КУРС «ІСТОРІЯ ТА МЕТОДОЛОГІЯ ФІЗИКИ» В ПЕДАГОГІЧНОМУ ВИШІ
The course «History and methodology of physics» in the pedagogical university
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In the article the analysis of content and location of the course «History and methodology of physics» in the program of pedagogical higher education is made. Based on the analysis and practical experience problems of teaching the course and the importance of variable approach to the organization of its study are revealed The course refers to the variable components, so is perceived as an overview, and additional students, a corresponding relation to its study. The second problem of the course is its humanitarian aspect. This is a factor that reduces the activity of the students and their conscious approach to the study. The study “History and methodology of physics” planned program for the graduate students. This greatly complicates the study. Most of the students in the last years try to work in their specialty, and therefore miss a large part of the course. We propose a remote approach to the study. Experience shows that it is fully justified. Independence, cooperation and individual approach fully define the maximum range of competencies and skills that can be acquired during the course of study. During the study course, the student has to prepare six individual tasks submitted by themes targeted simultaneously to study the course “History and methodology of physics” and to improve the professional qualities of the future teacher. The main advantages of the remote approach to the study of the course are time saving, easy approach to self-education, possibility of an unlimited number of consultations of the teacher. There are the following main advantages offered by the organization of study courses: unlimited in time and training consultations, ability to work exclusively with the individual teacher, simultaneous practical application in the educational process of school and no need to summarizing lectures, a clear presentation of the plan of independent work, the skills of effective preparation for public speaking, presentation material most clear and helpful, the skills of independent search of material and the invention of the highlights, the conscious use of the material in the classroom and the use of historical arguments of expediency in the learning process, education organization, the importance of following the plan of studying these topics and deadlines of all stages of independent work, ability to exchange remotely, useful information with colleagues: it facilitates teacher-student preparing for lessons and enhances the effective preparation of the sessions. A variety of reporting forms is aimed solely at improving the educational experience of future teachers of physics.
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