Peculiarities of formation and implementation of basic physics course

Abstract

The article substantiates approaches to the formation and implementation of physics course of basic secondary education. Attention is focused on the fact that the new educational standard is not concentrated on the content, but on the learning results and provides variability in the ways of achieving them, which lays down the mechanism for building flexible models for the construction of the basic physics course. The principles of scientificity, conformity to social expectations and requests of education seekers, competence-­based, personally-­oriented and activity-­based learning, applied orientation, propaedeuticity and continuity, logical completeness as concepts for the formation of the content of basic physical education are defined.
The importance of the subject-­integrative approach as a condition for achieving subject (knowledge, skills and abilities in physics) and integrated learning results (competence in the field of natural sciences, engineering and technology) is highlighted. Possible models of physical education organization at the basic level (studying physics as an independent subject, mastering the physical component within education field and interdisciplinary integrated courses) are identified and their features are analyzed.