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THEORETICAL FOUNDATIONS OF TEACHING STUDENTS
THE OPTICS DEPARTMENT IN DIGITAL EDUCATION
B.U. Imomo
Teache o he Physics Depa men o he Sama kand S a e Pedagogical Ins i u e
h ps://doi.o g/10.5281/zenodo.17311527
Abs ac . This a icle analyzes he impo ance and e ec i eness o using so wa e ools in
eaching s uden s he "Op ics" sec ion o physics. The a icle consis en ly co e s he main s ages
o de eloping so wa e o he educa ional p ocess - analysis o equi emen s, design,
p og amming, es ing and implemen a ion - aking in o accoun he con en o he op ics sec ion
and i s didac ic ea u es. The me hodological equi emen s, echnical means and pedagogical
app oaches se a each s age a e analyzed, and based on hem, oppo uni ies o deepening
s uden s' knowledge, skills and quali ica ions and de eloping independen lea ning ac i i ies a e
shown. The esul s o he esea ch will se e o imp o e he eaching p ocess o he op ics sec ion
based on mode n digi al ools, inc ease educa ional e iciency and help s uden s mas e he basics
o he subjec mo e deeply.
Keywo ds: so wa e, op ics sec ion, educa ional p ocess, in o ma ion echnologies,
educa ional e ec i eness, design, es ing.
In oduc ion
As a esul o he e o ms ca ied ou in he ields o science, educa ion and p oduc ion in
he Republic o Uzbekis an in ecen yea s, he educa ional and no ma i e documen s, ma e ial
and echnical base o he op ics depa men o physics, along wi h all o he disciplines, a e being
upda ed in he educa ion sys em, and a new Digi al aspi a ion is eme ging among s uden s. As a
esul o he implemen a ion o eaching me hods based on new echnologies, s uden s' in e es in
hei special y has inc eased, and quali ied compe i i e pe sonnel o he eal sec o o he economy
a e being ained. Na u ally, he e is a need o p e-planning o model wo king cu icula by
uni e si y p o esso s and eache s o eaching physics based on he use o new in e ac i e
app oaches. In he measu es o u he de elopmen o educa ion in he op ics depa men , "S udy
o impo an and highly demanded subjec s such as physics, ma hema ics, compu e science and
o eign languages based on an in-dep h mode n app oach" was iden i ied as a p io i y ask.
One o he mos u gen asks acing ou socie y oday is o educa e a well- ounded
gene a ion wi h new hinking, c ea i e hinking, and in ellec ual po en ial. Imp o ing he eaching
o physics is an u gen issue, inc easing he ac i i y o s uden s, deepening he scope o knowledge
in hei men al ese e, and in oducing e ec i e me hods based on new oppo uni ies. S uden s
may encoun e some di icul ies in he p ocess o s udying, lea ning, and mas e ing physics. A
his ime, s uden s may lack con idence in hei knowledge, which may esul in a nega i e
si ua ion such as bo edom wi h science.
Op ics is conside ed one o he gene al oca ional subjec s and is s udied in he ou h
semes e o he unde g adua e Physics p og am. To mas e his sec ion, s uden s a e equi ed o
ha e su icien knowledge and skills om he cu iculum sec ions "Ma hema ical Analysis",
"Di e en ial Equa ions", "In o ma ics and In o ma ion Technologies", "Mechanics", "Molecula
Physics", "Elec ici y and Magne ism" o Gene al Physics. The main p inciples o in e ac i e
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echnologies in eaching op ics: in eg i y, p ojec i eness, lexibili y, comple eness and inal esul .
In eaching op ics, i is necessa y o implemen lessons in an in e ac i e-in eg a ed o m, i ual
labo a o y exe cises, classi ica ion o op ical ins umen s, mas e ing knowledge, skills,
quali ica ions and compe encies, and applying in e ac i e me hods in p ac ice.
I is impo an o c ea e a pedagogical en i onmen ha a ec s he comp ehensi e
de elopmen o he s uden . C ea ing a pedagogical en i onmen ha a ec s he comp ehensi e
de elopmen o he s uden .
