Features of teaching physics in the context of specialized training. “Innovative educational practices in the educational process of the school: educational practice in chemistry (profile level)” - Document Educational practice specialized school in physics

24.12.2023

« 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 on a par with 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 not only be 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 should 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

§5. Organization of design and research

student activities…………………………………………………….17

§7. Intellectual competitions as a means

developing interest in physics……………………………………………………………..22

§8. Material and technical support for teaching

and implementation of information technologies…………………………………25

Conclusion………………………………………………………………………………27

Literature……………………………………………………………………………….28

MINISTRY OF EDUCATION AND SCIENCE

Lugansk People's Republic

scientific and methodological center for education development

Department of secondary vocational

education

Features of teaching physics

in the context of specialized training

Essay

Loboda Elena Sergeevna

student of advanced training courses

physics teachers

Physics teacher "GBOU SPO LPR

"Sverdlovsk College"

Lugansk

2016

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.

Physics as a science about the most general laws of nature, acting as a subject at school, makes a significant contribution to the system of knowledge about the world around us. It reveals the role of science in the economic and cultural development of society and contributes to the formation of a modern scientific worldview. Solving problems in physics is a necessary element of educational work. Problems provide material for exercises that require the application of physical laws to phenomena occurring in certain specific conditions. Problems contribute to a deeper and more lasting assimilation of physical laws, the development of logical thinking, intelligence, initiative, will and perseverance in achieving a goal, arouse interest in physics, help acquire independent work skills and serve as an indispensable means for developing independence in judgment. In the process of completing tasks, students are directly faced with the need to apply the acquired knowledge in physics in life, and become more deeply aware of the connection between theory and practice. This is one of the important means of repeating, consolidating and testing students’ knowledge, one of the main methods of teaching physics.

Educational practice "Methods for solving physical problems" was developed for 9th grade students as part of pre-professional training.

The educational practice lasts 34 hours. The choice of topic is due to its importance and demand, in connection with the transition of schools to specialized education. Already in basic school, students must make a choice of profile or type of future professional activity that is important for their future destiny. Practical significance, applied orientation, and invariance of the material being studied are designed to stimulate the development of the cognitive interests of schoolchildren and contribute to the successful development of a system of previously acquired knowledge and skills in all areas of physics.

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Working programm

educational practice

in physics

for 9th grade

"Methods of solution

Physical tasks"

2014-2015 academic year

35 hours

Sovetsky

2014

Internship program

(34 hours, 1 hour per week)

Explanatory note

Basic goals educational practice:

Tasks educational practice:

elevated level.

Expected Resultseducational practice:

As a result of studying
know/understand
be able to

UMC.

Section "Introduction"

Section "Thermal phenomena"

Section "Optics"

Section "Kinematics"

Section "Dynamics"

Section "Conservation laws."

Kinematics. (4 hours)

Dynamics. (8 ocloc'k)

Balance of bodies (3 hours)

Conservation laws. (8 ocloc'k)

Optics (1)

	subject	Number of hours.
	Classification of tasks
	Kinematics
	Dynamics
	Balance of bodies
	Conservation laws
	Thermal phenomena
	Electrical phenomena.
VIII	Optics
	Total hours

educational materialeducational practice

p/p	Lesson topic	Kind of activity	Date of. According to plan	fact
	Classification of tasks (2 hours)
		Lecture	4.09.	4.09.
		Combined lesson	11.09	11.09	formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the assigned tasks, highlight the main content of the text read, find answers to questions posed in it and present it; make comparisons, search for additional information,
	Kinematics (4)
		Practical lesson	18.09	18.09
		Practical lesson	25.09	25.09	formulate and implement stages of problem solving
		Practical lesson	2.10	2.10	gaining experience in independent calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, and build a sequence of events; formulate and implement stages of problem solving
		Practical lesson	9.10		formulate and implement stages of problem solving
	Dynamics (8)
		Practical lesson	16.10		formulate and implement stages of problem solving
		Lecture	21.10		formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the assigned tasks, highlight the main content of the text read, find answers to questions posed in it and present it; make comparisons, search for additional information,
		Practical lesson	28.10		formulate and implement stages of problem solving
10 4		Practical lesson			formulate and implement stages of problem solving
11 5		Practical lesson			formulate and implement stages of problem solving
12 6		Practical lesson			formulate and implement stages of problem solving
13 7		Lecture			formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the assigned tasks, highlight the main content of the text read, find answers to questions posed in it and present it; make comparisons, search for additional information,
14 8		Practical lesson			formulate and implement stages of problem solving
	Balance of bodies (3 hours)				formulate and implement stages of problem solving
15 1		Practical lesson			formulate and implement stages of problem solving
16 2	(Test work.)	Practical lesson			formulate and implement stages of problem solving
17 3		Practical lesson			formulate and implement stages of problem solving
	Conservation laws (8)				formulate and implement stages of problem solving
18 1		Practical lesson			formulate and implement stages of problem solving
19 2		Lecture			formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the assigned tasks, highlight the main content of the text read, find answers to questions posed in it and present it; make comparisons, search for additional information,
20 3		Practical lesson			formulate and implement stages of problem solving
21 4		Practical lesson			formulate and implement stages of problem solving
22 5		Practical lesson			formulate and implement stages of problem solving
23 6		Lecture			formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the assigned tasks, highlight the main content of the text read, find answers to questions posed in it and present it; make comparisons, search for additional information,
24 7		Practical lesson			formulate and implement stages of problem solving
25 8		Practical lesson			formulate and implement stages of problem solving
	Thermal phenomena (4)				formulate and implement stages of problem solving
26 1	Problem solving to thermal phenomena.	Practical lesson			gaining experience in independent calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, and build a sequence of events; formulate and implement stages of problem solving
27 2		Practical lesson			formulate and implement stages of problem solving
28 3	Problem solving. Air humidity.	Practical lesson
29 4		Practical lesson			formulate and implement stages of problem solving.
	Electrical phenomena. (4)
30 1		Practical lesson
31 2		Practical lesson			formulate and implement stages of problem solving.
32 3		Practical lesson			formulate and implement stages of problem solving.
33 4	Efficiency of electrical installations.	Practical lesson			formulate and implement stages of problem solving.
	Optics (1)				formulate and implement stages of problem solving. gaining experience in independent calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, and build a sequence of events;
34 1		Practical lesson			formulate and implement stages of problem solving.

