Tracking subject results in physics lessons. Purpose: diagnostics (intermediate control, evaluation, analysis) of the meta-subject results of mastering the educational program in physics

The professional development of teachers includes several activities. One of them is the analysis of the level of development of general programs. Its development is based on the idea of ​​the composition and structure of the results of general education. Let's consider them in more detail.

Common problems

They are versatile activities. Today, the school still continues to focus on subject results. She is currently producing good performers. Meanwhile, modernity poses somewhat different tasks. For their implementation, it is necessary to improve the qualifications of teachers. Modernity requires people who are ready for self-improvement and independent decision-making. A person who left school should be able to learn, to perceive new knowledge in constantly changing conditions of life. Teachers face an urgent task - to develop in children the ability to independently successfully master new competencies. Its implementation is accompanied by mastering the standard of education that is in force today, establishes certain requirements. Their implementation allows to solve the problems faced by the teacher.

Meta-subject results (FSES)

The expected results of the development of the programs are the formation of:

1. Ability to plan nonverbal and verbal behavior.
2. Communicative competence.
3. The ability to clearly establish the spheres of the known and the unknown.
4. The ability to set goals and formulate tasks to achieve them, plan a sequence and predict the results of actions and all work as a whole, analyze the results obtained (both negative and positive), draw appropriate conclusions (intermediate and final), adjust plans, set new individual indicators.
5. Research actions. These, among other things, include data skills (the ability to extract information from various sources, systematize and analyze it, and present it in different ways).
6. Ability to conduct self-observation, self-assessment, self-control in the course of communicative activity.
7. Semantic reading skills. These include the ability to determine the topic, highlight the key idea, predict the content of the title, main words, determine the main facts, trace the logical connection between them.

Meta-subject learning outcomes act as "bridges" connecting all sources of knowledge.

concept

The standard of education offers a qualitatively new approach to it. It involves the elimination of split, disunity and isolation of various scientific disciplines from each other. Meta-subjects act as a new specific form of learning. It is formed on top of traditional general disciplines. The basis of the metasubject approach is the thought-activity type of material integration. It also suggests a reflexive form of relationship to the basic elements of thought. Any meta-subject lesson contributes to the development of skills for self-learning of knowledge. Here conditions are formed for the beginning of the reflection of the child. He must react to his own actions, be aware of what he did, how and what he got in the end.

Universality of the approach

The Ministry of Education, when developing new requirements, proceeds from the current social and economic conditions. The universality of the proposed approaches lies in the fact that children gain knowledge about general schemes, techniques, techniques, patterns of thinking that lie above the disciplines, but are reproduced when working with them. The principle of metasubjectivity consists in focusing the attention of students on the methods of processing and presenting data when studying a large amount of heterogeneous material. The ability to independently acquire knowledge is a key competence. The Ministry of Education, when formulating new requirements, focuses on the need for children to actively acquire social experience, the ability for self-improvement and self-development.

Analysis Features

The evaluation of the meta-subject results is presented as a test of the planned indicators. They are presented in the sections of universal actions:

1. Regulatory.
2. Communicative.
3. Cognitive.

Metasubject results are not only universal methods for carrying out actions. They also act as ways to regulate behavior, including planning, correction and control. The achievement of metasubject results becomes possible due to the main components of the pedagogical process. It's about all disciplines, the basic plan. Meta-subject results are the skills that students use in obtaining and assimilating knowledge. They also apply them in solving problems that arise in real life conditions.

Objects of analysis

The main direction within which meta-subject results are analyzed is the area of ​​formation of a number of cognitive, communicative and regulatory UUDs. Among them, in particular, are the mental actions of children focused on checking and managing their work. The following are assessed:

1. The ability to perceive and maintain learning objectives and goals, independently transform a practical problem into a cognitive one.
2. Skills of planning your work, finding ways to carry it out. These abilities develop in accordance with the tasks set and the conditions for their implementation.
3. The ability to control and adequately evaluate their own actions, adjust their implementation, taking into account the nature of the mistakes made.
4. Ability to show independence and initiative in the process of mastering the material.
5. Ability to search for information, collect and highlight essential information from various sources.
6. The ability to use sign and symbolic means in the work for modeling the processes and objects under study, creating schemes for solving practical and cognitive problems.
7. Ability to interact with peers and teachers.
8. The ability to carry out logical operations of analysis, comparison, classification, generalization according to generic criteria.
9. Ability to take responsibility for the results of actions.

