Methods of teaching physics. Methods of solving problems.
Kovalevsky D.S.
3rd year student of the Faculty of Mathematics and Natural Science Education
Belgorod National State Research University "Belgorod State University"
Belgorod, Russia
Scientific supervisor
Markov Alexander Vladimirovich
senior lecturer
Department of Foreign Languages
NRU BSU
Annotation: The article is devoted to the methods of teaching physics in general education institutions. The place of physics in the system of general education subjects is determined by the peculiarities of physics as a science among many sciences. Solving problems in the lesson basically allows you to introduce new concepts and formulas, identify the studied patterns, approach the presentation of new material.
Keywords: physics, methods, problem, solution, application, exercises, concepts.
The place of physics in the system of general education subjects is determined by the peculiarities of physics as a science among many sciences. Modern physics is one of the main sources of knowledge about the world around us, the basis of scientific and technological progress and at the same time one of the main components of human culture.[2]
Physics is a theoretical science that discovers the main laws of nature. The theory of physics and its research methods are increasingly prevailing in other natural sciences (chemistry, astronomy, biology, etc.) and give important results. Physics is considered the basis of modern technology, many branches of which were based on physical discoveries. These are electrical engineering, radio engineering, nuclear power, etc.
Physics determines the primary structuring of matter and the simplest forms of its motion that are most suitable for them.[4] From the above, it can be revealed that it creates a natural-scientific foundation for the modern worldview, which is a component of the dialectical-materialistic worldview.
Solving problems in physics, an important element of academic work. The tasks provide a theory for exercises, for the necessary application of physical laws to phenomena occurring in certain predetermined conditions. Therefore, they are of great importance for the accuracy of students' knowledge, for memorization or the ability to see different specific manifestations of general laws.
Problem solving is one of many methods of cognition of the interrelation of the laws of nature.[3]
Solving problems in the lesson basically allows you to introduce new concepts and formulas, identify the studied patterns, approach the presentation of new material. Problem solving is one of the main means of repetition, which helps to consolidate and test the knowledge given to students.
The physics problems are given according to the content and didactic materials. They can be divided into certain classes according to various characteristics. According to the way of expressing the condition , physical problems are divided into four main types: text, experimental, graphic and task drawings.
Each of them is divided into quantitative (or calculated) and qualitative (or objective questions). It is also possible to divide the main types of tasks according to the degree of difficulty into easy and difficult, training and creative tasks and other types.[1]
In the process of teaching physics, text tasks are often used in which the condition is expressed verbally, textually, and the condition has all the necessary data, except for physical constants. According to the methods of solving them, they are divided into tasks-questions, and calculated (quantitative).
When solving problem-questions, it is required (without performing calculations) to explain what a particular physical phenomenon is or to predict how it will take place in certain conditions.[3]
As a rule, numerical data is not given in the description of such tasks. In this case, in the absence of calculations in solving problem-questions, it is possible to focus students' attention on the physical entity.
Drawing tasks are closely related to the question tasks. In them, it is necessary to verbally give answers to a question or convey an idea through a drawing, which is the result of the drawing of the task. The solution of these tasks contributes to the acceptance of attention, observation and the development of graphic literacy among students.
Quantitative tasks are tasks in which the answer to this question is not allowed without obtaining calculations.[2] In solving such problems, the quality of analysis is also necessary, but it is also supplemented by quantitative analysis with the calculation of certain numerical characteristics of the process.
Quantitative tasks are divided by complexity into simple and more difficult ones. Simple tasks are understood as tasks that require uncomplicated analysis, and not complex calculations, usually in one or two steps. To solve quantitative problems, different methods can be chosen: algebraic, geometric, graphic. The algebraic way of solving problems determines the purpose in the application of formulas and equations. In the geometric method, the theorems of geometry are involved, and in the graphical method, graphs.[2]
Tasks containing relationships between subjects reflecting the connection of physics with other academic disciplines are distinguished into a special type. [1]
The experiment in the tasks is used by different methods . In some cases, from the experience conducted on the demonstration table, or from the experiments conducted by students on their own, they find the data necessary to solve the problem. In other cases, the task can be solved based on the data specified in the task conditions.
Experience in such cases is used to show the phenomena and processes described in the problem, or to confirm the correctness of the solution. But if the experiment is required only to verify the solution, it is unacceptable to call the problem experimental. One of the main signs of experimental problems is that when solving them, data is also selected from experience. In the course of solving experimental problems, students' observation skills are revealed, their skills in handling devices are improved. At the same time, schoolchildren better understand the whole essence of physical phenomena and laws.
