Журнал жылына 4 рет жарыққа шығады (наурыз, маусым, қыркүйек, желтоқсан) иб №15211
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vestnik-pedagogika-4-69-2021-dlya-sajta
part of professinal activities It is diffucult to answer the guestion 53,80% 15,40% 30,80% Can you accept cross-curricular connections as an integral part of professional activities? Figure 1 – The results of the questioning showing how far teachers of science at the secondary school realize the importance of cross-curricular connections in their professional activities In addition, the study of physics in tandem with informatics should be based on the knowledge of students. In addition, the sufficiently long distance of applied material from the theoretical base, re - duces the effectiveness of students’ understanding of the theoretical aspects of the studied material and requires the repetition of the fundamental base. For students to understand the essence of the discover - ies of physicists, it is necessary to recall and repeat many concepts, phenomena and laws. Without this, the efficiency of information perception is decreased and the learning goals are not achieved. The second approach is the fractional one, which implies the distribution and localization of knowledge and problems through individual edu - cational topics at different stages of training. This approach has obvious advantages. With uniformed supply of material; less time spent; increasing mo - tivation when studying the correlated phenomenon. The fractional version provides close relationship between the theoretical materials of program and applied ones. Thus, two tasks can be solved at once: the studied theory is effectively consolidated and the material is perceived with awareness. In addition, with the fractional approach, a uniformed and dosed supply of local material is carried out throughout the entire module. After the presentation of the topic, a lesson of physics with elements of informatics is held, dedicated to the development of knowledge of physics and informatics. The disadvantages of the fractional variant of the distribution of the compo - nents of two different subjects include the limita - tions of organizational forms of training; temporary restrictions; content restrictions and the course loses its independence. Indeed, a fractional approach re - stricts the types of students’ activities. The imple - mentation of excursions, workshops seems prob - lematic and difficult due to program and time con - straints. In addition, it is impossible to reflect all the diversity of components. This lack of freedom can lead to a tight, truncated and artificial course. To overcome the disadvantages of two approaches and find reasonable compromises, the following actions are possible. It covers the creation of integrated course; increasing the share of students’ indepen - dent design, research project; additional repetition and generalization of the main theoretical material; conducting the summary lessons at the end of the module. It seems effective to create an integrated course based on subject modules and interdisciplin - 160 Methods of implementing interdisciplinary links between physics and computer science ary connections. Thus, the problem of lack of study time is partially solved. In addition, it is necessary to increase the proportion of students’ independent work through project activities and research work. Independent work of students allows the solving of several interrelated tasks: to increase the awareness of the material being studied, to carry out the edu - cational role of teaching, to save educational time. Even the best educational programs, manuals and other materials are not enough for the successful implementation of the goals of the learning process. The learning process is a living organism that func - tions dynamically and the basic laws of this process are determined by the main fundamental elements – teaching methods (L.A.Tsvetkova, 1981) [9]. In pedagogical theory, many approaches have been developed to consider the concept of teaching methods. Our task is to consider the main teaching methods and their specific features in relation to the physics and informatics course and various forms of its distribution in the educational process of a higher educational institution. When implementing an edu - cational program for physics and informatics, one cannot rely only on traditional methods ( Yakimans - kaya I.S., 1996) [10]. This problem can be solved by such modern methods as differentiated teaching and collective peer learning. The introduction of such methods into practice assumes that the main result of training will be in the transformation of the indi - vidual picture of the world, which should shape the student’s mind. жүктеу/скачать 3,54 Mb. Достарыңызбен бөлісу:
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