DIAGNOSING THE FORMATION OF THE COMPONENTS OF SUBJECT COMPETENCE OF THE GYMNASIUM STUDENTS THROUGH PHYSICS TEXTBOOK

Abstract

The didactic functions of the study book and peculiarities of their implementation in the textbook of the basic course of physics as the basis of the methodical system of competenceoriented learning is analyzed in the article. It is substantiated that it is the textbook of a new generation, the content and methodical apparatus of which is created on the basis of competency, personality oriented and activity approaches, should become an important means of diagnosing the formation of the students’ subject competence of the gymnasium. It is emphasized that such basic components as a system of exercises (tasks and questions); instructional materials (illustrations, instructions, algorithms, samples, etc.); means of stimulating cognitive interest, test tasks, etc., are distinguished in the control and evaluation module of such textbooks. It is accentedthat considerable functional possibilities in the process of diagnostics of the formation of subject knowledge and the proper methods of activity, ability and willingness to apply the studied material in various educational and vital situations, ability to express own judgements, conclusions and to ground them, carry out logical deductions, estimating actions belong to the test tasks and questions, which form the integral didactics system that consists of different types of competence-oriented tasks, — training, calculable, highquality, graphic, creative and their location in a textbook should be taking into account the basic stages of learning — perception of subject knowledge, its awareness and comprehension (understanding, consolidation, self-control, application in practice) with the purpose of organization of different types of activity and communication, between the participants of educational process. It is substantiated that the use of tests in the control and evaluation activity of the teacher of the gymnasium by means of physics textbook ensures the probability and comparability of the educational results of students, the comprehensiveness and objectivity of the evaluation of their educational activity. The tasks of the competence-oriented textbook tests should correlate with the corresponding test tasks of the external independent evaluation and to commonly accepted criteria and statistical requirements — validity, reliability, complexity, differentiating ability, etc.