In graphical tasks, graphs are used during the solution. The keys of graphs in solving problems differ in such, the answer to which can be obtained on the basis of an analysis of an already present graph, and in which it is necessary to graphically identify the functional relationship between the quantities. The solution of graphical tasks contributes to the assimilation of the functional dependence between the values, the suggestion of skills to work with the graph. This is their cognitive and polytechnic knowledge.
Physical tasks in which there is not enough data to solve them are defined as tasks with incomplete data. Missing data for these tasks is selected in reference books, tables and other sources. With these tasks, students will not rarely meet in life, so solving similar problems at school is very valuable.[4] In order to instill in students an interest in solving problems, they need to be skillfully selected. The content of the tasks should be specific and fascinating, concise and clearly formulated. In mathematical operations in problems, it is not desirable to change its physical meaning, it is desirable to avoid artificiality and out-of-fashion numerical data in the conditions of problems. It is advisable to start solving problems on topics with easy ones, in which the attention of students is focused on the regularity studied in this topic, or on clarifying the signs of an indefinite concept, establishing its connection with other concepts. Then you should move on to the most difficult tasks. [5]
Analytical-synthetic method in solving physical problems.
The analytical-synthetic method is the main method of solving physics problems in high school in all grades. Correctly chosen application of it in the curriculum allows students to follow the right path of finding a solution to the problem, and determines the development of their logical thinking.
In methodological manuals on physics, analysis and synthesis are often provided as two independent methods. When solving physical problems, analysis and synthesis taken together are chosen, i.e. they practically use the analytical-synthetic method.[2]
With this method of solving by analysis, starting with the question of the problem, they determine what is necessary to know to solve it, and, slowly dividing a complex problem into a number of simple ones, they come to the known values provided in the condition. Subsequently, with the help of synthesis, reasoning is carried out in a different order: applying the quantities known to us, and selecting important ratios, a number of actions are involved, as a result of which the unknown is determined.
Let's clarify this by the example of the following task: "Find the pressure on the soil of a caterpillar tractor weighing 10 tons if the length of the caterpillar support part is 2 m and the width is 50 cm."[4]
Analysis: To calculate the tractor's pressure on the soil, it is necessary to know the gravity involved on it, and the support area. Gravity is not provided in the problem, the support area is not given. To determine the total area of the support, i.e. the area of the supporting part of two tracks, it is necessary to calculate the area of the support of one track and multiply it by two. The area of one part of one caterpillar can be determined, since its width and length are given. The gravity applied to the tractor can be determined by its known mass.
Synthesis: The reasoning is conducted in a different order, during its course a solution plan is determined and the necessary calculations are made. The chain of reasoning is approximately as follows. Knowing the width and length of the support part of the caterpillar, you can find out the support area of one caterpillar. To do this, divide the length by the width. Knowing the reference area of one caterpillar, you can find the total area of the tractor support. [5]
As it was already revealed above, tasks-questions are solved orally. In order to instill in students the experience of a conscious approach to solving qualitative problems, a properly chosen systematization of the teacher's work with them and a well-thought-out teaching method are needed. The correct selection of tasks is very important.
So, in conclusion, it can be noted that in the process of solving experimental problems, students develop attentiveness, improve their skills with devices, students better understand the essence of physical phenomena and laws. There is also a non-standard type: tasks containing the relationship between subjects to the connections of physics with other academic disciplines.
The analytical-synthetic method is also used - the main method of solving physics problems in high school in all grades. Correctly chosen application of it in the educational process allows students to help in finding the right way in relation to solving problems and contributes to the development of their logical thinking.
From the above, we can summarize that each method is good in its own way, each of them has its advantages, it is necessary to take each into account and include it in the work.
List of references
АнтипинИ.Р. Экспериментальные задачи по физике в 6-7 классах. -М: Просвещение 1974.
ВолодарскийВ.Е.,ЯнцевВ.Н.ЗадачиивопросыпоФизикемеж предметногосодержания.
КалинецкийС.Е.,ОреховВ.П.Методикарешениязадачпофизикевсреднейшколе. -М:Просвещение, 1987.
ТульгинскийМ.Е.Качественныезадачипофизикев6-7классах.-М:Просвещение, 1976.
Английские слова по темам [Электронный ресурс]. - Режим доступа: https://reallanguage.club/anglijskie-slova-po-temam/
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