Підготовка та проведення семінарських занять з фізики в умовах дистанційного навчання

Abstract

One of the newest principles of modern pedagogy is the humanization of education – the focus on personal development. The construction of personality-oriented methodological systems requires appropriate changes in the content of physical education and its methodological support. Today the high school functions as a profile. During distance learning, each student must gain some social experience, gaining in the process of achieving a common result by interacting with other members of the student body, develops communication skills. A huge advantage of this type of educational activity is the involvement of absolutely all students in the class. The main purpose of school education is the holistic development of the student's personality. The means of personal development that reveals its potential inner abilities is independent cognitive and mental activity. Thus, the teacher's task is to provide such activities, which are facilitated by modern interactive technologies. In this case, the student himself opens the way to knowledge. and the acquisition of knowledge is the result of his activities. To achieve maximum results, it is necessary to use methods that enhance the activities of students. Interactive teaching of physics allows to form their active-cognitive position, which meets the current educational needs of the modern educational process. Scientific and social progress is rapidly, radically changing the working conditions and content of the teacher. In this regard, there is a need to create such methodological systems that would meet not only the general goals and objectives of teaching physics, but would also have reasonable means to achieve the end results of learning and general physical education by students. Тhe peculiarity of the seminar is that it orients students to the manifestation of high cognitive activity in educational activities. The teacher at the seminar only manages the collective activities of students. Seminar training differs from the traditional one, which is characterized as a «teacher-student» interaction, it should involve mainly the «student-student» interaction (student both teaches and learns). It is very important that the seminars are not monotonous, that students are interested not only in the issues under consideration, but also the forms of their discussion, methods of work in the classroom, making them interesting and dynamic. This can be achieved by using in practice various types of seminars and increasing the level of active cognitive activity of students. The techniques that promote the development of active independent actions of the student in the classroom include the creation of such situations in which he must be able to: defend their opinion, provide arguments, evidence, using their knowledge and life experience; ask questions to teachers and peers, find out the unclear; review answers; help classmates with complications, explain to them the incomprehensible; independently perform tasks designed for reading literature, observation, etc.; find not one but several independent solutions; practice free choice of tasks, mainly exploratory and creative; be interested in collective activities and promote the creative search for peers.