14ИННОВАЦИОННЫЕ ПРОЦЕССЫ В ОБРАЗОВАНИИ
THE PROBLEM OF INTERDISCIPLINARY INTEGRATION OF PHYSICS AND MATHEMATICS IN
A HIGH SCHOOL
Abstract. The paper is devoted to study the problem of interdisciplinary integration of physics and mathematics in educational system. It was shown that interdisciplinary integration is presented as a means of increasing students' independent creative abilities, increasing and shaping their worldview and scientific thinking, ultimately improving the entire educational process.
Key words: Interdisciplinary integration, physics, chemistry, mathematics.
Introduction. The problem of interdisciplinary integration is one of the main problems of pedagogy, which contributes to the comprehensive development of the general worldview of future specialists, will improve the quality of scientific knowledge, the systematic mobility of education. In the elementary grades, students will be able to use everything from simple homogeneous equations to quadratic equations in solving physical problems. Students do a lot of measurement work while experimenting in lab classes. In order to easily master the topic, students must first know the concepts of length, surface, ratio, percentage in mathematics. For example, in the 7th grade physics course of secondary schools, mathematical concepts such as percentage, projection, inverse proportion, combinatorial elements, surface and volume are widely used in conducting laboratory classes on Archimedes' laws.
The interconnection of physics and mathematics is manifested in the definition of certain physical quantities, as well as in the mathematical expressions of physical laws. When we talk about physical measurements like length, surface, volume, mass, temperature, path, time, it is first carefully studied and refined. Measurement of physical quantities, determination of units of measure is carried out by performing mathematical operations. For example, in a course in electrodynamics, electric and magnetic fields are described by a lot and complex mathematical formulas. This course contains not only differential and integral actions, but also such actions as divergence or rotor, etc. This indicates a connection between two disciplines - mathematics and physics.
The scientific results. 1. In the mechanics section of a physics course, you have to use different mathematical functions and their graphs to solve problems. For example, one of these is the simplest linear function.
A straight line is a road in straight motion. Knowing the velocity of a material point in a straight line, it is possible to calculate the path it has traversed in a given time. Vector expression of displacement
The formula for calculating the path for the length of the displacement vector in a straight line is equal to the distance traveled
Dehqonova Ohista Kosimjonovna
Teacher,
Fergana State University, Fergana, Uzbekistan Kholbo'taev Sherzod
Teacher,
Jizzakh State Pedagogical Institute, Jizzakh, Uzbekistan Sh.Rashidov-4, 130100, Jizzax, Uzbekistan Xotamov Jahongir Teacher,
Jizzakh State Pedagogical Institute, Jizzakh, Uzbekistan Sh.Rashidov-4, 130100, Jizzax, Uzbekistan
(1)
(2)
The path taken by an object at any time t is based on (2)
is calculated using the formula. It can be taken as a counting head in the study of motion. In that case the migration formula
s = s0 + v *t, (4)
appears. The last formula is called the equation of motion of a material point. For example, the equation of motion of an object with initial position s0=5 m and velocity v = 2m/s is given by (4).
Table 1.
Т, s 0 1 2 3 4 5 6 7
s=5+2t, m 5 7 9 11 13 15 17 19
In solving problems of physics, we encounter parabolic functions in addition to the functions listed above. For example, in the mechanics section of physics subject, the motion of a body to fall freely in a gravitational field, and in the work and energy section, the kinetic energy formulas are represented by parabolic functions (Table 2).
Table 2.
Physical functional connections Mathematical functions
t2 h=gT E v2 E = m— 2 x2 y = a — 2
To fully understand the essence of a physical phenomenon, of course, it is better to use its graphs of parabolic function according to the last table.
Figure. The graphic of parabolic function
For example, in mathematics, a graph of a simple parabolic function can be thought of as in Figure/ In this case, it is possible to create a graph of the given function by compiling a table, knowing the field of definition of the quantities involved in the equation, the field of values. Once the reader has analyzed the laws of change of this given function, this knowledge can be easily applied to physical problems.
Conclusuon. In conclusion, we believe that the use of basic concepts and formulas of mathematics in the teaching of physics in secondary schools, especially in laboratory classes and problem solving, plays a very important role in developing students' ability to quickly and easily analyze topics.
References
1. Park, D., O'Brien, G., Eraso, M., & McClintock, E. (2002). A Scooter Inquiry: An Integrated Science, Mathematics, and Technology Activity.Science Activities, 39(3), 27-32p.
