Home – Home – Jornals – "Philosophy of Education" 2020 number 4

Introduction. The learning process is organized on the basis of didactic principles - scientific, systematic and systematic, accessible, conscious and active, visual, the connection of theory with practice, integration and differentiation, and others. According to a number of researchers, the methodological principles of teaching chemistry should include the principles of methodology associated with the process of developing methodological knowledge and skills of students, and the principle of historicism. The formation of students’ knowledge of the basics of chemical science, methods of its knowledge is one of the primary common goals of teaching chemistry in a comprehensive school. To ensure the achievement of these and other learning goals can only a teacher who builds the learning process on the basis of didactic principles, including the principles of historicism and methodology, which, in our opinion, is a very relevant aspect of chemistry education. Methodology and methods of the research. The object of the study is the teaching of chemistry in a comprehensive school and in a pedagogical university. The principles of historicism and methodologization in the teaching of chemistry are the subject of research. The study is aimed at studying their role, place and means of implementation in the educational process. The scientific and methodological works of A. A. Makarenya, V. L. Obukhov, M. S. Pak, E. E. Minchenkov, Yu. V. Surin, L. M. Kuznetsova constituted the methodological basis. Theoretical and practical research methods were used within the framework of an integrative methodology. The results of the research. The authors note that a modern chemistry teacher must have a high level of methodological training in order to create the conditions for an informal assimilation of the theoretical chemical content. The structure of the chemical content should reflect the historical logic of the development of chemistry as a science. The chemical knowledge formed in schoolchildren should be historically logically substantiated. Therefore, in the preparation of future chemistry teachers, special attention should be paid to the historical and methodological aspect of teaching. Methodological knowledge includes knowledge of the basic elements of scientific theories. Students should be able to establish structural and functional relationships between the main parts of the theory - provisions, facts and consequences, master general scientific and highly specialized terms, and know the structure of various types of knowledge. The formation of methodological knowledge is facilitated by tasks requiring the use of such logical actions as analysis, synthesis, generalization, comparison, classification, and others. In this regard, the chemistry teacher must create special conditions for the formation of methodological knowledge and skills among schoolchildren. Methodological knowledge is inextricably linked with historical knowledge, since it is important for students not only to master the chemical content, but also to know how to obtain it. Revealing to students the historical and logical path of the development of the science of chemistry, the teacher implements the principle of historicism. Accordingly, the teacher needs to have knowledge of the history and methodology of chemistry as a science and be able to include historical and methodological knowledge in the content of chemistry lessons. Conclusion. In the process of teaching students, it is necessary to include special tasks aimed at the formation of methodological knowledge and skills and the inclusion of historical information in the educational process in chemistry.