Literature for teachers.

Literature for students.

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Municipal budgetary educational institution

secondary school No. 1 Soviet

“Agreed” “I approve”

Deputy Director for Educational Work Director of MBOUSOSH No. 1 Sovetsky

T.V.Didich ________________A.V. Bricheev

" " August 2014 " " August 2014

Working programm

educational practice

in physics

for 9th grade

"Methods of solution

Physical tasks"

2014-2015 academic year

Teacher: Fattakhova Zulekha Khamitovna

The program is designed in accordance with

1. Sample programs by subject. Physics 7-9 M.: Enlightenment. 2011. Russian Academy of Education. 2011. (New generation standards.)

2..Orlov V.L. Saurov Yu, A., “Methods for solving physical problems” (Elective course program. Physics. Grades 9-11. Specialized training.) compiled by Korovin V.A.. Moscow 2005

3. Programs for general education institutions. Physics. Astronomy. 7 – 11 grades. /comp. V.A. Korovin, V.A. Orlov. – M.: Bustard, 2004

Number of hours according to the curriculum for the 2014-2015 academic year: 35 hours

Considered at a meeting of the school methodological council

Sovetsky

2014

Internship program

“Methods for solving physical problems”

(34 hours, 1 hour per week)

Explanatory note

Educational practice "Methods for solving physical problems" was developed for 9th grade students as part of pre-professional training.

Basic goals educational practice:

Deep assimilation of material through mastering various rational methods of solving problems.

Activation of independent activity of students, activation of cognitive activity of students.

Mastery of fundamental laws and physical concepts in their relatively simple and significant applications.

Introducing physical thinking skills through problem situations, when independent solution of a problem or analysis of a demonstration serves as a motivated basis for further consideration.

Improving the methods of students' research activities in the process of performing experimental tasks in which familiarity with new physical phenomena precedes their subsequent study.

A combination of the general educational focus of the course with the creation of a basis for continuation with education in high school.

Creating positive motivation for teaching physics at the profile level. Increasing the information and communication competence of students.

Self-determination of students regarding the profile of study in high school.

Tasks educational practice:

1. Expanding and deepening students’ knowledge of physics

2. Clarification of the student’s ability and readiness to master the subject

elevated level.

3. Creating a basis for subsequent training in a specialized class.

The educational practice program expands the curriculum of the school physics course, while simultaneously focusing on further improving the knowledge and skills already acquired by students. To do this, the program is divided into several sections. The first section introduces students to the concept of “task” and introduces the various aspects of working with tasks. When solving problems, special attention is paid to the sequence of actions, analysis of physical phenomena, analysis of the result obtained, and solving problems using an algorithm.

When studying the first and second sections, it is planned to use various forms of classes: a story, a conversation with students, a presentation by students, a detailed explanation of examples of problem solving, group setting of experimental problems, individual and group work on composing problems, familiarization with various collections of problems. As a result, students should be able to classify problems, be able to compose the simplest problems, and know the general algorithm for solving problems.

When studying other sections, the main focus is on developing the skills to independently solve problems of varying levels of complexity, the ability to choose a rational solution method, and apply a solution algorithm. The content of the topics is selected so as to form the basic methods of this physical theory when solving problems. In the classes, collective and group forms of work are expected: setting, solving and discussing solutions to problems, preparing for the Olympiad, selecting and composing problems, etc. As a result, students are expected to reach the theoretical level of solving problems: solving using an algorithm, mastering basic techniques decisions, modeling of physical phenomena, self-control and self-esteem, etc.