Specificity

Meta-subject results are, in fact, indicative actions. They form a psychological basis and act as the most important condition for success in solving the tasks assigned to them by schoolchildren. By their nature, they act as personal results of each child. It follows from this that the level of their development can be subjected to qualitative measurement and analysis.

Verification options

Personal results can be analyzed in the course of performing diagnostic, specially designed tasks. They are focused on checking the degree of formation of a certain type of UUD. Achieving results can be considered as an instrumental basis and a condition for the success of the implementation of cognitive and practical tasks. This means that, depending on the indicators of test papers in mathematics, Russian and other disciplines, taking into account the mistakes that were made, it is possible to form a conclusion about the degree of development of UUD. Achievement of results can also be manifested in the success of the implementation of complex tasks on an interdisciplinary basis. Thus, there are several procedures within which analysis can be carried out.

Primary School

Education at an early age involves the formation of the child's ability to self-regulate and take responsibility for their own actions. In elementary school, regulatory UUDs are distinguished, reflecting the essence. These include skills:

1. Accept and maintain goals, follow them in the process of educational work.
2. Act according to a specific plan.
3. Overcome involuntary and impulsiveness.
4. Monitor the progress and results of activities.
5. Distinguish between objective difficulties in tasks and the process of mastering knowledge.
6. Interact with peers and adults.

In addition, meta-subject results show the degree of formation of perseverance and purposefulness, life optimism, readiness for difficulties.

Control

The main methods are testing, design, observation. Control can be exercised in different forms. He can be:

1. Frontal.
2. Individual.
3. Group.
4. in the form of a written survey.
5. Personalized and non-personalized.

The tools are:

1. Map of observations.
2. UUD tasks.
3. Diary (sheet) of self-esteem.
4. Test.
5. Monitoring map.

Three levels of competence

At the first stage, regulatory skills are acquired:

The second level involves the acquisition of cognitive abilities:

1. Accept and save learning goals.
2. Transform practical tasks into cognitive ones.
3. Work with information and its sources.
4. Show independence and initiative.
5. Use symbolic and symbolic means.

At the third level (communicative) children learn:

1. Interact with the teacher and peers in the process of solving problems.
2. Listen and engage in dialogue.
3. Participate in a group discussion on an issue.
4. Integrate into a team of peers, build productive cooperation and interaction.
5. Own monologue and dialogic speech.
6. Express and defend your opinion, accept another.

Results of the work

At the end of the course, schoolchildren should form regulatory UUD, with the help of which children:

1. Organize your own workplace.
2. Follow the plan of extracurricular and
3. Determined with the help of a teacher.
4. Follow the teacher's instructions, algorithms that describe standard actions.
5. They determine a plan for solving problems in the classroom, as part of extracurricular activities, in various life situations in the process of interaction with the teacher.
6. Correcting assignments.

With the help of formed cognitive UUD, students:

Using communicative UUD, children:

1. Observe in everyday life the rules and norms of etiquette when communicating.
2. They read to themselves and aloud texts from textbooks, popular science and fiction books, understand the content, including the title.
3. They formulate their thoughts in writing or orally, taking into account their own school and life speech situations.
4. Participate in dialogues.

During the final check of the level of mastering the main program, schoolchildren analyze the results necessary to continue their education.

