Abstract
In the system of institutions of professional higher education of engineering profile, physics is a fundamental science that provides a basis for the formation of students' knowledge, skills and abilities of general technical and special disciplines. Physics education should be related to the chosen specialty and be based on specific processes and phenomena that underlie the professional activities of the future professional junior bachelor, and therefore should be aimed at the formation of professional competence. Based on the fact that the course of general physics is the basis of teaching professional and special disciplines, it is important to improve the methodology of teaching physics in institutions of professional higher education. We are convinced that the priority area of preparation of future graduates of professional colleges of engineering is the study of physics and astronomy. However, the implementation of the professional direction of teaching physics in engineering colleges is associated with certain objective difficulties: difficulties in reorienting the teaching of physics to professional orientation, optimizing the amount of educational material with a limited number of hours, the complexity of professionally oriented tasks and others. We are convinced that the purpose of education should not include only the formation of knowledge of the course of physics and astronomy. Physics tools should also be used to form knowledge and activities adequate to the professional activities of a graduate of a professional engineering college. Therefore, it is necessary to form such a didactic model of the subject, which, through integration, will include in the content of the course of physics and astronomy of the profile school also a block of concepts aimed at professional activity. It is important to remember that the professional direction of teaching physics and astronomy should also be realized through practice, namely through the performance of professionally oriented laboratory work and solving professionally oriented problems. The difficulty in solving this type of problem is primarily that students do not have professional concepts related to future activities. Thus, there is a relationship between expanding the conceptual apparatus of technical and special disciplines and understanding the content of professionally oriented tasks.
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