Problems and prospects for the development of crop production. The current state of agriculture in Russia. Problems and prospects of agriculture in the world
Municipal budgetary general education
institution "Gymnasium No. 7"
ICT use
in physics lessons
Dobrodumova N.P.,
physics teacher of the highest category
Torzhok
INTRODUCTION
In the modern concept of complete secondary education in Russia, the task is to form the skills of graduates of educational institutions, in particular, to use multimedia resources and computer technologies for processing, transferring, systematizing information, creating a database, presenting the results of cognitive activities that allow them to successfully solve practical problems of applied character in a wide variety of professional situations. Today, information and communication technologies (ICT), using a wide arsenal of digital educational resources, are an integral part of modern methods of teaching physics. The quality of the modern educational process is directly related to the improvement of technologies and teaching methods, which in turn depends on the use of a complex of ICT tools by teachers. This is one of the regularities that characterize the modern educational process in the era of universal informatization of society we are experiencing, which poses new problems for the education and upbringing system of the younger generation. Equipping a physics classroom presupposes the widespread use of ICT in conducting lessons on most of the topics of the curriculum. This is testing using a computer, and conducting demonstration experiments and virtual laboratory work, demonstrating presentations, attracting students to create thematic presentations, the possibility of the simplest modeling of natural science processes and other types of educational work. The computer is the most powerful and most effective of all the technical means that have existed until now, which the teacher has at his disposal.
purpose of work : to show that the use of ICT in physics lessons makes it possible to increase interest in the study of the subject, expand the possibilities of demonstrating experiments through the use of virtual images, and increases interest in learning.
EQUIPMENT OF THE PHYSICS CABINET
The gymnasium is a basic innovative educational institution, therefore all classrooms are equipped with the necessary means for the successful implementation of the educational process.
The success of using ICT depends not only on the teacher, but also on the availability of technology and the quality of software.
USE OF ICT IN PHYSICS LESSONS
It is well known that a high school physics course includes sections, the study and understanding of which requires developed imaginative thinking, the ability to analyze and compare. First of all, we are talking about such sections as "Molecular Physics", some chapters "Electrodynamics", "Nuclear Physics", "Optics", etc. Strictly speaking, in any section of the physics course you can find chapters that are difficult to understand. Unfortunately, many students do not possess the necessary thinking skills for a deep understanding of the phenomena, processes described in these sections. In such situations, modern technical teaching aids come to the rescue and, first of all, a personal computer.
Many phenomena in the conditions of a school physics classroom cannot be demonstrated. For example, these are phenomena of the microworld, or fast-flowing processes, or experiments with devices that are absent in the office. As a result, students have difficulty in studying them, since they are not able to mentally imagine them. The computer can not only create a model of such phenomena, but also allows you to change the conditions of the process, "scroll" with an optimal speed for assimilation.
Physics is an experimental science. It is difficult to imagine the study of physics without laboratory work. Equipping a physical room does not always allow for laboratory work that requires more sophisticated equipment. A personal computer comes to the rescue, which allows you to carry out fairly complex laboratory work. In them, the student can, at his discretion, change the initial parameters of the experiments, observe how the phenomenon itself changes as a result, analyze what he saw, draw appropriate conclusions.
Of course, the computer can also be used in other types of lessons: when studying new material on your own, when solving problems, during tests. It should also be noted that the use of computers in physics lessons turns them into a real creative process, allows you to implement the principles of developing education. It is possible to select the necessary material, present it brightly, clearly and easily. The use of ICT in the classroom increases the motivation of students to the learning process, conditions are created for students to acquire the means of cognition and study of the world.
2.3 Options for building lessons using an electronic textbook
The electronic textbook is used to study new material and to consolidate it ( 20 minutes. work at the computer ). Students are first interviewed using traditional methods or printed texts. In the transition to the study of new material, the students in pairs sit at the computer, turn it on and begin to work with the structural formula and structural units of the paragraph under the guidance and according to the teacher's plan.
The electronic model of the textbook can be used at the stage of consolidating the material. In this lesson, new material is studied in the usual way, and when consolidating, all students are 5-7 minutes. under the guidance of the teacher, the acquired knowledge is correlated with the formula of the paragraph.
As part of a combined lesson with the help of an electronic textbook, the repetition and generalization of the studied material is carried out (15-17 min.). This option is preferable for the lessons of the final repetition, when in the course of the lesson it is required to “flip through” the content of several paragraphs, identify the genealogy of concepts, repeat the most important facts and events, and determine cause-and-effect relationships. At this level, students should be able to work first together (as the teacher explains), then in pairs (as instructed by the teacher), and finally individually (in turn).
