Діагностика, оцінювання і контроль предметних компетентностей із курсу загальної фізики у майбутніх учителів природничих наук

Abstract

The article theoretically substantiates and considers diagnostics, assessment and control of subject competencies in the course of general physics in future science teachers. Attention is drawn to the fact that the use of rating system for monitoring and evaluation of learning outcomes not only allows a deeper and holistic reflection of the dynamics of student achievement, but also increases the reliability of modular technology. The orientation on increase of independent educational activity is clearly covered, parity relations of subjects of educational process, individualization of training, step-by-step control of results of development of the modular program are established. The main tasks of teaching physics in the preparation of students of non-physical specialties of pedagogical free economic zones are revealed and attention is paid to the systematic control of their subject competencies. Modern approaches to the formation of a rating assessment of future science teachers during the study of the discipline "General Physics" are analysed. The requirements and criteria for assessing the formation of knowledge, skills and methods of activity are given. Types, forms, means, methods and functions of control of students' knowledge of the course of general physics are systematized and substantiated. The article also notes that the tasks assigned to the control of knowledge have different goals (formation of worldview, professional-applied, fundamental training, etc.), constitute the so-called target setting. These include students' knowledge of concepts, definitions, formulation of laws, phenomena, processes, experimental facts, students' mastery of the connections between phenomena, concepts and laws of related natural sciences, and the formation of skills. Thus, using various types of diagnostics, assessment and control of subject competencies in future science teachers of general physics, we were able to determine the conditions and circumstances under which the educational process takes place and predict the further development of educational outcomes.