2. Heller, M. (1997). Essential tension: Mathematics-physics-philosophy. Foundations of Science, 2(1), 39-52p.
3. Hudson, H. T., & McIntire, W. R. (1977). Correlation between mathematical skills and success in physics. American Journal of Physics, 45(5), 470-471p.
4. Kapucu, S. (2014a). University students' conceptions of the relationship between mathematics and physics and the relationship between mathematics and physics learning. Journal of Baltic Science Education, 13(5), 622-636p.
5. Korsunsky, B. (2002). Improper use of physics-related context in high school mathematics problems: Implications for learning and teaching. School Science and Mathematics, 102(3), 107-113p.
6. Martinez-Torregrosa, J., Lopez-Gay, R., & Gras-Marti, A. (2006). Mathematics in physics education: Scanning historical evolution of the differential to find a more appropriate model for teaching differential calculus in physics. Science & Education, 15(5), 447-462p.
QUALITY ASSURANCE OF HIGHER EDUCATION IN THE CONTEXT OF REGIONAL AND INTERNATIONAL INTEGRATION IN VIETNAM CURRENTLY
Vu Van Khoa
PhD student Faculty of Education Management, Hanoi National University of Education Hanoi, Vietnam
Abstract. Quality assurance plays a significant role in enhancing the quality of higher education nowadays. Resolution No. 29-NQ/TW dated November 4, 2013, the Central Executive Committee (Session XI), on "fundamental and complete reform in education and training, serving industrialization and modernization in a socialist-oriented market economy and international integration" identified quality analyses as one of the tasks and solutions to radically and considerably renovate education and training. The paper provides a broad overview of some issues on quality control in advanced education and then suggests some measures to strengthen the quality of academic training in Vietnam ahead of the current regional and international integration trend.
Keywords: Quality assurance, quality control, quality culture, higher education, Vietnam
Introduction
In the context of Doi Moi (Innovation - reform period in modern Vietnamese history, starting in 1986), integration, globalization, as well as a competitive market mechanism, inspection of quality becomes a crucial element for the existence and sustainable development of higher education institutions.
Refurbishing and ameliorating the quality of education and training are the essential requirements for economic, cultural, and social growth. Before renewal demands, at the 11th National Congress of the Communist Party (January 2011), in the Platform for National construction in the period of transition to socialism (supplemented and developed in 2011), affirmed that: "The mission of education and training is to raise intellectual standards of the people, train human resources, cultivate talents, and make an important contribution to building Vietnamese culture and people. The primary national strategy is to develop education and training alongside science and technology development. Investment in education and training is an investment in development. It is necessary to strongly and broadly transform education and training according to the development needs of society and upgrade its quality in the direction of standardization, modernization, and socialization, effectively serving the cause of national construction and defense. It is vital to promote a learning society, creating opportunities and conditions for all citizens to have lifelong learning". Implementing the Party's above stance has posed a challenge for education and training in general and academic institutions in particular. Improving the quality of education and training is inevitable and a leading task toward developing a highly rated workforce possessing the capacity, qualities, and skills to meet the program outcome standards for each specific profession currently. It can be argued that ensuring the quality of education is a critical mission and solution to effectively fulfill the views of the Party and the State in the national development strategy.
In recent years, the Party and the State have carried out many methods that have strengthened the quality of education and training in universities. Therefore, boosting the capacity of the quality assurance system is considered a determinant of the training quality as well as the presence and progress of each higher education facility. It's also the key to creating a quality culture.
1. Quality assurance in tertiary institutions in Vietnam
Quality evaluation in higher learning is widely adopted worldwide to maintain standards and continuously improve the quality of post-secondary education. It is used as a general term at different levels and methods, depending on each country's culture and socio-economic development. In the world, there are more than 100 countries with quality assessment systems in tertiary education. However, most of these systems were formed in the 90s (of the 20th century) to adapt to the growth in the scale of higher education (especially the rapid rise of mass and private university training). Many countries have overcome through great upheaval, so they have to change the higher education system. Quality management is perceived and executed differently among countries. However, it was not until the early years of the 21st century that Vietnam began to apply this policy. It was marked by establishing the Office of Quality Assurance and Accreditation in the Training (in 2002). The most outstanding milestone is the formation of the General Department of Educational Testing and Accreditation (GDETA), a department of the Ministry of Education and Training (MoET), in 2003 with the mission of