The educational practice program involves learning to solve problems, since this type of work is an integral part of a full-fledged study of physics. The degree of understanding of physical laws can be judged by the ability to consciously apply them when analyzing a specific physical situation. Usually, the greatest difficulty for students is the question “where to start?”, i.e., not the very use of physical laws, but the choice of which laws and why should be applied when analyzing each specific phenomenon. This ability to choose a way to solve a problem, i.e. the ability to determine which physical laws describe the phenomenon under consideration, is precisely evidence of a deep and comprehensive understanding of physics. For a deep understanding of physics, a clear awareness of the degree of generality of various physical laws, the limits of their application, and their place in the general physical picture of the world is necessary. Having studied mechanics in this way, students should understand that the application of the law of conservation of energy makes it much easier to solve a problem, and also when it is impossible by other means.

An even higher degree of understanding of physics is determined by the ability to use the methodological principles of physics, such as the principles of symmetry, relativity, and equivalence, when solving problems.

The educational practice program involves teaching students methods and methods of finding a way to solve problems. As a result of studying the elective course, students must learn to use algorithms for solving problems of kinematics, dynamics, laws of conservation of momentum and energy, divide a problem into subtasks, reduce a complex problem to a simpler one, and master a graphical solution method. And also to provide students with the opportunity to satisfy their individual interests while introducing them to the main trends in the development of modern science, thereby promoting the development of diverse interests and orientation towards the choice of physics for subsequent study in a specialized school.

Expected Resultseducational practice:

in the field of subject competence- general understanding of the essence of physical science; physical task;

in the field of communicative competence- students’ mastery of forms of problem communication (the ability to competently express their point of view, accompanied by examples, draw conclusions, generalizations);

in the field of social competence- development of interaction skills through group activities, work in pairs of permanent and variable teams when performing various tasks.

in the field of self-development competence- stimulating the need and ability for self-education and personal goal setting.
As a result of studyingeducational practice in physics “Methods for solving physical problems”, the student must:
know/understand
- the meaning of the physical laws of classical mechanics, universal gravitation, conservation of energy and momentum, mechanical vibrations and waves
be able to
- solve problems on the application of the studied physical laws using various methods
use acquired knowledge and skills in practical activities and everyday life to:
conscious self-determination of the student regarding the profile of further education.

UMC.

1. Orlov V.L. Saurov Yu, A., “Methods for solving physical problems” (Elective course program. Physics. Grades 9-11. Specialized training.) compiled by Korovin V.A.. Moscow 2005

2. Programs for general education institutions. Physics. Astronomy. 7 – 11 grades. /comp. V.A. Korovin, V.A. Orlov. – M.: Bustard, 2004

3. Rymkevich A.P. Physics. Problem book. Grades 10 – 11: A manual for general education. Establishments. – M.: Bustard, 2002.

4.Physics. 9th grade: didactic materials /A.E. Maron, E.A. Maroon. – M.: Bustard, 2005.

5. Peryshkin A.V., Gutnik E.M. Physics. 9th grade: Textbook. for general education educational institutions. – M.: Bustard, 2006.

The program is consistent with the content of the main physics course program. It guides the teacher towards further improvement of students’ already acquired knowledge and skills, as well as towards the formation of in-depth knowledge and skills. To do this, the entire program is divided into several sections.

Section "Introduction"" - is largely theoretical in nature. Here, schoolchildren get acquainted with minimal information about the concept of “task”, realize the importance of tasks in life, science, technology, and get acquainted with various aspects of working with problems. In particular, they must know the basic techniques for composing tasks, be able to classify a problem according to three or four bases.

Section "Thermal phenomena"- Includes the following basic concepts: internal energy, heat transfer, work as a way of changing internal energy, thermal conductivity, convection, amount of heat, specific heat capacity of a substance, specific heat of combustion of fuel, melting and crystallization temperature, specific heat of fusion and vaporization. Formulas: for calculating the amount of heat when body temperature changes, fuel combustion, and changes in the aggregate states of matter. Application of the studied thermal processes in practice: in heat engines, technical devices and instruments.

When working with the tasks of this section, attention is systematically drawn to ideological and methodological generalizations: the needs of society in posing and solving problems of practical content, problems of the history of physics, the importance of mathematics for solving problems, familiarization with the system analysis of physical phenomena when solving problems. When selecting tasks, it is necessary to use, perhaps more widely, tasks of various types. The main thing in this case is the development of students’ interest in solving problems, the formation of certain cognitive activity when solving a problem. Students must learn the ability to read graphs of changes in body temperature during heating, melting, vaporization, solve qualitative problems using knowledge about methods of changing internal energy and various methods of heat transfer, find from the table the values of the specific heat capacity of a substance, specific heat of combustion of fuel, specific heat of fusion and vaporization . Particular attention should be paid to energy transformations, showing that mechanical work performed by a heat engine is associated with a decrease in the internal energy of the working fluid (steam, gas). Problems on this topic can be used for polytechnic training of students.

