CC BY
6SCIENTIFIC PROGRESS VOLUME 2 I ISSUE 6 I 2021 _ISSN: 2181-1601
ENHANCING INDIVIDUALITY IN TEACHING PHYSICS
Rakhimjon Khasanboy o'g'li Ibragimov Nilufarkhon G'anijon qizi Ibragimova
Lecturer of Faculty of Physics at 2-nd year master's degree in faculty of
Namangan State University physics
ABSTRACT
This article is about teaching physics in secondary schools at the class level, students are told about the use of individuality based on their thinking.
Keywords: physics, individuality, physical phenomena, modern technology, independent observation.
Ensuring that our growing sons and daughters become a harmoniously developed generation and come to life is one of the greatest goals of society. Today's fast-paced world demands perfect knowledge from students. After all, the future success of our youth is determined by the ability to learn independently, the ability to develop and improve themselves. This attitude towards children is fully reflected in the state policy on education and its principles.
Physics is taught two hours a week in grades 6-9. In Grade 6, students are given an overview of physical phenomena and magnitudes. In this way, students are interested in physics, the first idea of the science of physics is formed, and the scientific worldview is formed by an elementary explanation of the nature of the surrounding physical phenomena. In Grade 6, students were taught the natural sciences taught in Grade 4 and the botany and geography taught in Grade 5:
— Water, earth, air, fire, rain, snow, ice, stone, iron, trees, grass, birds, fish, etc.;
— The difference between light and darkness, the knowledge of the sky, the sun, the moon, the stars, the idea of their rising and setting every day;
— Must know what a mountain, valley, field, river, village, city is, depending on the nature of the place where he lives.
Through these concepts, students should be able to see, hear, perceive, and observe objects and events. These observations prepare students for the study of physics in the context of natural geography, biology, and chemistry.
Students systematically study all sections of a physics course in the upper grades. In this case, the content of physics education is taught in connection with the physical phenomena and processes that occur in social life, the environment.
Living examples and real-life comparisons play an important role in making physics easily accessible to students and in their memory. The same experience can be used effectively in every science example.
SCIENTIFIC PROGRESS
VOLUME 2 I ISSUE 6 I 2021 ISSN: 2181-1601
The fundamental importance of physics in revealing the mysteries of nature and the fact that its laws form the basis of modern technology, as well as knowledge in the field of physics is of great importance for the future development of society. Physics has many opportunities to develop as a subject. The fact that this subject is the basis of all technical devices is determined by the large number of opportunities to apply the acquired knowledge in real life. At the same time, the study of physics takes place at all stages of student learning (observation, hypothesis, experiment, observation, and generalization of results).
There are several ways to get students interested in physics. For example, in elementary school physics, students use folk tales and proverbs to give good results. These tales and proverbs can be used in the classroom, in quizzes, fun evenings, various poetry readings, quizzes, fun and ingenuity competitions, and in extracurricular activities. Such figurative analogies in fairy tales and proverbs play an important role in bringing physics closer to other sciences, uniting closely related topics in physics.
For example, in Grade 6 elementary concepts, curiosity through the story of the 'Bogirsok' plays an important role in explaining quantities such as material point, trajectory, path and displacement, time, and speed. The snail, which is heading towards the forest, walks along the forest path along a trajectory and encounters various animals along the way. Singing saves time. This time varies from animal to animal. In these subjects, the ease of movement due to the shape of the snout and the unevenness of the road do not adversely affect the movement.
Another such fairy tale is "Red Riding Hood". The red cap, which makes its way to her grandmother's house, moves through the forest path. The wolf does not walk down the aisle, but moves to reach his grandmother's house before the red hat. This story can also be used to engage students in physics by using the above topics. As a young person, students can use the events from one of their favorite fairy tales, Turnip, on the themes of strength, gravity, friction, and gravity. When Grandpa cannot pull the turnip, he calls his grandmother, granddaughter, dog, cat and mouse for help: as a result of the joining forces, the turnip jumps up.
Independent observation, experimentation, generalization of experimental results, and teaching students to use textbooks, manuals, and other additional literature play an important role in the study of physical phenomena.
It is known that the organism reacts immediately to changes in ambient temperature (temperature), brightness (light), humidity (absolute and relative), air pressure, noise, electric and magnetic field, radiation flux, radioactivity and similar physical characteristics.
Students to study physics can also use biophysics materials. Different forms of teaching can be used to teach the elements of biophysics to students: lessons, field trips, practical work and laboratory classes, independent research activities of students,
SCIENTIFIC PROGRESS VOLUME 2 I ISSUE 6 I 2021 _ISSN: 2181-1601
preparation of abstracts, etc. However, the use of lessons in biophysics is often effective.
Observations have shown that it is advisable to use a fragment to introduce students to the elements of biophysics, as it requires very little study time and ensures a systematic link between physics and biology. The use of more time for this is considered typical for a variety of extracurricular activities and extracurricular activities for students.
The biophysical material allocated for the study should be didactically modified to make it the best for the study of specific topics in physics, as the methods and forms of explaining the content of the elements of biophysics to the students does not require different ways of organizing learning activities and separate teaching methods. They are almost identical to the methods they use to introduce students to the elements of technology. Of course, this should take into account the specific content of the biophysical body, the method of in-depth description of the material, the nature and properties of the objects in a specific course.
REFERENCES
1. Ya.I.Perelman "Qiziqarli fizika" Toshkent-2009
2. K.Tursunmetov "Ma'lumotnoma" Toshkent-2007
3. M.Yo'ldashev "8-sinf fizika darslik" Toshkent - 2010
4. L.S.Landsberg "Optika" Moskva. 1976 y.
