Журнал жылына 4 рет жарыққа шығады (наурыз, маусым, қыркүйек, желтоқсан) иб №15211
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| Literature review
Nowadays, the unified rules, principles and re - quirements have not been formulated, according to which it would be possible to draw up an education - al program in teaching physics in tandem with in - formatics, since the learning process and empirical material are constantly changing. Within the frame - work of the article, we tried to identify principles, which help to select the material for educational program in the process of future teachers training. The material should provide opportunities to teach physics in tandem with informatics based on the principles «from simple to complex», «from the unknown to the known» (David Coghlan, 2019:5) [2]. The principle of the scientific nature of the ma - terial allows us to discard the dubious data, which have literally been abundant in the media lately. M.N. Skatkin says that the educational material should not contradict to the data of science (Juma - dillayev K.N., Sydykova Zh.K., 2016:312) [3]. L. Ya. Zorina came to the conclusion that the princi - ple of scientific nature was the correspondence of educational material to the level of modern devel - opment of physics and informatics; it is a selection of content, contributing to the formation of ideas about the methods of scientific cognition and dem - onstrating the most important laws of the process of scientific cognition (Zorina L.Ya., 1978) [4]. The educational program should be built on the the prin - ciple of consistency. As a result of successful assimi - lation of the program, the student should develop a certain system of structural connections between the individual components, not an isolated chaotic picture. The principle of consistency facilitates the transition from learning to self-education, develops the creative activity of the participants in the learn - ing process. The principle of advanced learning al - lows including into the program of information that should be studied later. This principle determines the better assimilation of new material. The developing function of the educational pro - gram should be realized at the expense of the mate - rial that requires the activity of students, the prin - ciple of activity of students saturates the program with problematic situations and cognitive tasks. Here, interdisciplinary connections play an impor - tant role, the implementation of which in the pro - gram expands the possibilities of the learning pro - cess. The principle of creativity allows students to develop independence. At the same time, the diverse nature of the content of the material and the variety of forms of local history allow students to find the 158 Methods of implementing interdisciplinary links between physics and computer science use of creative energy in accordance with their inter - ests, inclinations and forces. The educational function of the program helps to create conditions for research, which contributes to the development of research initiative and the for - mation of the positive personality traits of the stu - dent, such as activity and independence. The moti - vational function of the program can be considered as educational and developmental ones. Motivation is the first stage for the assimilation of knowledge (Talyzina N.F., 1984) [5]. This principle allows to train not only private, but also general human skills – hard work, patience and perseverance in achiev - ing goals . Moreover, we should consider the principle ac - cording to which the selected material should use cross-curricular connections. The use of interdisci - plinary connections is one of the most difficult meth - odological problems for a science teacher in higher educational institution. In addition, the teacher needs to master the methodology of using cross-curricular connections, identify topics in which it is possible and advisable to rely on cross-curricular connec - tions, master the technology of their implementation ( Hansen K.-H., 1996:669-682) [6]. Cross-curricular connections make it possible to plan the study of the material, to save precious study time. Knowledge of physics in tandem with informatics is concretized, deepened and generalized. Interdisciplinary connec - tions are necessary and important, but the question of their qualitative implementation, as one of the as - pects of the general problem of improving teaching methods remains open ( Garkunov V.P., Nikolaeva E.B., 2008:28) [7]. In this sense, physics with infor - matics can be a good way to solve the problem of integrating knowledge dispersed in different cours - es. In fact, we are talking about the emergence of a new subject, that is, a complex of scientific dis - ciplines leading to a comprehensive knowledge of phenomenon, broadening the horizons of students (future teachers), as well as deepening and concret - izing general knowledge of the basic component of the program ( Ivanova O.A., 1995) [8]. Lessons with interdisciplinary connections can be classified into three types. The fragmentary type implies the imple - mentation of connections with other subjects and is carried out at separate stages of the lesson. The core type relies on knowledge from other subjects and constitutes a prerequisite of the lesson. Integrated lesson type synthesizes knowledge from different subjects throughout the lesson. Each group has its own specifics, which must be taken into account when developing an educational program for future teachers in higher educational institutions. The formation of educational programs for groups has certain difficulties. The specificity of a particular group of students may not be clearly expressed, as a result of which, it will be difficult to select the necessary educational material, to set various educational tasks and select objects for labo - ratory work. жүктеу/скачать 3,54 Mb. Достарыңызбен бөлісу:
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