Section "Electrical phenomena"- Problems on this topic should help develop concepts about electric current and electrical quantities (current strength I, voltage U and resistance R), as well as teach students to calculate simple electrical circuits. The main attention is paid to problems on Ohm's law and calculations of the resistance of conductors depending on the material, their geometric dimensions (length L and cross-sectional area S) and connection methods, considering series, parallel, and mixed connections of conductors. It is important to teach students to understand electrical circuit diagrams and identify branching points in the case of parallel connections. Students should learn to make equivalent circuits, that is, circuits that show wire connections more clearly. Solving problems on various methods of calculating the resistance of complex electrical circuits. Solving problems of various types to describe direct electric current electrical circuits using Ohm's law, the Joule-Lenz law. Setting and solving frontal experimental problems to determine changes in instrument readings when the resistance of certain sections of the circuit changes, to determine the resistance of sections of the circuit, etc.

The topic “Work and current power” has very great opportunities for considering and solving experimental problems: incandescent electric lamps, household appliances, and electric meters are easy to demonstrate, take their readings, passport data and use them to find the required values.

When solving problems, students must acquire skills in calculating work and current power, the amount of heat generated in a conductor, and learn how to calculate the cost of electricity. Students must firmly know the basic formulas by which the work of current A = IUt, current power P = IU, and the amount of heat released in a conductor when a current passes through it Q = IUt (J) are calculated.

When solving problems, the main attention is paid to the formation of problem-solving skills, to the accumulation of experience in solving problems of varying difficulty. The most general point of view is being developed on the solution of a problem as a description of a particular physical phenomenon by physical laws.

Section "Optics" - Includes basic concepts: straightness of light propagation, speed of light, reflection and refraction of light, focal length of a lens, optical power of a lens. Laws of reflection and refraction of light. Ability to practically apply basic concepts and laws in studied optical instruments. Basic skills: obtain images of an object using a lens. Construct an image of an object in a flat mirror and in a thin lens. Solve qualitative and computational problems on the laws of light reflection, on the application of the lens formula, on the path of rays in optical systems, the design and operation of optical instruments.

Section "Kinematics"- When studying kinematics, a significant place is devoted to familiarization with practical methods of measuring speed and various methods for assessing measurement accuracy, methods for constructing and analyzing graphs of the laws of motion are considered.

On the topic of uneven movement, solve problems in which they study or find quantities that characterize uneven movement: trajectory, path, displacement, speed and acceleration. Of the various types of non-uniform motion, only uniform motion is considered in detail. The topic ends with solving problems about circular motion: in these problems, the main attention is paid to calculating the angle of rotation; angular velocity or rotation period; linear (circumferential) speed; normal acceleration.

To solve problems, it is important that students firmly grasp and be able to use the relationship between the linear and angular velocity of uniform rotational motion: It is also necessary to pay attention to students’ understanding of the formulas

Section "Dynamics"- The knowledge gained by students about various types of motion, Newton’s laws and forces allows them to solve basic problems of dynamics: by studying the movement of a material point, determine the forces acting on it; Using known forces, find the acceleration, speed and position of a point at any time.

Based on students’ knowledge of the kinematics of uniformly alternating motion, they first solve problems about the rectilinear motion of bodies under the influence of a constant force, including under the influence of gravity. These problems help clarify the concepts of gravity, weight, and weightlessness. As a result, students must firmly understand that weight is the force with which a body in a gravitational field presses on a horizontal support or stretches a suspension. Gravity is the force with which a body is attracted to the Earth.

Then they move on to problems of curvilinear motion, where the main attention is paid to the uniform motion of bodies in a circle, including the motion of planets and artificial satellites in circular orbits.

In the “Dynamics” section, it is necessary to pay special attention to the fact that there are two main problems of mechanics - direct and inverse. The need to solve the inverse problem of mechanics - determining the law of forces is explained by the example of the discovery of the law of universal gravitation. Students are given the concept of the classical principle of relativity in the form of the statement that in all inertial frames of reference all mechanical phenomena proceed in the same way.

Section "Statics. Equilibrium of Rigid Bodies"- In this topic, we first solve problems designed to give students the skills to add and expand forces. Based on the knowledge acquired by students in the 7th grade, they solve several problems about the addition of forces acting along one straight line. Then the main attention is paid to solving problems about the addition of forces acting at an angle. In this case, the operation of addition of forces, although important in itself, should still be considered as a means for clarifying the conditions under which bodies can be in equilibrium or relative rest. The study of methods of disintegration of forces serves the same purpose. According to Newton's first and second laws, for a material point to be in equilibrium, it is necessary that the geometric sum of all forces applied to it be equal to zero. The general method for solving problems is to indicate all the forces applied to the body (material point) and then, by adding or decomposing them, find the required quantities.

As a result, it is necessary to bring students to an understanding of the general rule: a rigid body is in equilibrium if the resultant of all forces acting on it and the sum of the moments of all forces are equal to zero.

