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УДК 374.158
Raimbekova H.K.
The teacher in the academic lyceum TashPMI
BASIC METHODS AND METHODS OF TEACHING PHYSICS
Annotation: This article discusses the methods and techniques of teaching physics
Keywords: Method, physics, science, experiment
The methods and techniques of teaching physics are determined by both didactic tasks and the features of physical science. Physics is an experimental science, most of the discoveries in it, the establishment of laws, the study of phenomena done experimentally.
A physical experiment, which includes a demonstration experiment and independent laboratory work of students, is therefore of particular importance in teaching physics. These methods correspond to the features of physical science, they expand and deepen the scope of living contemplation. In addition to their primary meaning, they are indispensable for solving the tasks of enhancing the thinking of students, the formation of interest in the subject, independence; also contribute to the development of a number of positive human qualities.
Demonstration experiments and laboratory works are set up both with the aim of introducing a new concept, phenomenon, establishing a law, and for illustration, verification, clarification of a law or a phenomenon. At the second stage of teaching physics, in addition to frontal laboratory work, a physical workshop is also carried out - a more complex and individualized form of students' independent experiment.
Good teaching of physics is unthinkable without the use of a demonstration and laboratory experiment. The teacher, of course, should carry out the demonstrations and laboratory works provided for by the program; in order to better accomplish this task, variability of work within the program is allowed. Demonstration experiments can be varied, put them in the process of a survey, repeat individual parts, etc.
Experiments and laboratory work must be well prepared. This is facilitated by the availability of an extensive literature on the methodology and technique of the school experiment, the well-known achievements in this field of physics teaching methods in the Soviet secondary school,
In the implementation of the principle of polytechnism, strengthening the connection of training with production, excursions play an important role. Objects of excursions are carefully selected, since the phenomena observed during the excursion, installations, mechanisms, technological processes should be associated with the material under study. So, when studying mechanics, an excursion to the construction site, machine and tractor station is recommended; in the study of thermal phenomena - in the boiler room, rolling shop; when studying electricity — to a power station, to an electrolytic coating shop, etc.
Application of visual aids - drawings, drawings, projections on the screen,
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spatial or flat models, tables - is widely practiced in teaching physics. With their help, you can explain the device and the action of the device, technical object (for example, an internal combustion engine, current generator, spectroscope), the mechanism of the phenomenon, the circuit of experience.
Formation of students' ability to work with a book, especially with a textbook, is of great importance at the present time, due to the need to develop the ability to independently replenish knowledge. A number of works are devoted to the development of students' work with a textbook.
In some cases it is advisable to conduct a lesson using one method (for example, to devote the entire lesson to carrying out laboratory work), but, as a rule, a combination of different methods is used - demonstration or laboratory with illustrative and verbal.
The objectives of the lesson also include the consolidation of knowledge, the development of skills to use knowledge: this is done in the process of solving problems, performing exercises, including experimental ones. This type of work corresponds to the transition from abstract thinking to practice for the modern educational process in physics, the use of some new teaching methods is also characteristic, such as the creation of problem situations, the organization of independent research of students, and programmed instruction.
These techniques should be properly understood and reasonably combined with other teaching methods. The research method can be used with an appropriate level of knowledge and development of students. In class VII, for example, after studying the concepts of current, electrical voltage and electrical resistance, students can be offered to conduct a study of the strength of current and voltage. Knowing the essence of these concepts, the student can put forward a hypothesis about the nature of dependence, substantiate it from the point of view of electronic theory and test it experimentally, that is, to conduct a study similar to a scientific one. With a misunderstanding of the research method, there are cases that students are offered an interesting but impracticable task for which they are not yet prepared.
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