CRITERIA FOR SELECTING PHYSICAL TASKS WHEN DEVELOPING A LESSON IN A DIALOG FORM

Abstract

. The article considers criteria for selecting physical tasks according to level differentiation according to the degree of independence: for reproductive, productive and partially exploratory levels in practical classes in physics. Specific examples of teaching students to choose tasks that can be presented in a dialogue form when implementing the complex technology “Task-dialogue-game” are analyzed. In addition, in the context of level differentiation, possibilities of forming methods of cognitive activity in solving physical dialogue problems are demonstrated. Particular attention is paid to the analytical and synthetic construction of a dialogue that contributes to the formation of students’ logical thinking. An example of solving a problem is given, where a part of the complex technology is implemented: a task and a dialogue. All considered aspects are aimed at improving the future professional skills in students.