MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA
Federal State Budgetary Educational Institution of Higher vocational education"Yugorsky State University» (Southern State University)
NIZHNEVARTOVSK OIL COLLEGE
(branch) of the federal state budget educational institution
higher professional education "Ugra State University"
(NNT (branch) FGBOU VPO "YUGU")
Methods and forms of control in physics lessons
(from the experience of the teacher Miroshnichenko V.V.)
Nizhnevartovsk 2015
In modern didactics, control, on the one hand, determines the organization of the learning process at its final stage, on the other hand, the ratio of the results achieved with the set learning goals.
Control in the educational process performs various functions: testing, teaching, educational and methodological. The most important and specific is the verification function, which states the results and evaluation of the educational activities of individual students and teachers, the state of the educational work of the whole educational institution and measures to improve it.
In the learning process, there is a repetition and consolidation, improvement of previously acquired knowledge by clarifying and supplementing them, students rethink and generalize the material covered, use knowledge in practical activities. The practical significance of control contributes to the formation of skills and the ability to rationally organize learning activities, independently acquire knowledge.
The developing function of control is realized by creating conditions and opportunities for intense mental activity of students, which is manifested in the development of their cognitive abilities.
The methodological function of control allows you to rationally build and improve the methodological work of both the teacher himself and the teaching staff as a whole, since properly organized control shows the advantages and disadvantages of the teaching methods used by teachers, its strengths and weaknesses.
To achieve the set goals of training, when planning the organization and conducting control, it is necessary that it be:
Planned and systematic, that is, it was carried out in accordance with the planned course of the educational process, constituted its organic part and was based on the main issues of education. The regularity of control allows you to timely identify and correct errors, shortcomings, take measures to eliminate them by appropriately improving the educational process;
Objective, allowing a realistic and comparable assessment of the successes and shortcomings of students' educational activities, correctly establishing the degree of mastery of knowledge and skills, excluding subjective value judgments based on insufficient study of students. The objectivity of the test is determined by many factors: the scientific validity and development of the goals and content of training, the requirements for knowledge, skills and abilities of students, the selection of objects and content of the test, the compliance of the content of the test knowledge with the goals of the test;
Comprehensive, i.e. most fully identify the actual level of assimilation of educational information by students, cover all sections of the program, ensureverification of not only subject knowledge, but also the assimilation of worldview ideas, general educational and special skills and abilities. Monitoring should not be limited to identifying whether students know and canreproduce the information they have learned, but also whether they know how to use this information to solve educational and practical tasks. In this case, the control will ensure the verification of the content formed by students professional activity(the level of formation of the foundations of this activity);
Individual. Mastering knowledge and skills is an individual process. Each student acquires knowledge and skills in accordance with their psychological and physiological characteristics. All students are subject to the same requirements in terms of the volume, quality of knowledge, the level of skills development, but in some cases it is necessary to take into account such individual qualities of students as natural slowness, timidity, shyness, excessive self-confidence, physical disabilities;
Economical in terms of time spent by the teacher and students, providing analysis of test papers and their detailed assessment in a relatively short time;
Pedagogically tactful, carried out in a calm, businesslike atmosphere. Do not rush students to answer or interrupt with a question. All comments, instructions and evaluations must be made in a tactful and friendly manner.
By frequency, purpose and place of verification of assimilation educational material the following types of control are distinguished: preliminary (auxiliary), current, boundary (periodic), final. The listed types of control emphasize the specifics of didactic tasks at various stages of education and follow the logic of the educational process.
Preliminary (auxiliary) control is a necessary prerequisite for successful planning and management of the educational process. It allows you to determine the current (initial) level of knowledge and skills of students in order to use it as a foundation, focus on the permissible complexity of the educational material. Based on the preliminary control data carried out at the beginning of the academic year, the teacher makes adjustments to the calendar and thematic plan, determines which sections curriculum more attention should be paid to classes with a specific group, outlines ways to eliminate the identified gaps in the knowledge of students. It is impossible to allocate much time for this type of control, and its results should be obtained immediately after the control. Therefore, for preliminary (auxiliary) control, methods are used that most effectively use classroom time and ensure the promptness of obtaining results.