Conclusion

As can be seen, meta-subject results are closely related to all areas of educational and pedagogical work. Currently, they are of key importance for the formation of the necessary skills in schoolchildren of any age. Metasubjects express the idea of ​​reflectivity with respect to disciplines. As a rule, a child, studying material in chemistry, physics, history, biology, etc., remembers key definitions and concepts. In meta-subject lessons, he does something else. The student does not memorize, but traces the origin of these basic terms and definitions. In fact, he rediscovers this field of knowledge for himself. The whole process of the appearance of certain events, objects unfolds before the student. In practice, he rediscovers what has become known in ancient times, restores and determines the form of existence of this knowledge. However, this is only the beginning level. Having done work with various subject materials, the student forms a conscious attitude not to any particular concept, but to the method of his cognitive activity. Improving their skills, the child quickly begins to navigate the material. Showing independence and initiative, he searches for new sources of information, collects and generalizes the information found, compares it with the data obtained in the lessons.

It is also very important for the teacher to establish close contact with the child. This is especially true at the initial stage of the formation of the UUD. The desire of children for further self-improvement and self-development will largely depend on this. In this regard, when working, it is impossible to focus on the formation of a specific skill. Their development should go in a complex and constantly. For the successful implementation of tasks, the teacher needs to analyze his work and the activities of students. Taking into account certain indicators, a plan for the coming year should be formed.

2

Ensuring that students achieve personal, meta-subject and subject results of mastering the main educational program is implemented by including educational texts and tasks aimed at implementing the requirements in the content and methodological apparatus.

Unified methodological basis system-activity approach Methodological principles of building the system: practical orientation of the content of educational material on connection with reality, reliance on the social experience of the student; the connection of the educational material of one subject with other school subjects, including for the purpose of forming UUD; orientation of educational material, methods of its presentation and teaching methods used for the maximum inclusion of students in educational activities; providing opportunities for a variety of organizational forms of education: individual, pair, group, collective, frontal; opportunities for differentiated and student-centered education of schoolchildren, the implementation of pedagogy of cooperation; providing opportunities for modeling the studied objects and phenomena of the surrounding world; the possibility of using creative, design tasks, practical work; using the possibilities of modern information and communication technologies, electronic educational resources, Internet resources. System of textbooks "Algorithm of success"

Methodological features of teaching physics in the context of the transition to FSES OOO and FSES SOO 1. A new system for evaluating UUD in the educational space of the school 2. Requirements of FSES OOO and FSES SOO for a modern lesson 3. Formation of UUD in: teaching physics on the example of teaching materials "Physics 7-11" authors A.V. Grachev and others teaching mathematics on the example of teaching materials “Mathematics 5-6”, “Algebra. 7" and "Geometry, 7" (authors Merzlyak A.G., Polonsky V.B., Yakir M.S.

Types of universal learning activities Personal internal position; motivation; moral and ethical assessment Regulatory goal setting; planning; forecasting; control; correction; grade; volitional self-regulation. Cognitive general educational; logical formulation and problem solving Communicative planning of educational cooperation with the teacher and peers; asking questions; conflict resolution; leadership and coordination of actions with a partner; the ability to express one's thoughts with sufficient completeness and accuracy

Evaluation of the formation of individual personal results: readiness and ability to make a conscious choice of one's educational trajectory, choice of the direction of specialized education, designing an individual curriculum at the senior level of general education, participation in the public life of an educational institution and the immediate social environment, socially useful activities, value-semantic attitudes of students , formed by means of various subjects within the framework of the general education system diligence and responsibility for learning outcomes compliance with the norms and rules of conduct adopted in an educational institution Personal qualities

Features of evaluation of meta-subject results The main procedure for the final assessment of the achievement of meta-subject results is the defense of the final individual project. The main objects of evaluation of meta-subject results: Ability and willingness to master systematic knowledge, their independent replenishment, transfer and integration ability to cooperate and communicate ability to self-organization, self-regulation and reflection ability to solve personally and socially significant problems and implement the found solutions into practice ability and willingness to use ICT for learning and development

The tasks of the control and evaluation actions of teachers 1) create the following conditions for a full assessment by the student of their results: requirements for the result of studying the topic (evaluation sheet); tasks for self-control of students of their actions in the course of studying the topic; tasks for expanding, deepening individual issues of the topic; the content of verification, starting and final works (project tasks); the place and time where you can present the results ("products") of students' activities; ways to translate the qualitative characteristics of the doctrine into quantitative ones. 2) ensure self-control of the fulfillment of all the above conditions.

