XVII Международная студенческая научная конференция Студенческий научный форум - 2025

Introduction

In the moderneducationsystem, one cantrace the relationship between physicsandmathematicscourses. The necessityandimportance of thisconnection is obviousfor the betterassimilationandperception of educationalmaterial by students.Often, subjectknowledgeis of a separatenature,and the student,evenhavingsome"baggage" of knowledge,simplycannotapplyitinanotherfield.Therefore, oneof the maintasks of the moderneducationsystemremains the introduction of interdisciplinaryconnectionsinto the learningprocess in ordertoteachstudents how to applytheirknowledgeinpractice.

Interdisciplinarycommunication is mosteffectivelyestablishedthroughintegratedlessons.Suchlessons, usinginterdisciplinaryconnections, form a unified and integralunderstandingof the featuresandpatterns of eachof the directions for students.At the same time, knowledgebecomesmoresolidandrepeatable. The studentlearns to thinkbroadly, to look for a way outofdifficultsituations, to analyzeandsystematize the studiedmaterial, and it is alsoworthnotingsuchpositiveaspectsasbroadeninghorizonsandworldviews,increasingerudition, and applying a creativeandnon-standard approach. The skillsacquiredin the process of studyingasubject are thenfreelyused by studentsin the study of othersubjectsandinpracticalactivities.

The relevance of thistopicliesin the factthat the educationsystem is basedon the interpenetration of disciplines,so it is veryimportant for a modernteacher to be able to competentlyandeffectivelyuseinterdisciplinaryconnectionsin the educationalprocess. The aim of the workis to identifyinterdisciplinaryconnections between physicsandmathematics,and to applytheminsolvingproblems.

The purposeofinterdisciplinarycommunicationis to formstudents' completeunderstandingofnaturalphenomenaand the relationshipbetweenthem,whichmakesknowledgemoremeaningfulandapplicable in practice. an unconventionalapproach. The skillsacquiredin the process of studyingasubject are thenfreelyused by studentsin the study of othersubjectsandinpracticalactivities.

The task of introducinginterdisciplinaryconnectionsin the moderneducationsystemis to modernize the learningprocess in ordertoteach how to applytheirknowledgeinpractice.

The theoreticalpart

The teachingmethodologyevaluatesinterdisciplinarycommunicationas the use of knowledgegainedinlessons from differentdisciplinesforeffectivemasteringandcomprehension of the material.Interdisciplinarycommunicationcan be realizedthroughintegratedlessons that combinelearninginseveraldisciplinessimultaneouslywhilestudying the sametopic,concept,phenomenonorprocess.Insuch a lesson, there are always two main disciplines: the leadingdiscipline, which acts as an integrator,andauxiliarydisciplinesthatcontribute to the deepening,expansion, and refinement of the material of the leadingdiscipline.Teachers of bothphysicsandmathematicscanpracticeteachinglessonsinwhichknowledge of relateddisciplines will beapplied.Formoresuccessfulandproductivework, teachers of physicsandmathematics are recommendedtocoordinate their actions.

A goodexampleis the compilation of coordinationtablesthatidentify the "points of contact" of trainingprograms.At the nextstage, atechnologicalmap of the integratedlesson is compiled,forwhich the necessarymaterial is selected, possibledifficulties are taken into account,and a search is carried out to overcomethem.Whenteachers of physicsandmathematicsworktogether,studentswillbetterperceivenewconceptssuchasordinaryanddecimalfractions,degrees,asthey are supported by practicalexamples of the quantitiesstudied in physicslessons.Teachingmathematicsandphysicsbecomesproductiveandsuccessful,becausestudentscometo the conclusionthatclasses are necessary, that knowledgetransferfromonedisciplinetoanother is effective, and they begin to perceivethephenomenaandlaws being studied withinterest, as aresult of which they becomeactiveparticipants in the educationalprocess.

Moderneducationrequires a combination of experimentalandtheoreticalmethods of studyingphysics,revealing the essence of physicallawsbased on the concepts of elementarymathematicsavailable to students.Oneof the ways to realize the interdisciplinaryconnection between physicsandmathematicsis the graphicalmethod.Studentsoftenhavedifficultysolvinggraphicaltasks.This is dueto the factthatwhendescribingphysicalprocessesandlawsinschool, the analyticalmethod of writingprevailsusingformulas,diagramsandtables.

Subsequently, functionaldependence is perceived by studentsonlyformallyandwithoutpropercomprehension.Whencomparedwith the analyticalmethod, the graphical method has a number of advantages.With the help of graphs, you canvisuallysee the patternordescribetheprocesses in detail.

Fig.1Scheme of problem solvingmethods

Thus, the representation of physicalprocessesin the form of graphsprovidesvisibility,formsabstractthinking, the ability to compareandanalyze.Abstractmathematicallaws are supported by physicalmeaning.

Fig.2Areas of application of the skill of solving a system of linearequations

Fig.3SurveyresultsNo.1

Fig.4SurveyresultsNo.2

Conclusion

Inmodernconditions, the most importanttask of schooleducationis to develop an approachthatwouldallow the student to see the connectionbetween the subjectsstudied.Thisapproachforms a systematicworldview, a unifiedunderstandingofacademicsubjects,theirtotality,aswell as an appropriatestyle of thinkinginwhich a studentcouldidentifyandanalyze the connectionsbetweenvariousacademicsubjects,use the fullrange of knowledgegainedandexpandtheirhorizonsasnecessary. The result of the approachshouldbe an increase in interestandmotivationtostudyphysics.

List of sourcesused

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3.RusinovaE.A.Effectivemethods of teachingphysicsat the Department of NaturalSciences of UrGUPS/E.A.Rusinova// The science sphere.2023.No.9-1.pp.125-132.

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