CONDITIONS FOR EFFECTIVE USE OF THE INTEGRATED DIALOGUE TECHNOLOGY “TASK-DIALOGUE-GAME” IN THE FORMATION AND DEVELOPMENT OF COMPLEX PHYSICAL CONCEPTS

Abstract

The article discusses conditions for effective use of a complex dialogue technology “task-dialogue-game” in the formation and development of complex physical concepts in practical and seminar classes in physics at a university. The author proposes a functional structure that takes into account a certain sequence of interaction between a teacher and a student during classes: from the teacher’s maximum help to students in solving problems (reproductive stage) to a gradual increase in their own activity (productive and partially search stages) to full self-regulation in learning and the emergence of partnerships between them (research stage). Moreover, at each stage, the requirements for the content of teaching and learning, as well as for the activities of the teacher and students, are described in detail. Depending on the level of interaction between the participants in the educational process, the degree of implementation of the complex technology “task-dialogue-game” is shown.