Contacts Methodist-physicist of the Research Center "Ventana-Graf" Elkina Galina Vladimirovna Online store vgf.ru

Meta-subject approach in physics lessons

As is known, in the new standards of general education, as a new methodological approach, there is a requirement for meta-subject learning outcomes. The meta-subject approach offers such a reorganization of subject education, when, due to the use of meta-subject technologies in the lessons, the necessary subject content is also transmitted - not as information for memorization, but as knowledge for comprehension and use. Schoolchildren learn to understand the structure of objective realities, with the help of metasubject technologies they learn to see what theories and systems of concepts stand behind a particular science, what relationships they have, what positions collide and thereby develop science, and finally, what frontiers of modern knowledge that or some other science has already mastered, and which ones have not, and where are the main points of application of forces, in which breakthrough results are expected. The meta-subject approach does not mean that subject education should be thrown out. For the first time, it makes it possible to master in subject areas what is in principle inaccessible and impossible. The use of metasubject technologies contributes to the increase of intelligence. We are talking about improving the quality of subject work and making it really meaningful through improving pedagogical professionalism. On the other hand, do not fill your head with a set of unnecessary information from objects, but find those central units of content that would be associated with action, and with the living work of thinking, and with communication, and therefore around them, already in their deployment logic, and not in the logic of deploying learning topics, you can regroup learning material. Hence the system-thinking-activity approach. Gromyko Yu.V. were allocated: "Knowledge", "Sign", "Problem", "Task".

Within the framework of the "Sign" metasubject, schoolchildren develop the ability to schematize on the basis of highlighting the main thing in the material.

The main ideas of the metasubject approach:

Knowledge, in the structure of cognition they play the role of signs of the psyche for orientation in the surrounding world, being a unit of metaknowledge;

They learn to express with diagrams:

What they understand

What they want to say

What they're trying to figure out

What they want to do.

The main goal of the learning process:

Oteaching children the technology of schematization, understanding, construction and use of signs and symbols.

Oteaching children how signs "live" in different processes of mental activity - communication, understanding, thinking, reflection, action.

ATin the course of work with signs for the first time created and builtmethod , which in Greek meansway of knowledge .

Within the framework of the "Knowledge" meta-subject, students develop the ability to work with concepts as a special form of knowledge.

As part ofmetasubject - "Knowledge "- is formed, its own block of abilities. These include, for example,ability to work with concepts, systematizing ability (i.e. the ability to work with knowledge systems),idealizing ability (the ability to build idealizations) (idealization is such an ideal constructor that underlies the concept), etc. In addition, there are special techniques that provide the generation of new knowledge, and within the framework of this meta-subject, children also master them. One of them is the “knowing-not-knowing” technique. Mastering it, students will learn to highlight the zone of the “unknown” in what they already know. To formulate what exactly you do not know, to outline the area where the next stage of the search should be carried out - this, as the philosopher Nikolai Kuzansky once showed, is half the battle. First of all, because you can learn to manage the process of cognition. Mastering this technique also involves the development of such universal abilities as understanding, imagination, reflection.

"Knowledge" - the understanding that the main thing to be taught in school is creative thinking.

Students at school will learn with interest only when they not only learn from the teacher or from textbooks about discoveries made by someone else, but they themselves can rediscover them or make their own.

The "Problem" meta-subject sets a model for solving a problem by bringing the concept to a set of operations, formulas and calculations.

Metasubject "Problem".

To teach a person to see and understand the situation as a whole, to develop their own position and be able to defend it - this is the main task of the "Problem" meta-subject.

It provides both the development of the ability to think and the development of the personality (subjectivity) of the student.