Section "Conservation laws."- In this section, the laws of conservation of momentum, energy and angular momentum are introduced not as consequences of the laws of dynamics, but as independent fundamental laws.

Problems on this topic should contribute to the formation of the most important physical concept of “energy”. First, they solve problems about the potential energy of bodies, taking into account the information received by students in the 7th grade, and then solve problems about kinetic energy. When solving problems about potential energy, you need to pay attention to the fact that the value of potential energy is determined relative to a level conventionally taken as zero. This is usually the level of the Earth's surface.

Students should also remember that the formula WP = mgh is approximate, since g changes with height. Only for small values of h compared to the radius of the Earth can g be considered a constant value. The kinetic energy determined by the formula also depends on the frame of reference in which the speed is measured. Most often, the reference system is associated with the Earth.

The general criterion for whether a body has kinetic or potential energy should be the conclusion about the possibility of it doing work, which is a measure of the change in energy. Finally, they solve problems about the transition of one type of mechanical energy to another, which lead students to the concept of the law of conservation and transformation of energy.

After this, the main attention is paid to problems on the law of conservation of energy in mechanical processes, including the operation of simple mechanisms. Combined problems using the law of conservation of energy are an excellent means of reviewing many sections of kinematics and dynamics.

Applications of conservation laws to the solution of practical problems are considered using examples of jet propulsion, equilibrium conditions for systems of bodies, lifting force of an airplane wing, elastic and inelastic collisions of bodies, principles of operation of simple mechanisms and machines. Particular attention is paid to the conditions for applying conservation laws when solving mechanics problems.

Physical task. Classification of tasks. (2 hours)

What is a physical task? Composition of the physical problem. Physical theory and problem solving. The importance of tasks in learning and life. Classification of physical problems by content, method of assignment and solution. Examples of problems of all types. Drawing up physical problems. Basic requirements for writing tasks. General requirements for solving physical problems. Stages of solving a physical problem. Working with task text. Analysis of a physical phenomenon; formulation of the solution idea (solution plan). Execution of the problem solution plan. Analysis of the decision and its implications. Formalization of the decision. Typical shortcomings in solving and designing a solution to a physical problem. Studying examples of problem solving. Various techniques and methods of solution: algorithms, analogies, geometric techniques. Dimensional method, graphical solution, etc.

Kinematics. (4 hours)

Coordinate method for solving problems in kinematics. Types of mechanical movements. Path. Speed. Acceleration. Description of uniform rectilinear motion and uniformly accelerated rectilinear motion using the coordinate method. Relativity of mechanical motion. Graphical method for solving problems in kinematics. Circular movement.

Dynamics. (8 ocloc'k)

Solving problems on the basic laws of dynamics: Newton's law for gravity, elasticity, friction, resistance. Solving problems involving the motion of a material point under the influence of several forces.

Balance of bodies (3 hours)

Problems about the addition of forces acting along one straight line. Solving problems on the addition of forces acting at an angle. Elements of statics. Lever arm. Lever equilibrium condition. Blocks. The golden rule of mechanics.

Conservation laws. (8 ocloc'k)

Classification of problems in mechanics: solving problems using kinematics, dynamics, and conservation laws. Problems on the law of conservation of momentum. Tasks to determine work and power. Problems on the law of conservation and transformation of mechanical energy. Solving problems in several ways. Drawing up tasks for given objects or phenomena. Mutual verification of solved problems. Solving Olympiad problems.

Fundamentals of thermodynamics.(4 hours)

Thermal phenomena - internal energy, heat transfer, work as a way of changing internal energy, thermal conductivity, convection, amount of heat, specific heat capacity of a substance, specific heat of combustion of fuel, melting and crystallization temperature, specific heat of fusion and vaporization. Calculation of the amount of heat when body temperature changes, fuel combustion, and changes in the aggregate states of matter. Application of the studied thermal processes in practice: in heat engines, technical devices and instruments

Pressure in liquid. Pascal's law. Archimedes' law.

Electrical phenomena. (4 hours)

Current strength, voltage, resistance of conductors and connection methods, considering serial, parallel, and mixed connection of conductors. Ohm's law, Joule-Lenz law. Work and current power, the amount of heat generated in the conductor, Calculation of the cost of electricity.

Optics (1)

Rectilinear propagation of light, speed of light, reflection and refraction of light, focal length of the lens, optical power of the lens. Laws of reflection and refraction of light. Construct an image of an object in a flat mirror and in a thin lens. Qualitative and computational problems on the laws of light reflection, on the application of the lens formula,

Educational and thematic planning.

	subject	Number of hours.
	Classification of tasks
	Kinematics
	Dynamics
	Balance of bodies
	Conservation laws
	Thermal phenomena
	Electrical phenomena.
VIII	Optics
	Total hours

