ПРОФЕСІЙНЕ СПРЯМУВАННЯ ЗМІСТУ КУРСУ ФІЗИКИ ДЛЯ СТУДЕНТІВ НЕФІЗИЧНИХ СПЕЦІАЛЬНОСТЕЙ ВИЩОГО ПЕДАГОГІЧНОГО НАВЧАЛЬНОГО ЗАКЛАДУ

Анотація

Стаття розглядає професійне становлення вчителя-технолога, що передбачає високий рівень сформованості особистісних компетентностей в галузі новітніх технологій та їх практичного застосування, на основі наукової теорії будь-якої технології сучасного виробництва та особливостях використання цих технологій в побуті, соціальній, виробничій та науковій сферах. 

The article examines the professional development of teachers technologies, providing a high level of formation of personal competences in the field of new technologies and their practical application, based on scientific theory of any modern production technology and features of these technologies in everyday life, social, industrial and scientific fields.

In modern models of training specialists increasingly important component of fundamental training. Foundation of Education promotes the most rapid perception of modern technology, provides professional mobility of teachers in a competitive labor market is urgent.

Higher education is seen as the main driving factor of social and economic progress. Therefore, reform of higher education based on consideration of the trends of social development is one of the most important tasks of the state. Based on the latest trends in higher education reform in order to meet the principles of humanization and fundamentalization there was need to review approaches to teaching physics. In the system of modern science physics rightly took the backbone element. But it should be "different physics" for specialists of different disciplines. For example, in the non-physical professions students must consider many issues. First of all, it is a problem to create conditions for studying physics in sufficient quantity. Second, the lack of development of theoretical foundations of general physics course for non-physical specialties of pedagogical universities. Third, the lack of clear criteria interdisciplinary differentiation of Physics at various faculties and lack of appropriate teaching materials. Also, the task efficiency of educational activity of students in different levels of knowledge of physics students in non-physical disciplines.