Practice-oriented chemistry teaching as a basis for forming the functionality of students’ knowledge: methodological aspects and implementation experience

The article reveals the methodological aspects of forming knowledge functionality at the present stage of education development, the features of practice-oriented chemistry teaching from the standpoint of requirements for the results of teaching students according to the Federal State Educational Standard of Higher Education and applications to them. Achieving the functionality of knowledge as the ability to apply scientific knowledge in various situations is a strategic task for all levels of the education system. This most important public demand for the results of the modern educational process is also indicated in the documents: “The concept of the development of natural science literacy of students”, “The concept of the development of practice-oriented education in Russia”, combining the requirements of educational and professional standards for the professional competencies of students at the university. The functionality of chemical knowledge is formed in practice, by modern means of practice-oriented learning. The authors made an attempt to combine practice-oriented teaching methods and technologies implemented in the natural science education of schoolchildren, aimed at forming the functionality of knowledge based on strengthening the practical component of teaching chemistry and establishing interdisciplinary connections. The conditions for ensuring the functionality of chemical knowledge in chemistry teaching are determined: meta-subjectivity and contextuality of the content of educational tasks, the instrumentality of chemistry teaching and the complexity of the application of chemical experiment, the introduction of a regional component in chemistry teaching and continuity in the application of productive methods in chemical education.

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