Separate lessons can be devoted to the independent study of new material and the compilation of its own structural formula of the paragraph based on its results. Such work is carried out in groups of students (3-4 people). At the end of the lesson (10 min.), Students turn to the electronic formula of the paragraph, comparing it with their own version. Thus, students are introduced to research work in the classroom, starting with primary school age. EI is used as a means of controlling the assimilation of concepts by students. Then the monitoring system is included in the electronic textbook. The test results of students in each subject are recorded and processed by a computer. Monitoring data can be used by the student, teacher, methodological services and administration. The percentage of correctly solved problems gives the student an idea of how he mastered the educational material, while he can see which structural units they have not fully mastered, and subsequently refine this material. Thus, the student can to some extent control the learning process.
The teacher, in turn, based on the information received, also has the ability to manage the learning process. The results of the class in terms of content as a whole allow the teacher to see the need to organize repetition for this or another structural unit in order to achieve the maximum level of learning. Considering the results of individual students by structural units, it is possible to draw similar conclusions for each individual student and make appropriate methodological decisions in terms of individual work. Finally, it is possible to trace the dynamics of the student's learning in the subject. The consistently high results of some students gives the teacher the opportunity to build an individual subject trajectory for them. Information technology opens up the opportunity for students to better understand the nature of the object itself, to actively participate in the process of its cognition, independently changing both its parameters and the conditions of functioning. In this regard, information technology can not only have a positive impact on schoolchildren's understanding of the structure and essence of the functioning of an object, but, more importantly, on their mental development. The use of information technology makes it possible to quickly and objectively identify the level of mastery of the material by students, which is very important in the learning process.
Today in pedagogy and psychology, much attention is paid to the development of students' creative abilities in the learning process. Here I proceed from the fact that training is one of the necessary and most important means of ensuring high efficiency of learning and the development of the creative potential of students. To solve the problem of the correlation of “computer” and “human” thinking, it is necessary to apply traditional methods along with informational methods of teaching. Using various teaching technologies, I teach students to different ways of perceiving the material: reading the pages of the textbook, explaining the teacher, getting information from the monitor screen, etc. On the other hand, training and monitoring programs should provide the user with the opportunity to build his own algorithm of actions, and not impose on him a ready-made one, created by a programmer. Thanks to the construction of his own algorithm of actions, the student begins to systematize and apply his knowledge to real conditions, which is especially important for their comprehension. When planning lessons, it is necessary to find the optimal combination of such programs with other (traditional) teaching aids. The presence of feedback with the possibility of computer diagnostics of errors made by students in the process of work allows the lesson to be conducted taking into account the individual characteristics of students. The control of the same material can be carried out with varying degrees of depth and completeness, at an optimal pace, for each specific person. Thus, it is assumed that information technology is most expedient to apply for preliminary control of knowledge, where fast and accurate information about the mastering of knowledge by students is required, if it is necessary to create an information flow of educational material or for modeling various physical objects.
In my practice, I use multimedia scripts created specifically for specific lessons. Such scenarios are multimedia lesson notes containing short text, basic formulas, drawings, drawings, video clips, animations. Three main questions that arise before a teacher who decides to independently prepare demonstration materials for a lesson:
How to do it?
Where can I get material for demonstrations?
How to use scripts during the lesson?
I will try to show you how to resolve these issues.
Typically, these scripts are prepared in the form of multimedia presentations using Power Point from the Microsoft Office suite. The specified program is easy to use and allows you to freely design a lesson. In a matter of minutes, you can create a new lesson script, include new slides in it, combine slides of several presentations, delete unnecessary ones. When using this program, the teacher has a wide scope for creativity. You can prepare a lesson taking into account the specific characteristics of the class, the pace of passing the material in the current academic year. The only question is about the sources of information and materials for the slides.
Presentations (Appendix 1) I demonstrate directly in the physics classroom, using a multimedia projector connected to a personal computer. The image is projected onto the interactive whiteboard, which allows you to work with drawings, graphs, etc. Compared to the traditional form of lesson teaching, which forces the teacher to constantly refer to chalk and blackboard, using such scripts frees up a large amount of time that can be used to further explain the material. Scenarios are used both when presenting new material and when repeating what has been covered. It should be emphasized that the computer demonstration of physical phenomena is considered not as a substitute for a real physical demonstration experience, but as its complement.
One of the most promising areas of using information technologies in physical education is computer modeling of physical phenomena and processes. Using educational computer models, the teacher can present the material being studied more clearly, demonstrate its new and unexpected sides in a previously unknown way, which, in turn, increases students' interest in the subject being studied and contributes to a deeper understanding of the educational material. A significant number of computer models covering almost the entire course of school physics are contained on the well-known Physics in Pictures laser disk (FIZIKON Science Center, Moscow). The experience of using this disk in physics lessons shows that if students are offered models for independent study, then the educational effect turns out to be extremely low. Students enthusiastically explore the model for 3-5 minutes, while they get acquainted mainly with its adjustments, without delving into the essence of the modeled process or phenomenon, and then lose interest in this model and do not know what to do with themselves. Control questions asked to students after such (acquaintance) with the model show that, as a rule, no awareness and understanding of the physics of the process or phenomenon under consideration occurs. Computer models easily fit into a traditional lesson, allow you to demonstrate many physical effects on a computer screen (or on a large screen using a projector), and also allow you to organize new, non-traditional types of student learning activities.
