Дидактические условия организации самостоятельного обучения и самооценивания учащихся при изучении биологии

Abstract

The purpose of this article was to identify the most effective didactic conditions for the organization of self-study and self-evaluation of students in the study of biology in secondary school. The study used a pedagogical experiment, the purpose of which was to identify students’ ability to independently work on acquiring knowledge and self-assessment of completed tasks. 27 students (15 girls and 12 boys) of the 8th grade Nazarbayev Intellectual school of chemistry and biology» in Kyzylorda took part in the experiment. The pedagogical experiment showed that the results of self-assessment and the researcher’s assessment of the educational material independently acquired by students have minor discrepancies. As a result, 22% of students mastered the educational material “excellently”; “good” - 44%; “satisfactory” - 34%. The research hypothesis was confirmed - students are able to independently master the educational material, but experience difficulties in conducting self-assessment, which is determined by the individual characteristics of the students. Among the sought-after optimal didactic conditions.