Keyword: «didactic materials»

The article deals with the author's development of the didactic physics game “Puzzles in Physics”, and also considers the role of didactic materials in teaching physics in the age of information technology.

The use of didactic materials has recently raised a number of questions regarding the form in which it is better to use them. This article is devoted to the consideration of visual aids in geometry (stereometry) lessons in the school mathematics course. As examples of such visual aids, students' works are used when writing a course project on the theory and methodology of teaching mathematics.

The article discusses the advantages of using web services of didactic materials for teaching schoolchildren. Web services provide students with the opportunity to study different subjects interactively and use additional materials for lessons, as well as self-study material. Web services can also be useful for teachers who can use them to prepare lessons and assignments for schoolchildren, which makes the learning process more interesting and effective for students. In general, web services of didactic materials for schoolchildren can significantly improve the educational process, making it more interesting, effective and accessible to children.

This article examines the principle of visualization of learning from the perspective of the thinking characteristics of the modern generation, which manifest themselves in the form of difficulties in maintain-ing attention when studying material. An analysis of the educational and methodological kits of A.P. Kiseleva, A.V. Pogorelova and L.S. Atanasyan, who plays a special role in studying the basics of planimetry on the topic «Triangles», aimed at determining the most appropriate Federal State Educational Standard. An analysis of various information systems was carried out, which made it possible to identify a suitable environment for creating an interactive textbook on geometry, based on the textbook by L.S. Atanasyan. Its capabilities are demonstrated and the strengths of its use in a school geometry course are highlighted, as well as examples of its use in a school course, both by teachers and students, are given.