When faced with a problem situation, a person not only analyzes itmentally , but also necessarily develops its ownown point of view .

Students learn the technique of seeing the same phenomenonsimultaneously from different positions .

The “Problem” meta-subject helps students to comprehend the devices of the process of solving problems.

In the “Problem” meta-subject, students gain knowledge about different types of problems and how to solve them.

When studying the “Task” meta-subject, students develop the ability to understand and schematize the conditions, model the object of the task, design methods for solving, and build activity procedures for achieving the goal.

The type of philosophical and methodological philosophizing of students, within the framework of this meta-subject, is associated with the process of setting tasks, searching and reflecting on the means of solving them, with mastering the techniques for translating problems into tasks.

metaknowledge, acting as a holistic picture of the world from a scientific point of view, underlie development, integrating figurative and theoretical;

Metasubjectivity allows you to form a holistic figurative vision of the world, avoiding the fragmentation of knowledge and “didactic training;

Monitoring It is designed to track the individual level of development of theoretical thinking.

Meta-subject methods – a special kind of cognitive teaching methods, which are meta-methods corresponding to the meta-content of heuristic education. (A.V. Khutorskoy):

The method of semantic vision;

The method of getting used;

figurative vision method;

Method of graphic associations;

Method of phonetic associations, combined;

Method of symbolic vision;

Method of hypotheses (working, real);

Method of observations;

Comparison method;

Method of heuristic conversations;

Error method;

regression method

Areas of activity of the teacher

– Personal development and social adaptation(performance of students in various social roles) when performing educational and cognitive activities in physics in a pair, group, class team, educational team of different ages. For example, conducting modeling and design lessons while learning new material:

mental (ideal)) intuitive – this is a modeling based on an intuitive idea of ​​the object of study.Iconic – this is a simulation that uses sign transformations of any kind as models: diagrams, graphs, drawings, formulas

Construction Lesson: It can be considered as a separate type of lesson, or as an integral part of the modeling lesson. The main task of this type of lesson is to construct a new concept (method) based on the construction of “meaningful abstraction and meaningful generalization”. Here there is a group form of communication, and then the whole class discusses the solutions and, on their basis, a method (concept) is recorded in the notebook. The lesson, as always, ends with reflection, as a result of which the children formulate the “discoveries” that they made in the lesson

– Humanitarianization of the content of physics coursesby including materials reflecting the relationship between physics and art, elements of the history of physics and biographies of scientists, elements of biophysics (including human), natural and ecological nature.

– Humanizationrelations between the subjects of the learning process, involving the attitude to each subject as the highest value through the use of an integrative-differentiated approach to learning focused on the implementation of two main educational tasks - the formation of a complete understanding of the world (a unified scientific picture of the world) and the creation of conditions for each student to manifest his own individuality and uniqueness as a personality trait.

The structure of the implementation of "Meta-subjectivity"

in physics lessons and after school hours

1) Lessons involving some knowledge of learning from other subjects (physics, chemistry, astronomy, geography, history, etc.):

Search for the necessary information in various sources and the Internet (children make messages, find drawings and make them themselves, photos for classes).

2) Observations and experiments are carried out in the course of independent activity, and not according to instructions. Students are invited to: put an experiment that demonstrates the essence of a physical phenomenon, the dependence of physical quantities;

3) During the year, students are invited to complete home research, draw a conclusion;

4) For the formation of critical thinking, in order to consciously build a speech statement in oral and written form, students can be asked to use various flowcharts when answering

5) Monitoring of meta-subject results. “The meta-subject results of teaching physics in basic school are:

mastering the skills of independent acquisition of new knowledge, organization of educational activities, setting goals, planning, self-control and evaluation of the results of their activities, the ability to foresee the possible results of their actions;

understanding the differences between the initial facts and hypotheses for their explanation, theoretical models and real objects, mastering universal educational actions using examples of hypotheses to explain known facts and experimental verification of put forward hypotheses, development of theoretical models of processes or phenomena;

the formation of skills to perceive, process and present information in verbal, figurative, symbolic forms, analyze and process the information received in accordance with the tasks set, highlight the main content of the read text, find answers to the questions posed in it and state it;

gaining experience in independent search, analysis and selection of information using various sources and new information technologies for solving cognitive problems;

development of monologue and dialogic speech, the ability to express one's thoughts and the ability to listen to the interlocutor, understand his point of view, recognize the right of another person to a different opinion;

mastering methods of action in non-standard situations, mastering heuristic and problem solving methods;

the formation of skills to work in a group with the performance of various social roles, to present and defend one's views and beliefs, to lead a discussion”.

