommendations for studying the topic, which is often absent in the textbooks of other authors, is "Chemistry in society". I want to note that manuals for the teacher are continuously improving, this is a huge help of work, as my students annually surrender OGE and EGE in chemistry.

5. Multimedia manuals for textbooks OS Gabrielyan includes information objects of various types: illustrations, animated fragments, video, interactive, three-dimensional models. For ease of use in the educational process, all objects are structured in accordance with the table of contents of the textbook. The composition of electronic benefits include lessons including animations that help explore new material, interactive controlling modules that can be used for both training and knowledge control, virtual laboratories.

The use of electronic editions in the lesson makes training more efficient and informationally saturated, use in extracurricular work or with self-preparation helps it is better to study, remember, assimilate the material of the textbook.

IV. The second generation standards are focused on replacing the value paradigm in training for competence, when schoolchildren assimilate not the amount of knowledge and skills, but learn to receive, analyze, process these knowledge - master the universal learning actions, allowing to achieve meta-delta, subject and personal results Education. And it is effective with CMD O.S. Gabrielyan

The teaching complex O.S. Gabrilevan allows you to implement the integration of chemical knowledge with humanitarian disciplines: history, literature, world artistic culture. Using an unusual reception artistic image When describing a chemical object, the author leads numerous bright, peculiar examples from literature and history. And this, in turn, allows the means of the educational subject to show the role of chemistry and in the non-chemical sphere of human activity. Intremitable integration covers homogeneous material from the program different years Training, which allows you to form an idea of \u200b\u200bchemistry as a holistic science, show the unity of its concepts, laws and theories, versatility and applicability of them, both for inorganic and organic chemistry.

CMD Gabrielyan is constantly developing and complemented, remaining modern and meeting educational standards.

Bibliography:
1. Kulvevich S.V., Lakozennik T.P. "Analysis modern lesson»Practical allowance TU" Teacher ", 2002.
2. Approoda N.S., Titova I.M. Metame Like New Scientific Direction // "Methemetonics: Product Dialogue of Subsection Methods" Collection scientific Labors by continuous education. Vol. 4. - St. Petersburg: "Cult-Inform-Press", 2004. - P. 5 - 17.
3. Buray I.V. Integration of knowledge and skills as a condition of creative self-development of the person. / I.V. Burai, O.S. Aran // Chemistry at school. - 2001. - №10. - p.23-32.

The standards of the second generation are focused on replacing the value paradigm in training for competence, when schoolchildren assume not the amount of knowledge and skills, but learn to receive, analyze, recycle these knowledge - master universal learning actions, allowing to achieve meta-delta, subject and personal education results. Today, the problem of the problem of standardization of school chemical education is relevant. This is also caused by the fact that schools are moving to new, more free, organization forms educational process. The Federal State Standard of General Education defines the norms and requirements of the mandatory minimum content of the main educational general education programs, the maximum volume training Load students, the level of training graduates of educational institutions, as well as the basic requirements for ensuring the educational process. State standard General Education is the basis for developing curriculum, exemplary programs on educational subjects; objective assessment of the level of training of graduates of educational institutions; objective assessment of the activities of the educational institutions themselves; establishing federal requirements for educational institutions In terms of equipping the educational process, equipment of training premises.

In connection with the changes occurring in society and the education system, the structure and content of the school subject of chemistry changes. Currently, programs for chemistry and methodological support for them for different learning profiles and different types Schools that provide variability. However, the implementation of the idea of \u200b\u200bdeveloping and personally-oriented school chemical education remains problematic, because The number of hours to study chemistry in grades 8-11 decreased, and the programs and textbooks on which teaching is underway, are designed for greater study time, which leads to an increase in the level of abstractness of lessons, reduce time on a chemical experiment, to the objective impossibility of wider use of methods Training for the development of the creative and intellectual abilities of the child. There is a danger of formalism in knowledge of students. It is necessary to seek ways and ways to prevent this. Chemical education is the basis for scientific world growth, ensures the knowledge of the basic methods of studying nature, scientific theories and patterns, forms the ability to explore and explain the phenomena of nature and technology. School chemical education should serve as the basis for the environmentally competent behavior of a person.