Computer models make it possible to obtain in dynamics vivid memorable illustrations of physical experiments and phenomena, to reproduce their subtle details, which may slip away when observing real experiments. Computer simulation allows you to change the time scale, vary the parameters and conditions of experiments within a wide range, and also simulate situations that are inaccessible in real experiments. The student can, at his own discretion, change the initial parameters of the experiments, observe how the phenomenon itself changes as a result, analyze what he saw, draw appropriate conclusions. The study of the device and the principle of operation of various physical devices is an integral part of a physics lesson. Usually, studying a particular device, I dismantle it, tell the principle of operation, using a model or circuit. Of course, the computer can also be used in other types of lessons: when studying new material on your own, when solving problems and during tests. The use of a computer in the classroom allows for an individual approach to each student in the learning process. The computer makes it possible to make the lesson more interesting, exciting and modern.
With the help of a computer, it is convenient to implement the principle of clarity in teaching. Models of various physical phenomena have been compiled in programming languages, for example, Rutherford's experience, an electric arc, a model of an atom and its nucleus, models of states of matter, etc. These models are active, in them you can perform actions, for example, show how the uranium nucleus is divided. This is no longer just a picture, as it was ten years ago. The presentation of educational material, lectures can always be accompanied by materials from ready-made software tools. These are video films, presentations, demonstration experiments. To show the missing modern devices and devices, I choose their pictures from the teaching staff "Physics" edited by NK Hannanova, we look at modern technology in the interactive encyclopedia "From the plow to the laser". Great use of illustrative material in the classroom was compiled by me and my students in POWER POINT in the form of presentations.
Practical experience shows that for the effective involvement of students in educational activities using computer models, individual handouts with assignments and questions of various levels of complexity are needed. Let's list the main types of tasks that we use when working with computer models:
1. Study assignment. This activity is intended to help the student understand the purpose of the model and master its adjustments. The assignment contains instructions for operating the model and test questions.
2. Computer experiments. As part of this assignment, the student is asked to conduct some simple experiments using this model and answer control questions.
3. Experimental tasks. The student is invited to solve 1-4 problems without using a computer, and then, using a computer model, check the correctness of his solution.
4. Research assignment. The student is invited to plan and conduct a series of computer experiments himself, which confirm or refute some pattern. The most capable students are invited to independently formulate a number of patterns and confirm them by experiment.
5. Creative task. Within the framework of this task, students themselves come up with problems, formulate them, solve and set up computer experiments to check the results obtained.
The proposed tasks help students quickly master the control of a computer model, contribute to the conscious assimilation of educational material and the awakening of creative imagination. It is especially important that students acquire knowledge in the process of independent work, since this knowledge is necessary for them to obtain a specific result observed on a computer screen. The teacher in such a lesson plays only the role of an assistant and a consultant.
CONCLUSION
So, the use of ICT in the process of teaching physics allows:
significantly expand the range of educational tasks that can be included in the content of education through the use of computational, modeling and other computer capabilities;
to increase the possibility and composition of the educational experiment, thanks to the use of computer models of those processes and phenomena, experiments with which in the school conditions of educational laboratories would be impossible;
to expand the sources of knowledge acquisition in the learning process through the use of information and reference systems.
The use of computer technology as a teaching tool that improves the teaching process increases its quality and efficiency.
The use of computer technology as teaching tools, self-knowledge and reality.
Using the means of new information technologies as a means of creative development of the student.
As a result of the use of ICT, students have an increased interest in physics as an experimental science.
I share my work experience with my colleagues. In the 2011-2012, 2012-2013 academic years, I gave open lessons and events using ICT for teachers of the city and region.
Attached is a presentation for the lesson on the topic "Interference"
BIBLIOGRAPHY
Educational standard of secondary (complete) general education in physics. Physics: weekly methodical newspaper for teaching physics, astronomy and natural science. - M .: Publishing house "September 1st", 2004. - №34. - P.9-13.
2. "Open Physics 1.1". 2004. LLC "Physicon", www / phisicon . ru... Complete multimedia physics course, developed under the guidance of Professor S.M. Kozel, (MIPT). Mechanics, thermodynamics, oscillations and waves, electromagnetism, optics, quantum physics.
3. Polat E.S. and others. New pedagogical and information technologies in the education system. - M .: Publishing Center "Academy". 1999.
Relevance of the topic Teaching a child to acquire the skills of "reading", processing and analyzing information obtained from different sources is one of the most important tasks of a modern school.