Leading taskcurrent control - regular management of educational activities of students and its adjustment. It allows you to receive continuous information about the progress and quality of assimilation of educational material and, on the basis of this, promptly make changes to the educational process. Other important tasks of current control are the stimulation of regular, intense and purposeful work of students, the activation of cognitive activity; determining the level of mastering the skills of independent work by students, creating conditions for their formation.
Conducting current control is a continuation of the teaching activity of the teacher, since it is an organic part of the entire educational process and is closely related to the presentation, consolidation, repetition and application of educational material. Current control is carried out in all organizational forms of education. At the same time, it can be a special structural element of the organizational form of education and can be combined with the very presentation, consolidation, repetition of educational material. This control can be individual and group.
When organizing current control, it is necessary to achieve a conscious, rather formal, mechanical assimilation of educational material by students. The most suitable for current control are methods that provide coverage of a significant part of students, the possibility of repeating and consolidating educational information when all students are activated.
Periodic (frontier) control is used to check the assimilation of the completed part (volume) of educational material and allows you to determine the quality of students' study of this material by sections, topics of the subject. Such control is usually carried out several times a semester. An example of boundary control can serve as tests, control and accounting and accounting and generalizing lessons, tests for laboratory work.
Periodic control allows you to check the strength of assimilation of the acquired knowledge and acquired skills, since it is carried out over a long period of time and not in separate doses of educational material, therefore, students are required to do a lot of independent constructive activity. With the help of periodic (terminal) control, a whole section (topic) is generalized and assimilated, logical relationships with other sections, other subjects are revealed.
The boundary control covers the students of the whole group and is carried out in the form of an oral survey, small written, graphic, practical work. It is usually provided for in the calendar-thematic work plans of teachers.
final control is aimed at checking the final results of learning, identifying the degree of mastery of the system of knowledge, skills, and abilities acquired by students in the process of studying a particular subject or a number of disciplines, therefore it is integrating in nature. In preparation for the final control, a more in-depth generalization and systematization of the learned material takes place, which contributes to the intensive formation of intellectual skills and abilities. The final control is carried out at transfer and semester exams, qualification tests, state exams, defense of a graduation project. For this type of control, it is necessary to apply methods that ensure the reliability, objectivity, versatility and independence of students.
Forms of control of knowledge and skills in physics
In school practice, there are several traditional forms of control of knowledge and skills of students:
oral test on the studied topic.
physical dictation
test
independent work
written test
laboratory work
1.
Physical dictation- a form of written control of knowledge and skills of students. It is needed in cases where it is necessary to check the assimilation of students physical definitions, formulas, graphs, terms, etc. The dictation is a list of questions to which students must give immediate and short answers. The time for each answer is strictly regulated and quite short, so the formulated questions should be clear and require unambiguous, not requiring
long reflection, answers. For example, the text of a dictation to test the assimilation of a graphic image of uniformly variable motion may have the following content: the body, the graph of the speed of which is given in the figure, has an initial speed ...
The acceleration of this body is...
The equation for the velocity of a body has the form...
Conducting a physical dictation allows you to dose the time for completing each task, promotes the development of students' attention, and disciplines them.
2. Test tasks. Here, students are offered several, usually 2-3,
answers to the question, from which you need to choose the correct one. This
form of control also has its advantages:
the guys do not waste time formulating answers and writing them down, which
allows you to cover more material in the same time.
3. Independent work.
Here, students are also asked a number of questions to which they are invited to give their well-founded answers. The tasks can be theoretical questions to test the knowledge acquired by students; tasks to test the ability to solve problems on a given topic; specific situations formulated or shown in order to test the ability of students to recognize physical phenomena.
In independent work, all types of
activities other than creating concepts, because it requires more
time. In this form of control, students think about the plan of their
actions, formulate and record their thoughts and decisions.
4. Written test- the most common form in
school practice. Traditionally, tests in physics
are carried out in order to determine the final result in learning the ability
apply knowledge to solve problems of a certain type on a given topic or section. The content of the control works consists of both textual and experimental tasks.