C ea ing an en i onmen ha in luences he
s uden 's all- ound de elopmen
S uden s need o mas e he knowledge
and skills in he ield o op ics, hinking,
unde s anding he wo ld, esea ching i ,
s udying i s p ocesses, and s udying he
ela ionship be ween e en s, phenomena,
laws, and ules.
To pu i in o p ac ice, he s uden should say: “I ha e a e y s ong desi e o s udy he chap e
on op ics”, “I can do i ”, “I ha e de eloped an in e es in he laws o op ics and a desi e o
s udy op ical ins umen s”, “My iends look a my in e es wi h admi a ion”
Wi hin he amewo k o his app oach, each s uden de elops a sense o comp ehensi e
de elopmen , an independen sphe e o ac i i y, and begins o c ea e inno a ions.
In eaching he op ics depa men o he physics cou se, inno a i e echnologies a e
inno a ions and changes in he pedagogical p ocess and he ac i i ies o he eache and s uden ,
and he main in e ac i e me hods a e ully used in i s implemen a ion. In e ac i e me hods a e
called collec i e hinking, ha is, hey a e me hods o pedagogical in luence and a e a componen
o he educa ional con en . Thei uniqueness lies in he ac ha hey a e implemen ed only h ough
he join wo k o he eache and he s uden .
I is necessa y o in e p e he pedagogical-psychological, e gonomic condi ions such as
specially o ganized, o ganiza ional and implemen ing, alue-o ien ed, meaning ul- echnological,
goal-o ien ed, s imula ing-mo i a ional, cogni i e- e lec i e, emo ional- oli ional, con olling,
implemen ing, egula ing, esul and e alua ion o lessons in op ics eaching o selec ed
expe imen al g oups o s uden s a he unde g adua e le el o educa ion, i.e. du ing hei s uden
yea s, as he mos p io i y mani es a ions o imp o ing he eaching o op ics. The p io i y o he
p inciples o oli ionalism and c ea i e app oach in in e ac i e educa ion allows he eache o
eely choose in e ac i e me hods. Howe e , ce ain equi emen s a e also aken in o accoun when
choosing in e ac i e me hods.
L.N. Va ilo a, O.A. Golubko a and T.S. Panina di ided in e ac i e me hods o educa ion
in o he ollowing g oups acco ding o hei communica i e asks:
1) me hods based on discussion, i.e. dialogue, g oup discussion, selec ion and analysis o
li e si ua ions;
2) me hods o a game na u e, i.e. didac ic games, c ea i e, business and ole-playing games,
o ganiza ional and ac i i y games;
3) in e ac i e me hods o a psychological na u e, i.e. sensi i e and communica i e aining,
empa hy.
Wha e e sphe e o human ac i i y, whe he i is ma e ial p oduc ion, sol ing scien i ic
puzzles o sol ing educa ional p oblems, hei cen e , as well as hei d i ing o ce, is e lec ed in
he asks. The English scien is U.D. Rei man w o e hal a cen u y ago: in o ganizing he scien i ic
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and inno a i e ac i i y o s uden s, i is impo an o inc ease hei ac i i y and educa ional
e iciency by gi ing hem p oblema ic issues and asks. Among such esea ch, we can include he
pedagogical and me hodological esea ch wo ks o V.V. Ma kin, Sh.R. Raykhono , M.N. Ska kin.
The scien i ic Digi al ac i i y o s uden s is such a means o educa ion ha , by implemen ing i in
he educa ional p ocess:
- he en husiasm o digi al eading and lea ning o he op ics sec ion is u he inc eased,
he con inua ion o he mo i es o med du ing he lesson is ensu ed;
- leads s uden s o knowledge, o expand he ci cle o compe ence;
- p epa es he g ound o s uden s o con inue hei wo k independen ly on he s udied
educa ional ma e ial;
- he abili y o mode n compu e s o signi ican ly inc ease he speed o eaching in he
elec onic manual.