Reflection of the results of activities (takes place in a different form at each lesson). For diagnosticsand the formation of cognitive universal learning activities, the following types of tasks are appropriate: “find the differences” (you can set their number); search for excess; “Labyrinths”; ordering; “chains”; ingenious solutions; drawing up schemes-supports; work with different types of tables; charting and recognition; work with dictionaries; find errors; conduct an experiment; story by drawing; complete the offer selection of terms from the text, etc. In order to check the level of formation of experimental skills, students are invited, on the instructions of the teacher, to conduct laboratory experiments on the topic studied. At the same time, in accordance with the structure of the experiment, it is necessary to proceed from the assumption that students, first of all, must perform the following actions: formulate the purpose of the experiment; formulate and substantiate a hypothesis; find out the conditions of the experiment; design an experiment; select the necessary devices, materials, tools; assemble the installation; to carry out the designed experiments; make calculations; draw conclusions based on the analysis.

Diagnostics of metasubject results. Achievement of meta-subject results - mastering inter-subject concepts and mastering OCU (cognitive, communicative and regulatory). Types of diagnostics. ASSESSMENT ACCORDING TO THE RESULTS OF THE TASK COMPLETION Reading literacy (publishing house "Enlightenment"). Example 1 Cognitive OUU: reading, working with information, general logical skills, methodological skills. Example 2 ON-LINE EVALUATION Communicative and Regulatory CLAs are project activities. Example 3

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Physics teaching

"Forms and methods of teaching physics" - The novelty of the material. Creative tasks. The need for training sessions. Techniques to increase interest in the study of the subject. Didactic games. The use of various techniques to increase interest in the study of physics. Three seasons. Native mother. Information Technology. Differentiated approach. Statement of the problem before studying a new topic.

"Methods of teaching physics" - Heuristic conversation. The content of the educational material. Work with crossword puzzles in physics. Two sides of fun. Formation of cognitive interests. Lessons-seminars. The scheme of educating students' passion for the subject. situational interest. Organization of educational activities. The main goal of learning.

"Thinking in physics lessons" - Techniques and methods for the development of spatial thinking. Formation of multidimensionality. pedagogical idea. Efficiency. Monitoring the quality of knowledge. Figurative thinking in physics lessons. The structure of spatial thinking. Theoretical base of experience. Conditions of occurrence. Business card. Labor intensity.

"Control in Physics" - To correct the current situation, I propose a proven way to achieve a solid knowledge of all the basic material. Various forms of conducting a frontal survey in physics. The topic is "Ohm's law for a chain section." Calculation tasks. Conducting surveys at a fast pace. After a short period of time (an academic quarter, half a year), students do not remember well the previously learned material.

"Physics" by Tikhomirov and Yavorsky - Physics and defense of the country. Workbook. Understanding is more important than knowing. Minimizing the textbook. UMK on physics edited by Tikhomirova S.A. and Yavorsky B.M.. The train rushes, the road dust is not wet. What attracted UMK edited by Tikhomirova S.A. and B.M. Yavorsky. Two caterpillars rise up the tree with the same speed modulo.

"Grades in physics" - Grading system. Evaluation of achievement of subject results. Examples of tasks for the final control. Main characteristics. Final grade. Diagnostics of metasubject results. Three systems of requirements. GEF. Approaches to the diagnostics of educational achievements in physics. Circle of tasks. Planned results. Physics.

