МОДЕЛЬ МЕТОДИКИ ФОРМУВАННЯ ПРЕДМЕТНОЇ КОМПЕТЕНТНОСТІ УЧНІВ СТАРШОЇ ШКОЛИ ПРИ ЗМІШАНОМУ НАВЧАННІ ФІЗИКИ

Abstract

It is emphasized that at the present stage, during the teaching of physics in general secondary education, simple formal knowledge and the ability to reproduce what has been studied at the reproductive level become unnecessary. The competence approach becomes fundamental. It is manifested in the acquisition by the pupil in the process of learning an integrated ability, consisting of knowledge, skills, experience, values and attitudes that can be fully implemented in practice. In the process of teaching physics, students should form appropriate competencies based on systematic fundamental knowledge and acquired skills, which are based on an understanding of physical laws, phenomena, processes, and so on. It is shown that by the middle of the twentieth century, the learning process was traditionally carried out according to the classroom-lesson system. The advent of ICT has led to the separation of online learning. The advantages and disadvantages of each in these systems are taken into account in a blended learning system that combines traditional forms with elements of e-learning, which uses special information technologies such as computer graphics, audio and video, interactive elements and more. We think that the optimal model of learning in modern conditions is blended learning, as it allows to sufficiently carry out the formation of high school students subject competence in physics. Attention is focused on the fact that the formation of subject competence in physics lessons is necessary for the preparation of responsible, well-developed applicants for education. It is noted that the development and improvement of criteria for assessing the level of formation of subject competence in blended learning is an important issue that requires additional research. We have proposed the author's model for the formation of subject competence of high school students in mixed teaching of physics, which is presented in the form of blocks, including interrelated general-pedagogical, target, organizational-content and diagnostic-corrective elements. When working on the model, its structure and content were substantiated, its features were singled out and taken into account. In the future it is planned to test and analyze the results of this model. Key words: blended learning, physics, high school, model, subject competence, formation.