- he eache 's guidance o s uden s' ac i i ies is acili a ed o a ce ain ex en . The ollowing
ques ions we e asked in he ques ionnai e on he ac i i y o s uden s' scien i ic esea ch digi al
ac i i ies: 1) Wha opics in he op ics depa men o physics in e es you? 2) A e you in e es ed
in sol ing p oblems in he op ics depa men (why)? 3) Wha ypes o p oblems in e es you? 4)
How do you use he ex book and addi ional li e a u e? 5) Can you do c ea i e wo k, applying he
laws o he op ics depa men o physics in p ac ice? 6) Would you like o pa icipa e in a ci cle
session in he op ics depa men o physics? 7) Can you con inue o s udy opics and sol e
p oblems independen ly? 8) Can you make a es in physics? 9) Do you wan o make scien i ic
disco e ies in he u u e? 10) A e you in e es ed in making scien i ic digi al in en ions in you
p o ession in he u u e?
Ques ionnai es we e gi en o i s -yea s uden s. The analysis o he answe s o he
ques ions showed ha s uden s ha e a desi e o c ea e mo e in en ions and new echnical de ices,
and hey ha e a desi e o inc ease hei p ac ical knowledge in echnical en e p ises. In o de o
inc ease he e ec i eness o educa ion, ensu e ha he indi idual is a he cen e o educa ion and
ha young people acqui e independen knowledge, i is necessa y o p epa e o educa ional
ins i u ions and, in addi ion o solid knowledge in hei ield, o s udy and de elop he abili y o
use and unde s and he p inciples o ope a ion o mode n echnical de ices. The e o e,
undamen al e o ms in he ield o educa ion equi e a deep s udy o he op ics sec ion o physics.
Acco ding o da a, by he 20 h cen u y, he main issue in he wo ld is he s udy o na u al
sciences, physics, and ma hema ics by young people. This end is especially e iden in de eloped
coun ies such as he USA and Japan. Mode n Japanese you h a e inc easingly p e e ing he
echnical ield. The equi emen s o he imes equi e he de elopmen o he use o he laws o
op ics in physics in ou coun y, i s p ac ical applica ion, b inging o eign in es men o ou
coun y and making a wo hy con ibu ion o de elopmen , he e o e, al hough ou coun y is a
he o e on o echnological de elopmen in his ega d, we ha e he oppo uni y o u he
accele a e de elopmen in ou coun y. The p og am o s eng hen he ma e ial and echnical base
o highe educa ional ins i u ions and adically imp o e he quali y o aining o echnical
specialis s As a esul o he d a P esiden ial Dec ee on he de elopmen o he P og am o
adically imp o ing he highe educa ion sys em in he Republic o Uzbekis an o 2017-2021:
1) educa ional p og ams will be de eloped and app o ed, which will include: o ganizing
he educa ional p ocess; g adually de eloping he independence o highe educa ional ins i u ions
by expanding hei powe s in p o iding paid se ices and sea ching o addi ional sou ces o
inancing.
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2) Highe educa ion based on he compe i i eness o na ional pe sonnel and global p ac ice
will lead o an inc ease in he quali y o he Na ional sys em. I is di icul o imagine he
de elopmen o ou coun y a he le el o mode n equi emen s wi hou science. Fundamen al
esea ch plays an impo an ole in he de elopmen o science.
Teaching he Depa men o Op ics in he con ex o digi al echnologies educa ion is
ele an oday. Knowledge o physics is necessa y o e e y boy and gi l o wo k e ec i ely in
p oduc ion, mas e echniques and echnologies, and ac i ely pa icipa e in in en ion. All his leads
o he conclusion ha he e is a g ea oppo uni y o cul i a e and imp o e s uden s' in e es in he
op ics depa men o physics. The use o isual aids, o ien a ion o independen pe o mance o
expe imen s, and he pe sonal quali ies o he eache play a decisi e ole in a ousing s uden s'
in e es in he op ics depa men o physics. Fac o s such as knowledge o he impo ance o
physics knowledge in e e yday li e and echnology a e o g ea impo ance in o ming s uden s'
in e es . S uden s' in e es in he subjec is ela ed o hei choice o p o ession in he u u e.
Teaching he op ics depa men in highe educa ional ins i u ions in digi al educa ion
condi ions leads o imp o ing he p epa a ion o s uden s o specializa ion, de eloping hei socio-
cul u al communica ion skills, in pa icula , imp o ing he unc ional o ms and me hods o
eaching he s udied physics, p ac ical and heo e ical knowledge in eaching physics. The hi d
chap e o he disse a ion p o ides a compa a i e analysis o he si ua ion in p ac ice and he
esul s o expe imen al wo k on imp o ing he p epa a ion o s uden s o specializa ion in highe
educa ion based on hese modules. S ages o imp o ing he me hodology o eaching op ics o
s uden s in highe educa ional ins i u ions in digi al educa ion condi ions
№
Con en s o he
Op ics Depa men
Wo k o be done by s uden s in s udying op ics in a digi al
lea ning en i onmen
1.