In total there are 24 presentations in the topic

Smertina Elena Vasilievna
Physics teacher
MKOU SOSH with UIOP
p.g.t. Murygino, Yuryansky district
Kirov region

“Arguments that a person thinks out for himself
usually convince him more than those
that came to the mind of others"
B. Pascal.

Federal state educational standards for basic and secondary general education contain a system of requirements for the results of mastering the main educational program, for the structure of the program and for the conditions for its implementation. The basis for developing a system for assessing educational achievements is the requirements for the results of mastering the main educational program.

Requirements for educational results are presented in the standard in three categories:

personal (education of civic identity, readiness for self-education, formation of a holistic worldview, communicative competence, tolerance, development of social norms, rules of safe behavior, etc.);

metasubject (the ability to determine learning goals, plan ways to achieve them, evaluate the correctness of the educational task, master the basics of self-control, master semantic reading, ICT competencies, etc.);

subject (goals-results in subject areas and subjects)

Consider the requirements of the Federal State Educational Standards for meta-subject learning outcomes. Currently, meta-subject results are considered as priority learning outcomes, since they reflect integral methods of activity that allow assessing the ability of students to use knowledge and skills both in “typical” learning tasks and in a wide field of life situations. The effectiveness of training is determined not so much by the completeness and systematic nature of knowledge, but by the ability of students to operate with the available stock of subject knowledge in new situations, including when solving problems that arise in the surrounding reality. Meta-subject results are considered in the GEF of basic and secondary general education as a set of student actions that ensure his ability to independently acquire new knowledge and skills, including the organization of this process.

The meta-subject results at the level of basic general education include the development by students of inter-subject concepts and universal educational actions (regulatory, cognitive, communicative), the ability to use them in the educational,

cognitive and social practice, independence of planning and implementation of educational activities and organization of educational cooperation with teachers and peers, building an individual educational trajectory. At the level of secondary education, the requirements listed above are supplemented by “skills in teaching and research, project and social activities”.

Allocate the main groups of interdisciplinary concepts. The basis for the allocation of interdisciplinary concepts in natural science education are the attributes of the object of knowledge - the material world, nature. For subjects of the natural science cycle, such attributes are the following:

• 
  matter and field (as the main types of matter),
• 
  movement (mode of existence of matter),
• 
  interaction (connection of material objects),
• 
  space and time (forms of the existence of matter).

1) independence in planning and implementation of educational activities

Meta-subject results of mastering the basic educational program of basic general education should reflect the knowledge of the basics of self-control, self-esteem.

For the development of evaluative independence, it is possible to apply a criteria-based assessment of the results of schoolchildren's educational activities, which allows developing the student's subjective position, forms interest and ability to learn, which makes the student successful in learning.

Criteria assessment of laboratory work.

Criteria for evaluating laboratory work are given to students at the beginning of the lesson. They can be used as a guide to action along with textbook text describing a particular job. The criteria are common to all laboratory work.

For example the following criteria

• 
  Record the topic of laboratory work, its purpose, equipment. Making a table to record the results of the experiment (if any).
• 
  Compliance with safety regulations. Delivery of equipment at the end of work.
• 
  Measurement of all necessary physical quantities.
• 
  Writing data to the table in the required units, taking into account the measurement error.
• 
  Recording calculation formulas. Correct execution of all calculations.
• 
  Formulation and recording of a conclusion based on observations and data obtained (invert).

For example, in works on electricity, the following criterion is needed: draw a diagram of this experiment, indicate the polarity of the current source, ammeter, voltmeter and the direction of the current in the circuit. When carrying out work on optics: plot the path of rays in a thin lens and obtain an image of the object.

