Features of teaching physics in the context of specialized training. Profile practice

24.12.2023

The profile practice of 10th grade students is aimed at developing their general and specific competencies and practical skills, acquiring initial practical experience within the chosen profile of study. The teaching staff of the lyceum determined the tasks of specialized practice for 10th grade students:

Deepening the knowledge of lyceum students in their chosen profile of study;

Formation of a modern, independently thinking personality,

Training in the basics of scientific research, classification and analysis of the obtained material;

Development of the need for further self-education and improvement in the field of subjects of the chosen profile of study.

For several years, specialized practice was organized by the administration of the lyceum in collaboration with Kursk State University, Kursk State Medical University, Southwestern University and consisted of our students attending lectures by teachers of these universities, working in laboratories, excursions to museums and scientific departments, and staying in Kursk hospitals as listeners of lectures by medical practitioners and observers (not always passive) of medical work. Lyceum students visited such university departments as the nanolaboratory, the museum of the department of forensic medicine, the forensic laboratory, the geological museum, etc.

Both world-famous scientists and non-graduate teachers from leading Kursk universities spoke to our students. Professor A.S. Chernyshev's lectures are dedicated to the most important thing in our world - man, senior lecturer of the Department of General History of KSU Yu.F. Korostylev talks about a variety of problems of world and national history, and teacher of the Faculty of Law of KSU M.V. Vorobyov reveals to them the intricacies of Russian law.

In addition, during their specialized practice, our students have the opportunity to meet people who have already reached certain heights in their professional activities, such as leading employees of the prosecutor's office of the Kursk region and the city of Kursk, the manager of a branch of VTB Bank, and also try their hand as legal consultants and trying to cope with the 1C accounting program.

In the last academic year, we began cooperation with the specialized camp “Indigo”, which was organized by South-West State University. Our students really liked the new approach to organizing specialized practice, especially since the camp organizers tried to combine the students’ solid scientific training with educational and socializing games and competitions.

Based on the results of the practice, all participants prepare creative reports in which they not only talk about the events carried out, but also give a balanced assessment of all components of the specialized practice, and you also express wishes, which the lyceum administration always takes into account when preparing for the specialized practice next year.

Results of specialized practice - 2018

In the 2017-2018 academic year Lyceum refused to participate insummer specialized shifts e SWGU "Indigo", due to unsatisfactory student reviews in 2017 and an increase in the cost of participation.The specialized practice was organized on the basis of the lyceum with the involvement of specialists and resources from KSMU, SWSU, and KSU.

During the practice, 10th grade students listened to lectures by scientists, worked in laboratories, and solved complex problems in specialized subjects.

The organizers of the practice tried to make it both interesting and educational, and work for personal development our students.

At the final conference at the lyceum, students shared their impressions of the practice.The conference was organized in the form of project defense, both group and individual.The most memorable classes, according to students, were classes at the Department of Chemistry at KSU and KSMU, excursions to KSU in the forensic laboratory and to KSMU inMuseum of the Department of Forensic Medicine, classes with students and teachers of the Faculty of Law of KSU under the “Living Law” program.

This is not the first time that Professor of Psychology at KSU, Doctor of Psychology, Head of the Department of Psychology at KSU, Alexey Sergeevich Chernyshev, comes to us. His conversation about man gave the lyceum students the opportunity to take a fresh look at their own personality and at the processes occurring in society both our country and the world.

An excursion to the museum at the Department of Forensic Medicine of KSMU was initially planned only for students of 10 B socio-economic class, but they were gradually joined by students from the chemical and biological class. The knowledge and impressions received by our students made some of them think again about the correct choice of their future profession.

In addition to visiting universities, during practice, lyceum students actively improved the knowledge acquired at the lyceum during the academic year.This included solving high-level problems, analyzing and studying Unified State Exam tasks, and preparing for Olympiads.. , and solving practical legal problems using specializedInternet resources.

In addition, students received individual assignments, the implementation of which was reported during classes (conducting a sociological survey, analyzing information on various aspects).

Summing up the completion of specialized practice, the lyceum students noted the great cognitive effect of the classes. According to many, the practice was expected as something boring, as a continuation of the lessons, so the immersion in the profile that resulted was a big surprise for them. Sharing information about practice with friends from other schools, lyceum students often heard in response: “If I had such practice, I would strive for it too!”

Conclusions:

Organization of specialized practice for 10th grade studentson the basis of the lyceum with the involvement of university resources G . Kursk has a greater effect than participation in specialized sessions of the Indigo camp at South-West State University.

When organizing a profileIn practice, it is necessary to combine classroom and extracurricular activities to a greater extent.

It is necessary to plan more topics for general study by all specialized classes.

« Innovative educational practices in the educational process of school: educational practice in chemistry (profile level) »

Plis Tatyana Fedorovna

first category chemistry teacher

MBOU "Secondary School No. 5" Chusovoy

In accordance with the federal state educational standard of general education (FSES), the main educational program of general education is implemented by the educational institution, including through extracurricular activities.

Extracurricular activities within the framework of the implementation of the Federal State Educational Standard should be understood as educational activities carried out in forms other than classroom activities and aimed at achieving the planned results of mastering the main educational program of general education.

