EDUCATIONAL AND METHODOLOGICAL SUPPORT OF IN-DEPTH STUDY OF PHYSICS IN SECONDARY SCHOOL (GYMNASIUM)

Abstract

The article deals with the problems of forming the structure and content of the school in-depth study of physics course for secondary school (gymnasium). Methods of work with a textbook and teaching aids are provided to substantiate the achievement of the goals and objectives of in-depth study of physics in gymnasium. Traditionally, physics in general secondary educational institutions is studied from grades 7 to 11. Historically, there have been different approaches to building a physics school course. According to the method of distribution of educational material by years of study, linear-stage and concentric structures are distinguished. In terms of content, its complexity, learning time and requirements for its assimilation there are level curricula (for example, world-view and in-depth). The transition from the linear-stage structure of the school course of physics to concentric has exacerbated the problem of organizing the process of in-depth study of physics in secondary school (gymnasium). We have investigated the problem of content selection for in-depth study of physics and its implementation in educational and methodological support. Weaknesses in content selection and development of structure of educational material for in-depth study in the conditions of concentrated structure of school course of physics were revealed. The results of our own research on possible approaches in content formation and requirements for in-depth study of physics in secondary school are offered. This is a spiral arrangement of teaching material (as a variant of harmonization of linear-stage and concentrated approaches) for individual classes with in-depth study of physics. Or the development of level requirements in the curricula for grades 7-9 of general secondary educational institutions, unless there are conditions to create separate classes, and there is a need to identify and develop the creative abilities of students. The features of the physics textbooks we have developed for grades 8-9 with in-depth study of physics are described. These features include deep acquisition of the knowledge system based on cross-curricular connections (primarily mathematics, chemistry and computer science), broad familiarity with applied nature of scientific knowledge, the development of critical thinking, the ability to identify and solve problems. Practical-oriented tasks and active forms of teaching which are aimed at professional self-determination of students, allow to reveal designing, communicative, research and other abilities, to show cognitive skills and help to form key and subject competences of students. The 8th-9th grade textbooks for indepth study of physics contain the tasks connected with the complexity of using a mathematical apparatus and ways of solving problems. We have focused more on teaching materials to demonstrate knowledge of scientific concepts and theory, as well as general procedures and practices related to scientific research, and how they facilitate the development of science. Attention is drawn to the need to develop quality educational and methodological support, in particular a teaching manual, which highlights the results of scientific study of teaching practices in classes of in-depth study of physics and will be helpful to teachers and to prevent further shortcomings in this area.