Abstract
The paper discusses methods for abstraction, analysis and synthesis, in theory study and the method ofpreparation of the empiricist teaching test and practical work. As well as, the article outlines the priorities of organizing physics education on the basis of a differentiated approach to the development of the intelligence of trainees. As a result, the same learning content and the same complexity of knowledge and skills provided to students do not ensure their dynamic development. Eventually, there will be a number of students who do not master science and lose interest in it. The short-term experiment used a differentiated learning process for students. In comparison with the control group, the level of aspiration, interest and knowledge of the students of the experimental group changed significantly, and positive results were achieved.
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