Dmitry Aleksandrovich Shtarlakov
3rd year student of the faculty of Mathematics and Natural Science Education
Belgorod State National Research University
Belgorod
Scientific supervisor
Alexander V. Markov
Senior lecturer
Foreign languages department
NRU BSU
FEATURES OF TEACHING PHYSICS IN ONLINE MODE
Annotation.This article discusses the features of teaching physics remotely. We will learn the positive and negative aspects of such an unusual training mode. We will select recommendations for teachers that will help them improve the quality of the subject taught remotely.
Keywords.Physics, distance learning, learning task, teacher, student, information resources.
Distance learning in physics is the interaction of a teacher (teacher of physics)
The distance between a teacher (teacher) of physics and students at a distance, carried out
Telecommunication technologies and allows to realize learning objectives and apply pedagogical
It allows the implementation of learning objectives, the use of pedagogical
Using remote lectures, seminars, workshops, tutorials, and so on, allows students to learn physics from a distance using information and telecommunication technologies.
Distance lectures, seminars, laboratory practices. It is
an independent form of education, information technologies in distance
learning are the leading means. I believe that this is a relevant topic, because
Because of the current situation in our country, educational institutions
have switched to distance mode. Also technology does not stand still and there is
probability that in the future this kind of learning will be used instead of
traditional. The efficiency and convenience of learning will increase? Will there be more
Of pros or cons? What techniques to use when teaching
physics? We will give answers to the questions in our article. We will consider
peculiarities of teaching physics in a distance mode, we will analyze
of teachers' and students' attitudes towards this mode. We will find out
positive and negative aspects of this unusual mode of teaching.
We will select recommendations for teachers, which will help them to improve the quality
of the subject being taught remotely. We hope that this format
of learning will be no worse than full-time, and maybe even better.
Informational and educational environment (in physics teaching)
a set of means of distance learning physics, focused on
The set of e-learning resources (websites, portals, servers for LLL) is a set of e-learning resources for physics learning:
information resources (sites, portals, LMS servers);
interaction protocols (SMTP/P0P3, FTP);
hardware and software (in physics - physical
hardware and software (in physics - physical hardware, sensors, interface devices, pedagogical software; networking - a modem, a computer program to work on the Internet);
organizational-methodical support of the educational process in physics
necessary and sufficient for obtaining a qualitative physical
necessary for obtaining a high-quality physics education [5].
In order to study the peculiarities of distance learning in physics
it seems reasonable to distinguish four integrated factors:
systemic, technological, pedagogical and organizational [4].
The system factor in distance learning in physics.
Every developer of new software and methodological
The problem of choosing pedagogical, methodological and software tools for distance learning of physics
of selecting pedagogical, methodical and software tools
of implementing their project. It is necessary to choose: the audience (age,
level of perception, educational frameworks); subject matter (areas, links between
between them, the volume of the material, specific level goals,
interdisciplinary links); pedagogical methods and techniques needed to
pedagogical methods needed to achieve the goals. It is inevitable to adjust such a set taking into account
the specific technical means used by the audience.
The main types of technologies for distance learning in physics.
The technologies used today in distance learning in physics can be divided into three broad categories:
1. Non-interactive (printed materials, audio and video media). Video and Audio media are unique means for distance learning practically on any discipline [2].
2. Computer-based learning tools (electronic textbooks, computer tests, hypermedia, learning environments, and so on).
3. email is economically and technologically the most effective means of telecommunication technology that can be used in distance learning physics to delivery of the content of training courses and providing feedback trainee with the teacher. At the same time it has pedagogical effect is limited due to the impossibility of implementing of a dialogue between a teacher and a student, which is accepted at a full-time form of of instruction. However, if students have constant access to a personal computer with a modem and a telephone channel, e-mail mail allows to realize a flexible and intensive consulting process.
