COMPUTER SIMULATION OF THE FORMATION OF INFORMATION COMPETENCE PHYSICS TEACHER

Abstract

The analysis of the concept of «information competence», explored the possibility of computer simulation in the formation of information competence physics teacher. The conditions of formation of information competence of a physics teacher on the basis of computer modeling are substantiated: appropriate level of teacher preparation for such work at school (deep understanding of the content of physics course, mastery of programming methods and computer technology, knowledge of teaching methods); availability of quality computer training programs; preliminary preparation of the teacher (students) to work with the computer; awareness of the teacher (students) with the elements of the modeling method (the concept of the model, the modeling method, the classification of models, the elements of modeling theory, etc.); an integrated approach to the use of various tools in the study of relevant sections of physics; compliance with safety, sanitation and hygiene requirements. It is established that the following educational computer models can be considered as qualitative, in which the basic principles of didactics are taken into account: the computer model corresponds to the principle of scientificity; ensures the availability of education, taking into account the age and individual characteristics of students; provides conscious and active action of the user while working with the program; provides a sufficient amount of information for inductive inferences and generalizations; gives an opportunity to deeply interpret certain issues of the curriculum; meets the standard requirements of the interface; allows to create new approaches to methods of teaching physics; save an hour for the student, the teacher. It is concluded that the information competence of a teacher depends on which program (computer model) to use, how to combine it with other teaching methods, how to organize work with a computer for different categories of students, and so on.