Therefore, as part of the transition of educational institutions implementing general education programs to the state educational standard of general education of the second generation (FSES), each teaching staff needs to decide on the organization of an integral part of the educational process - extracurricular activities of students.

The following principles must be used:

free choice by the child of types and areas of activity;

focus on the child’s personal interests, needs, and abilities;

the possibility of free self-determination and self-realization of the child;

unity of training, education, development;

practical-activity basis of the educational process.

In our school, extracurricular activities are carried out through a number of areas: elective courses, research activities, the in-school system of additional education, programs of institutions of additional education for children (SES), as well as cultural and sports institutions, excursions, innovative professional activities in a core subject, and many others. etc.

I want to dwell in more detail on the implementation of only one direction - educational practice. It is being actively implemented in many educational institutions.

Educational practice is considered as an integrating component of the student’s personal and professional development. Moreover, the formation of initial professional skills and professionally significant personal qualities in this case becomes more important than mastering theoretical knowledge, since without the ability to effectively apply this knowledge in practice, a specialist cannot become a specialist at all.

Thus, educational practice is a process of mastering various types of professional activities, in which conditions are created for self-knowledge, self-determination of students in various social and professional roles and the need for self-improvement in professional activities is formed.

The methodological basis of educational practice is the personal-activity approach to the process of their organization. It is the inclusion of the student in various types of activities that have clearly formulated tasks, and his active position that contribute to the successful professional development of the future specialist.

Educational practice allows us to approach the solution of another pressing problem of education - independent practical application by students of the theoretical knowledge acquired during training, introducing the applied techniques of their own activities into active use. Educational practice is a form and method of transferring students into reality, in which they are forced to apply general algorithms, schemes and techniques learned during the learning process in specific conditions. Students are faced with the need to make decisions independently, responsibly (predicting possible consequences and being responsible for them) without the “support” that is usually present in one form or another in school life. The application of knowledge is fundamentally activity-based; the possibilities for simulating activity are limited.

Like any form of organization of the educational process, educational practice meets the basic didactic principles (connection with life, consistency, continuity, multifunctionality, perspective, freedom of choice, cooperation, etc.), but most importantly, it has a social and practical orientation and corresponds training profile. Obviously, educational practice must have a program regulating its duration (in hours or days), areas of activity or topics of classes, a list of general educational skills, skills and methods of activity that students must master, and a reporting form. The program of educational practice should traditionally consist of an explanatory note that sets out its relevance, goals and objectives, and methodology; thematic hourly plan; the content of each topic or area of activity; list of recommended literature (for teachers and students); an appendix containing a detailed description of the reporting form (laboratory journal, report, diary, project, etc.).

In the 2012–2013 academic year, educational practice was organized at our school for students studying chemistry at a specialized level.

This practice can be considered academic, because it implied the organization of practical and laboratory classes in an educational institution. The main goal of these tenth graders was to become acquainted with and master digital educational resources (DER), including the new generation of natural science computer laboratories that have come to the school over the past two years. They also had to learn to apply theoretical knowledge in professional activities, reproduce generally accepted models and laws in a new reality, feel the “situational taste” of general things and through this achieve consolidation of the acquired knowledge, and most importantly, comprehend the method of research work in the “real” real conditions of adaptation to a new, unusual and unexpected reality for schoolchildren. As practice shows, for most students such experience was truly invaluable, truly activating their skills in approaching surrounding phenomena.

As a result of the implementation of the practice, we conducted numerous experiments on the following topics:

acid–base titration;

exothermic and endothermic reactions;

dependence of reaction rate on temperature;

redox reactions;

hydrolysis of salts;

electrolysis of aqueous solutions of substances;

lotus effect of some plants;

properties of magnetic fluid;

colloidal systems;

shape memory effect of metals;

photocatalytic reactions;

physical and chemical properties of gases;

determination of some organoleptic and chemical indicators of drinking water (total iron, total hardness, nitrates, chlorides, carbonates, bicarbonates, salt content, pH, dissolved oxygen, etc.).

While carrying out these practical works, the guys gradually “lit up with excitement” and great interest in what was happening. Experiments using nanoboxes caused a particular outburst of emotions. Another result of the implementation of this educational practice was the career guidance result. Some students expressed a desire to enroll in nanotechnology faculties.

Today, there are virtually no educational practice programs for high schools, so a teacher designing educational practice according to his profile needs to boldly experiment and try in order to develop a set of teaching materials for conducting and implementing such innovative practices. A significant advantage of this direction was the combination of real and computer experience, as well as the quantitative interpretation of the process and results.

Recently, due to the increase in the volume of theoretical material in curricula and the reduction of hours in curricula for the study of natural science disciplines, the number of demonstration and laboratory experiments has to be reduced. Therefore, the introduction of educational practices into extracurricular activities in a core subject is a way out of the difficult situation that has arisen.

Literature

Zaitsev O.S. Methods of teaching chemistry - M., 1999. S – 46

Pre-professional preparation and specialized training. Part 2. Methodological aspects of specialized training. Educational manual / Ed. S.V. Curves. – St. Petersburg: GNU IOV RAO, 2005. – 352 p.

