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ФОРМУВАННЯ ЕКОЛОГІЧНОГО СТИЛЮ МИСЛЕННЯСТУДЕНТІВ У ПРОЦЕСІ НАВЧАННЯ ФІЗИКИ

100%
Хурсенко С.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 7(51)
190-197
XX
Today, the problems in the relationship of man and nature have a great influence on the development of civilization. In these conditions it is necessary to shape people’s thinking, which is able to withstand global catastrophes. That is the teaching task of forming the ecological style of thinking in the process of training and education of students on employment on the physics. At the heart of the process of formation of ecological thinking style is a set of principles: the principle of humanization, the principle of integration, the principle of interconnection of theoretical knowledge and practical activities, the principle of joint disclosure of global, national and regional studies of the factors of nature, the principle of continuity and systematic. The overall goal of the formation of the ecological thinking style of younger generations is facing all academic subjects. But a special role among them is played by physics. The study of physics gives students an idea of the integrity of nature, the interconnectedness and interdependence of processes occurring in it, the source of «natural» pollution. Physics plays a critical role in the proper understanding of many ecological problems as a side effect of technological progress. It serves as the scientific basis of the technical means, which are created to neutralize the harmful effects of human activity, the nature of the technologies used. Therefore, consistent disclosure of relevant aspects of ecological education throughout the course of physics and the development of the students’ ecological thinking style on this basis should be a priority today in the teaching of physics. The interdisciplinary nature of ecological education should consider the needs to interact with the teachers of other subjects to integrate and synthesize all the studied ecological material. For this purpose, it is desirable to organize a cycle of lectures by teachers of related disciplines, joint problem solving lessons, seminars on ecological issues, etc. As a result, students should have a clear idea of the existence of environmental problems – social reality of modern life. Their implementation will be in the future related to the solution of these problems by optimizing the relationship with nature. This optimization is feasible in terms of science and technology, and therefore there is no valid reason for pessimism yet.
2

ДИФЕРЕНЦІЙНИЙ ПІДХІД ПРИ ВИКЛАДАННІ ФІЗИКИ СТУДЕНТАМ НЕФІЗИЧНИХ СПЕЦІАЛЬНОСТЕЙ ПРИРОДНИЧОГО НАПРЯМУ

63%
Cалтикова А., Хурсенко С.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 5(39)
338-347
EN
The course of physics is perceived by the majority of students of nonphysical specialties as the discipline that has no attitude toward their future professional activity. Therefore due attention is not paid to its study. Absence of motivation results in the decline of cognitive activity of students and the quality of knowledge. For achievement of primary purpose of teaching it is necessary to use the differentiated approach that will provide the professionally-oriented teaching physics. Material of lectures, practical and laboratory workshops must demonstrate to the students the possibility of physics in the context of future professional activity. Physics plays an important role in the formation of the scientific worldview of students. During the study of physics the student should understand that in all its diversity surrounding material world is a unity. This unity is manifested primarily in the fact that all the phenomena, no matter how difficult they may seem, are the moving matter in different states and properties are have material origin. The unity of the world is also evident in the relationship of all the phenomena, the possibility of interconversion of forms of matter and motion. However, the unity of the world is manifested in the existence of some general laws of motion of matter (laws of conservation of energy, momentum, electric charge, the relationship of mass and energy and so on). The task of physics and other natural sciences is to identify the most general laws of nature and to explain on their basis specific phenomena and processes. Teaching physics to non-physical specialties of classical universities will be the most effective if the system of differentiation of teaching physics with regard to the future profession of the students will be implemented, namely:differential approach to the content of educational; extensive use of cross-curricular links of physics with related subjects; selection of appropriate forms of educational practice; taking into account individual characteristics and abilities of the students. This approach will promote a logically-structured, qualitative learning; provide the opportunity for students to receive new information, additional material, to form the ability to produce new knowledge and to instill the desire for self-knowledge acquisition.
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