5. Laboratory work.
Laboratory work is a form of control that requires students not only to have knowledge, but also to be able to apply this knowledge in new situations, quick wits. Laboratory work activates the cognitive activity of students, because. from working with a pen and a notebook, the guys move on to working with real objects. Then the tasks are performed easier and more willingly.
6. Writing abstracts.
Some abstracts are read in class, discussed and evaluated. Written knowledge testing is more objective than oral. It requires students to be more accurate in expressing thoughts and complete independence. At the same time, it is easier to implement the equality of the measure of revealing the knowledge of students. Such a test of knowledge in physics contributes to the development of writing skills and saves study time (all students in the class are checked, the number of grades increases).
7. Oral check on the studied topic.
Frontal oral check knowledge is usually carried out in the form of a conversation at all stages of the lesson: to update the basic knowledge, during repetition, in the process of learning new material, during independent work. The proposed questions require a short answer, and the whole class should participate in the conversation. At the same time, the activity of students, their interest increases, attention develops.
However, such a test of knowledge must be combined with individual, as students get used to answering small questions and then it is difficult for them to give logically consistent detailed answers. With a frontal oral check, a student can be assessed after its completion and at the end of classes, taking into account the work at all stages of the lesson. Frontal check allows you to evaluate a large number of students in one lesson; promotes the development of skills to accurately express one's thoughts; verification functions are well combined with the functions of generalizing repetition and systematization of knowledge. However, with such a test, it is difficult to objectively assess the knowledge of students, since each of them has the opportunity to answer what he knows well.
In practice, physics teachers use a compacted knowledge test; at a time when some students answer orally, others do written, graphic, experimental tasks, etc.
Municipal Autonomous General Educational Institution
"Secondary School No. 40"
Physics teacher: Melnik E.D.
Priority types and forms of control in physics lessons:
Depending on who controls the results of students' learning activities, the following three types of control are distinguished:
1)
external control (carried out by the teacher over the activities of the student);
2)
mutual control (carried out by the student over the activities of a friend);
3)
self-control (carried out by the student on his own activity).
For students in terms of their personal development, the most important type of control is self-control . This is due to the fact that in the course of self-control, the student realizes the correctness of his actions, discovers the mistakes made and analyzes them. These actions of the student allow him to further prevent possible mistakes and optimally form residual knowledge.
Mutual control allows students to fix their attention on the objective side of the control of learning outcomes. Checking the work of a classmate, the student compares it with the standard and at the same time, internally, compares his own knowledge with the same standard. In the course of working with the standard, the student fixes in his mind the constituent elements of knowledge and the main stages of the implementation of a specific task, clarifying and bringing into the system educational information, i.e. turning it into knowledge. Mutual control effectively prepares the student for self-control.
Types of control
Input Diagnosticsusually carried out at the beginning of the school year, half year, quarter, at the first lessons of a new section or topic of the training course. Its functional purpose is to study the level of readiness of students to perceive new material. At the beginning of the year, it is necessary to check what has been preserved and what has “disappeared” from what the students studied in the last academic year (strength of knowledge or residual knowledge, in modern terminology).
Based on the input diagnostics, the teacher plans to study new material, provides for concomitant repetition, works out intra- and interdisciplinary connections, updates knowledge that was not previously in demand.
current control– the most operative, dynamic and flexible verification of learning outcomes. Current control accompanies the process of formation of new knowledge and skills, when it is too early to talk about their formation. The main purpose of this control is to analyze the progress of the formation of knowledge and skills. This enables the teacher to identify shortcomings in a timely manner, establish their causes and prepare materials to eliminate shortcomings, correct mistakes, learn the rules, and learn how to perform the necessary operations and actions.
Current control is especially important for the teacher as a means of timely adjustment of their activities, allows you to make changes in planning and prevent student failure.
In the course of ongoing monitoring, the teacher's assessment (analytical judgment) is of particular importance, noting successes and shortcomings and errors and explaining how they can be corrected. The translation of the grade into a mark at this stage must be carried out very carefully, because the student is studying new material, he has the right to make a mistake and needs to determine and assimilate the sequence of educational actions, the implementation of which will help to appropriate the educational material. This sequence of learning activities, generally speaking, may be different for different students, and it must be developed jointly by the teacher and the student. This is the only way to support a situation of success, make self-esteem more adequate and form right attitude student to control.