Encyclopedia of the modern teacher. – M., “Astrel Publishing House”, “Olympus”, “AST Publishing House”, 2000. – 336 pp.: ill.

Introduction

The paper identifies the problems of teaching physics in a specialized school within the framework of the changing paradigm of education. Particular attention is paid to the formation of versatile experimental skills in students during educational experiments. The existing curricula of various authors and specialized elective courses developed using new information technologies are analyzed. The presence of a significant gap between modern requirements for education and its existing level in a modern school, between the content of subjects studied at school, on the one hand, and the level of development of the relevant sciences, on the other hand, indicates the need to improve the education system as a whole. This fact is reflected in the existing contradictions: - between the final training of graduates of general secondary education institutions and the requirements of the higher education system for the quality of knowledge of applicants; - uniformity of the requirements of the state educational standard and the diversity of students’ inclinations and abilities; - the educational needs of young people and the presence of fierce economic competition in education. According to European standards and the Bologna Process guidance documents, higher education “providers” bear primary responsibility for its assurance and quality. These documents also state that the development of a culture of quality education in higher education institutions should be encouraged, and that it is necessary to develop processes through which educational institutions could demonstrate their quality both domestically and internationally.

Ι. Principles for selecting the content of physical education

§ 1. General goals and objectives of teaching physics

Among the main goals In a comprehensive school, two are especially important: the transfer of the experience accumulated by mankind in understanding the world to new generations and the optimal development of all potential abilities of each individual. In reality, child development tasks are often relegated to the background by educational tasks. This happens primarily because the teacher’s activities are mainly assessed by the amount of knowledge acquired by his students. Child development is very difficult to quantify, but it is even more difficult to quantify the contribution of each teacher. If the knowledge and skills that every student must acquire are defined specifically and for almost every lesson, then the tasks of student development can only be formulated in general terms for long periods of study. However, this may be an explanation, but not a justification, for the current practice of relegating the tasks of developing students' abilities to the background. Despite the importance of knowledge and skills in each academic subject, you need to clearly understand two immutable truths:

1. It is impossible to master any amount of knowledge if the mental abilities necessary for their assimilation are not developed.

2. No improvements in school programs and academic subjects will help to accommodate the entire amount of knowledge and skills that are necessary for every person in the modern world.

Any amount of knowledge that is recognized today by some criteria as necessary for everyone, in 11–12 years, i.e. by the time they graduate from school, they will not fully comply with the new living and technological conditions. That's why The learning process should be focused not so much on the transfer of knowledge, but on the development of skills to acquire this knowledge. Having accepted as an axiom the judgment about the priority of developing abilities in children, we must conclude that at each lesson it is necessary to organize the active cognitive activity of students with the formulation of quite difficult problems. Where can one find such a number of problems to successfully solve the problem of developing a student’s abilities?

There is no need to look for them and artificially invent them. Nature itself posed many problems, in the process of solving which man, developing, became a Man. Contrasting the tasks of obtaining knowledge about the world around us and the tasks of developing cognitive and creative abilities is completely meaningless - these tasks are inseparable. However, the development of abilities is inextricably linked precisely with the process of cognition of the surrounding world, and not with the acquisition of a certain amount of knowledge.

Thus, we can highlight the following physics teaching objectives at school: the formation of modern ideas about the surrounding material world; developing the skills to observe natural phenomena, put forward hypotheses to explain them, build theoretical models, plan and carry out physical experiments to test the consequences of physical theories, analyze the results of experiments performed and practically apply the knowledge gained in physics lessons in everyday life. Physics as a subject in secondary school offers exceptional opportunities for the development of students' cognitive and creative abilities.

The problem of optimal development and maximum realization of all potential capabilities of each individual has two sides: one is humanistic, this is the problem of free and comprehensive development and self-realization, and, consequently, the happiness of each individual; the other is the dependence of the prosperity and security of society and the state on the success of scientific and technological progress. The well-being of any state is increasingly determined by how fully and effectively its citizens can develop and apply their creative abilities. To become a human being is, first of all, to realize the existence of the world and understand one’s place in it. This world is made up of nature, human society and technology.

In the conditions of the scientific and technological revolution, both in the production and service sectors, highly qualified workers are increasingly required, capable of operating complex machines, automatic machines, computers, etc. Therefore, the school faces the following tasks: provide students with thorough general educational training and develop learning skills that make it possible to quickly master a new profession or quickly retrain when changing production. Studying physics at school should contribute to the successful use of the achievements of modern technologies when mastering any profession. The formation of an ecological approach to the problems of using natural resources and preparing students for a conscious choice of professions must be included in the content of a physics course in high school.

The content of a school physics course at any level should be focused on the formation of a scientific worldview and familiarizing students with methods of scientific knowledge of the world around them, as well as with the physical foundations of modern production, technology and the human everyday environment. It is in physics lessons that children should learn about physical processes occurring both on a global scale (on Earth and near-Earth space) and in everyday life. The basis for the formation in the minds of students of a modern scientific picture of the world is knowledge about physical phenomena and physical laws. Students should gain this knowledge through physical experiments and laboratory work that help to observe this or that physical phenomenon.

