TO THE QUESTION OF THE FUNDAMENTALIZATION OF RUSSIAN EDUCATION: PHYSICAL KNOWLEDGE IN THE EYES OF STUDENTS

Abstract

The author notes that the main task of education is to prepare the younger generation to resolve any problem situation in the future. The article substantiates the idea that the presence of creativity in any human activity is ensured by the fundamentalization of education. The author singles out physical knowledge as a conceptual basis of fundamentalization. The article presents the results of the study, the purpose of which is to clarify the attitude of students to physics as an academic discipline and the readiness to master it. With the help of a specially developed questionnaire, a survey of students is conducted, which shows that young people have not lost their readiness to master physical knowledge. It is revealed that the main condition for maintaining interest in the study of this subject area is the students’ awareness of the possibility of practical application of physical laws. The study establishes a priority type of training sessions associated with laboratory research. This fact confirms the need to organize a practice-oriented educational process. The results of the survey indicate that a qualified teacher can contribute to the formation of internal motivation of students to learn the physical picture of the world, and also inspires confidence in the possibility of mastering it. As confirmation of this conclusion, quantitative indicators of academic performance and quality of education based on the results of intermediate certification of students are given. The author notes that, despite significant and not always legitimate and thoughtful innovations, modernization in Russia has not led to catastrophic irreversible changes in the education system. As a result of the analysis of TIMSS quantitative indicators, the author states that national traditions of natural science and mathematics education have been preserved in the depths of practical pedagogical activity. On this basis, the author comes to the conclusion that in order to fundamentalize education, it is necessary to return to the obligatory study of all academic disciplines of the natural science cycle in high school.