III. Pedagogical methods in distance learning.
1. Methods of learning through interaction of the learner with
educational resources (self-learning). For the development of these methods
hypermedia approach, when using a variety of means
educational resources: printed, audio-video materials, and,
which is especially important for e-universities - educational materials,
delivered via computer networks. First and foremost, these are interactive
databases, electronic journals, computer-based learning
programs, virtual learning environments. Virtual learning environments
Virtual learning environments are an active information environment with a flexible
The virtual learning environments are an active informational environment with a flexible structure which allows organizing the learning process in the form of
blocks and modules [3]. Learners can choose the blocks or modules they are interested in
or modules, although the mandatory materials for learning can be easily
by a tutor.
2. Methods of individualized teaching and learning physics. These
methods are implemented in distance learning physics primarily
through technologies such as telephone, voice mail, e-mail
mail.
3. methods which are based on the presentation of learning
material by the teacher (one-to-many learning). These methods,
3. These methods are typical for a traditional educational system, but they are being newly developed on the basis of modern information technologies.
These methods are typical for a traditional educational system and are being developed on the basis of modern information technologies.
4. Methods characterized by active interaction between all
participants in the learning process (learning "many to many") [8].
IV. The main types of organizational structures for distance education
in physics include: distance education units; open
universities, colleges, and schools; virtual schools; virtual
methodological associations; educational portals. The distance form
The distance form of physics education is not an analogue of the correspondence form, because it provides, in contrast to the correspondence form.
Unlike the distance form, it provides for constant, systematic contact with
with the teacher, with other students [6]. In this system, as well as in other
educational systems all components (goals,
objectives, content, methods, organizational forms, means of learning).
So, if we are talking about distance learning in physics, we understand that
system presupposes a teacher of physics, a textbook of physics (in the form of
information and methodological support) and students [16]. Hence
the conclusion about the necessity of developing didactic support for distance
of physics - creation of distance learning courses on physics, textbooks,
textbooks, manuals, information support for the learning system, and the development of pedagogical technologies, i. e.
pedagogical technologies, i. e. teaching methods and forms, training of
pedagogical technologies, i.e. teaching methods and forms of learning. Simple conversion of lecture texts,
textbooks and manuals into electronic analogues does not solve the problem, but only
The simple conversion of lectures and textbooks into electronic analogues does not solve the problem, but only complicates the process of physics distance learning, because in this case
of educational materials is only changed. All other components
of the system continue to function in the context of the distance learning ideology.
ideology. Consequently, theoretical work is required,
experimental testing, serious research work [4].
Here are the main provisions of distance learning physics methodology.
1. It is necessary to divide the methodology of distance learning at school, depending on
Depending on what type of distance learning is used:
distributed, as a supplement to the traditional educational process or
combined type (traditional + distance learning).
2. In order to provide students with access to databases, knowledge bases,
remote physics laboratories and other means of distance
of physics training, an educational institution acquires, rents and operates
telecommunication equipment (modems, switches, proxy-servers) [4].
3. 3. the control system for learners in distance learning of physics should
3. The system of control of students in distance learning of physics must provide an objective assessment of knowledge and skills in physics, as well as
3. the system of control of students in distance learning of physics should provide objective estimation of knowledge and skills of physics and also should necessarily have protection, which provides confidentiality and
Integrity of information by means of authentication and
system of authentication and access differentiation.
4. A physics experiment in distance learning is appropriate
to study in three ways. First, conducting video recordings of real experiments.
experiments, repeatedly showing them to students (in the form of synchronous and
asynchronous broadcasting). Second, by showing virtual and model
experiments (done online or prepared in advance). Third, conducting a remote access physical experiment with the
using special hardware-software complexes for physics in
real time mode, measurement of parameters followed by
real-time measurement of parameters, followed by discussion of the experimental results [3].
5. Forms and methods of carrying out laboratory classes at distance
physics distance learning have the following features:
performance of the laboratory work is close to a research activity
the laboratory work is close to the research activity;
There is no strict time limit for individual laboratory work.
laboratory work;
opportunity to get advice in case of difficulties;
possibility to perform laboratory works in small groups,
collective discussion of the results, exchange of experience;
availability of different tasks for laboratory works.