From familiarization with experimental facts, one should move on to generalizations using theoretical models, testing the predictions of theories in experiments, and considering the main applications of the studied phenomena and laws in human practice. Students should form ideas about the objectivity of the laws of physics and their knowability by scientific methods, about the relative validity of any theoretical models that describe the world around us and the laws of its development, as well as about the inevitability of their changes in the future and the infinity of the process of cognition of nature by man.

Mandatory tasks are to apply the acquired knowledge in everyday life and experimental tasks for students to independently conduct experiments and physical measurements.

§2. Principles for selecting the content of physical education at the profile level

1. The content of a school physics course should be determined by the mandatory minimum content of physics education. It is necessary to pay special attention to the formation of physical concepts in schoolchildren based on observations of physical phenomena and experiments demonstrated by the teacher or performed by students independently.

When studying a physical theory, it is necessary to know the experimental facts that brought it to life, the scientific hypothesis put forward to explain these facts, the physical model used to create this theory, the consequences predicted by the new theory, and the results of experimental testing.

2. Additional questions and topics in relation to the educational standard are appropriate if, without their knowledge, the graduate’s ideas about the modern physical picture of the world will be incomplete or distorted. Since the modern physical picture of the world is quantum and relativistic, the foundations of the special theory of relativity and quantum physics deserve deeper consideration. However, any additional questions and topics should be presented in the form of material not for rote learning and memorization, but contributing to the formation of modern ideas about the world and its basic laws.

In accordance with the educational standard, the section “Methods of scientific knowledge” is introduced into the physics course for the 10th grade. Familiarization with them must be ensured throughout the study. Total physics course, and not just this section. The section “Structure and Evolution of the Universe” is introduced into the physics course for the 11th grade, since the astronomy course has ceased to be a mandatory component of general secondary education, and without knowledge about the structure of the Universe and the laws of its development, it is impossible to form a holistic scientific picture of the world. In addition, in modern natural science, along with the process of differentiation of sciences, the processes of integration of various branches of natural science knowledge of nature play an increasingly important role. In particular, physics and astronomy turned out to be inseparably linked in solving problems of the structure and evolution of the Universe as a whole, the origin of elementary particles and atoms.

3. Significant success cannot be achieved without students’ interest in the subject. One should not expect that the breathtaking beauty and elegance of science, the detective and dramatic intrigue of its historical development, as well as the fantastic possibilities in the field of practical applications will reveal themselves to everyone who reads the textbook. The constant struggle with student overload and the constant demands to minimize school courses “dry out” school textbooks and make them of little use for developing interest in physics.

When studying physics at a specialized level, the teacher can give in each topic additional material from the history of this science or examples of practical applications of the studied laws and phenomena. For example, when studying the law of conservation of momentum, it is appropriate to acquaint children with the history of the development of the idea of space flight, with the stages of space exploration and modern achievements. The study of sections on optics and atomic physics should be completed with an introduction to the principle of laser operation and various applications of laser radiation, including holography.

Energy issues, including nuclear, as well as safety and environmental problems associated with its development deserve special attention.

4. The performance of laboratory work in a physics workshop should be associated with the organization of independent and creative activity of students. A possible option for individualizing work in the laboratory is the selection of non-standard tasks of a creative nature, for example, setting up a new laboratory work. Although the student performs the same actions and operations that other students will then perform, the nature of his work changes significantly, because He does all this first, and the result is unknown to him and the teacher. Here, in essence, it is not a physical law that is tested, but the student’s ability to set up and perform a physical experiment. To achieve success, you need to choose one of several experimental options, taking into account the capabilities of the physics classroom, and select suitable instruments. Having carried out a series of necessary measurements and calculations, the student evaluates the measurement errors and, if they are unacceptably large, finds the main sources of errors and tries to eliminate them.

In addition to the elements of creativity in this case, students are encouraged by the teacher’s interest in the results obtained and by discussing with him the preparation and progress of the experiment. Obvious and public benefit work. Other students can be offered individual research assignments, where they have the opportunity to discover new, unknown (at least for him) patterns or even make an invention. The independent discovery of a law known in physics or the “invention” of a method for measuring a physical quantity is objective evidence of the ability for independent creativity and allows one to gain confidence in one’s strengths and abilities.

In the process of research and generalization of the results obtained, schoolchildren must learn to establish functional connection and interdependence of phenomena; model phenomena, put forward hypotheses, test them experimentally and interpret the results obtained; study physical laws and theories, the limits of their applicability.

5. The implementation of the integration of natural science knowledge should be ensured by: consideration of various levels of organization of matter; showing the unity of the laws of nature, the applicability of physical theories and laws to various objects (from elementary particles to galaxies); consideration of the transformations of matter and the transformation of energy in the Universe; consideration of both the technical applications of physics and related environmental problems on Earth and in near-Earth space; discussion of the problem of the origin of the Solar system, the physical conditions on Earth that provided the possibility of the emergence and development of life.