Purpose: improvement of the educational process, the formation of an educational environment conducive to the fullest realization of the real educational opportunities of students in physics lessons, improving the quality of education through the introduction of information and communication technologies.
OBJECTIVES: To study the work experience of using ICT. Testing of ICT in physics lessons. Involving students in an atmosphere of search, solving a scientific problem. The introduction of methods and elements of innovative technologies in the educational process. The use of ICT in different directions and forms of educational activities. Creation of new forms of work with students aimed at identifying the most capable children.
The advantages of using ICT for me as a teacher: Saving study time (up to 30%); Saving study time (up to 30%); The ability to provide audio - visual perception of information; The ability to provide audio - visual perception of information; Involvement of students in active activities; Involvement of students in active activities; Development of communication skills of students in the classroom; Development of communication skills of students in the classroom; Implementation of a differentiated and individual approach to teaching students; Implementation of a differentiated and individual approach to teaching students; Rational use of various forms, methods and techniques of work; Rational use of various forms, methods and techniques of work; Relief from routine paperwork. Relief from routine paperwork. Creating a positive emotional background for the lesson; Creating a positive emotional background for the lesson;
For ICT learners: Provides more effective access to information; It brings the lesson closer to the worldview of a modern child; Allows the student to work at their own pace; Develops lateral thinking; It fosters independence, the ability to make decisions; Forms confidence in their capabilities, abilities.
I use the multimedia lesson at almost all stages of the lesson: when studying new material, presenting new information when consolidating the passed material, working out educational skills during repetition, practical application of the acquired knowledge, skills, skills in generalizing, systematizing knowledge
Multimedia lesson: Presentations of some of the topics of the lessons, developed by me using Power Point (more than 30 lessons) Creation and presentation of creative projects and presentations using ICT (in my piggy bank (in my piggy bank there are more than 120 presentations of student presentations) of students) Multimedia presentations - electronic films including animation, audio and video fragments
7th grade. Creation of a problematic situation. To keep the caught fish alive, the fisherman made an improvement in his boat: he separated part of the boat with two vertical partitions, and made a hole in the bottom in the fenced off part. "Will the boat flood and sink if you put it in the water?" - he thought before the test.
8 - 9 grades. Joint search activity. Grade 9. Repeated - generalizing lesson on the topic: "The laws of motion and interaction of bodies" Life and work of Isaac Newton. Newton's laws. The law of universal gravitation. Free fall acceleration on Earth and other celestial bodies. Uniform circular motion. Impulse conservation law. Jet propulsion. Rockets.
LESSONS - CONFERENCES: LESSONS - CONFERENCES: Heat engines. Heat engines. Optical devices. Optical devices. Is nuclear energy good or calamity for humanity? Is nuclear energy good or bad for humanity? Is the construction of a hydroelectric power station a path to environmental disaster or progress? Is the construction of a hydroelectric power station a path to an environmental disaster or progress? Ways to solve the energy problem on Earth. Ways to solve the energy problem on Earth classes. Research activities.
A plan for creating presentations by students: I. Planning a presentation: Choosing a topic (a student chooses from a list I have proposed or suggests his own topic); Choosing a topic (a student chooses from a list I have proposed or suggests his own topic); The choice of the form of work (individual, pair, group); The choice of the form of work (individual, pair, group); Determination of goals, the main idea of the presentation; Determination of goals, the main idea of the presentation; Collection and processing of information; Collection and processing of information; Creation of tables, graphs, etc. Creation of tables, graphs, etc. II. Presentation development - design of slides using the capabilities of Power Point; III. Presentation rehearsal - discussion of the finished presentation with a physics teacher, making amendments; IV. Defense of the presentation in front of the class, followed by discussion of this information.
The results of testing students by a teacher-psychologist: Motivation for learning: Grades 9 (academic year) Grades 11 (academic year) ll level (productive) 27% 33% lll level (average) 35% 55% lV level (reduced) 24 % 7% V level (sharply negative attitude towards learning) 14% 5%
The results of the questionnaire confirm all the positive factors of using ICT in physics lessons: it is necessary to use multimedia - 80% of students; it is necessary to use multimedia - 80% of students; it is necessary to use presentations - 76% of students; it is necessary to use presentations - 76% of students; presentations of classmates are of interest - 84% of students. presentations of classmates are of interest - 84% of students.
What did the creation of a physics presentation give you? (own version) Systematization of knowledge on the topic - 4 people (8%) Obtaining new knowledge - 8 people (16%) Memorizing more information - 8 hours (16%) There was an interest in the lesson - 8 people (16%) Information became more accessible for understanding - 2h (4%) By creating a presentation, I deepen my knowledge - 4h I learned to choose the most important thing from a large amount of information - 2 people (4%) I learned to work on a computer (before that I mostly played) - 6 people (12%) Good grades in physics - 6 people (12%) Nothing - 2 people (4%)
The report was prepared by a teacher of physics and computer science
Boychuk Sergey Vladimirovich
Kalinino-2015
The main task of a modern school is to organize education in such a way as to teach all schoolchildren, regardless of their state of health, physical or mental disabilities, and the ability to learn. Therefore, the teacher faces an important and difficult task: he must not only give students knowledge, but also must teach them to think, reason, analyze, and draw their own conclusions.
