ФІЗИЧНІ МОДЕЛІ ТА ЇХ ФОРМУВАННЯ В СИСТЕМІ ПРОФІЛЬНОГО НАВЧАННЯ

Анотація

Стаття присвячена аналізу стану дослідження проблеми формування в учнів базових знань на основі фізичних моделей. Розглядаються основні визначення моделі, їх класифікація за якісними первинними характеристиками, види моделювання, навчальні фізичні моделі, комп’ютерне моделювання. 

Підкреслена важлива роль фізичних моделей у формування базових знань та підвищені якості фізичної освіти молоді. Запропоновано поетапне формування в учнів різних типів моделей фізичних процесів і явищ. Розглянуто особливості моделювання процесу розв’язування творчих фізичних задач. Звертається увага на важливу роль фізичних моделей у процесі формування практико-орієнтованих знань учнів профільних класів загальноосвітніх навчальних закладів. 

The article is devoted to the analysis of the state of research of the problem of formation of basic knowledge on the basis of physical models in students. The problem of definition of the concept of the model is given considerable attention in many scientific-methodical and psychological-pedagogical researches. At present, science is basically aware of the role models in scientific knowledge and transforming human activity. The models have taken a solid and equal place in the systems of scientific knowledge, moreover - in general, in people’s lives. They can no longer be considered as auxiliary material. A similar situation has developed in the education system. Many studies have been conducted in various fields of knowledge on the use of patterns of phenomena and processes in practice. But the development of models and modeling occurs unevenly, the poorly developed technique of constructing and using models in the processes of teaching physics. Different definitions of models are given. Classification of models for their qualitative primary characteristics is possible for several reasons: a) by the nature of objects or systems under study - artificial, natural, mixed; b) for the branch of knowledge - technical, physical, mathematical, sociological, etc.; c) for the purposes - fundamental and applied (educational, etc.). Models are divided into two large, large classes, depending on the means by which the modeling is carried out: material (real); thought-out (ideal) models. Material models, and, consequently, material modeling are divided into physical, physical and mathematical. Natural simulation is a kind of material modeling, when the model is an object created by nature or man, and is used to meet the corresponding human needs. If the model and the original have the same physical nature and differ only in their parameters in quantitative terms, then such a simulation is called physical. It is accepted to distinguish between types of modeling, namely, the substantive, analog, sign, imaginative, visual, model experiment. The subject is modeling, in which the model reproduces the geometric, physical, dynamic or functional characteristics of the object. Analog modeling is a simulation in which the model and the original are described by a single mathematical relationship. In symbolic modeling, the main role models are schemes, drawings and formulas. The model experiment is a special type of simulation, in which the experiment (experiment) uses not the object itself, but its model, which indicates the absence of a clear boundary between the methods of empirical and theoretical knowledge. The problem of determining the physical models involved many scientists, but unambiguous definition of their role has not been achieved. Physical models play one of the main factors contributing to the integral perception and mastering of the course material, play an important role in shaping basic knowledge and improving the quality of education in physics