Trends in the development of the methodological system of teaching physics

Educational technology and IT act as a liaison for the education of future physics teachers. The study of technology includes forms of differentiated and individualized learning, especially the teaching of physics in classrooms of various profiles. Students, future physics teachers, should know the basics of school education and teaching pre-profile, elective courses in different directions, content, design features of programs, teaching methods and elective courses.

The system of methodological training of future physics teachers is aimed at:
• to help students set educational goals and objectives;
• the ability to analyze modern physics teaching kits for high school, making choices in terms of their relevance to the goals of teaching physics, didactic principles and the age of the students;
• Possibility of choosing and developing technologies and teaching methods, developing various models of physics lessons.
A future physics teacher should also be able to plan educational work, increase the cognitive activity of students in the classroom in order to be able to choose differentiated homework and organize optional classes for students in physics.

Improving the content of the methodological training of future physics teachers at the Pedagogical University should be by strengthening the theoretical and methodological elements. Methodological training includes the choice of invariant and universal in its essence fundamental methodological knowledge and skills, the definition of a system of concepts, knowledge and skills of the school physics course. The methodological system of teaching physics in secondary school includes mastery of a generalized image of professional and methodological activity, providing many solutions to specific problems of the field.

The informational content of the discipline in connection with the general goals of the bachelor's degree in the field of "Physics", the requirements of the state educational standard of higher professional education in the relevant direction, the content and methodology of modern methods of teaching physics as an integral science.
The level of development of fundamental knowledge and teaching skills, professional and personal qualities will allow future physics teachers to solve creative problems of a methodological nature and effectively implement them in professional and educational activities.

The quality and effectiveness of professional and educational activities also depends on the level of formation of key competencies. The content of education today requires systemic knowledge, skills and methods of their implementation. The building committee is active because of a personal and individual approach to education. The presence of key competencies of future teachers is defined as learning activities, as well as in specific learning situations, actions and, of course, is fully manifested in the direct learning activities. [2]
Competence is characterized by readiness and ability to solve new, practically important tasks. Competence requires the ability to assess the results of their activities, a reflective level in their area of competence. The concept of “core competence” of its components includes the following competencies:
• Information;
• communicative;
• engineering design;
• estimated.
Let us emphasize that the formation of these skills is one of the methods of the methodological system of teaching physics. In this article, we will look at the formation of core competencies in physics using information technology.
Modern education requires the use of methods of active activity, the use of problem approaches, teaching, taking into account the characteristics of each student, which means that the traditional system of class problems with its methods is now ineffective and insufficient.


There is one solution to this problem is the use of information and communication technologies, the organization of creative, educational and research activities of students, with a number of advantages over paper and other technical teaching aids, namely:
1) Material presented in the form of multimedia, providing a high level of visualization, the ability to change the time scales of events, interrupts interactive models, etc.
2) Analysis, testing and correction of results.
3) Use of software environments, virtual laboratories. Modeling makes it possible to compensate for the lack of equipment and reagents, is safe and indispensable in the study of the micro- and macrocosm, processes occurring at different speeds.
4) Logging into the training system with their password and login, you can create individual learning paths for each student, that is, carry out individualized training.
5) Communication through the network connects students with a teacher, external consultants, remote equipment.
Thus, the development of key components of the methodological training of future physics teachers should provide information about the learning process, the introduction of information and communication tools, training, change in the organizational and legal form of education and contribute to the development of future physics teachers.