CHALLENGES AND INNOVATIONS IN MODERN PHYSICS EDUCATION

Аннотация

This article deals with the problems of teaching physics in the context of the introduction of Federal state educational standards of the new generation, both in secondary and higher education. In particular, this concerns the formation of the ability of students to work independently, as well as the use of educational techniques that allow achieving the planned educational results. The teachers’ survey of junior students and schoolchildren showed that teachers assess their readiness for the organization of independent learning activities of students only by 50%, and students and schoolchildren assess their readiness for independent learning activities by 60%. Thus, the idea of developing a local methodology of teaching physics related to the implementation of independent experimental work of students started up. Keywords: Interactive learning, methodology of independent experimental work in physics, planned educational results, the requirements of the new generation readiness for the organization of independent learning activities of students, readiness for independent learning activities. Introduction: One of the main directions of the state policy in the field of education is increasing the objectivity of evaluation of educational results. In accordance with the Federal state educational standards general and secondary education, the main object of evaluation of learning outcomes are specified results of development of the basic educational program in each educational subject.‘Planned results are a system of leading objectives and expected results of the development of all training programs in individual subjects, and interdisciplinary programs that form the informative basis of the educational program’. The planned results in physics provide for changes in the requirements of experimental skills’ formation. If earlier, within the framework of traditional methods of teaching physics, it was supposed to develop private practical skills, for example, such as the ability to use an ammeter and voltmeter to measure current and voltage, etc., now in accordance with the new requirements, students must master a generalized understanding of the use of methods of scientific knowledge. Furthermore, the transition from complex measurements to simple, but independently performed experiments is expected. It would be a mistake to believe that students without special pedagogical support will learn independent cognitive activity and will be able to form their own abilities for independent learning themselves. Problem Statement: Since the middle of the last century the directions of training "are polarized around its two characteristics: controllability and formation at trained ability "to get" knowledge independently". At the same time, according to Zimnaya, independent work of schoolchildren and students is "the least studied and widely discussed problem of education, both at school and at university. It necessarily corresponds to the organizing role of the teacher". According to Zimnaya, independent work of the student "requires prior training techniques, forms and content of this work". Thus, the most important function of the teacher in any ways and learning is to assist the student. Research Questions: As practice shows, teachers-theorists consider priorities of students' formation of abilities to work independently and think creatively during the process of transferring knowledge and development of skills. At the same time the existing practice of teaching mainly focused on the passive assimilation of knowledge, i.e., the priority is given to reproductive learning methods. Our studies have shown that teachers evaluate their readiness to organize independent learning activities of students by 5 points out of 10. Students and pupils assess their readiness for independent learning activities by 6 points out of 10. The results of the survey show that even with a certain ability to work independently, students and schoolchildren note the slow perception of educational material when reading and summarizing educational texts. Thus, it is possible to state 263 “TIBBIYOT OLIYGOHLARIDA TABIIY FANLARNI INTERFAOL USULLARDA O'QITISHNING MUAMMOLARI VA YECHIMLARI” insufficient formation of participants’ skills of educational process to the organization and self- organization of educational independent work. Therefore, there is a problem of formation of students’ ability to independent work. As we have already noted, these abilities can be formed as a result of joint actions of teachers and students. To solve this problem, in our opinion, it is necessary to equip teachers with the necessary knowledge on the use of special educational techniques in practice Please replace this text with context of your paper. Purpose of the Study: The purpose of our study is to develop a methodology for the organization of independent experimental work. Research Methods: To solve the tasks we used such research methods as: 1. Analysis of psycho-pe