Implementation of professional orientation of theoretical training in physics for students of engineering and pedagogical specialties

Abstract

The article is devoted to the peculiarities of teaching physics at a specialized educational institution. Fundamental training and specialization as directions for restructuring higher agrarian and technical education are due to the fact that most of the engineering education program is quite general in nature and does not provide a sufficiently deep basis for the acquisition of competence; therefore, a need arose to strengthen the fundamental and professional orientation of training, taking into account specialization. The purpose of the article is to describe methodological techniques in order to highlight the importance of studying specific issues of physics for further mastery of specialized and applied disciplines by the engineer-teachers, as well as in their future professional activities. To achieve the goals of the research, the following research methods were used: the theoretical (comparative analysis of scientific, methodological and pedagogical literature) and the empirical (observation, analysis, survey of respondents, generalization and modelling of the research results, generalization of the pedagogical learning experience). To select and understand the results of the experiment, a survey was conducted among applicants for higher education in order to clarify understanding of the importance of studying physics for the future professional activities. It has been demonstrated that the professional orientation of teaching physics is the leading factor in the fundamental and professional training of the future specialists in engineering and pedagogical specialties. There is described a proven methodology for the implementation of professional training in physics. It has been proved that the efficiency of studying physics in an educational institution is directly related to compliance with the principle of continuity in the study of physics with the future professional activity.