«научное наследие заки ахметова и национальные ценности», в честь 95-летнего юбилея Заки Ахметова
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- Table 1. Requirements for the content of educational and research work of future mathematics teachers
particular method. 2. Compose and solve a problem with a changing content of the condition or with an unspoken question; analyze how the solution will change when part of the condition or question changes. 3. Formulate the problem in a general way and, solving it, select and solve a number of smaller problems [2]. Table 1. Requirements for the content of educational and research work of future mathematics teachers Structure Requirements for the content Title sheet Contains: – number of the group which performed the work; – author’s name; – topic of the work; – tutor’s name. Table of contents Includes the titles of all chapters, sections, indicating their number of pages Introduction Contains: – relevance; – project object; – goal; – tasks; – research methods; – practical significance. Main part (max. 10–15 p.) Consists of chapters that contain material on the specifically studied topic, as well as information about the final result. Summary The brief summary of the results of the work performed should consist of several points summarizing the work done. List of references Should contain a list of sources used in writing the project work. Appendixes Contains a list of appendixes to which the author refers in the work. Structure Requirements for the content In order to generalize and systematize the school physics course and implement it at a new level (from the point of view of the future teacher), in the course of the methodology of teaching physics, group educational projects devoted to a deeper study of the subject physical content can be used. The topics for these projects can be formulated as follows: "Study of tribological characteristics of materials on the TRB3 tribometer“; ”Determination of profile parameters and surface roughness of materials on the model 130 profilometer", etc. During the project, students independently plan work, assign responsibilities, select material, and draw up the results of work. The results of the work on the project are presented during the public defense. To form readiness for pedagogical activity in the process of studying the methodology, it is advisable to use educational projects involving the use of knowledge of a number of related disciplines: pedagogy, psychology, methods of teaching physics. Thus, the topic of such an educational project may sound like this: "Methods of motivating students in physics lessons.” This project can include both theoretical research - the study 356 of various methods of motivating students in the literature when analyzing the experience of other teachers, and practical - diagnostics of students' motivation, conducting an experiment to increase motivation, which can be carried out, for example, during pedagogical practice. Such projects are long-term and can be both group and individual. Another example of the implementation of project technology in the training of future teachers can be a group of projects on modeling professional activity. These projects are usually individual. During their implementation, students prepare and present fragments of training sessions, primarily for the study of new material. The task of the students is to prepare a fragment of a physics lesson containing an explanation of the new material, and present it, imitating real activity, during the lesson. During the implementation of this project, at the stage of its presentation and defense, elements of a professional game are introduced. A group of students first acts as students, then as experts, assessing the quality of performance according to a number of pre-developed criteria. The method of projects in the preparation of future physics teachers always involves solving a problem. This may be the solution of the problem in the best way, the proof of a fact or theorem, the study of the current state of physical knowledge on an actual issue. When implementing the project, the future teacher must conduct significant research work, process a large number of information sources, which contributes to the increase of educational motivation and the accumulation of factual knowledge, as well as the development of information and communication competencies of students. The use of the project method of teaching future physics teachers makes it possible to increase the degree of independence, initiative of students and their cognitive competence, contribute to the acquisition of creative experience, education of positive value orientations, human qualities, aesthetic taste, information literacy and talent in general. The inclusion of future physics teachers in project activities makes it possible to transform theoretical knowledge into professional experience and creates conditions for personal self-development, for personal creative self-realization, which ultimately forms the general and professional pedagogical competence of students. The new educational strategy implements self-education with the help of developing technologies, the purpose of which is not only to convey knowledge to students, but also to identify and develop the creative interests and abilities of each student, stimulating his independent productive learning activities. The authors have shown that one of these technologies is project-based learning, which involves joint educational and cognitive activity of students with a common goal, coordinated ways of working. This article also notes the need to use project technology, which consists in developing the ability of future teachers to have analytical, creative thinking; independent acquisition of missing physical knowledge from various sources; thinking based on knowledge of physical facts, laws of science; and the ability to work in a team performing various social roles.Table 1 жүктеу/скачать 5.2 Mb. Достарыңызбен бөлісу:
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