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Направления совершенствования федерального государственного образовательного стандарта среднего общего образования Проблема обновления федерального государственного образовательного стандарта среднего общего образования (далее-ФГОС СОО) в настоящее время остается актуальной. Для ее решения был проведен анализ и обобщение нормативных документов об образовании, состояния теории и практики внедрения и реализации ФГОС в школьное образование. Современное общество требует целевого профессионального выбора и максимального раскрытия потенциала учащихся. Во ФГОС СОО должны быть четко представлены ядро содержания каждой учебной дисциплины: основные факты, модели, понятия, законы, и др., объединенные предметными концепциями. Вместо базового и углубленного уровней образования в старшей школе предлагаются три уровня: профессиональный, специальный и квалификационный. Профессиональный уровень-обязательный для всех учащихся-должен составлять основу контрольно-измерительных материалов Единого государственного экзамена (ЕГЭ). Специальный уровень должен готовить учащихся к будущей профессии (например, физика для будущих инженеров), квалификационный уровень-давать глубочайшие основы будущей профессии (например, физика для будущих ученых-физиков). Выбранные на этих уровнях предметы представляют индивидуальный профиль образования школьника. Дисциплины, не вошедшие в профильный уровень, относятся к общекультурному уровню. Общекультурный уровень должен давать возможность освоения школьником основных предметных концепций и картин мира, необходимых для адекватного восприятия и грамотной интерпретации научно-популярной информации, для формирования соответствующих современному научному мировоззрению суждений и умозаключений. В отношении каждого учебного предмета необходимо определить его общекультурный код: основное общекультурное назначение целевого развития и средства реализации. Необходимо отказаться от компетентностного подхода в описании личностных, метапредметных и предметных требований и результатов и вернуться к понятийному подходу во ФГОС и других нормативных документах. Диагностичностью обладают конкретные понятия, составляющие основу предметных знаний, а также умения и навыки. Проверка освоения предметов профильных уровней должна выяснять сформированность знаний, умений и навыков. Проверку степени освоения предметов на общекультурном уровне следует выполнять в виде защиты рефератов, проектов или практических исследований. Ключевые слова: ядро содержания, профессиональный уровень, специальный уровень, квалификационный уровень, индивидуальный профиль образования, общекультурный уровень Перспективы Науки и Образования Международный электронный научный журнал

The problem and the goal. The article deals with the problem of creating electronic abstracts on general physics for a technical university as components of the electronic educational environment of universities within the framework of the global digitalization of higher education. The purpose of the article: to create and substantiate electronic summaries for each topic of the general physics course, structured in accordance with the main stages of the process of scientific cognition (live contemplation – abstract thinking– practice), corresponding to the criteria of completeness, clarity, applied and ideological significance. Methodology. The study used the following methods: theoretical analysis and generalization of russian and foreign literature on the problem of structuring the content of the general physics course at a technical university; modeling the content of physical education in accordance with the stages of the cognition process; experimental research methods to verify the effectiveness of created electronic notes, mathematical methods of processing the results of pedagogical experiment. Results. On the basis of the main stages of the cognition process, the structure of the electronic abstract is substantiated, consisting of five points: the study of basic physical concepts; visualization of physical concepts; the study of physical laws; visualization of physical laws; clarification of the meaning of concepts and laws in science and practice (ideological and applied). In accordance with this structure, electronic notes have been developed for all sections of the general physics course. The effectiveness of the developed electronic notes for the assimilation of the content of the general physics course in a pedagogical experiment using the statistics of the criterion of signs is proved. As a result of the conducted educational experiment it was possible to establish that the use of electronic notes leads to the formation of students' necessary knowledge of general physics (z = -2.581; p < 0.01). Conclusion. In conclusion, it is concluded that the created electronic abstracts on general physics for a technical university, the structure of which reflects the stages of the cognition process, and the content, along with physical knowledge and their visualization, help students effectively master the course of general physics due to the properties of completeness, clarity and the establishment of applied and ideological significance of the topic.

Problem and objective. The physical field as a transmitter of physical interaction is the most complex invisible object in the physics course of a technical university. There is no single mechanism for studying and description of classical fields: all fields are studied using different methods at different times. Purpose of the paper: to identify and substantiate the general approaches to formation of knowledge about physical fields and particular methods within the framework of these approaches. Methodology. The following methods were used in the research: theoretical analysis and generalisation of literature on the content of general physics course at universities; modelling a system of knowledge about physical fields on the basis of fundamental physical interaction, mathematical operators and relativistic theories; analysis of methods and approaches to forming the knowledge on physical fields that would be consistent with the above model and with modern didactic concepts on the structure of particular methodological systems. Results. The authors analysed a number of Russian and foreign methods forming the knowledge about physical fields at a technical university. The inductive and deductive approaches to studying physical fields were distinguished: their stages, content and significance of each stage for due mastering of physical and worldview-forming knowledge. The inductive approach highlights, in the first place, the connection of physical laws with experience, providing visualisation and understanding of the core of physical phenomena; however, additional work is required – generalisation of knowledge about physical fields. The deductive approach practices a unified way to explore any physical field; generalisation is made actually in parallel with the study of the new material; however, it requires preliminary work – the students’ mastering mathematical operators and their physical interpretation. Alongside with the general approaches, particular methods for studying physical fields have been shown: experiment, analogy, modelling. These methods and approaches to presentation of physics content form a basis for the construction of appropriate techniques. Conclusion. The highlighted methods and approaches to formation of ideas about physical fields as well as the methodologies for their development in technical university students meet all the requirements of the theory and practice of teaching general physics, having practical and worldview-forming significance.

Abstract. The approaches to the organization of e-learning in Russian schools are described in this article. The selection of a content of physics course for distance learning on the basis of three factors: a nature of a physics course, peculiarities of distance learning and laws of creation of learning tools is discovered in it. A model of a physics course for distance learning is presented in this article. An example of realization of the model of the physics course for distance learning for students of the 7th grade is given in it. The authors outline prospects of development of the content of general education courses and enlarging the number of students taking distance learning. Distance learning technologies (DLT) and e-learning (EL)were firmly included in the system of Russian education at all levels: from general secondary education to higher vocational one. It was facilitated by the rapid development of computer-based tools and technologies that allowed creating numerous digital educational resources (DER) of various quality and complexity for all school disciplines. DER are supposed to be used to design informational and educational environment (IEE) and use it for distance education of secondary and higher school students. Initially, in the 90-ies, IEE was created to use digital resources in a traditional (full-time) learning process.