Keyword: «methodical techniques»

The relevance of the research topic is conditioned by the need to meet the social demand from the systems of schoolchildren physical education (the developed thinking and outlook of students) and the additional education of children (use of its didactic potential for the development of students). At present, in the system of additional remote physics learning, the following scientific and methodological problems exist: thinking in teaching is transmissible, but in the physics methodology there is no clear idea of its transmission ways; the conditions of remote education impose significant restrictions on the learning process, therefore, the search for methodical solutions to the problem of the physical thinking norms mastering is required; in the remote learning system, work is mainly organized with signs (tests, drawings, models, etc.), therefore, taking into account the requirements of the FSES, the goal to develop the sign physical thinking is the most promising and reachable. The purpose of this work is to search for methodical technique of physical thinking development in the system of additional remote learning for general school students. The main methods of this work are methods of successive approximations in formulation of physical thinking norms, learning situations modeling, the element-by-element analysis of students' reports in order to elaborate effective teaching methods. The article substantiates the approach to consideration of physical thinking through mental activity, expressed by the norms of subject learning activity - modeling and experimentation. The work presents the norms of physical thinking formulations in the language of skills, as well as the methods of their development in the system of remote education. The research results may be used for modeling and experimentation norms methodology construction in class-lesson system of education.

The relevance of the study is due to the rethinking of the role of pedagogical technologies in the era of digitalization and transformation of the teacher's role. The article is devoted to the analysis of pedagogical technologies and techniques for their implementation in the course of a linguo-pedagogical experiment in groups of philologists studying Russian as a foreign language. The authors proceeded from the hypothesis of the presence of a correlation between the tasks, conditions, level of training, characteristics of the subjects of the educational process and the technologies and techniques that serve it. It is proposed to use student reflection to assess the effectiveness of technologies. The aim of the study is to identify the presence of a significant and factor-dependent relationship between the choice of a specific pedagogical technology, the perspective of its application by the teacher and the level of knowledge, needs of foreign students. The study was conducted within the framework of the systemic, value, holistic-semantic, technological, level and communicative approaches. The methods of questionnaires, ranking, experiment and pedagogical modeling were used. Pedagogical technology is presented as a complex multicomponent system, including conceptualization of educational goals and objectives of training, contamination of forms, means, methods and techniques of organizing the educational process. The following technologies were selected for testing: case study, quest, quiz, debates, discussions, role-playing and business games. Techniques for their implementation included, among others, technologies of a simpler order – mind maps, dramatization, "Aquarium", POPS formula, brainstorming, "6 thinking hats", a model of time immersion. The experiment showed that the use of pedagogical technologies in the classroom can become an effective tool for teaching, self-learning and pedagogical reflection for students majoring in philology; it is also shown that with an increase in the level of students, the mechanics of the educational process also changes: individual technologies become techniques for implementing other, more complex technologies, allowing the teacher to demonstrate creative individuality. The theoretical significance of the study is associated with an attempt to comprehend the approaches to understanding the technologization of the pedagogical process as a practice-oriented area of knowledge that exists in scientific pedagogy. The practical significance lies in the fact that a discussion with elements of reflection on the technology used can be considered as a full-fledged teaching method at an advanced stage in groups of philological and pedagogical specialties.