Calendar and thematic planning

educational materialeducational practice

p/p	Lesson topic	Kind of activity	Date of. According to plan	fact	Main types of student activities (at the level of educational activities)
	Classification of tasks (2 hours)
	What is a physical task? Composition of the physical problem.	Lecture	4.09.	4.09.	formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the assigned tasks, highlight the main content of the text read, find answers to questions posed in it and present it; make comparisons, search for additional information,
	Classification of physical problems, Algorithm for solving problems.	Combined lesson	11.09	11.09	formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the assigned tasks, highlight the main content of the text read, find answers to questions posed in it and present it;
	Kinematics (4)
	Rectilinear uniform motion. Graphic representations of movement.	Practical lesson	18.09	18.09	gaining experience in independent calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, and build a sequence of events; formulate and implement stages of problem solving
	Algorithm for solving problems at medium speed.	Practical lesson	25.09	25.09	formulate and implement stages of problem solving
	Acceleration. Equally alternating motion	Practical lesson	2.10	2.10	gaining experience in independent calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, and build a sequence of events; formulate and implement stages of problem solving
	Graphical representation of throttle control. Graphical way to solve problems.	Practical lesson	9.10		formulate and implement stages of problem solving
	Dynamics (8)
	Solving problems using Newton's laws using an algorithm.	Practical lesson	16.10		formulate and implement stages of problem solving
	Coordinate method for solving problems. The weight of a moving body.	Lecture	21.10		formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the assigned tasks, highlight the main content of the text read, find answers to questions posed in it and present it; make comparisons, search for additional information,
	Coordinate method for solving problems. Movement of connected bodies.	Practical lesson	28.10		formulate and implement stages of problem solving
10 4	Problem solving: free fall.	Practical lesson			formulate and implement stages of problem solving
11 5	Problem solving coordinate method: movement of bodies along an inclined plane.	Practical lesson			formulate and implement stages of problem solving
12 6	The movement of a body thrown at an angle to the horizontal.	Practical lesson			formulate and implement stages of problem solving
13 7	Characteristics of the motion of bodies in a circle: angular velocity.	Lecture			formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the assigned tasks, highlight the main content of the text read, find answers to questions posed in it and present it; make comparisons, search for additional information,
14 8	Movement in a gravitational field. escape velocity	Practical lesson			formulate and implement stages of problem solving
	Balance of bodies (3 hours)				formulate and implement stages of problem solving
15 1	Center of gravity. Conditions and types of equilibrium.	Practical lesson			formulate and implement stages of problem solving
16 2	Solving problems to determine the characteristics of equilibrium. (Test work.)	Practical lesson			formulate and implement stages of problem solving
17 3	Job analysis and analysis of difficult tasks.	Practical lesson			formulate and implement stages of problem solving
	Conservation laws (8)				formulate and implement stages of problem solving
18 1	Impulse of force. Solving problems using Newton's second law in impulse form.	Practical lesson			formulate and implement stages of problem solving
19 2	Solving problems on the law of conservation of momentum.	Lecture			formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the assigned tasks, highlight the main content of the text read, find answers to questions posed in it and present it; make comparisons, search for additional information,
20 3	Work and power. Efficiency of mechanisms.	Practical lesson			formulate and implement stages of problem solving
21 4	Potential and kinetic energy. Problem solving.	Practical lesson			formulate and implement stages of problem solving
22 5	Solving problems using kinematics and dynamics using conservation laws.	Practical lesson			formulate and implement stages of problem solving
23 6	Pressure in liquid. Pascal's law. The power of Archimedes.	Lecture			formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the assigned tasks, highlight the main content of the text read, find answers to questions posed in it and present it; make comparisons, search for additional information,
24 7	Solving problems on hydrostatics with elements of statics in a dynamic way.	Practical lesson			formulate and implement stages of problem solving
25 8	Test work on the topic Conservation Laws.	Practical lesson			formulate and implement stages of problem solving
	Thermal phenomena (4)				formulate and implement stages of problem solving
26 1	Problem solving to thermal phenomena.	Practical lesson			gaining experience in independent calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, and build a sequence of events; formulate and implement stages of problem solving
27 2	Problem solving. Aggregate states of matter.	Practical lesson			formulate and implement stages of problem solving
28 3	Problem solving. Air humidity.	Practical lesson			formulate and implement stages of problem solving.
29 4	Problem solving. Definition of a Solid. Hooke's law.	Practical lesson			formulate and implement stages of problem solving.
	Electrical phenomena. (4)
30 1	Laws of types of conductor connections.	Practical lesson			formulate and implement stages of problem solving. gaining experience in independent calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, and build a sequence of events;
31 2	Ohm's law. Resistance of conductors.	Practical lesson			formulate and implement stages of problem solving.
32 3	Work and power of electric current. Joule-Lenz law.	Practical lesson			formulate and implement stages of problem solving.
33 4	Efficiency of electrical installations.	Practical lesson			formulate and implement stages of problem solving.
	Optics (1)				formulate and implement stages of problem solving. gaining experience in independent calculation of physical quantities structure texts, including the ability to highlight the main and secondary, the main idea of the text, and build a sequence of events;
34 1	Lenses. Constructing an image in lenses Thin lens formula. Optical power of the lens.	Practical lesson			formulate and implement stages of problem solving.