6. Environmental education is associated with ideas about environmental pollution, its sources, maximum permissible concentration (MPC) of pollution levels, factors that determine the sustainability of the environment of our planet, and a discussion of the influence of physical parameters of the environment on human health.

7. The search for ways to optimize the content of a physics course and ensure its compliance with changing educational goals can lead to new approaches to structuring content and learning methods subject. The traditional approach is based on logic. The psychological aspect of another possible approach is to recognize learning and intellectual development as a decisive factor. experience in the field of the subject being studied. Methods of scientific knowledge occupy first place in the hierarchy of values of personal pedagogy. Mastering these methods turns learning into active, motivated, strong-willed, emotional colored, cognitive activity.

The scientific method of cognition is the key to organization personally oriented cognitive activity of students. The process of mastering it by independently posing and solving a problem brings satisfaction. Mastering this method, the student feels equal to the teacher in scientific judgments. This contributes to the relaxedness and development of the student’s cognitive initiative, without which we cannot talk about a full-fledged process of personality formation. As pedagogical experience shows, when teaching on the basis of mastering the methods of scientific knowledge educational activities every student turns out always individual. A personally oriented educational process based on the scientific method of cognition allows develop creative activity.

8. With any approach, we must not forget about the main task of Russian educational policy - ensuring modern quality of education based on preserving it fundamentality and compliance with the current and future needs of the individual, society and state.

§3. Principles for selecting the content of physical education at the basic level

A traditional physics course, focused on teaching a number of concepts and laws in very little instructional time, is unlikely to captivate schoolchildren; by the end of the 9th grade (the moment of choosing a major in high school), only a small part of them acquire a clearly expressed cognitive interest in physics and show relevant abilities. Therefore, the main focus should be on shaping their scientific thinking and worldview. A child’s mistake in choosing a training profile can have a decisive impact on his future fate. Therefore, the course program and basic-level physics textbooks must contain theoretical material and a system of appropriate laboratory tasks that allow students to study physics more deeply on their own or with the help of a teacher. A comprehensive solution to the problems of forming a scientific worldview and thinking of students imposes certain conditions on the nature of the basic level course:

– Physics is based on a system of interconnected theories outlined in the educational standard. Therefore, it is necessary to introduce students to physical theories, revealing their genesis, capabilities, relationships, and areas of applicability. In conditions of shortage of educational time, the studied system of scientific facts, concepts and laws has to be reduced to the minimum necessary and sufficient to reveal the foundations of a particular physical theory and its ability to solve important scientific and applied problems;

– To better understand the essence of physics as a science, students should become familiar with the history of its formation. Therefore, the principle of historicism should be strengthened and focused on revealing the processes of scientific knowledge that led to the formation of modern physical theories;

– a physics course should be structured as a chain of solving ever new scientific and practical problems using a complex of scientific methods of cognition. Thus, methods of scientific knowledge should be not only independent objects of study, but also a constantly operating tool in the process of mastering a given course.

§4. The system of elective courses as a means of effectively developing diverse interests and abilities of students

A new element has been introduced into the federal basic curriculum for educational institutions of the Russian Federation in order to satisfy the individual interests of students and develop their abilities: elective courses - compulsory, but at the choice of students. The explanatory note says: “...By choosing various combinations of basic and specialized educational subjects and taking into account the standards of teaching time established by the current sanitary and epidemiological rules and regulations, each educational institution, and under certain conditions, each student has the right to form his own curriculum.

This approach leaves the educational institution with ample opportunities to organize one or several profiles, and students with a choice of specialized and elective subjects, which together will make up their individual educational trajectory.”

Elective subjects are a component of the curriculum of an educational institution and can perform several functions: complement and deepen the content of a specialized course or its individual sections; develop the content of one of the basic courses; satisfy the diverse cognitive interests of schoolchildren that go beyond the chosen profile. Elective courses can also be a testing ground for the creation and experimental testing of a new generation of educational and methodological materials. They are much more effective than regular compulsory classes; they allow for the personal orientation of learning and the needs of students and families regarding educational outcomes. Providing students with the opportunity to choose different courses to study is the most important condition for the implementation of student-centered education.

The federal component of the state standard of general education also formulates requirements for the skills of secondary (complete) school graduates. A specialized school should provide the opportunity to acquire the necessary skills by choosing such specialized and elective courses that are more interesting to children and correspond to their inclinations and abilities. Elective courses can be of particular importance in small schools, where the creation of specialized classes is difficult. Elective courses can help solve another important problem - create conditions for a more informed choice of the direction of further education related to a certain type of professional activity.

