SITUATIONAL TASKS IN THE SECTION "GENERAL BIOLOGY" AS A TOOL FOR ACHIEVING METASUBJECT LEARNING OUTCOMES
The article presents the result of the analysis of the lines of school educational and methodical complexes in biology operating in the Kurgan region (lines of V.V. Pasechnik, I.N. Ponomareva, N.I. Sonin, T.S. Sukhova) to determine the role and place of situational tasks in the educational process of general biology as a means of forming cognitive universal educational actions. The authors substantiate the role of using situational tasks in a school biology course in grades 10-11 to achieve learning outcomes at all levels: personal, meta-subject and subject, as well as for the formation of subject knowledge and skills that form the basis of biological literacy of a student. They point out the importance of using situational tasks to activate the activity of schoolchildren in mastering complex general biological, epistemological concepts, which are determined by the current state of biological sciences and the level of their significance. The authors present the main types of cognitive activity of students formed in the section «General Biology». Specific examples of situational tasks are given with a description of the methodological aspect of their application within the lesson, and it is noted that the teacher must carefully plan the activity from the stage of choosing situations for composing a specific task to the selection of evaluation criteria and corrective measures.