The rapid development of computer technology and the expansion of its functionality allows the widespread use of computers at all stages of the educational process: during the lesson, practical and laboratory classes, during self-preparation and for monitoring and self-monitoring the degree of mastering the educational material. The use of computer technologies has significantly expanded the possibilities of explaining the experiment, making it possible to simulate various processes and phenomena, the natural demonstration of which in laboratory conditions is technically very difficult or simply impossible.
The use of a computer in the educational process goes in three directions: for teaching computer science, for teaching other subjects and in extracurricular work. The main principle of work is to teach on those software products that are used in various professional activities. These are popular text, graphic editors, spreadsheets, DBMS, tools for creating multimedia products. The possibilities of using a PC in the educational process have increased dramatically.Examples of use:
Learning new material
Demonstration experiments
Laboratory works
Lessons from generalization and repetition
Solving problems
Preparation for the exam
Knowledge control
Internet Olympiads
Distance learning What is ICT?
Any pedagogical technology is information technology, since the basis of the technological learning process is the receipt and transformation of information.
A more apt term for computer-based learning technologies is computer technology. Computer (new information) teaching technologies are the process of preparing and transmitting information to the student, the means of which is a computer.
When preparing for a lesson using ICT, a teacher should not forget that this is a LESSON, which means that he draws up a lesson plan based on its goals, when selecting educational material, he must observe the basic didactic principles: systematic and consistent, accessibility, a differentiated approach, scientific nature, etc. At the same time, the computer does not replace the teacher, but only supplements him.
This lesson is characterized by the following:
the principle of adaptability: adaptation of the computer to the individual characteristics of the child;
controllability: the teacher can correct the learning process at any time;
interactivity and dialogical nature of training; - ICTs have the ability to "respond" to the actions of the student and teacher; "enter" into a dialogue with them, which is the main feature of the methods of computer training.
the optimal combination of individual and group work;
maintaining a student's state of psychological comfort when communicating with a computer;
unlimited learning: the content, its interpretations and the application are as large as you want.
The computer can be used at all stages, both in the preparation of the lesson and in the learning process: when explaining (introducing) new material, consolidating, repeating, monitoring ZUN.
The nature of the use of ICT in my lessons can be different - it is educational, developmental, communicative, diagnostic, general cultural. It depends on the purpose and objectives of designing a lesson using a computer. I give lessons of a demonstration type, lessons of generalization and obtaining new knowledge, integrated lessons, lessons of computer testing, etc. As software I use ready-made products developed by manufacturers. I start using ICT by analyzing the topic, methods of presenting material, highlighting problematic issues and ways to resolve them. At the same time, I am thinking over the possibility of diversifying the type of lesson through the use of ICT. Of course, the use of ICT must be methodologically sound.
I will list the main directions of using information and communication technologies in my lessons:
1.Construction of a lesson using software multimedia tools: Computer presentation of educational material as one of the ways to visualize the material. (Video and animation fragments - demonstrations of physical phenomena, classical experiments, logic diagrams, interactive tables, etc.).
2. I use the multimedia lesson at almost all stages of the lesson:
When studying new material, presenting new information;
When consolidating the passed material, practicing educational skills and abilities;
With repetition, practical application of the acquired knowledge, abilities and skills;
When generalizing and systematizing knowledge.
Great opportunities are contained in the use of computer technology in teaching physics. The effectiveness of using computers in the educational process depends on many factors, including the level of technology itself, and the quality of the training programs used, and the teaching methodology used by the teacher.
The experience of work at school has shown that in the development of cognitive interest one cannot fully rely on the content of the studied material. Reducing the origins of cognitive interest only to the content side of the material leads only to situational interest in the lesson. If students are not involved in active activity, then any meaningful material will arouse in them a contemplative interest in the subject, which will not be a cognitive interest.
Therefore, the use of information and communication technologies in physics lessons is an effective tool in the formation of the cognitive interest of students:
the emergence of new forms of presentation of the content of educational material;
organization of various forms of cognitive activity;
improving the quality of educational activities;
stimulation of speech-thinking and independent activity;
development of the emotional sphere.