Each criterion is worth two points. If it is not fully completed, which happens quite often in laboratory work, you can earn one point. Using specifically prescribed criteria, the guys can evaluate themselves. And this is a necessary element in the formation of educational independence of students.
Examples:

Performance Evaluation Criteria

• 
  Relevance of the material to the topic
• 
  The degree of knowledge of the material
• 
  The logic of the presentation of the material
• 
  Compliance
• 
  A culture of speech

• 
  informative
• 
  Relevance to the theme
• 
  The quality of the illustrative material
• 
  Presentation Logic
• 
  Registration of work

2) universal learning activities

The program for the basic school also has special planned results of an integrated nature “Semantic reading strategy and work with text”, which describe the basic reading skills formed in various subjects at this level of education.

These planned results are formulated as final results for graduates of the basic school, so they can be fully tested only at the end of the ninth grade or at the beginning of the tenth grade.

There are two objects:

Ability to work with texts of physical content (GIA grade 9 tasks with a detailed answer)

Ability to work with graphic information.

On the content of physics, the skills to work with the following types of graphic information are formed to the greatest extent:

• 
  Graphs (various dependencies of physical quantities). Features of the subject allow the use of various functional dependencies (linear function graphs, parabolas, hyperbolas, etc.). In addition, only within the framework of physics is learning to plot graphs using the absolute errors of physical quantities. The main advantage is the possibility of a broad interpretation of graphical information, since on the material of physics all graphical dependencies reflect the relationship of physical quantities in real processes.
• 
  Tables. On the material of physics, a tabular presentation of the results of experiments is used, as well as the use of various tables of reference data. In the first case, the main emphasis is on understanding the nature of the dependence of the values ​​presented in the table, on the ability to convert tabular data into a graph or a symbolic record.
• 
  Schemes and schematic drawings. Within the framework of physics, students are taught to work with various circuits (electrical, optical) that use standardized element designations. The main skill here is the correlation of schematic images with real objects.

3) interdisciplinary concepts

When assessing, tasks are used to assess the mastery of interdisciplinary concepts based on subjects of the natural science cycle.

1)energy conversion

Which of the following processes is accompanied by the release of energy?

1) decay of organic matter; 2) filtration of salt solution

3) ice melting; 4) water distillation

2) efficiency

As you know, carbohydrates are formed in the process of photosynthesis in plants. The coefficient of performance (COP) of the photosynthesis process is usually 6-8%. Explain what this means in terms of the energy conversion that occurs during photosynthesis.

4)skills in research, design andsocial activities

Completion of a group or individual project, or a group or individual study study in which the student took part during the last year of study (at the level of basic general education, participation in the project is at the request of the student, and at the level of secondary general education it is an obligatory part of the final assessment) .

The content of the basic school physics course is based on the consistent study of various phenomena: mechanical, thermal, electromagnetic, quantum. In each section, physical phenomena are studied, characterizing their magnitudes, laws and patterns, problems are solved and laboratory work is performed. With different content, there is a gradual formation of the same skills and, accordingly, the achievement of the same planned results on different content. The same can be said about the high school physics course.

The accumulation of grades should be built in such a way as to fix at the end of the study of each section of physics the next milestone for the student in achieving the entire range of planned results. Evaluation procedures for a topic or section must be selected in such a way that they provide for separate evaluation of different planned results. Depending on the system of control and evaluation activities adopted by the teacher, several control activities or one thematic work can be carried out within the framework of one topic (section). In the first case, it can be, for example: separate test work on mastering the conceptual apparatus of the topic; work on solving problems; one of the laboratory works, which is used as a control of the formation of certain experimental skills; and work with information can be checked, for example, as part of lesson work with educational and reference literature, various design work, etc. In the second case, the final test event on the topic (section) can be used. However, the content of the test work should reflect all groups of planned results. The results of successive stages of intermediate certification in physics should reflect the dynamics of achieving the subject and meta-subject planned results.

The universality of meta-objects consists in teaching schoolchildren general techniques, techniques, schemes, patterns of mental work that lie above objects, but at the same time are reproduced when working with any subject material. The principle of meta-subjectivity is to focus students on the ways of presenting and processing information when studying a sufficiently large number of academic disciplines based on generalized methods, techniques and methods, as well as organizational forms of student and teacher activity. The achievement of meta-subject results is defined today as "key competencies".