Abstract
Due to the fact, that there is a significant modernization of university laboratory equipment, the widespread transition to computer measurement systems, the widespread introduction of Internet technologies for conducting theoretical and laboratory studies, a number of virtual laboratory works (VLW) have been developed using software resources, such as MATLAB, LabVIEW, LabVIEW Web services, VIPM Browser National Instruments, Wolfram Mathematica, Flash Adobe. The purpose of creating the lab works under consideration was to instill the skills of working with measuring instruments, independent measurements and calculations by each student, the ability to do research on the topic of lab by changing the initial conditions of the system and analyzing their influence on the behavior of the system.
 It was studied, what in common and what differences have VLW and real laboratory work (RLW) in terms of didactic goals, their content, role in obtaining practical skills, acquiring research competencies. The definition of VLW and RLW, as well as the corresponding remote work, is given. The advantages, possibilities, expediency of the development and application of VLW, created on software products and simulating real physical processes, phenomena and patterns, are discussed.
 Prospects for further research of VLW with the involvement of actual material of real laboratory work, methods of their software implementation and modeling packages are outlined
Highlights
The information and technological breakthrough of the 21st century, the transition to distance learning during the pandemic, the prospects for the introduction of artificial intelligence in everyday life and in education, in particular, lead to a violation of the patriarchal structure of the systemic pedagogical process, which is based on the unity of content, forms, methods and means
The aim and objectives of research The purpose of this work is to analyze the advantages of virtual laboratory works (VLW), the transition to which began in many universities in the world and in Ukraine, in comparison with traditional bench laboratory work, morally and physically obsolete
On the basis of MATLAB and LabVIEW, we have developed fifteen VLWs, which make it possible to "perform" experiments in 3 sections of physics on a computer screen [10]
Summary
The information and technological breakthrough of the 21st century, the transition to distance learning during the pandemic, the prospects for the introduction of artificial intelligence in everyday life and in education, in particular, lead to a violation of the patriarchal structure of the systemic pedagogical process, which is based on the unity of content, forms, methods and means. Higher education makes the transition from traditional teaching, education to self-education using information and communication technologies. Because we live during the fourth industrial revolution, in which there is a massive introduction of cyberphysical systems into production (industry 4.0), there is a transition from an analog noosphere to a digital (discrete) one, when babies play on smartphones and fall asleep to audio stories, read by tablets, and suddenly at a university students of generation Z (digital people) are faced with the need to work on devices, released in 1948, 1956 or in some economic council, because only they can supposedly test and understand the meaning of electromagnetic induction (ballistic galvanometer); the Komovsky G. The semantic component in this context is a cycle of professional training, in which the humanitarian component is highlighted, which ensures the development of communication skills, skills of group and team interaction, skills of the 21st century, which were
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