In this work, the results of a study regarding the methodological aspects of organizing training courses in robotics in a school educational process are presented. In the course of the study, an analysis of the problem was carried out and the conditions for the effective implementation of teaching robotics to students of a comprehensive school based on developing educational technologies, integration processes and interdisciplinary communications were identified. The process of development of the cognitive interests of students in robotics was investigated in one of the specialized lyceum of the Capital city of Kazakhstan. Based on the results of the study, the theoretical foundations of the process under study are summarized, the prerequisites for updating the problem are established, and the scientific and methodological aspects of teaching robotics in the conditions of the school educational process are considered. The results obtained are of theoretical and practical importance for modern education, the implementation of the leading ideas of educational informatization.

The world is experiencing a global explosion of knowledge, which is the driving force of science and technology. Science and technology originate in an adventurous workforce well-equipped with basic scientific knowledge. No subject can be taught in isolation, like teaching physics. For effective learning, it is necessary to use all the advantages of the interconnections and applications of the subject of physics. In addition to the connection with other disciplines and everyday life, physics can have many connections with scientific disciplines. The artificial division of science into different spheres is a matter of convenience, not necessity. On this basis, many teachers advocate the introduction of curricula based on the relationship between different subjects. These types of training programs give more importance to our classroom instructions. There are various inventions in the physical development of our society, so physics makes a great contribution to the development of some other disciplines. Currently, we cannot find something that does not require knowledge about science, there are many specialties that have never existed before, for which the study of science is a basic requirement, for example, medicine, engineering, agriculture, paramedics, computers, etc. Thus, in order to get any such professional, it is necessary and, consequently, school curricula, i.e. a system of interdisciplinary communication is introduced in the description of the subject. This suggests that for the scientific progress of the country, the educational sector needs to prepare people with a scientific mindset. However, all over the world, modern youth do not understand the main differences in the teaching of natural sciences, that is, physics and biology, in educational centers. In this context, we emphasize the main relevance of the article.

Modern pedagogical science states that the new concept of education of the XXI century is being developed through the prism of improving the culture of the personality of the future teacher, which should include a set of knowledge, skills and, most importantly, the cultural and moral values accumulated by mankind, which are necessary for the formation and development of a competent personality, its professional maturity. The article deals with the problem of training teachers for innovative activities in the context of distance learning. The necessity of this component of professional training of teachers is substantiated, the features of an innovative approach to the organization of the educational process are described, the essence of the innovative orientation of pedagogical activity is revealed. The authors believe that the primary, main, but long–term goal is the formation of a competent personnel potential of teachers of a new formation, justifying the quite obvious: the direct dependence of the quality of the education system on the quality of teachers working in it. Proposed solutions to the problems of training highly qualified, competent physics teachers of a new formation who are able to work in distance learning, create high-quality electronic resources for students on the basis of innovative technologies and who are ready to effectively implement them in the pedagogical system.