Lessons using multimedia capabilities are very popular with children, they activate their interest in studying the subject. When explaining topics such as "The structure of matter", "The structure of the atom and atomic nucleus", "Electromagnetic interactions", etc., where demonstrations cannot be carried out under any conditions, the use of an animated model becomes the only visual way to represent a phenomenon or a process that a student in able to perceive, analyze and understand their essence. Such models can be comprehensible even to students without abstract and spatial imagination. I usually present such models in the form of multimedia presentations of lessons, which in no case should be a “book on the screen”. They should complement textbooks using all the capabilities of modern computers. A good presentation should not so much explain the learning situation as simulate it, giving room for imagination.
Physics is an experimental science. It is difficult to imagine the study of physics without laboratory work. A personal computer comes to the rescue, which allows you to carry out fairly complex laboratory work. Many phenomena that are inaccessible for study in classrooms due to lack of equipment, limited time, or not subject to direct observation, can be studied in sufficient detail in a computer experiment. That is, I compensate for the lack of physical devices using living models of physical phenomena, which arouses great interest among students. It should be emphasized that the computer demonstration of physical phenomena is considered not as a substitute for a real physical demonstration experience, but as its complement. In my work I use: "Virtual laboratory work in physics." Features of the program:
Theoretical information and a section for review.
Realistic simulation of an interactive experiment.
Experimental tasks.
Conclusion of work results for printing.
Using a computer model, students can do a little research on their own and get the results they need. Computer programs make it possible to carry out such a study in a matter of minutes. In this case, students in the process of independent creative work receive the knowledge they need to obtain a specific result visible on the computer screen. Such a lesson can only be taught in a computer class.
Using ICT as a source of supplementary material. The site "Classroom Physics" contains educational material from grades 7-11. All material can be divided into 4 blocks: 1. Theoretical. 2. Practical. 3. Cognitive 4. Health saving material for health and life protection.
The use of methodological software tools. In my work I use the disks “ICT in physics lessons”. Interactive tutorial. Visual physics. 7-11 grade. Electronic lessons and tests: Molecular structure of matter; Internal energy; Light. Optical phenomena; Oscillations and waves; Electricity; Receiving and transmitting electricity; Electric field; Magnetic fields.
Features of the program: Visual form of presentation of the course material; video fragments and animation showing experiments and studied processes; dictionary of physical terms, reference book of formulas, biographies of physicists; a variety of interactive exercises with the ability to check answers and work on errors;
The use of software products in the classroom allows students to study the processes and phenomena taking place in the real world as accurately as possible. This additionally activates cognitive activity and helps to increase the motivation of students to acquire new knowledge.
The use of ICT in physics lessons contributes to the emergence of interdisciplinary communication, for example, physics - chemistry (molecular physics), physics - literature (facts about scientists), physics - mathematics (optics, mechanics, problem solving), etc. other subjects) was solid, in the lessons with the use of ICT I create conditions for the formation of such skills.
Improvement of the educational process in a physics lesson through the use of software and hardware ICT allows in a short time to enrich the memory of students with the necessary physical knowledge. In physics lessons in grades 7-11, presentations can be widely used to increase interest in the study of the subject. This makes it possible for the teacher to show creativity, individuality, and avoid a formal approach to teaching lessons.
Using information and communication technologies in computer science lessons, it is possible to achieve a significant increase in student motivation to learn, interest in the subject, and improve the quality of knowledge. The use of ICT makes it possible to make the learning process personally oriented, to develop and increase the information competence of students, their communication skills, logical thinking.
The use of modern information and communication educational technologies must be carefully thought out, weighed and well worked out. Only in this case will the effectiveness be high enough and will bring satisfaction to both the teacher and the students.
I would like to focus more specifically on my experience of using information technology in the practice of teaching computer science.
At the first stages, I use information technology to create didactic material. For this purpose I use the following technologies and programsMSOffice:
text editorWord;
spreadsheetsMicrosoft Excel;
technology for scanning and processing text and graphic information;
technology for preparing the presentation of educational material using the programPowerPoint;
information resources of the Internet.
Use of Internet resources. Searching for information on a given topic on the Internet is of great interest to students. They perform such individual tasks with pleasure and are ready to enthusiastically talk about it in the lesson. The stories raise many questions and engage others in the conversation. Both speakers and listeners benefit.
Interactive tests.
Test control (and even more so computer control) allows:
use lesson time more rationally;
cover more content;
quickly establish feedback with students and determine the results of mastering the material;
focus on knowledge and skills gaps and make adjustments;
ensure that the knowledge of the entire class is tested at the same time and motivate them to prepare for each lesson;
in many cases, overcome the subjectivity of scoring;
individualize work with students,
develop students' conscientiousness and accuracy; increase interest in the subject;
create several variants of the same type of one test in a short time.
Often, textbooks or other printed manuals have a link that is not illustrated in them. Conducting a lesson on the topic "Formatting Text" does not make sense if there are no visual images in front of the students' eyes. The assimilation of the material in this case will have a very low percentage (10%). A lesson using traditional visual teaching aids significantly increases this percentage (30%). When using multimedia programs in such lessons, there is a significant increase in the assimilation of the material than when using traditional visual teaching aids (> 50%).
