REALIZATION OF SISTEMACY, CONTINUITY AND SUCCESSION OF PHISICAL EDUCATION AT SCHOOL END UNIVERSITY ON THE EXAMPLE OF STUDYING THE TOPIC “KINEMATICS”

Abstract

The article reveals the substantive and procedural components of learning cognition – empirical basis, conceptual theoretical core and deductive consequence of kinematics in the form of a substantive graph of the logical structure, which reflects the relationship of elements of the theory in accordance with the gnoseological chain of scientific knowledge. The content graph of the logical structure of kinematics allows school and university students to understand the methodology of educational cognition, forms the skills of independent work, generalization, systematization and generalization of knowledge, which they can use when constructing graphs of other physical theories. Unfolding the theoretical core of physical theory in the transition from school education to professional education provides an opportunity to realize the continuity of secondary and higher education. Deepening of deductive consequences of physical theory kernel allows to see applicability of physics laws in professional activity, thereby increases motivation for conscious learning.