THE EMERGENCE AND DEVELOPMENT OF PHYSICS TEACHING METHODOLOGY

Аннотация

The article discusses the history and theory of the emergence and development of physics teaching methodology. Keywords: physics, methodology, calculation, theory, research. The emergence of physics teaching methodology is directly related to the teaching of physics in various schools, and it can be said that it has been in use in our Republic for a century. Its rapid development occurred in the second half of the 20th century. Therefore, it can be called a relatively young scientific direction. It is usually said that the science of teaching is covered by the science of methodology, which is derived from the Greek word methodos, which means “a set of methods for performing a task in a purposeful manner.” Initially, it was improved in the process of solving problems that arose in schools due to the development of society. Its development was reflected in textbooks that emerged on the basis of generalizing advanced methodological ideas. School physics textbooks created in Russia in the 18th century can be called the first manuals on the methodology of teaching it, since they selected educational material and provided some methodological instructions for teachers. Such works were founded by M.V. Lomonosov, and were further developed in the textbooks of E.Kh. Lens, K.D. Kraevich and others, created in the 19th century. The scientifically based system of physics teaching was established in the former Soviet Union. It was determined by the methodological work of a team of scientists and teachers aimed at developing public education. In 1918, special departments of physics teaching methods were established at the Moscow and Petrograd pedagogical institutes, and later two scientific schools emerged around them. Since 1933, for almost half a century, students in the former Soviet republics have been using a physics textbook written by A.V. Pyoryshkin (sometimes with co- authors). A new period of development of physics teaching methods is directly related to the opening of pedagogical research institutes and higher pedagogical universities in the republics. Scientific research was carried out in them on modern problems of physics teaching methods. The content and structure of the physics course, issues of polytechnic education, techniques and methods of school physics experiments, and the formation of physical concepts in students were further improved and developed. In order to increase the effectiveness of the physics teaching process, teaching methods and techniques were improved, and the use of technical means (cinema, television, etc.) was widely introduced. The content of the physics course was systematically improved based on scientific and technical achievements. In this direction, the reform of the school physics course, which was carried out in 1967-1972, was 840 May, 2025-Yil effective, since the scientific level of physics education was enriched with the latest achievements of physics. This work was carried out in the following areas: - interpretation of educational material from the point of view of modern physics; - introduction of some fundamental experiments and scientific foundations of modern physics into the school physics course. These circumstances were reflected in all physics textbooks. The issue of further development of physical education in secondary and higher schools due to the development of society is an objective and legitimate process. It is determined by the scientific and technological revolution and the achievements of pedagogical science. In particular, the content of physics education is determined by its modernity and the extent to which it reflects the achievements of physics. An example of this is the partial introduction of such "great ideas" as probability, particle transformation, and corpuscular-wave dualism, and the fact that scientific research is still being conducted on these issues. In order to further develop the theory of improving physics teaching methods and develop appropriate teaching technologies, and ultimately further increase the effectiveness of the educational process, the following should be done: - identify the psychological and didactic foundations of the formation of physical concepts at different stages of teaching and develop methodological recommendations related to them, taking into account the activities of professors and students in this process; - establish the experimental foundations of physics teaching: fundamental demonstration experiments, frontal laboratory work, experiments and observations, practicums, conducting research classes for those interested in physics, and widely using modern technical means of teaching; - it is necessary to solve such urgent methodological problems as the introduction of effective methods of assessing and systematizing students' knowledge and generalizing their knowledge, skills and abilities; - the formation of students' skills and abilities for independent learning. Based on the basic law of didactics - the