In my lessons, ICT acts as an auxiliary element of the educational process, and not the main one. Lessons using ICT have become habitual for my pupils, and for me the norm of work.
The benefits of using ICT for me as a teacher are as follows:
saving of study time (up to 30%);
the ability to provide audio - visual perception of information;
inclusion in active activity;
development of communication skills in the classroom;
implementation of a differentiated and individual approach to training;
rational use of various forms, methods and techniques of work;
creating a positive emotional background for the lesson;
For ICT learners:
makes information more efficiently available;
brings the lesson closer to the worldview of a modern child;
allows the student to work at their own pace;
develops lateral thinking;
fosters independence, the ability to make decisions;
forms confidence in their capabilities, abilities.
Thus, ICT tools are essential in the context of modern education. Based on my own work experience, I can say with confidence that such lessons arouse students' real interest, include everyone in their work, even weak children, contribute to the formation of competencies necessary not only in physics and computer science, but also in other subjects. At the same time, the quality of knowledge increases markedly, which allows us to talk about the rational use of new forms, methods and technologies in the educational process.
Crop production as a branch of agriculture. State and prospects for the development of plant growing in Russia.
Crop production is one of the main branches of agriculture and is engaged in the cultivation of all agricultural crops and the use of wild vegetation. The plant growing sector includes all subsectors related to plant cultivation: field cultivation, meadow growing, vegetable growing, fruit growing, viticulture, flower growing, forestry.
The main tasks of crop production:
1. The most complete provision of the population with food.
2.Providing fodder for animal husbandry.
3. Supply of industrial raw materials.
The ultimate goal of crop production is to obtain high yields.
Crop production originated in ancient times in India, China, Syria, Central and South America. The first plants were wheat, barley, millet, broad beans, beans and flax. On the territory of Russia, plant growing arose in 946 BC. NS. Currently, more than 20 thousand plants are grown. Crop production in Russia has its own characteristics:
it develops in less pleasant soil and climatic conditions.
The frost-free period in Russia is 90-180 days; the period of heat and moisture is 3 times less.
According to chemical indicators, there are many acidic soils with low fertility on the territory of Russia, which decreases every year.
The economic situation in the Russian Federation does not allow large investments in agriculture. Therefore, crop production is declining.
Production of the main crop production and the need for it.
The main reasons for the low gross yield of agricultural crops:
1). Low yield
2). Reduction of acreage
3). Large losses during harvesting and transportation.
Ways to increase crop production:
1). Increasing the yield of agricultural crops due to intensive factors, i.e., due to fertilizers - by 55%, new varieties - by 25%, agrotechnical methods - by 25%.
2). Switch to the cultivation of new, more productive varieties.
3). To create a system of machines, reliable, small in weight, multi-operational for the cultivation of agricultural crops.
4). To carry out more intensive, environmentally friendly protection of plants from weeds, diseases and pests of agricultural crops.
5). Reduction of losses during harvesting and storage. for example, when harvesting potatoes, losses are 50%, during storage - up to 20%.
6). Increase in the production of processed products.
7). Introduction of new waste-free cleaning technologies.
8) Increase in acreage.
2. Plant growing as a science. Research methods in plant growing. Development of scientific foundations of crop production in Russia.
Crop production is a science that studies various forms of field crops, their biological characteristics and develops technologies for obtaining high yields. She deals only with field crops, but as an industry she studies all agricultural crops. Crop production is related to other disciplines such as agrochemistry, agriculture, breeding, seed production, plant protection.
Research methods in crop production:
The main research method in crop production is field experience, which is laid on experimental plots according to generally accepted methods. The purpose of field experiments is to study new varieties of agricultural crops, new methods of agricultural technology and plant protection.
Laboratory and field experience is necessary for the study of certain issues, for example, on the study of new plant species.
Vegetation experience is a method where plants are grown in special rooms, in vessels filled with nutrient solutions. The effect of individual factors on plants is studied. Laboratory experience is used to correctly provide these results.
The best options that have turned out in field experiments are laid in production conditions to study their effectiveness in soil-climatic and economic conditions. Production experiments are carried out on large plots.
Development of scientific foundations of crop production in Russia.
In Russia, the founder of crop production was M.V. Lomonosov, who created a "farming class" at the Russian Academy of Sciences, and then a free economic society. Lomonosov was the first to describe and explain the origin of chernozem soils. He made a number of valuable suggestions for growing agricultural crops in Russia. Further development is associated with the names of I.M.
The main achievements in the development of crop production date back to the 19th - early 20th centuries. KA Timiryazev created the scientific physiology of plants, developed the theory of photosynthesis.
DN Pryanishnikov is the founder of domestic agricultural chemistry. He created the theory of mineral nutrition and described the role of fertilizers in the formation of the crop, for the first time indicated the possibility of using biological nitrogen.
