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7
УДК 611.487
Raimbekova H.K.
The teacher in the academic lyceum TashPMI FEATURES OF THE METHODS OF TEACHING PHYSICS
Abstract: This article discusses the features of the methodology of teaching physics at different levels.
Keywords: Physics, methods, science, degree, teaching
Features of the methodology of teaching physics in the first and second stages of its study in secondary school. Age psychology, psychology of learning and didactics have developed and defined common approaches to the selection of content and teaching methods for students of different ages. It has been established that children of 11-12 years of age are characterized by such signs of thinking as an ever-increasing tendency towards a causal explanation of phenomena, the ability to substantiate their judgments, and make broader generalizations. Psychologists consider it appropriate to start learning natural sciences, including physics, from this age and present it with a certain depth - explain the causes of phenomena, analyze them, make feasible theoretical generalizations. At the second stage of teaching physics, the depth of presentation of the material and the complexity of the questions being studied increase.
The specifics of teaching physics at different levels are also determined by the tasks of teaching, the distribution of material between them, and the general education of students.
Consider the tasks specific to each stage of learning, and the associated methods and methods of teaching.
First stage. One of the main tasks is to prepare students for further study of physics. Attention is paid to the formation of fundamental concepts that must be introduced at the very beginning of the physics course and formed to the second stage. These include: questions of the structure of matter, speed, mass, density, force, gravity and weight, energy, amount of heat, electrical quantities (current, voltage, resistance). The consolidation and formation of these concepts is carried out especially carefully "for a long time. For example, in the third and fourth quarters of the school year in the sixth grade, knowledge of the concepts of mass, density, strength should be repeated and controlled; in the VII class - the concept of the amount of heat, energy, as well as the basic concepts studied in the VI class.
In view of the fact that students are only starting to systematically study physics, the task of creating and forming a cognitive interest in the subject is very important. It determines the need for optimal use of historical and technical material, examples from the life experience of students, from nature, the world of animals and plants, which should be included in the lessons, in the content of the tasks.
Regarding historical information, we note that in the modern course of physics (and in the entire textbook of physics) their scope is limited, it is customary to present physics not in chronological order of its development, but in
accordance with modern views, limiting historical information to the most important for the development of science and educational value. However, in vi and. Grade VII, based on the task of instilling interest in the subject, this information should be applied more widely than in the first stage. For example, it can be recommended to present the main experiments in the historical description, if their essence has not changed (Torricelli's experience, Oersted's experience), to acquaint pupils with interesting historical experiences (Pascal's experiments, Gerikake); include information from the history of physics in the content of tasks, student essays, use them as examples illustrating the main material.
In teaching methods, a demonstration laboratory experiment is a powerful means of creating interest in the subject. Therefore, at the first stage, the so-called "Cretaceous physics" is especially unacceptable, it is necessary to fully carry out the experimental part of the program and diversify the experiment. We can recommend short-term independent experimental work of students developed in special studies, complementing the list of frontal works, experimental tasks. Strengthening the laboratory experiment is also necessary for students to develop the simplest experimental skills, as one of the elements of preparation for further learning.
To increase interest in the lesson, as well as in connection with the peculiarities of the attention of children of this age, it is recommended to diversify the techniques and methods of conducting the lesson, change them 2-3 times during the lesson. The teaching experience shows that even when a movie is shown, the students' attention dissipates in 15-20 minutes, therefore, it is advisable to change the reception of the lesson. The methods of teaching physics create great opportunities for this — you can alternate a survey, an explanation, a demonstration experiment, problem solving, work with didactic materials, etc.
It is important to diversify and separate learning techniques; Thus, when solving problems in physics, it is necessary to select not only ordinary calculation problems, but also qualitative problems; Of particular interest to students of this age are experimental tasks, tasks according to drawings (meaning tasks in which data is extracted from a drawing or photo).
Given the age of students and the degree of their general education, it is necessary, of course, to ensure the availability of presentation. This is achieved by the high quality of the explanation of phenomena, the strengthening of the methods of activation. The predominant form of teaching lesson-conversation. At this stage one should not get involved in the solution of a large number of tasks, especially calculated ones, it is recommended to limit oneself to the tasks given in a stable textbook, they are enough to train, consolidate and control students' knowledge. Basically, it is necessary to solve problems with students in a singlebottom action and mostly direct, that is, in which it is required to determine the value by a direct formula, without making its complex transformations.
The second stage. In VIII — X grades, the predominant form of conducting a lesson-lecture. The attention of students at this age is more focused, which allows such a transition to be carried out, to reinforce elements of abstract
explanation. With respect to the experimental method, an increase in the complexity and degree of independence of laboratory work is characteristic: the highest level is the work of the physical workshop. These works are small studies that require knowledge of the whole section or topic of the subject, combined calculations (for example, testing the law of conservation of momentum or mechanical energy in grade VIII, determining the capacitance of capacitor in grade IX, the wavelength of light in grade X) .
Independent work of students is enriched by such forms as seminars, preparation of reports on relatively large program issues, accompanied by an experiment prepared by themselves (demonstrations, values of experimentally determined quantities), independent study of some issues of the program in educational and scientific literature.
УДК 372.851
Salomova D.Kh.
The teacher of the academic lyceum TashPMI INTERSIDE OBJECTS AS A MEANS OF IMPROVING THE EFFICIENCY OF THE PROCESS OF TEACHING MATHEMATICS
Abstract: This article discusses the theoretical foundations of the implementation of interdisciplinary connections in teaching mathematics to students
Keywords: Technology, intersubject, structure, higher education
Changes in the socio-economic status of society, the restructuring of all its spheres, the dynamic development of science, technology and information technologies have a direct impact on the education system as a whole and higher education as its component and require new approaches to the development, updating and improvement of the education system.
The transition of the school to the multi-level structure of training requires the formation of a qualitatively new system of higher education, providing fundamental training of specialists. The sharp acceleration of the process of updating knowledge, the emergence of new technologies, continuous technical re-equipment of production require from a specialist not only high-quality knowledge, but also high professional mobility, the ability to independently navigate extensive information, constantly replenish and update their professional knowledge.
The modern concept of higher education, set forth in the State Educational Standard of Higher Professional Education, puts in the forefront the "satisfaction of the spiritual interests of people, the needs of specific human communities". The goal of the implementation of this concept is to create such an education structure, "which will help to prepare specialists focused on activities of both a theoretical and applied nature, while carrying out the process of training and education in the direction of an integral human culture".
Thus, a higher educational institution must, in the learning process, provide