Thematic controlis carried out after the study of a topic or two small topics related to each other by linear links. Thematic control begins at repetitive-generalizing lessons. Its purpose is to generalize and systematize the educational material of the entire topic.
By organizing the repetition and testing of knowledge and skills in such lessons, the teacher prevents forgetting the material, fixes it as a base necessary for studying the subsequent sections of the subject.
Test tasks are designed to reveal knowledge of the entire topic, to establish links within the topic and with previous topics of the course, to be able to transfer knowledge to other material, to search for generalizing conclusions.
Preliminary and current control, as well as the first part of thematic knowledge control are, in fact,formative controlknowledge and skills. Thematic control (second part) andfinal controlare called upon to state the presence and evaluate the results of training for a sufficiently large period of study time - a quarter, half a year, a year or a stage of study (state final certification of the OGE and the Unified State Examination).
oral and written control
oral questioning requires an oral presentation by the student of the studied material, a coherent narrative about a specific object of the surrounding world, a physical phenomenon, a physical quantity, a device or installation, a law or a theory. Such a survey can be built as a conversation, a student's story, an explanation, a presentation of a text, a report on an observation or experience.
Brief Polls are held:
when checking the lesson at the end of the lesson;
When checking what was done in the lesson at the beginning of the next lesson;
when checking homework;
in the process of preparing students for the study of new material;
during a conversation on new material;
when repeating the material covered;
in problem solving.
A more detailed oral questioning may be accompanied by drawings, notes, conclusions, demonstrations of experiments and instruments, and problem solving.
An oral survey as a teacher's dialogue with one student (individual survey) or with the whole class (answers from the floor, frontal survey) is usually carried out at the first stages of learning, when
clarification and classification of knowledge is required;
checks what has already been learned at this stage of training, and what requires additional study time or other methods academic work.
For an educational dialogue, a well-thought-out system of questions is very important, which test not only the ability of students to remember and reproduce information, but also the awareness of assimilation, the ability to reason, express their opinion, argue the statement, actively participate in a general conversation, the ability to concretize general concepts.
Written surveyis carried out when it is necessary to check knowledge of definitions, formulations of laws, methods for solving educational problems, readiness to navigate specific rules and patterns, etc. When conducting a written survey, the time factor is very important. Typically, dynamic surveys are conducted lasting 5-10 minutes, short-term - 15-20 minutes and long-term - 40-45 minutes.
Written survey
№
| Form/Purpose | Time | Description |
Dictation
| 10 min | Held: At the beginning of the lesson; |
|
Independent work Monitoring the assimilation of the current material; | 10–20 min | Held: 2. similar to those analyzed in the class, and with elements of complication |
|
Practical work Consolidation of theoretical knowledge; etc.); | 10–20 min | Held: |
|
Laboratory work Consolidation of knowledge; | 30–45 min | Held: |
|
Test Identification of knowledge and skills on the current material; | 10–15 min | Held: |
|
Blitz-control work | 10–15 min | Held: |
|
Relay control work | 10–15 min | Held: At the beginning of the lesson; |
|
Test Allows you to carry out ascertaining control and identify learning outcomes | 30–45 min | Held: |
|
offset | 45–90 min | Held: |
Forms of control of knowledge, skills and abilities in physics
Yagavkin S.G., teacher of physics, SBEI secondary school from Staraya Karmala
Since the same content of education can be expressed verbally, figuratively, in action, then information about the quality of assimilation of educational material and the development of students should be different in form. The main forms of monitoring the educational achievements of students in physics are oral (individual and frontal), written, practical, and their combination. The choice of the form of control depends on the content and specifics of the educational material, the stage of training, the age and individual characteristics of students, etc.
