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The article is devoted to the organization of educational process that meets the requirements of the modern educational standard. The need to find methodological ways and create favorable conditions in the lesson has been caused by the need to improve the quality of school education. The authors point out the problem associated with the difficulties of students learning chemical concepts that are quite abstract in nature. Most concepts of the Chemistry course are represented by symbols, the assimilation of which requires their memorization, sometimes mechanical memorization and fragmentary perception. The ability to operate with concepts is not developed by every student; his absence prevents the further assimilation of the subsequent topics of the Chemistry course. Such concepts as communication, reaction, transformations, which have a procedural meaning, are subjected to even more difficult assimilation. In this regard the research goal has been defined, which consists in the search and creation of necessary conditions aimed at establishing positive motivation for the subject, formation of knowledge and development of intellectual skills. In their opinion, the concepts associated with chemical processes can be represented in the form of an educational comic book. To identify an educational request among middle school students, the authors conducted a survey, the results of which determined their preferred genre. A comparison of the literary genre with educational material has made it possible to use comics in the process of mastering chemical concepts. The advantages of such a technique, expressed in the associative perception of educational material, have been highlighted. The article describes the learning technology, design stages, requirements and examples of analogies. In the implementation of this learning technology project activity acts as a form of educational process organization, and the process of creating a comic strip becomes an artistic and educational creative design. In the given lesson planning, a description of the lesson at the stage of systematization of chemical concepts is presented. The main result of pedagogical action is to establish positive motivation for students in the educational process. The authors have come to this conclusion as a result of reflection in the classroom, as well as pedagogical observation during approbation of the technique at seminars and courses. Thus, this technology can be used as a technique that establishes motivation among schoolchildren aimed at generalizing and creating a holistic picture of the material studied.

Проведен анализ возможностей использования межпредметных связей при подготовке к новой форме государственной итоговой аттестации – демонстрационному экзамену WorldSkills Russia (WSR) в системе среднего профессионального образования (СПО). Рассматривается реализация принципа межпредметных связей химии, аналитической химии и биохимии при подготовке студентов медицинского колледжа, обучающихся по специальности 31.02.03 «Лабораторная диагностика», к демонстрационному экзамену WSR. Использованы методы сравнительного и системного анализа; изучены методические и педагогические источники, включая российский опыт использования в педагогической практике конкурсного движения для повышения мотивации студентов системы СПО. Профессиональная подготовка среднего медицинского персонала в соответствии с государственной политикой в области подготовки специалистов системы СПО связана с повышением качества образования и сдачей новой формы государственной итоговой аттестации – экзамена по стандартам чемпионатов WorldSkills Russia. Составной частью профессиональной подготовки по медицинским специальностям является дисциплина «Химия», что при сокращении часов обусловило необходимость реформирования методического сопровождения. Подготовка, например, лабораторного диагноста или фармацевта, обладающего необходимыми компетенциями, меняет в процессе обучения виды деятельности: учебную, научно-исследовательскую и воспитательную; происходит при расширении использования межпредметых связей в целях практического опыта конкурсного движения WSR и формирования профессиональных и надпрофессиональных компетенций. Основные дидактические принципы (научности, наглядности, доступности и другие) учебных предметов «Химия», «Биохимия», «Аналитическая химия» не только отражают развитие данных наук, но и способствуют расширению научного знания и его синергетики, формированию связей с практической деятельностью будущего лаборанта или фармацевта, необходимых при последующей сдаче демонстрационного экзамена. Показано, что использование межпредметных связей, интеграция в обучающую среду системы СПО ресурсов массовых онлайн-курсов при смешанном обучении, применение системы заданий для подготовки к экзаменам WSR в предаудиторной, аудиторной и постаудиторной фазах мотивируют студентов, создают условия для подготовки специалиста среднего звена к новой форме государственной итоговой аттестации по стандартам WSR.

Проведено исследование в области междисциплинарной интеграции русского языка и химии в старших классах общеобразовательной школы.

В статье представлены результаты полученные в ходе исследования валеологических знаний и валеологической культуры обучающихся старших классов общеобразовательной школы.