Fo ming empi ical
conclusions h ough
heo e ical
gene aliza ion o
op ical concep s.
conduc ing pedagogical obse a ions, analyzing he ac i i ies
o eache s and s uden s in he p ocess o eaching he op ics
depa men ;
scien i ic s udy o eaching ools, me hods and o ms o he
op ics depa men and designing a me hodology o hei
applica ion;
planning he eaching p ocess o he op ics depa men and
o ming ini ial expe iences in he use o eaching me hods;
sys ema iza ion and assimila ion by s uden s o he op ics
cou se ma e ials;
amilia iza ion o s uden s wi h op ical equipmen , o ma ion o
skills o conduc ing expe imen s;
demons a ion o s uden s' knowledge in amilia and
un amilia si ua ions du ing p ac ical aining and applica ion in
p ac ice.
2.
Gene aliza ion o
heo e ical
knowledge and
applica ion in
p ac ice wi h
p ac ical wo k in he
s uden s' abili y o imp o e and gene alize knowledge in he
ield o op ics (gene al ques ions, o ma ion o physical laws
and concep s, speci ic ques ions);
o de elop s uden s' op ical esea ch skills in conduc ing simple
pedagogical esea ch;
o each s uden s o conduc expe imen s in he ield o op ics,
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op ics depa men
iden i y and use mal unc ions, and sol e p oblems.
3.
Ex ended empi ical
in e ence, s udy o
pa e ns
o s udy mode n echnologies in he eaching o he op ics
depa men and de elop he p inciples o hei applica ion;
s uden s' s udy o he necessa y egula o y documen s and hei
impo ance in p ac ice du ing he s udy o physics;
s uden s' abili y o conduc physical expe imen s du ing he
s udy o he op ics depa men and use hem in p ac ice and
a ious me hods o sol ing p oblems;
s uden s' c ea ion o s a ups and digi al p ojec s du ing he
s udy o he op ics depa men and hei use in e e yday li e.
The e o e, he apid de elopmen o socie y de e mines he equi emen s and goals o he
o ma ion o a pe son, p io i y alues, and he e o e he s udy o he op ics depa men is also
changing. " Thus, all ela ions be ween educa ion and he educa o , which ep esen a pedagogical
p ocess aimed a he de elopmen o he indi idual, a e ca ied ou wi hin he amewo k o he
abo e s uc u e. The ac o s o de elopmen o he educa ional p ocess in all pe iods a e e lec ed
in he changes in he cha ac e is ics o he elemen s o he pedagogical sys em, hei
in e ela ionships and s uc u e. I is impo an ha he s uc u e o he pedagogical sys em clea ly
shows he wo undamen al concep s o any scien i ic heo y: ask and implemen a ion echnology.
The s uc u e o he didac ic ask e lec s he goal o any human ac i i y. The didac ic goal
indica es ha he di e ence be ween he ini ial and subsequen s a es o he indi idual is imp o ing
he comp ehensi e de elopmen o he s uden , and in o ma ion is de e mined by he con en o
he subjec .
Conclusion
The main ad an ages o using so wa e in educa ion a e as ollows. In e ac i i y and Ac i e
pa icipa ion o s uden s inc ease, he possibili y o independen lea ning, ease o planning and
moni o ing lessons o eache s, anspa ency o he educa ional p ocess and quick analysis o
esul s. A he same ime, he e a e some di icul ies in his p ocess. Fo example, some eache s
may ha e di icul y mas e ing new echnologies. Also, he lack o high-quali y echnical
in as uc u e in all educa ional ins i u ions is a p oblem. In conclusion, amilia iza ion wi h
eaching so wa e ma e ials is an impo an ool o imp o ing he quali y o educa ion. By
app oaching i sys ema ically, an inno a i e and e ec i e lea ning en i onmen can be c ea ed.
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