The elective courses* developed to date can be grouped as follows**:

– offering for in-depth study certain sections of the school physics course, including those not included in the school curriculum. For example: " Ultrasound research", "Solid State Physics", " Plasma is the fourth state of matter», « Equilibrium and nonequilibrium thermodynamics", "Optics", "Physics of the atom and the atomic nucleus";

– introducing methods of applying knowledge in physics in practice, in everyday life, technology and production. For example: " Nanotechnology", "Technology and environment", "Physical and technical modeling", "Methods of physical and technical research", " Methods for solving physical problems»;

– dedicated to the study of methods of cognition of nature. For example: " Measurements of physical quantities», « Fundamental experiments in physical science», « School physics workshop: observation, experiment»;

– dedicated to the history of physics, technology and astronomy. For example: " History of physics and development of ideas about the world», « History of Russian physics", "History of technology", "History of astronomy";

– aimed at integrating students' knowledge about nature and society. For example, " Evolution of complex systems", "Evolution of the natural science picture of the world", " Physics and medicine», « Physics in biology and medicine", "B iophysics: history, discoveries, modernity", "Fundamentals of astronautics".

For students of various profiles, various special courses may be recommended, for example:

– physical and mathematical: “Solid state physics”, “Equilibrium and nonequilibrium thermodynamics”, “Plasma - the fourth state of matter”, “Special theory of relativity”, “Measurements of physical quantities”, “Fundamental experiments in physical science”, “Methods for solving problems in physics”, "Astrophysics";

– physico-chemical: “Structure and properties of matter”, “School physics workshop: observation, experiment”, “Elements of chemical physics”;

– industrial-technological: “Technology and the environment”, “Physical and technical modeling”, “Methods of physical and technical research”, “History of technology”, “Fundamentals of astronautics”;

– chemical-biological, biological-geographical and agro-technological: “Evolution of the natural science picture of the world”, “Sustainable development”, “Biophysics: history, discoveries, modernity”;

– humanitarian profiles: “History of physics and the development of ideas about the world”, “History of domestic physics”, “History of technology”, “History of astronomy”, “Evolution of the natural science picture of the world”.

Elective courses have special requirements aimed at enhancing the independent activity of students, because these courses are not bound by educational standards or any examination materials. Since all of them must meet the needs of students, it becomes possible, using the example of course textbooks, to work out the conditions for implementing the motivational function of the textbook.

In these textbooks, it is possible and highly desirable to refer to extracurricular sources of information and educational resources (Internet, additional and self-education, distance learning, social and creative activities). It is also useful to take into account the 30-year experience of the system of elective classes in the USSR (more than 100 programs, many of them provided with textbooks for students and teaching aids for teachers). Elective courses most clearly demonstrate the leading trend in the development of modern education:

mastering the subject matter of learning from a goal becomes a means of emotional, social and intellectual development of the student, ensuring the transition from learning to self-education.

ΙΙ. Organization of cognitive activity

§5. Organization of project and research activities of students

The project method is based on the use of a model of a certain method of achieving a set educational and cognitive goal, a system of techniques, and a certain technology of cognitive activity. Therefore, it is important not to confuse the concepts of “Project as a result of activity” and “Project as a method of cognitive activity.” The project method necessarily requires the presence of a problem that requires research. This is a certain way of organizing the search, research, creative, cognitive activity of students, individual or group, which involves not just achieving one or another result, formalized in the form of a specific practical output, but organizing the process of achieving this result using certain methods and techniques. The project method is focused on developing students’ cognitive skills, the ability to independently construct their knowledge, navigate the information space, analyze received information, independently put forward hypotheses, make decisions about the direction and methods of finding a solution to a problem, and develop critical thinking. The project method can be used both in a lesson (series of lessons) on some of the most significant topics, sections of the program, and in extracurricular activities.

The concepts “Project activity” and “Research activity” are often considered synonymous, because During the course of a project, a student or group of students must conduct research, and the result of the research may be a specific product. However, this must necessarily be a new product, the creation of which is preceded by conception and design (planning, analysis and search for resources).

When conducting natural science research, one starts from a natural phenomenon, a process: it is described verbally, with the help of graphs, diagrams, tables, obtained, as a rule, on the basis of measurements; on the basis of these descriptions, a model of the phenomenon, process is created, which is verified through observations and experiments .

So, the goal of the project is to create a new product, most often subjectively new, and the goal of the research is to create a model of a phenomenon or process.

When completing a project, students understand that a good idea is not enough; it is necessary to develop a mechanism for its implementation, learn to obtain the necessary information, collaborate with other schoolchildren, and make parts with their own hands. Projects can be individual, group and collective, research and information, short-term and long-term.

The principle of modular learning presupposes the integrity and completeness, completeness and logic of constructing units of educational material in the form of blocks-modules, within which the educational material is structured in the form of a system of educational elements. A training course on a subject is constructed from module blocks, as from elements. The elements inside the block-module are interchangeable and movable.

The main goal of the modular-rating training system is to develop self-education skills in graduates. The whole process is built on the basis of conscious goal-setting and self-goal-setting with a hierarchy of immediate (knowledge, abilities and skills), average (general educational skills) and long-term (development of individual abilities) goals.

M.N. Skatkin ( Skatkin M.N. Problems of modern didactics. – M.: 1980, 38–42, p. 61). schoolchildren stop seeing the forest.” A modular system for organizing the educational process by enlarging blocks of theoretical material, its advanced study and significant time savings involves the student’s movement according to the scheme “universal – general – individual” with a gradual immersion in details and the transfer of cycles of cognition into other cycles of interrelated activities.

