Abstract: The use of computer models in lessons when studying the topic "Electric current" contributes to the
development of cognitive interest, students to master the capabilities of information technology, a more
harmonious development of intellectual abilities. Currently, the attitude towards the visibility of teaching
physics has changed. Various computer models have become widespread, opening up many opportunities
and prospects for teaching physics. Their use in combination with other visual aids increases the
effectiveness of the learning process.
Key words: computer models, virtual experiments, electric current.
In the 21st century, any educated person should be able to use modern information technology in their
work. Thus, the need arises to create a different educational environment. At present, the issue of using
program-pedagogical and telecommunication facilities in the educational process of the school and, in
particular, in teaching physics is relevant.
The use of computer technology in teaching physics in high school plays a special role. As pedagogical
experience shows, the greatest number of difficulties arises when studying those sections of the physics course
that are related to electricity. Meanwhile, the methodology for studying various topics in these sections has not
been adequately developed.
The hypothesis was the basis of the work: the use of computer technology increases the efficiency of
the educational process and allows for a deeper understanding of this topic by students.
Computer modeling is an effective means of cognitive activity of students, which opens up wide
opportunities for the teacher to improve the lesson. The teacher gets a powerful pedagogical tool in his hands.
Representation, extensive opportunities to specify the parameters of the phenomenon and remove them, the
ability to demonstrate physical phenomena and processes that cannot be observed in fact and a natural
experiment in the classroom, the ability to study physical phenomena and perform various experiments that
do not pose a threat to the health of students - all these belong to the strengths of computer modeling. Students
can change the modeling parameters themselves and get the result immediately. In addition, computer
modeling can significantly save time both when preparing for lessons and during lessons.
Computer modeling allows you to visually illustrate physical experiments and phenomena, reproduce
their subtle details, which may be invisible to the observer in real experiments. Using computer modeling and
virtual laboratories gives us a unique opportunity to visualize a simplified modeling of a real phenomenon.
At the same time, you can step by step include additional factors that gradually complicate the modeling and
bring it closer to the real physical phenomenon. In addition, the computer allows you to simulate situations
that are not possible experimentally in the school physics room, such as the operation of a nuclear installation.
It is more attractive to use collections of digital materials that are available directly without using special
interface programs. Thus, during the lesson, there is no need to refer to the original software products, the
transition time from one story to another is drastically reduced, the lesson time is saved, and its speed is not
violated.
Computer demonstrations are held during a lesson in the physics room using a projector and are
intended to illustrate the material of this lesson. Various types of digital materials are used for demonstration:
short videos and animations of various physical processes, photographs and visual schematic drawings.
However, it should be emphasized that the computer demonstration is not considered as a substitute
for the actual physical demonstration experience in the lesson, but as its complement. Students ' work with
computer modeling and virtual laboratories is extremely useful, as they can set up numerous experiments and
even conduct small studies.
The process of computer modeling is fascinating and instructive for schoolchildren, as the result of
modeling is always interesting, and in some cases can be much unexpected. By creating modeling and
observing them in action, students can become familiar with a number of physical phenomena, study them
at a qualitative level, and conduct small studies. The greatest interest of students is attracted by computer
modeling, where you can control the behavior of objects on the computer screen by changing the numerical
data that is the basis of the corresponding mathematical modeling.
In my opinion, computer simulation has a number of advantages over real experiments.
Computer modeling makes it possible to study a physical phenomenon and repeat it several times to
draw students ' attention to certain details.
Using computer modeling, you can avoid the secondary and focus on the essential. Interactivity opens
up huge cognitive opportunities for students, making them not only observers, but also active participants in
experiments. By creating modeling and observing them in action, students can become familiar with many
phenomena, study them at a qualitative level, and conduct small studies. Of course, a computer lab can't
replace a real physical or chemical lab.
However, when performing computer laboratory work, students develop skills that will be useful for
real experiments – choosing the conditions of experiments, setting the parameters of experiments, etc.). All
this turns the performance of many tasks into micro-results, stimulates the development of creative thinking
of students, increases their interest in the objects of the natural science cycle.
Students ' work with computer modeling is useful because, due to the possibility of changing the
conditions for entering experiments within a wide range, computer modeling allow them to carry out
numerous virtual experiments. Some modeling allows you to observe the creation of corresponding graphical
dependencies along with the course of experiments, which increases their visibility. Such modeling is
particularly important because students usually have significant difficulties in plotting and reading graphs.
Of course, computer demonstrations will be successful if the teacher is working with a small group of
students who can sit next to the monitor. Since the number of computers is sufficient and the number of
students in the class is small, I have the opportunity to widely use information technology in the educational
process. At the same time, I used computers for self-education of students (studying essays, watching videos,
conducting practical operations).
Demonstration material (slides) is created for the purpose of providing a presentation when learning
new material, using it in the responses of students. The use of animation in creating such a computer product
allows us to consider questions of mathematical theory in motion, provides a different approach to the study
of new material, and attracts special attention and interest of students.
Computer modeling easily fit into a traditional lesson and allows the teacher to organize new types
of learning activities.
Using a multimedia projector in the classroom raises the learning process to a qualitatively new level.
You cannot discount the psychological factor: the modern student is much more interesting to perceive
information in this form than using outdated charts and tables.
When you use multimedia projector in the classroom the information provided is not static, garbled
picture, and dynamic video and a sound track that greatly enhances the cognitive interest of schoolchildren
and efficiency of learning interactive training programs allow you to go from passive to active learning as
learners have opportunities to modeling phenomena and processes, to perceive the information is not
linearly, with the return, if necessary, to any fragment, with a repeat of the virtual experiment with the same
or different initial parameters.
List of references:
1. Yu. A. Voronin, R. M. Chudinsky. Computerized systems of teaching aids for conducting an
educational physics experiment // Physics at School, 2006, No. 4. .
2. Starichenko B. E. Computer technology in education. Instrumental systems for pedagogical purposes.
3. Gould H. , Tobochnik J. An Introduction to Computer Simulation Methods. Applications to Physical
Systems. – Boston: Addison Wesley Publishing Company, 1988.
