TRADITIONAL AND LATEST FORMS OF LABORATORY CLASSES ORGANISATION IN THE PROCESS OF NATURAL DISCIPLINES TEACHERS TRAINING

The problem of organizing the initial process in higher education institutions of different accreditation levels was relevant at all stages of society formation and development. Thus, it does not go unnoticed by modern researchers, teachers-practitioners, and young scientists. Higher education puts forward new requirements for the organization of the training future professionals educational process, due to a number of needs and patterns of modern society development. This proves the urgency of this problem. The proposed article reveals the importance and necessity of proper organization of laboratory and practical work in biological and natural sciences during the future teacher training. The characteristic of laboratory and practical works is given there is a description of work methods during performance of the above-stated works. The influence of practical and laboratory works on personal orientations of students is revealed. The advantages of the newest technologies and the modern equipment application in the course of carrying out of a practical direction on biological and natural disciplines employment are noted. This allows students to better master the practical skills of the experiment, which they will directly apply while working at school. The educational process in higher education is aimed at the development of cognitive activity of students and the formation of a competent specialist of high qualification. That is why it needs a clear system organization that can combine traditional and modern forms and methods of learning. One of such traditional forms is laboratory classes, without which it is impossible to imagine the teaching of biological disciplines. Practical and laboratory classes are the most complex forms of organization of the educational process in a higher educational institution. After all, their effectiveness is determined not only by careful observance of all stages of preparation and conduct of classes, not only a high level of theoretical material, but the effectiveness of the necessary practical skills, which largely depends on the level of practical competence of research and teaching staff. Thus, practical and laboratory work is an active means of teaching biology in higher education. It is in the process of performing practical and laboratory work that it becomes clear how students have mastered the actual teaching material, whether the skills of creative use of these skills in practice have been formed, whether there are practical work skills.