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CHALLENGES AND INNOVATIONS IN MODERN PHYSICS EDUCATION
Khaydarov Baymurat Abdukadyrovich
Lecturer:
National Pedagogical University of Uzbekistan named after Nizami
Tel:
(93) 112-90-99;
e-mail:
Abstract:
This article deals with the problems of teaching physics in the context of the
introduction of Federal state educational standards of the new generation, both in secondary and
higher education. In particular, this concerns the formation of the ability of students to work
independently, as well as the use of educational techniques that allow achieving the planned
educational results. The teachers’ survey of junior students and schoolchildren showed that teachers
assess their readiness for the organization of independent learning activities of students only by 50%,
and students and schoolchildren assess their readiness for independent learning activities by 60%.
Thus, the idea of developing a local methodology of teaching physics related to the implementation
of independent experimental work of students started up.
Keywords
: Interactive learning, methodology of independent experimental work in physics,
planned educational results, the requirements of the new generation readiness for the organization of
independent learning activities of students, readiness for independent learning activities.
Introduction:
One of the main directions of the state policy in the field of education is
increasing the objectivity of evaluation of educational results. In accordance with the Federal state
educational standards general and secondary education, the main object of evaluation of learning
outcomes are specified results of development of the basic educational program in each educational
subject.‘Planned results are a system of leading objectives and expected results of the development
of all training programs in individual subjects, and interdisciplinary programs that form the
informative basis of the educational program’. The planned results in physics provide for changes in
the requirements of experimental skills’ formation. If earlier, within the framework of traditional
methods of teaching physics, it was supposed to develop private practical skills, for example, such as
the ability to use an ammeter and voltmeter to measure current and voltage, etc., now in accordance
with the new requirements, students must master a generalized understanding of the use of methods
of scientific knowledge. Furthermore, the transition from complex measurements to simple, but
independently performed experiments is expected. It would be a mistake to believe that students
without special pedagogical support will learn independent cognitive activity and will be able to form
their own abilities for independent learning themselves.
Problem Statement:
Since the middle of the last century the directions of training "are
polarized around its two characteristics: controllability and formation at trained ability "to get"
knowledge independently". At the same time, according to Zimnaya, independent work of
schoolchildren and students is "the least studied and widely discussed problem of education, both at
school and at university. It necessarily corresponds to the organizing role of the teacher". According
to Zimnaya, independent work of the student "requires prior training techniques, forms and content
of this work". Thus, the most important function of the teacher in any ways and learning is to assist
the student.
Research Questions
: As practice shows, teachers-theorists consider priorities of students'
formation of abilities to work independently and think creatively during the process of transferring
knowledge and development of skills. At the same time the existing practice of teaching mainly
focused on the passive assimilation of knowledge, i.e., the priority is given to reproductive learning
methods. Our studies have shown that teachers evaluate their readiness to organize independent
learning activities of students by 5 points out of 10. Students and pupils assess their readiness for
independent learning activities by 6 points out of 10. The results of the survey show that even with a
certain ability to work independently, students and schoolchildren note the slow perception of
educational material when reading and summarizing educational texts. Thus, it is possible to state
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insufficient formation of participants’ skills of educational process to the organization and self-
organization of educational independent work. Therefore, there is a problem of formation of students’
ability to independent work. As we have already noted, these abilities can be formed as a result of
joint actions of teachers and students. To solve this problem, in our opinion, it is necessary to equip
teachers with the necessary knowledge on the use of special educational techniques in practice Please
replace this text with context of your paper.
Purpose of the Study
: The purpose of our study is to develop a methodology for the
organization of independent experimental work.
Research Methods:
To solve the tasks we used such research methods as:
1. Analysis of psycho-pedagogical and scientific-methodical literature; study of normative
documents devoted to the strategy of education development in modern society;
2. Theoretical methods of research of methodical problems (analysis and synthesis,
generalization), design and modeling of educational process;
3. Experimental methods and forms of work (study of stating, searching and formative nature
with the use of questionnaires; observations of pedagogical phenomena; personal teaching in schools
and universities; interviews, surveys of teachers, students and pupils, as well as the testing and
implementation of the proposed solutions).
Here are examples of simple experimental tasks that were used by us during the lesson on the
topic "Mechanical vibrations"
The task of the first group:
Check whether the period of vibration of the mathematical pendulum depends on its length,
mass and angle of deviation of the pendulum from the equilibrium position (angle not more than 20
degrees).Note that the length of the pendulum is the distance from the suspension point to the center
of mass of the pendulum.
The task of the second group
:
It is known that the period of vibrations of the mathematical pendulum does not depend on
the weight of the load suspended on the thread. Will the period of vibration be the same if there are
one or two (connected in series with hooks) weights suspending on the thread?
The task of the third group:
Determine the area of the table, using only a thread pendulum and stopwatch.
The task of the fourth group:
To determine the period of vibration of the pendulum-meter thread. What will it be equal to,
if the length of the pendulum is reduced by four times?
The task of the fifth group:
Determine the stiffness coefficient of the rubber thread, using a weight of 0.1
kg
, a stopwatch
and a ruler.
The task of the sixth group:
How to change the frequency of the vibrations of a pendulum with an iron load, if the magnet
is put under it.
During such lesson, the student learns to recognize the problems that can be solved by physical
methods; analyze the individual stages of research and interpret the results of observations and
experiments.
1. Understand the role of experiment in obtaining scientific information;
2. Independently carry out indirect measurements and studies of physical quantities using
different methods of measurement of physical quantities, choose the means of measurement taking
into account the necessary accuracy of measurements, justify the choice of measurement method,
adequate to the task, to assess the reliability of the results;
3. Create your own written and oral reports on physical phenomena based on several sources
of information;
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4. Work in a group of peers in solving cognitive tasks, plan joint activities, take into account
the opinions of others and adequately assess their own contribution to the group.
Conclusion:
Reduction of time for studying of separate subjects (disciplines) and necessity
of consolidation of educational information led to that now the quantity of the studied information
contradicts to quantity of time which is taken away on studying of separate disciplines, including
physics. The time allocated for classroom studies at the University in some disciplines (including
physics) has been reduced to 50-70 %. In high school, the time spent on the study of school physics
course is also reduced by 50%.
That is why, we need such approach to the organization of cognitive activity of students is
necessary, which will allow to level deficiency of educational time. In addition, as noted above, a
significant quality of personality nowadays is independence.
Thus, only that training becomes relevant, in which knowledge is transferred to students and
schoolchildren in a not prepared form but are mastered by them independently. But, as practice shows,
self-study of educational material significantly increases the time of its assimilation, and students are
not fully ready to work independently with educational information.
Therefore, it is clear that the educational process is in need of such methodological decisions
(educational technology, methodology) that will solve these problems and increase the effectiveness
of the cognitive activity of the learners.
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