6. Means for carrying out laboratory works in distance learning physics should meet the requirements :
models of laboratory installations should be visual and safe;
virtual laboratory setups should be interactive and they should be interactive and ergonomic;
the instructions for the laboratory experiments should contain a theoretical part sufficient for carrying out the work, as well as a significant amount of information for theoretical part of the work, as well as elements to activate the of work must contain a sufficient theoretical part as well as elements of activation of students' and pupils' learning activity [1].
7.It is advisable to conduct the workshop on problem solving in the following forms: in broadcasting mode (using active board, video conferencing,
flash - demonstrations), in a mode of consultations (chat, forum), in an interactive mode [5].
We conducted a survey among teachers and students. On the basis of results we can allocate pros and cons of distance learning of physics.
The advantages of distance education include:
Teaching at an individual pace - the speed of learning the pace of learning is set by the student depending on his or her personal circumstances and needs.
Freedom and flexibility - the student can independently the student can plan the time, place, and duration of the class.
Accessibility - independence from geographic and temporal the educational institution and the learner's geographic location makes it possible not to the educational needs of the student are not restricted.
Mobility - effective implementation of feedback between teacher and the learner is one of the main requirements and the basis for the success of the learning process.
Technological readiness - the use in the educational process The latest achievements of information and telecommunication technologies.
Social equity - equal opportunities to get Social equality - equal opportunities to get education regardless of their place of residence, health, Elitism and material well-being of a student.
Program development - well-developed educational programs and courses.
Creativity - a comfortable environment for the creative self-expression of the learner.
Obvious disadvantages of distance learning:
Lack of face-to-face communication between students and the teacher. That is, all moments associated with the individual approach and education are excluded. And when there is no one around, who could emotionally color knowledge, it is a significant disadvantage.
The need for a range of individual psychological conditions. Distance learning requires Strict self-discipline, and its result directly depends on Independence and consciousness of the student.
The need for constant access to sources information. Good technical equipment is needed: a computer and Internet access.
As a rule, students feel the lack of practical lessons.
There is a lack of constant supervision of learners, which There is a lack of constant supervision of students, which is a powerful motivational incentive.
The computer is bad for a child, but since life has turned out to be such that you and I
We no longer know how to do without a computer, we need to find ways to
to reduce the harm caused to your child by the computer and try to teach your
children to benefit from the friendly machine in addition to the harm.
In distance learning, more than ever, it is necessary to follow the rules,
that will safeguard the health of our young geniuses: observe a sense of proportion,
rest not from the child, but with the child, time must be strictly
regulated, pause, use optimal monitor settings
and the correct refresh rate of the screen. We must not forget that all good things in
in moderation! Even the most wonderful and useful lesson, organized with
distance learning can be harmful to a child. Too
too much time in front of a computer can lead to the deterioration of
eyesight, a psychological addiction to the virtual world. But those who do not
disregard the rule of the golden mean in everything, such problems will never
experience such problems. And the computer for them will be just a friend.
To summarize, distance education is a very
convenient and useful. But it also has its positive and negative
sides. I believe that in the near future, distance learning will not be able to
to replace traditional education. But it can be properly used together with face-to-face and
introduce some technologies and methods. Then it can very much
improve the learning process.
List of references
Agaponov S.A. Means of Distance Learning. Methodology, technology, Toolkit// BHV-Peterburg, 2003.- 336 pp.
Bakalov V.P. Distance Learning, Concept, Content, Management// Hot Line - Telecom, 2008. - 108 p.
Bespalko V.P. Pedagogy and progressive learning technologies. / V.P. Bespalko - M., 1995.
Ibragimov I. M. Information technologies and means of distance learning // Academy, 2007. - 336 pp.
Trainev V.A. Distance learning and its development//Dashkov & Co, 2006.296 pp.