Depending on the didactic conditions (learning goals, types of control, stage of learning, etc.), methods are determined by which one or another form of control allows obtaining the most objective information about the quality of the educational process and the results of students' learning activities. The main methods for testing and evaluating knowledge and skills in physics: conversation (frontal survey), individual survey, independent and control work, testing method, laboratory and practical work, physical dictations, tests, essays, etc.
Let us define didactic requirements and briefly characterize the main forms and methods for testing and evaluating students' knowledge and skills in physics.
Oral check , which is held at the beginning of the lesson, as a rule, is an introduction to the study of new material, serves the purpose of updating basic knowledge (and not just their control). Relying on previously acquired knowledge allows you to create problem situations, which is of great importance for their conscious and lasting assimilation. For example, when starting to study Ohm's law for a complete circuit, it is necessary to update students' knowledge about external forces and their significance in creating a stationary current, about the role of a current source in a circuit, about EMF, etc.
Questions for the student's oral response should be formulated on key issues and require not only the presentation of educational material, but also the analysis of physical phenomena in various situations. In this case, students are required not only to know the factual material, the ability to present it in their own words, but also to create conditions for the development logical thinking, the ability to compare, identify similarities and differences in objects and phenomena.
A student's verbal response should not be interrupted unless absolutely necessary. This can only be done if there are gross errors in it. If the student has difficulty in answering, he is offered leading questions that help him overcome particular difficulties. Auxiliary questions are offered after the answer to clarify the actual state of knowledge of the student.
Oral answers should be accompanied by drawings, graphs, demonstrations of experiments that are feasible to perform. The student answering at the blackboard should be given time to think about the answer, and with the class, for example, conduct a frontal survey, check homework, or solve an oral computational problem.
An individual oral test of knowledge in physics contributes to the development of logical thinking and oral speech of students, allows you to follow the train of thought of the respondent, study his individual qualities and personal characteristics, and identify the level of mental development.
Flaws individual oral examination of knowledge in physics:
It is not suitable for identifying most of the skills that are formed in the study of physics;
It is difficult to equalize the measure of revealing students' knowledge, since these are oral questions, and it is difficult to make them equivalent for all respondents;
It is difficult to achieve the sustained attention of the whole class when the student answers. In this regard, it is advisable to invite students to review the answers of their comrades, correct and supplement them.
Significant and correct additions should be taken into account when assessing knowledge.
Frontal oral check knowledge is usually carried out in the form of a conversation at all stages of the lesson: to update the basic knowledge, during repetition, in the process of learning new material, during independent work. The proposed questions require a short answer, and the whole class should participate in the conversation. At the same time, the activity of students, their interest increases, attention develops.
However, such a knowledge test must be combined with an individual one, as students get used to answering small questions and then it is difficult for them to give logically consistent detailed answers. With a frontal oral check, a student can be assessed after its completion and at the end of classes, taking into account the work at all stages of the lesson. Frontal check allows you to evaluate a large number of students in one lesson; promotes the development of skills to accurately express one's thoughts; verification functions are well combined with the functions of generalizing repetition and systematization of knowledge. However, with such a test, it is difficult to objectively assess the knowledge of students, since each of them has the opportunity to answer what he knows well.
In practice, physics teachers use a compacted knowledge test; at a time when some students answer orally, others do written, graphic, experimental tasks, etc.
Written verification in physics is carried out when performing control and independent work, educational projects, writing reports and essays. Examinations are carried out after studying major topics or sections of the physics course. Their content includes theoretical questions, quantitative and quality tasks. This takes into account the need to identify all levels of assimilation of educational material by students (factual knowledge; the ability to apply knowledge in a familiar situation; creative application of knowledge in modified and unfamiliar conditions). Examinations, as a rule, include 10 tasks corresponding to the accepted five levels of assimilation of educational material in physics (2 tasks for each level). Tasks (in the form of tests and text tasks) may involve the formulation of laws, writing formulas, reading graphs, explaining phenomena, solving 2-3 step tasks, as well as combined and creative tasks, etc.
Current control and independent work(calculated for part of the lesson) in content and structure are compiled in a similar way, but include fewer tasks (usually 5).