Each student, within the framework of the modular system, can independently work with the individual curriculum proposed to him, which includes a target action plan, a bank of information and methodological guidance for achieving the set didactic goals. The functions of a teacher can vary from information-controlling to consulting-coordinating. Compression of educational material through an enlarged, systematic presentation occurs three times: during primary, intermediate and final generalizations.

The introduction of a modular rating system will require quite significant changes in the content of training, the structure and organization of the educational process, and approaches to assessing the quality of student training. The structure and form of presentation of educational material is changing, which should give the educational process greater flexibility and adaptability. The “extended” academic courses with a rigid structure, which are customary for a traditional school, can no longer fully correspond to the increasing cognitive mobility of students. The essence of the modular-rating system of education is that the student himself chooses for himself a full or reduced set of modules (a certain part of them is mandatory), constructs a curriculum or course content from them. Each module contains criteria for students that reflect the level of mastery of the educational material.

From the standpoint of more effective implementation of specialized training, flexible, mobile organization of content in the form of training modules is close to the network organization of specialized training with its variability, choice, and implementation of an individual educational program. In addition, the modular-rating training system, by its essence and logic of construction, provides conditions for the learner to independently set goals, which determines the high efficiency of his educational activities. Schoolchildren and students develop skills of self-control and self-esteem. Information about the current ranking stimulates students. The choice of one set of modules from many possible ones is determined by the student himself, depending on his interests, abilities, plans for continuing education, with the possible participation of parents, teachers and university professors with whom a particular educational institution cooperates.

When organizing specialized training on the basis of a secondary school, you should first of all introduce schoolchildren to possible sets of modular programs. For example, for natural science subjects, you can offer the following to students:

– planning to enter a university based on the results of the Unified State Exam;

– focused on independent mastery of the most effective methods of applying theoretical knowledge in practice in the form of solving theoretical and experimental problems;

– planning to choose humanitarian profiles in subsequent studies;

– intending to master professions in the production or service sector after school.

It is important to keep in mind that a student who wants to independently study a subject using a module-rating system must demonstrate his competence in mastering this basic school course. The optimal way, which does not require additional time and reveals the degree of mastery of the requirements of the educational standard for primary school, is an introductory test consisting of multiple-choice tasks, including the most important elements of knowledge, concepts, quantities and laws. It is advisable to offer this test in the first lessons in
10th grade to all students, and the right to independent study of the subject according to the credit-module system is given to those who have completed more than 70% of the tasks.

We can say that the introduction of a modular-rating system of education is to some extent similar to external studies, but not in special external schools and not at the end of school, but after completing independent study of the selected module in each school.

§7. Intellectual competitions as a means of developing interest in studying physics

The tasks of developing students' cognitive and creative abilities cannot be fully solved only in physics lessons. To implement them, various forms of extracurricular work can be used. Here, voluntary choice of activities by students should play a big role. In addition, there must be close connection between compulsory and extracurricular activities. This connection has two sides. First: in extracurricular work in physics, the reliance should be on the knowledge and skills of students acquired in class. Second: all forms of extracurricular work should be aimed at developing students’ interest in physics, developing their need to deepen and expand their knowledge, and gradually expanding the circle of students interested in science and its practical applications.

Among the various forms of extracurricular work in science and mathematics classes, a special place is occupied by intellectual competitions, in which schoolchildren have the opportunity to compare their successes with the achievements of peers from other schools, cities and regions, as well as other countries. Currently, a number of intellectual competitions in physics are common in Russian schools, some of which have a multi-stage structure: school, district, city, regional, zonal, federal (all-Russian) and international. Let's name two types of such competitions.

1. Physics Olympiads. These are personal competitions of schoolchildren in the ability to solve non-standard problems, held in two rounds - theoretical and experimental. The time allocated for solving problems is necessarily limited. Olympiad assignments are checked exclusively based on the student’s written report, and a special jury evaluates the work. An oral presentation by a student is provided only in the event of an appeal in case of disagreement with the assigned points. The experimental tour reveals the ability not only to identify the patterns of a given physical phenomenon, but also to “think around”, in the figurative expression of Nobel Prize laureate G. Surye.

For example, 10th grade students were asked to investigate the vertical oscillations of a load on a spring and establish experimentally the dependence of the oscillation period on the mass. The desired dependence, which was not studied at school, was discovered by 100 students out of 200. Many noticed that in addition to vertical elastic vibrations, pendulum vibrations occur. Most tried to eliminate such fluctuations as a hindrance. And only six investigated the conditions for their occurrence, determined the period of energy transfer from one type of oscillation to another, and established the ratio of periods at which the phenomenon is most noticeable. In other words, in the process of a given activity, 100 schoolchildren completed the required task, but only six discovered a new type of oscillations (parametric) and established new patterns in the process of an activity that was not explicitly given. Note that of these six, only three completed the solution of the main problem: they studied the dependence of the period of oscillation of the load on its mass. Here another feature of gifted children manifested itself - a tendency to change ideas. They are often not interested in solving a problem set by the teacher if a new, more interesting one appears. This feature must be taken into account when working with gifted children.