In the article is presented data of mineralogy, petrography, geochemistry and isotope-geochronology study Nyashevo mafic-ultramafic massif in Ilmeny-Vishnevogorsk polymethamorphic shear zone. The ultramafic rocks consist of serpentine and chlorite (up to 90 %), accessory and rare minerals - talc, carbonate, tremolite, cromium-magnetite, amphibole, garnet, biotite, muscovite, kyanite, scapolite, potassium-feldspar, zircon and quartz. The microprobe analysis of the composition of minerals was performed with a REMMA-202M scanning microscope with a microanalyzer. The contents of petrogenic, rare and rare-earth elements are determined by the atomic absorption method and by the ICP-MS mass spectrometer. U-Pb age in zircon was obtained on microprobe SHRIMP II. The Nyashevo ultramafic rocks have variations of the content of SiO2 from 38 to 42 wt % and of #Mg from 0.89 to 0.92, minor concentration of Al2O3 from 0.6 to 2.0 wt % and CaO from 0.3 to 2.8 wt %, increase contents Cr (550-2400) and Ni (800-2000 ppm), low - Ti (to 75), HSFE (6.0-117.4) и REE (∑ = 1.3-4.3ppm). Relatively high content Rb = 0.10-0.57, Sr = 3-42, Ba = 3-95 ppm and relation Ba/Sr = 0.4-7.7. The 1892 ± 23 Ma of zircons dating from ultramafic rocks of massif are the minimum age of the mantle substrate, probably is his restite. The appearance of pyrope-almandine ( Py18-26 Grs3-4) and almandine-grossular ( Py6-8 Grs54-57) garnets, high- aluminous and magnesian alumoenstatite (#Mg = 0.77) and spinel (#Mg = 0.72-0.75) in ultramafic rocks suggests formation-transformation occurred at Т = 900-1050°С и Р ≥ 9 kbar. The formations of Nyashevo massif is the age of the Late Ordovician (443 ± 12 Ma) and almost coincides with the maximum marks of age Buldym ultramafic alkaline-carbonatite massif. The Permian (275.8 ± 2.1 Ma) dating reflects the processes of serpentinization and scapolitization in ultramafic rocks and it correlated with the age parameters of zircons from late miaskites, carbonatites and pegmatites. Nyashevo mafic-ultramafic massif was formed in the deep zone of the Proterozoic continental rift, it undergone a multistage metamorphic transformation during decompression ascent in the lower crust and subsequent disintegration in regional post-collision shear zone.

In the article is presented data of mineralogy, petrography, geochemistry and isotope-geochronology study Nyashevo mafic-ultramafic massif in Ilmeny-Vishnevogorsk polymethamorphic shear zone. The ultramafic rocks consist of serpentine and chlorite (up to 90 %), accessory and rare minerals - talc, carbonate, tremolite, cromium-magnetite, amphibole, garnet, biotite, muscovite, kyanite, scapolite, potassium-feldspar, zircon and quartz. The microprobe analysis of the composition of minerals was performed with a REMMA-202M scanning microscope with a microanalyzer. The contents of petrogenic, rare and rare-earth elements are determined by the atomic absorption method and by the ICP-MS mass spectrometer. U-Pb age in zircon was obtained on microprobe SHRIMP II. The Nyashevo ultramafic rocks have variations of the content of SiO2 from 38 to 42 wt % and of #Mg from 0.89 to 0.92, minor concentration of Al2O3 from 0.6 to 2.0 wt % and CaO from 0.3 to 2.8 wt %, increase contents Cr (550-2400) and Ni (800-2000 ppm), low - Ti (to 75), HSFE (6.0-117.4) и REE (∑ = 1.3-4.3ppm). Relatively high content Rb = 0.10-0.57, Sr = 3-42, Ba = 3-95 ppm and relation Ba/Sr = 0.4-7.7. The 1892 ± 23 Ma of zircons dating from ultramafic rocks of massif are the minimum age of the mantle substrate, probably is his restite. The appearance of pyrope-almandine ( Py18-26 Grs3-4) and almandine-grossular ( Py6-8 Grs54-57) garnets, high- aluminous and magnesian alumoenstatite (#Mg = 0.77) and spinel (#Mg = 0.72-0.75) in ultramafic rocks suggests formation-transformation occurred at Т = 900-1050°С и Р ≥ 9 kbar. The formations of Nyashevo massif is the age of the Late Ordovician (443 ± 12 Ma) and almost coincides with the maximum marks of age Buldym ultramafic alkaline-carbonatite massif. The Permian (275.8 ± 2.1 Ma) dating reflects the processes of serpentinization and scapolitization in ultramafic rocks and it correlated with the age parameters of zircons from late miaskites, carbonatites and pegmatites. Nyashevo mafic-ultramafic massif was formed in the deep zone of the Proterozoic continental rift, it undergone a multistage metamorphic transformation during decompression ascent in the lower crust and subsequent disintegration in regional post-collision shear zone.

The creative biography of Professor M.S. Yusubov, prominent scientist, head of Chemistry Chair of Siberian State Medical University is presented, his main trends of scientific and public activity are concerned.