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1

ВИВЧЕННЯ ЯВИЩА ПОЛЯРИЗАЦІЇ В ПРОЦЕСІ ВИКОНАННЯ ЛАБОРАТОРНИХ РОБІТ

100%
Аврамчук О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 2(66)
3-11
EN
The article discusses the study of the topic “Polarization” in the process of implementation of laboratory works of the students of higher military education institutions. The results of the study of modern physics teaching and the issues of rational use of teaching time has shown that it is expedient to introduce innovations in the methodology of conducting those activities in which the students acquire practical skills in professional direction from the first years of study in higher school. The use of one of the classes of experimental and practical components in the study of one topic in the process of training of students clearly indicates integration of fundamental and professional components of training of the future military specialists. The process of the combination of the practical and experimental component of the work in the framework of laboratory classes on the topic “Polarization” is described; it is studied in the second semester. To explore this phenomenon cadets are offered three laboratory works: - laboratory work № 26, under the theme “Experimental verification of law of Malus”, the goal of the study was to explore the phenomenon of polarization in the process of experimental verification of law of Malus; - laboratory work № 27, under the theme “Study of polarization of light upon reflection from a dielectric surface”, the aim of this work is to investigate experimentally the degree of polarization of light reflected at the interface of two dielectrics, and to verify the Brewster’s law; - laboratory work № 28, the theme of which is “the study of the phenomenon of rotation of plane of polarization of light”, the aim of the study was to investigate the natural phenomenon of rotation of polarized light in optically active substances. Before they perform the work, the students should repeat the following theoretical questions: - for the laboratory work № 26: 1. The phenomenon of polarization of electromagnetic waves. Natural and polarized light. 2. Methods of obtaining polarized light. The physical nature of the action of the polarization devices. Law of Malus. - laboratory work № 27:1. The concept of light polarization and its types.2. Law Of Malus. The Law Of Brewster. - laboratory work №28:1. Podine premeasurement. The natural rotation of the plane of polarization. 2. Magnetic rotation of the plane of polarization. 3. The Faraday Effect. According to the tasks and equipment of each laboratory work the study of the topic is weighty fact that laboratory works vary by complexity of implementation; therefore, students with low levels of training are offered the laboratory work № 26; and work № 27 and № 28 are proposed for the students with a high level of knowledge of the discipline, because even the equipment itself requires discipline and responsibility of the students in the deposition and withdrawal of the installation to its original state (especially working with goniometer – laboratory work № 27 and accuracy with the polarimeter cuvettes and the appropriate concentrations, laboratory work №28). Each of the works serves a separate theoretical introduction and an appropriate order of execution. The order of execution of each job was individually taught in all workplaces. After performing the experimental part of the work the teacher gives the students a checklist of questions for which they should know answers during the oral defense.
2

РОЛЬ ПРАКТИЧНОГО КОМПОНЕНТА В СТРУКТУРІ ФОРМУВАННЯ РИТОРИЧНОЇ КУЛЬТУРИ КОРЕКЦІЙНИХ ПЕДАГОГІВ

63%
Тарасова В., Ільченко О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 4(58)
415-422
EN
The article reveals the structure of the practical component in the system of formation of rhetorical culture of correctional pedagogues. It is noted that the practical component of the correctional pedagogue’s rhetorical culture is one of the main components of the structure of educational activities, including the entire spectrum of speech abilities, as well as the ability to organize communication processes, interact with the subjects of the educational process, to interact with the actors of the educational process, with slight signs include the development of communication, see the options of communicative interaction; assist pupils in solving educational problems, find and fix bugs in tact utterances of others; pick up a convincing argument in favor of its position; openly demonstrate and uphold respect for the feelings and rights of the other person views their position, if necessary; ability to dramatic art. It is noted that an important part of the practical component of the rhetorical culture of the teacher is a speech technique. The characteristic features and voice quality technology are characterized. The author also draws attention to the teacher’s diction as an important element of culture. It is noted that the diction depends on the correct pronunciation of the degree of expressiveness in the pronunciation of words, syllables, sounds in conversation, teaching teacher training material, and therefore, understanding by the audience the content of verbal communication. Considerable attention is paid to self-presentation, because if the child does not like the teacher, or really likes, it has a bad effect on the perception of the meaning of their messages; it is difficult to establish pedagogical interaction with pupils and, as a consequence, it reduces the effectiveness of education and training. The article draws attention to the fact that one of the most important components of the rhetorical culture of pathologists is dramatic art, which involves mastering artistic skills by the students. It is noted that native pedagogy has a number of research works which concern the development of the personality by means of dramatic art. The idea of using the achievements of the art pedagogy in teacher’s training is not new. It is noted that reviewing the status of the research problem allows indicate that the problem of formation of the abilities of performing excellence in the field of professional training of future specialists, including the formation of their rhetorical culture in higher education is not sufficiently developed.
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