EVOLUTION OF THE METHODOLOGICAL FRAMEWORK OF SCHOOL PHYSICS TEXTBOOKS FROM 1991 TO THE FIRST QUARTER OF THE 21ST CENTURY

Abstract

The evolution of the methodological apparatus of school physics textbooks in the period from 1991 to the first quarter of the 21st century reflects the general trends in the development of domestic education, caused by the reform of the content of education, the change of educational paradigms and the introduction of a competency-based approach. It is summarized that during the specified period the methodological apparatus of textbooks underwent a significant transformation - from a predominantly reproductive model of learning to a multi-component system of organizing students' cognitive, practical and research activities. It is established that in the 1990s the methodological apparatus of physics textbooks was characterized by the dominance of the knowledge approach, an orientation towards the assimilation of theoretical material, the formation of algorithmic skills and the use of traditional forms of knowledge control. At the same time, an important place in the structure of the textbook was occupied by the experimental component, which ensured the connection of theoretical knowledge with the practical activities of students. It was found that at the beginning of the 21st century, under the influence of personally oriented, activity and competence approaches, the methodological apparatus of physics textbooks is being modernized. Problematic, creative and competence-oriented tasks appear in the structure of educational publications, the role of interdisciplinary connections, visualization of educational material, independent and research activities of students is increasing. The textbook is gradually transforming from a source of information into a multifunctional tool for organizing the educational process. The introduction of a competence approach has become one of the key factors in updating the structure of the modern physics textbook. This contributed to the strengthening of the practical orientation of the educational material, the development of critical thinking, the formation of subject and key competencies of students, as well as the integration of modern didactic and methodological tools into the content of the textbook. The evolution of the methodological apparatus of physics textbooks in the studied period testifies to the gradual transition from the traditional model of teaching to a competency-oriented system of organizing students' educational and cognitive activities, which corresponds to modern trends in the development of school education and the needs of educational practice.