I.A. Stebut summarized all the experience of plant growing and created the first textbook on plant growing.
N.I. Vavilov developed the doctrine of the world centers of origin of cultivated plants and formed the law of homologous series, which became the theoretical basis for the selection of new forms of plants, and created the All-Russian Institute of Plant Industry.
In the second half of the 20th century, an important achievement is a new direction in crop production - programming the productivity of agricultural crops, which was developed by I.S. Shatilov. With the help of breeding work, high-yielding varieties and hybrids were created that are more resistant to climatic conditions. About 40 varieties of winter wheat were created (Spartanka, Skifianka with a yield of up to 100 centners / ha). Wheat-rye hybrids (triticale) have been created for the first time. Sunflower varieties are high-yielding and high-oil (oil content up to 50-55%). Single-seeded varieties and hybrids of sugar beets that reduce manual labor costs.
Along with the existing positive trends, a number of systemic problems persist in agriculture that hinder the further development of the industry. The agro-industrial complex of Russia is currently in a state of crisis. The main problems of the agro-industrial complex are: a decline in production, a reduction in acreage, which occurred as a result of the instability of production and economic ties, inflation, an increase in the cost of credit resources, a reduction in government funding, a reduction in government funding, a decrease in the purchasing power of consumers of agricultural products, an increase in non-payments between enterprises and price disparity. for industrial and agricultural products; unsatisfactory condition of agricultural land. In recent years, work has been practically suspended to improve soil fertility and land reclamation, drainage and irrigation of lands, the use of organic and mineral fertilizers has decreased, which has served to intensify the process of soil degradation. The infrastructure of the land market is developing slowly, a system of information support and explanatory work has not been created, which creates the possibility of a shadow turnover. In recent years, the level of per capita grain production has dropped sharply. In the current situation, Russia no longer has sufficient financial resources to purchase the required amount of grain, and the decrease in grain imports is compensated by an increase in the volume of purchases of finished food products.
Low labor productivity does not allow ensuring a decent standard of living for workers employed in the industry. The average monthly wage in agriculture is 6904 rubles, or 36% of the all-Russian level. More than 40% of the rural population is below the poverty line. The employment rate of the rural working-age population is 65.6%. Among the rural unemployed, the proportion of young people under the age of 30 is 45%. The demographic situation in rural areas remains difficult. The outflow of the qualified, economically active part of the population to the cities continues. This is largely due to the insufficient level of social services provided. It was revealed that a further decline in production in the agrarian sector of the economy, the destruction of social production is closely related to the quality of life of the rural population, one of the indicators of which is the level of cash income of agricultural workers. The discrepancy between the size of the rural population and the enormous size of the territories is growing, which is reflected in the depopulation of the village. The poverty level in rural areas is declining extremely slowly, and the gap in this indicator between urban and rural areas is widening. The level of qualification of rural personnel is decreasing. The aging process of all categories of workers employed in agricultural production is going on intensively. The processes of degradation of the social sphere of the village continue. The farming sector is developing at a slow pace. Peasant farms, occupying over 11% of the total arable land, produce slightly more than 3.9% of gross agricultural output. More than half of the total volume of agricultural products (51%) is produced in personal subsidiary plots of the population, that is, in the small-scale commodity sector.
The lack of technology remains. At the same time, owing to the lack of effective demand, agricultural engineering is developing poorly. Almost complete destruction of agricultural machinery (over 75% of the park is made up of old machines, which makes modern and high-quality harvesting almost impossible). The average provision with combines and tractors per unit of cultivated area in Russia lags behind the corresponding indicators of Canada and Germany several times, the load on the main types of equipment in Russia is much higher than in these countries. The provision of basic types of agricultural machinery is about 50% of the technologically necessary. The retirement rate of tractors exceeds the renewal rate by 5 times, grain harvesters - 3 times, forage harvesters - 3.5 times.
The analysis carried out by the specialists of the ministry in conjunction with the scientists of the Russian Agricultural Academy showed that obsolete technologies are mainly used in agriculture. So, on the example of the use of intensive technology for the production of winter wheat, it can be seen that for the implementation of 16 technological operations out of 474 types of agricultural machines used, only 50% correspond to the world level. This leads to an increase in production costs and a decrease in productivity by 30%, to a low yield of grain crops (18-19 kg / ha). Due to the technological backwardness and insufficient provision of equipment, up to 14% of the grown crop remains in the fields annually, and up to 11% is lost due to imperfect technology. For these reasons, the market for domestic producers is shrinking from year to year. Import purchases of food and agricultural raw materials in 2008 increased by 20%, to 21.6% bln. Doll.
The agro-industrial complex is playing an increasingly active role in the foreign market. Exports of agricultural products and foodstuffs reached more than $ 5 billion.
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