2. Tournaments for young physicists. These are collective competitions among schoolchildren in their ability to solve complex theoretical and experimental problems. Their first feature is that a lot of time is allocated for solving problems, it is allowed to use any literature (at school, at home, in libraries), consultations are allowed not only with teammates, but also with parents, teachers, scientists, engineers and other specialists. The conditions of the tasks are formulated briefly, only the main problem is highlighted, so that there is wide scope for creative initiative in choosing ways to solve the problem and the completeness of its development.

The tournament's problems do not have a unique solution and do not imply a single model of the phenomenon. Students need to simplify, limit themselves to clear assumptions, and formulate questions that can be answered at least qualitatively.

Both physics Olympiads and tournaments for young physicists have long entered the international arena.

§8. Material and technical support for teaching and implementation of information technologies

The state standard in physics provides for the development in schoolchildren of the skills to describe and generalize the results of observations, to use measuring instruments to study physical phenomena; present measurement results using tables, graphs and identify empirical dependencies on this basis; apply the acquired knowledge to explain the principles of operation of the most important technical devices. The provision of physical classrooms with equipment is of fundamental importance for the implementation of these requirements.

Currently, a systematic transition is being carried out from the instrument principle of development and supply of equipment to the complete thematic one. The equipment of physics rooms should provide three forms of experiment: demonstration and two types of laboratory (frontal - at the basic level of the senior level, frontal experiment and laboratory workshop - at the specialized level).

Fundamentally new information media are being introduced: a significant part of educational materials (source texts, sets of illustrations, graphs, diagrams, tables, diagrams) are increasingly placed on multimedia media. It becomes possible to distribute them online and create your own library of electronic publications on the basis of the classroom.

Recommendations for logistics and technical support (MTS) of the educational process developed at ISMO RAO and approved by the Ministry of Education and Science of the Russian Federation serve as a guide in creating an integral subject-development environment necessary for the implementation of the requirements for the level of training of graduates at each stage of education, established by the standard. The creators of MTO ( Nikiforov G.G., prof. V.A. Orlov(ISMO RAO), Pesotsky Yu.S. (FGUP RNPO "Rosuchpribor"), Moscow. Recommendations for material and technical support of the educational process. – “Physics” No. 10/05.) are based on the tasks of integrated use of material and technical means of education, the transition from reproductive forms of educational activity to independent, search and research types of work, shifting the emphasis to the analytical component of educational activity, the formation of a communicative culture of students and the development skills to work with various types of information.

Conclusion

I would like to note that physics is one of the few subjects in the course of which students are involved in all types of scientific knowledge - from observing phenomena and their empirical research, to putting forward hypotheses, identifying consequences based on them and experimental verification of conclusions. Unfortunately, in practice, it is not uncommon for students to master the skills of experimental work in the process of only reproductive activity. For example, students make observations, perform experiments, describe and analyze the results obtained, using an algorithm in the form of a ready-made job description. It is known that active knowledge that has not been lived is dead and useless. The most important motivator of activity is interest. In order for it to arise, nothing should be given to children in a “ready-made” form. Students must acquire all knowledge and skills through personal labor. The teacher should not forget that learning on an active basis is the joint work of him as the organizer of the student’s activity and the student performing this activity.

Literature

Eltsov A.V.; Zakharkin A.I.; Shuitsev A.M. Russian scientific journal No. 4 (..2008)

* In “Programs of elective courses. Physics. Profile training. grades 9–11" (M: Drofa, 2005) are named, in particular:

Orlov V.A.., Dorozhkin S.V. Plasma is the fourth state of matter: Textbook. – M.: Binom. Knowledge Laboratory, 2005.

Orlov V.A.., Dorozhkin S.V. Plasma is the fourth state of matter: A manual. – M.: Binom. Knowledge Laboratory, 2005.

Orlov V.A.., Nikiforov G.G.. Equilibrium and nonequilibrium thermodynamics: Textbook. – M.: Binom. Knowledge Laboratory, 2005.

Kabardina S.I.., Shefer N.I. Measurements of physical quantities: Textbook. – M.: Binom. Knowledge Laboratory, 2005.

Kabardina S.I., Shefer N.I. Measurements of physical quantities. Toolkit. – M.: Binom. Knowledge Laboratory, 2005.

Purysheva N.S., Sharonova N.V., Isaev D.A. Fundamental experiments in physical science: Textbook. – M.: Binom. Knowledge Laboratory, 2005.

Purysheva N.S., Sharonova N.V., Isaev D.A. Fundamental experiments in physical science: Methodological manual. – M.: Binom. Knowledge Laboratory, 2005.

**Italics in the text indicate courses that are provided with programs and teaching aids.

Content

Introduction………………………………………………………………………………..3

Ι. Principles for selecting the content of physical education………………..4

§1. General goals and objectives of teaching physics……………………………..4

§2. Principles for selecting the content of physical education

at the profile level………………………………………………………..7

§3. Principles for selecting the content of physical education

at the basic level…………………………………………………………….…………. 12

§4. The system of elective courses as a means of effective

development of interests and development of students……………………………...…...13

ΙΙ. Organization of cognitive activity……………………………...17