Individual students are offeredessay writing . Some abstracts are read in class, discussed and evaluated. Written knowledge testing is more objective than oral. It requires students to be more accurate in expressing thoughts and complete independence. At the same time, it is easier to implement the equality of the measure of revealing the knowledge of students. Such a test of knowledge in physics contributes to the development of writing skills and saves study time (all students in the class are checked, the number of grades increases).
In cases where it is necessary to check the students' mastery of physical definitions, formulas, graphs, terms, etc., it is effectivephysical dictation . To conduct it, the teacher must select a control text in the form of questions or logically incomplete expressions that students must complete. For example, the text of a dictation to test the assimilation of a graphic image of uniformly variable motion may have the following content: the body, the graph of the speed of which is given in the figure, has an initial speed ...
The acceleration of this body is...
The equation for the velocity of a body has the form...
Conducting a physical dictation allows you to dose the time for completing each task, promotes the development of students' attention, disciplines them
Texts of physical dictations. 7th grade
Topic: The structure of matter. Molecule.
1 option
1 A substance is made up of tiny particles visible to the naked eye.
2 The volume of gas increases when heated, because molecules become larger.
3 A molecule is the smallest particle of a substance.
4 Water molecules are exactly like ice molecules.
5 Atoms are made up of molecules.
Option 2
1 The volume of the body decreases when heated.
2 The volume of liquid during cooling decreases, because. the gaps between molecules become smaller.
3 Compressing a gas reduces the size of a molecule.
4 Water vapor molecules are different from each other.
5 Gas 2 liter jar you can fill a 4 liter jar.
Topic: The structure of matter. Diffusion.
1 option
1 Molecules of a substance are in constant disorder…….
2 The mutual penetration of molecules of one substance into the spaces between the molecules of another substance as a result of random movement is called ...... ..
3 Diffusion proceeds faster at ……….temperature.
4 Random movement of molecules - this means that the molecules move in ……. directions.
5 The lower the temperature of the body, the ………… the movement of molecules.
Option 2
1 The higher the temperature of the body, the faster the movement of molecules will be …….
2 In solids, diffusion proceeds very …….
3 The mutual penetration of molecules of one substance into the spaces between the molecules of another substance as a result of random movement is called ...... ..
4 When stirring a liquid, we ... ... the speed of movement of molecules.
The movement of molecules that is related to body temperature is called ……
Theme: Mechanical movement
1 option
1 The change in the position of a body over time relative to other bodies is called ......
2 The line along which the body moves is called …….
3. How is the distance traveled indicated?
4 If a body travels the same path in equal intervals of time, then the movement is called ......
5 Write down the formula for average speed.
Option 2
1 Is it necessary to indicate, speaking of the movement of the body, the object relative to which the body moves?
2 The length of the trajectory of the body is called ......
3 Write down the formula for the distance travelled.
4 If a body travels an unequal path in equal intervals of time, then the movement is called ......
5 In what unit with the SI system is speed measured?
Topic: Mechanical Motion Graph
1 option
1 Draw a graph of speed versus time if the body is moving uniformly.
2 Draw a graph of the path against time if the body moves unevenly.
3 Draw a graph of speed versus time if the body is standing still.
4 Draw a graph of speed versus time if the body moves unevenly.
5 Draw a graph of the path from time if the body is standing
Option 2
1 Draw a graph of the path from time if the body is standing.
2 Draw a graph of speed versus time if the body is moving uniformly.
3 Draw a path versus time graph if the body moves uniformly.
4 Draw a graph of speed versus time if the body is standing still.
5 Draw a graph of speed versus time if the body moves unevenly.
Subject: Atmospheric pressure
1 option
1 The pressure of the Earth's air envelope on bodies is called ......
2 Whose experience underlies the study of atmospheric pressure?
3 The length of the tube in Torricelli's experiment is ……
4 A device for measuring atmospheric pressure is called a barometer - ......
5 Atmospheric pressure changes by 1 mm Hg with each ... .. meters.
Option 2
1 As altitude increases, air density ……
2 1 mm RT st = …..Pa
3 Torricelli's device for measuring atmospheric pressure is called mercury ......
4 The main part of the aneroid barometer is ……
5 U-tube - main device ……
