INTERDISCIPLINARY CONNECTION OF PHYSICS AND MATHEMATICS IN THE SCHOOL COURSE

ABSTRACT

Now is the time when there is no need to prove the importance of interdisciplinary connections in the teaching process. They improve the formation of individual concepts within individual objects, groups and systems, the so-called interdisciplinary concepts, that is, those that cannot be fully understood by students in the classroom of any one discipline (concepts about the structure of matter, various processes, types of energy).

The modern stage of development of science is characterized by the interpenetration of sciences into each other, and especially by the penetration of mathematics and physics into other branches of knowledge.

The connection between academic subjects is primarily a reflection of the objectively existing connection between individual sciences and the connection of sciences with technology, with the practical activities of people.

In the school course, mathematicians consider the coordinate method, study direct and inverse proportional relationships, quadratic, cubic, exponential, logarithmic and trigonometric functions, build their graphs, explore and apply their basic properties.

Keywords: Interdisciplinary, speed, pendulum, mathematics, physics, learning.

The modern course of mathematics is built on the ideas of the set, the function of algebraic and geometric transformations, covering various types of symmetry. Schoolchildren study derivatives of elementary functions, integrals and differential equations. Mathematics not only gives physics a computing device, but also enriches it in an ideological sense.

In mathematics lessons, schoolchildren learn to work with mathematical expressions, and the task of teaching physics is to acquaint students with the transition from physical phenomena and the relationships between them to their mathematical expression and vice versa.

One of the central concepts of mathematics in the school physics course is the concept of a function. It contains the ideas of change and correspondence, which is necessary to reveal the dynamics of physical phenomena and establish cause-and-effect relationships [1, p. 111]..

The assimilation of the coordinate method also helps to consciously use the concept of a frame of reference and the principle of relativity of movement when studying the entire course of physics and especially the foundations of the theory of relativity and relativistic effects [2, p. 76].

The close relationship between school courses in physics and mathematics is traditional. As a result of a radical restructuring of the teaching of these disciplines, the connection between them has increased, however, there are also some violations, and although they are not so significant, knowledge of them will allow the physics teacher to more effectively build the teaching of the subject.

In a number of cases, new mathematical concepts are introduced in physics lessons earlier than mathematics, for example, when studying the oscillations of a mathematical pendulum, with a radial measurement and a concept.

Drawing a conclusion on all of the above, we can say that the successful solution of learning problems largely depends on the implementation of intra- and interdisciplinary connections.

Consequently, intersubjectivity is the principle of modern education, which affects the selection and structure of educational material in a number of subjects, strengthening the systemic knowledge of students who use teaching methods, focuses on the use of complex forms of organization of education, ensuring the unity of the educational process.

The implementation of the idea of interdisciplinary connections in pedagogy and teaching methods is closely connected with the methodological views of teachers on the problem of synthesis and analysis of scientific knowledge as a specific formation of the differentiation of sciences. The theoretical and practical solution to this problem changed in accordance with the development of society, its social orders of pedagogical science. The approval and strengthening of the subject system of teaching in the modern educational process is inseparably linked with the development of the idea of interdisciplinary connections.

The identification and subsequent implementation of the necessary and important for the disclosure of the leading provisions of educational topics of interdisciplinary connections allows:

1. to carry out a phased organization of work on the establishment of interdisciplinary connections, constantly complicating cognitive tasks, expanding the scope of creative initiative and cognitive amateur activity of students, using the whole variety of didactic means for the effective implementation of multilateral interdisciplinary connections;

2. to form the cognitive interests of students by means of a wide variety of subjects in their organic unity;

3. to study the most important problems of the worldview and issues of modernity by means of various subjects and sciences in connection with life [4, p. 123].

Further improvement of the system of multilateral interdisciplinary connections also implies further improvement of the ways of their implementation:

1. coordination of the activities of all participants in the pedagogical process;

2. effective use of interdisciplinary (complex) seminars, excursions, conferences, expansion of the practice of dual subjects, in which key worldview problems can be solved by means of various subjects and sciences simultaneously, with the participation of two or more teachers.

The implementation of interdisciplinary connections helps to form a complete idea of the phenomena of the surrounding reality and the relationship between them, help to apply the knowledge and skills that they have acquired in the study of some subjects, use in the study of other subjects, makes it possible to apply them in specific situations, when considering private issues, both in educational and extracurricular activities, in the future production, scientific and social life of school graduates.

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