Підручник з фізики для гімназії як засіб реалізації діяльнісного підходу

Abstract

The article deals with the concept of a physics textbook for students of gymnasium as a means of implementing an activity approach in the context of competence and personality oriented ones. The combination of the three approaches is due to the fact that competence is a personal entity and can be considered as a resource of activity, and as its result. In our opinion, the functions and structure of a physics textbook for secondary school (gymnasium) should be different from the one in high school. This is due to the fact that students begin studying physics in adolescence. It is known that adolescence is considered a turning point and is characterized by a transition from childhood to adulthood. There are changes in the motivational, emotional, volitional, cognitive spheres of adolescents, as well as in the nature of their leading activities. Therefore, the organization of teaching physics in secondary school (gymnasium) should be aimed at ensuring a high level of motivation for learning; creation of conditions for the development of the emotional sphere; achievement of the basic level of subject knowledge and key competencies with the purpose of conscious choice of future education at the next level. Realization of these requirements in a textbook of physics for secondary school (gymnasium) requires a systematic approach to the development of its content and structure. First, the concept of a textbook should take into account the peculiarities of the three educational paradigms (competence, activity and personality oriented). Secondly, in the first cycle of studying physics, to create conditions for self-realization of students in the field of study (physics), which is impossible without knowing the cognitive tools, methods of problem solving, different types of activities. Thirdly, to aim at the achievement of the general goal of basic education, namely the development and socialization of students’ personalities, the formation of their general culture, ideological orientations, the development of individual peculiarities of the process of thinking and behavior, creative abilities, research and life skills, the ability to self-development and self-education in the conditions of global change and challenges. Finding the optimal relationships between the leading and auxiliary functions of a textbook is the most important task of the author, aimed at creating a comfortable information and activity environment for gymnasium students. The active function of a textbook is provided by the structural elements (headings, tasks, problem and life tasks) to create a positive motivation, interesting and intelligible presentation of the material, a system of practice-oriented tasks.