Tursynbayeva D.A., Yerzhenbek B.

Abai Kazakh National Pedagogical University

CONTENTS AND STRUCTURE OF PHYSICAL THEORIES IN SCHOOL

The study of physical theories in school. The content and structure of the course of physics in the secondary school are determined primarily by the educational and upbringing tasks facing the school, but they are influenced by the methodology and theory of knowledge, indicating both the main objectives of education and the general directions for their solution. In this connection, the current trends in the content and structure of the course are of considerable interest. In the era of the scientific and technological revolution, the isolation of the theoretical core in the course, the liberation of the course from secondary and rapidly losing information (the generalization of knowledge), the formation of creative approach to various scientific and practical tasks among pupils, the development of such ways of thinking that allowed would not only successfully master the proposed school of minimum knowledge now, but also navigate the flow of information in the future.

The generalization of educational material on the leading physical theories. This allows us to achieve a deep and lasting assimilation of theories without overloading the memory of students with a lot of particular facts. In each section of the program the main material is highlighted, in particular: in mechanics, the idea of the relativity of motion, Newton's laws; molecular physics - the main provisions of the molecular-kinetic theory, the basic equations of the theory of an ideal gas, the first law of thermodynamics; electrodynamics - the theory of the electromagnetic field, the electronic theory, the laws of Coulomb and Ampere, the phenomenon of electromagnetic induction; quantum physics - the photon nature of light, Bohr's postulates, the law of the interconnection of mass and energy, and also the questions of its practical application. [2]

To strengthen the generalizations of the material in the sections of the school course of physics, the correspondence of the parts of the theory to the stages of the cognition cycle in the learning process is crucially important. In physical theory, we can distinguish three parts: the base, the core, the conclusions.

The basis. The theory is a generalization of experimental facts and regularities, so the creation of the theory is preceded by a long historical period of accumulation and comprehension of the material. For the presentation and study of the theory, only a limited number of those experimental positions that are closest to abstraction-generalization are selected in the basis. This is the empirical basis of the theory, which is included in the foundation. For example, of the whole multitude of manifestations of the laws of mechanics, the kinematic regularities of the motion of planets around the Sun (Kepler's laws) are generally attributed to the ground; The empirical basis of the special theory of relativity is made up of Michelson's experiments, of quantum mechanics-experiments on electron diffraction, the experiments of Frank and Hertz, and so on. The basis of the theory also includes the initial physical concepts and quantities necessary for the formulation of the laws of the nucleus. They are usually associated with a model of a material object. Such a model in mechanics, for example, is a material point moving along a certain trajectory, an action at a distance. Here, the formulation of Newton's laws requires quantities: force, mass, acceleration. [1]

Core. The core of the theory is understood as the system of the theory of laws most general for the subject-material domain, expressed, as a rule, in mathematical form (in all fundamental theories in the form of differential equations). The mathematical formulation is usually preceded or accompanied by a verbal formulation - the principles or postulates of the theory are proclaimed. The specificity of the kernel is that it is in the potential, undeveloped, that is, in the general abstract form, contains in itself the entire set of manifestations of the interaction of the objects in question in the form of their properties and motions. Turning, for example, to mechanics, we see that Newton's laws in the process of solving specific problems lead to conclusions about various possible movements of bodies, about the values of parameters characterizing their state (energy, momentum, etc.).

The nuclei include the fundamental constants (R, k, с, h etc.), the values of which are not determined theoretically, but are measured experimentally.

A special position in the theory is occupied by the conservation laws that are characteristic of a given theory or general physical quantities. The basic equations of the theory lead to the laws of conservation of certain quantities. Thus, for example, the laws of conservation of mechanical energy (if forces are conservative), momentum, angular momentum follow from the laws of Newton for a closed system. But at the present time it is known that the laws of conservation of energy, momentum, angular momentum (and even the parity in the micro world) are consequences of the symmetry properties of space-time. Therefore, the conservation laws, being the first conclusions of the theory, are of a general nature, and they are usually referred to as the nucleus.

Conclusions. The purpose of the theory consists, in the final analysis, in obtaining from its core concrete conclusions - various consequences on the properties and motion of specific physical objects. In modern theory, this is usually a mathematical quantitative conclusion, leading to numerical values of physical quantities and to the functional dependencies between them. It can be seen that as the conclusions are drawn, the number of magnitudes in the theory increases sharply. In mechanics, for example, there appears energy, work, the moment of force, the moment of the pulse, etc. Of course, the meaning of theoretical generalizations consists precisely in the conclusions: they are applied in practice, constitute applied sciences, underlie technical devices, etc. Conclusions is a concrete embodiment and application of abstract generalization in each concrete situation [3].

Literature:

1. С.Туякбаева, Ш.Насокова, Б.Кронгарт, В.Кон, В.Загайнова «Физика и астрономия» 11 класс, Алматы: «Мектеп», 2013.

2. Теория и методика обучения физики в школе. Частные вопросы. / Под ред. Каменецкого С.Е. – М.: АСАDEMA, 2000;

3. Учебная программа для 10-11 классов общественно-гуманитарного направления уровня общего среднего образования – Астана, 2013 г.