Literature for teachers.

1. Programs for general education institutions. Physics. Astronomy. 7 – 11 grades. /comp. V.A. Korovin, V.A. Orlov. – M.: Bustard, 2004

2. Rymkevich A.P. Physics. Problem book. Grades 10 – 11: A manual for general education. Establishments. – M.: Bustard, 2002.

3.Physics. 9th grade: didactic materials /A.E. Maron, E.A. Maroon. – M.: Bustard, 2005.

4. Peryshkin A.V., Gutnik E.M. Physics. 9th grade: Textbook. for general education educational institutions. – M.: Bustard, 2006.

5. Kamenetsky S. E. Orekhov. V.P. “Methods for solving problems in physics in high school.” M. Education. 1987

6. FIPI. GIA 2011. Exam in a new form. Physics 9th grade Training versions of exam papers for State Examination Behavior in a new form. AST. ASTREL Moscow 2011.

7. FIPI. GIA 2012. Exam in a new form. Physics 9th grade Training versions of exam papers for State Examination Behavior in a new form. AST. ASTREL Moscow 2012.

8. FIPI. GIA 2013. Exam in a new form. Physics 9th grade Training versions of exam papers for State Examination Behavior in a new form. AST. ASTREL Moscow 2013

9. Boboshina S.V. physics of the State Academy of Arts in the new form, grade 9 Workshop on completing standard test tasks. Moscow. Exam 2011

10. Kabardin O.F. Kabardina S. I. physics FIPI 9th grade GIA in a new form Typical test tasks Moscow. Exam. year 2012.

11. Kabardin O.F. Kabardina S. I. physics FIPI 9th grade GIA in a new form Typical test tasks Moscow. Exam. year 2013.

Literature for students.

1. Rymkevich A.P. Physics. Problem book. Grades 10 – 11: A manual for general education. Establishments. – M.: Bustard, 2002.

2.Physics. 9th grade: didactic materials /A.E. Maron, E.A. Maroon. – M.: Bustard, 2005.

3. Peryshkin A.V., Gutnik E.M. Physics. 9th grade: Textbook. for general education educational institutions. – M.: Bustard, 2006.

4. FIPI. GIA 2011. Exam in a new form. Physics 9th grade Training versions of exam papers for State Examination Behavior in a new form. AST. ASTREL Moscow 2011.

5. FIPI. GIA 2012. Exam in a new form. Physics 9th grade Training versions of exam papers for State Examination Behavior in a new form. AST. ASTREL Moscow 2012.

6. FIPI. GIA 2013. Exam in a new form. Physics 9th grade Training versions of exam papers for State Examination Behavior in a new form. AST. ASTREL Moscow 2013

7. Boboshina S.V. physics of the State Academy of Arts in the new form, grade 9 Workshop on completing standard test tasks. Moscow. Exam 2011

8. Kabardin O.F. Kabardina S. I. physics FIPI 9th grade GIA in a new form Typical test tasks Moscow. Exam. year 2012.

9. Kabardin O.F. Kabardina S. I. physics FIPI 9th grade GIA in a new form Typical test tasks Moscow. Exam. year 2013.

named after Yaroslav the Wise

Velikiy Novgorod

Ministry of Education and Science of the Russian Federation

Novgorod State University

named after Yaroslav the Wise

TUTORIAL

Textbook / Federal State Budgetary Educational Institution “Novgorod State University named after. Yaroslav the Wise”, Veliky Novgorod, 2011 – 46 p.

Reviewers: Doctor of Pedagogical Sciences, Professor of the Department of Methods of Teaching Physics of the Russian State Pedagogical University named after

The textbook examines all types of educational work of students in the process of undergoing teaching practice in physics in primary school and secondary school. Lesson analysis plans and other samples of educational documentation for physics teachers are provided. In addition, students' reporting on the results of teaching practice and criteria for assessing teaching practice were considered. The manual is intended for students of specialty 050203.65 – Physics. The textbook was approved and discussed at the Herzen Readings conference, as well as at a meeting of the Department of General and Experimental Physics of Novgorod State University

higher professional education Novgorod State University named after Yaroslav the Wise, 2011

INTRODUCTION

Pedagogical practice serves as a link between the student’s theoretical training and his future independent work at school.

During teaching practice, the active formation of basic professional skills and abilities occurs: the future teacher observes and analyzes various aspects of the educational process, learns to conduct lessons, additional classes and extracurricular activities, conducts educational work with children, i.e., acquires initial professional experience and an incentive for your own creative development.

It should be borne in mind that the purpose of practice is not only to develop certain skills and abilities necessary for a future teacher. In the process of teaching practice, the volume of student’s independent work increases and the level of requirements for it radically changes. There is often an opinion that a student trainee is taught by a bad lesson. In the sense of acquiring some teaching experience, this is indeed true. However, the same cannot be said about the students. The damage caused to students by a careless student as a result of a bad lesson can be difficult to eliminate even for an experienced teacher, especially in modern conditions, when extremely little time is allocated for studying physics, and a lot needs to be taught to children in the allotted time. Therefore, a student trainee first of all needs to develop a responsible attitude towards his work, since the results of his work are reflected, first of all, on children.

