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Literature review
Nowadays, the unified rules, principles and re-
quirements have not been formulated, according to 
which it would be possible to draw up an education-
al program in teaching physics in tandem with in-
formatics, since the learning process and empirical 
material are constantly changing. Within the frame-
work of the article, we tried to identify principles, 
which help to select the material for educational 
program in the process of future teachers training. 
The material should provide opportunities to 
teach physics in tandem with informatics based on 
the principles «from simple to complex», «from the 
unknown to the known» (David Coghlan, 2019:5) 
[2]. The principle of the scientific nature of the ma-
terial allows us to discard the dubious data, which 
have literally been abundant in the media lately. 
M.N. Skatkin says that the educational material 
should not contradict to the data of science (Juma-
dillayev K.N., Sydykova Zh.K., 2016:312) [3]. L. 
Ya. Zorina came to the conclusion that the princi-
ple of scientific nature was the correspondence of 
educational material to the level of modern devel-
opment of physics and informatics; it is a selection 
of content, contributing to the formation of ideas 
about the methods of scientific cognition and dem-
onstrating the most important laws of the process 
of scientific cognition (Zorina L.Ya.,1978) [4]. The 
educational program should be built on the the prin-
ciple of consistency. As a result of successful assimi-
lation of the program, the student should develop 
a certain system of structural connections between 
the individual components, not an isolated chaotic 
picture. The principle of consistency facilitates the 
transition from learning to self-education, develops 
the creative activity of the participants in the learn-
ing process. The principle of advanced learning al-
lows including into the program of information that 
should be studied later. This principle determines 
the better assimilation of new material.
The developing function of the educational pro-
gram should be realized at the expense of the mate-
rial that requires the activity of students, the prin-
ciple of activity of students saturates the program 
with problematic situations and cognitive tasks. 
Here, interdisciplinary connections play an impor-
tant role, the implementation of which in the pro-
gram expands the possibilities of the learning pro-
cess. The principle of creativity allows students to 
develop independence. At the same time, the diverse 
nature of the content of the material and the variety 
of forms of local history allow students to find the 


158
Methods of implementing interdisciplinary links between physics and computer science
use of creative energy in accordance with their inter-
ests, inclinations and forces. 
The educational function of the program helps 
to create conditions for research, which contributes 
to the development of research initiative and the for-
mation of the positive personality traits of the stu-
dent, such as activity and independence. The moti-
vational function of the program can be considered 
as educational and developmental ones. Motivation 
is the first stage for the assimilation of knowledge 
(Talyzina N.F., 1984) [5]. This principle allows to 
train not only private, but also general human skills 
– hard work, patience and perseverance in achiev-
ing goals.
Moreover, we should consider the principle ac-
cording to which the selected material should use 
cross-curricular connections. The use of interdisci-
plinary connections is one of the most difficult meth-
odological problems for a science teacher in higher 
educational institution. In addition, the teacher needs 
to master the methodology of using cross-curricular 
connections, identify topics in which it is possible 
and advisable to rely on cross-curricular connec-
tions, master the technology of their implementation 
(Hansen K.-H., 1996:669-682) [6]. Cross-curricular 
connections make it possible to plan the study of the 
material, to save precious study time. Knowledge of 
physics in tandem with informatics is concretized, 
deepened and generalized. Interdisciplinary connec-
tions are necessary and important, but the question 
of their qualitative implementation, as one of the as-
pects of the general problem of improving teaching 
methods remains open (Garkunov V.P., Nikolaeva 
E.B., 2008:28) [7]. In this sense, physics with infor-
matics can be a good way to solve the problem of 
integrating knowledge dispersed in different cours-
es. In fact, we are talking about the emergence of 
a new subject, that is, a complex of scientific dis-
ciplines leading to a comprehensive knowledge of 
phenomenon, broadening the horizons of students 
(future teachers), as well as deepening and concret-
izing general knowledge of the basic component of 
the program (Ivanova O.A., 1995) [8]. Lessons with 
interdisciplinary connections can be classified into 
three types. The fragmentary type implies the imple-
mentation of connections with other subjects and is 
carried out at separate stages of the lesson. The core 
type relies on knowledge from other subjects and 
constitutes a prerequisite of the lesson. Integrated 
lesson type synthesizes knowledge from different 
subjects throughout the lesson. 
Each group has its own specifics, which must be 
taken into account when developing an educational 
program for future teachers in higher educational 
institutions. The formation of educational programs 
for groups has certain difficulties. The specificity 
of a particular group of students may not be clearly 
expressed, as a result of which, it will be difficult 
to select the necessary educational material, to set 
various educational tasks and select objects for labo-
ratory work.


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