Pedagogical practice is carried out in two stages - in the IV and V years - and at each stage it has a number of features.

GOALS AND OBJECTIVES OF PEDAGOGICAL PRACTICE INIVCOURSE

Pedagogical practice in the fourth year is of an introductory nature and is carried out so that students can plunge into the life of the school and become familiar with the peculiarities of a teacher’s work not from the position of a student, but from the position of a teacher. Such activities are designed to prepare students for the perception of disciplines based on the methods of teaching physics, increase motivation for their study and improve the preparation of students for independent work at school.

Practice goals:

To acquaint students with the goals and main content of the methods of teaching physics.

To introduce students to the best teaching practices in Veliky Novgorod schools.

Start preparing students for independent physics lessons.

To acquaint students with possible extracurricular activities for schoolchildren in physics.

Begin to develop students’ ability to carry out extracurricular work in physics.

Teaching practice consists of two parts:

Theoretical part: lectures and seminars on methods of teaching physics as preparing students for independent lessons, visiting, element-by-element analysis and pedagogical analysis of physics lessons at school;

Practical part: conducting trial lessons and extracurricular activities at school, working as an assistant to the class teacher, completing assignments on pedagogy, psychology and school hygiene.

During practice, students must expand, deepen and consolidate the theoretical knowledge acquired at the university, learn to consciously and creatively apply it in teaching and educational work with students, and consolidate teaching and educational skills.

Practice objectives:

Master the ability to observe and analyze educational work;

Learn to conduct different types of physics lessons; use a variety of technologies, methods and techniques to present and consolidate educational information and teach solving physical problems; to intensify the cognitive activity of students; to ensure that they master the physics course well;

Prepare for extracurricular activities in physics;

Learn to perform the functions of a class teacher (maintain class documentation, conduct group and individual educational work with students, work with parents).

The practice structure includes six parts:

1) acquaintance with the school and the work of its best teachers;

2) educational work (conducting and attending physics lessons, conducting additional classes, checking notebooks);

3) work in the physics classroom (familiarization with the classroom equipment, repairing instruments, making visual aids, preparing a demonstration experiment for the lesson);

4) extracurricular work in physics (organizing and conducting excursions, conducting collective creative activities with students);

5) work as a class teacher in an assigned class.

6) completing assignments on pedagogy, psychology and school hygiene based on materials from teaching practice.

GOALS AND OBJECTIVES OF INTERNSHIP PRACTICE -V WELL

The purpose of the final practice is to prepare students to perform the functions of a physics teacher and class teacher.

Practice objectives:

Learn to consciously and creatively apply theoretical knowledge (in physics, pedagogy, psychology and methods of teaching physics) to organize work with students.

Master an integrated approach to training, development and education of students in the process of teaching physics.

Check the degree of your readiness for independent teaching activities.

Learn to conduct self-analysis of a physics lesson in order to find ways to improve the quality of schoolchildren’s learning.

Improve the knowledge and skills acquired in the first practice.

Collect and summarize research material for coursework and diploma work on methods of teaching physics or pedagogy.

Teaching practice includes: -

Getting to know the school and the work of its best teachers;

Academic work (conducting 15-18 physics lessons, conducting additional classes, checking notebooks);

Visiting, discussing and analyzing the lessons of group mates;

Work in the physics classroom (familiarization with the classroom equipment, repairing instruments, making visual aids, preparing a demonstration experiment for the lesson);

Extracurricular work in physics (organizing and conducting excursions, conducting collective creative activities with students);

Working as a class teacher in an assigned class;

Completing assignments in pedagogy and psychology based on materials from teaching practice.

ORGANIZATION OF STUDENT WORK

Internship is an intense period of student work. Its success largely depends on proper planning of the work.

Each student must draw up an individual plan for completing teaching practice, providing for the development of a wide variety of methods and techniques for working with students. The sequence and timing of work must be chosen in such a way that the work plan of the school team is not disrupted and students are not overloaded.

To draw up an individual plan for practical training and preparation for work, students are given the first week of work at school. They begin it with a general acquaintance with the school, class, teachers and the organization of educational work in this teaching team. This requirement is not strict: in case of production necessity and the student is well prepared for practice, lessons can begin in the first week.

1. At a special meeting, the school principal (or his deputy) introduces students to the school; reveals the features of the school, the main tasks that the teaching staff has set for itself this year. Difficulties that may arise in work and how student interns can help the school are often discussed. Here, students are assigned to classes, meet teachers and class teachers.

2. Students conduct active study of students in their class:

Attend and observe lessons in all subjects;

Conduct conversations with students, class teacher, teachers, psychologist, social worker, librarian, etc.;

They look through the magazine, personal files of students, their library forms, notebooks on subjects.