Educational technology and IT act as a liaison for the education of future physics teachers. The study of technology includes forms of differentiated and individualized learning, especially the teaching of physics in classrooms of various profiles. Students, future physics teachers, should know the basics of school education and pre-profile teaching, elective courses in different directions, content, design features of programs, teaching methods and elective courses.
The system of methodological training of future physics teachers is aimed at:
• to help students to set educational goals and objectives;
• the ability to analyze modern physics teaching kits for high school, making choices in terms of their relevance to the goals of teaching physics, didactic principles and the age of students;
• Possibility of choosing and developing technologies and teaching methods, developing various models of physics lessons.
A future physics teacher should also be able to plan educational work, increase the cognitive activity of students in the classroom in order to be able to choose differentiated homework and organize optional classes for students in physics.
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Improving the content of the methodological training of future physics teachers at the Pedagogical University should be by strengthening the theoretical and methodological elements. Methodological preparation includes the choice of invariant and universal in its essence fundamental methodological knowledge and skills, the definition of a system of concepts, knowledge and skills of the school physics course. The methodological system of teaching physics in secondary school includes mastery of a generalized image of professional and methodological activity, providing many solutions to specific problems of the field.
The information content of the discipline in connection with the general goals of the bachelor's degree in "Physics", the requirements of the state educational standard of higher professional education in the relevant direction, the content and methodology of modern methods of teaching physics as an integral science.
The level of development of fundamental knowledge and teaching skills, professional and personal qualities will allow future physics teachers to solve creative problems of a methodological nature and effectively implement them in professional and educational activities.
The quality and effectiveness of professional and educational activities also depends on the level of formation of key competencies. The content of education today requires systemic knowledge, skills and methods of their implementation. The building committee is active because of a personal and individual approach to education. The presence of key competencies of future teachers is defined as learning activities, as well as in specific learning situations, actions and, of course, is fully manifested in the direct learning activities.
Lithium-ion batteries that have achieved significant penetration into the portable consumer electronics market (for example: suzuki batteries) and makes the transition to hybrid and electric vehicle applications, also have grid storage capabilities. If growth in the vehicle industry and in the consumer electronics market can bring improvements and production economies of scale, they are likely to find their way into the grid's energy storage systems. The developers strive to reduce operating and maintenance costs, ensure high efficiency, and ensure that large battery banks can be controlled. As an example, in November 2009, AES Energy Storage and A123 Systems announced a commercial back-up operation for a 12 MW frequency control at a substation in the Atacama Desert, Chile. Continued cost reduction, service life and state of charge are improved,
Sodium Beta High Temperature Batteries
High temperature battery technology that uses metallic sodium offers attractive solutions for many large scale energy storage applications. Application candidates include load leveling, power quality and peak load, and renewable energy management and integration. A number of sodium-based power options have been proposed over the years, but the options that have been used the longest are called beta-sodium batteries. This designation is used because of two common and important features: liquid sodium, the active material in the negative electrode, and the ceramic separators function as beta alumina as an electrolyte. The sodium / sulfur technology came into use in the mid-1970s.
Competence is characterized by the readiness and ability to solve new, practically important tasks. Competence requires the ability to assess the results of one's activities, a reflexive level in one's area of competence. The concept of “core competence” of its components includes the following competencies:
• Information;
• communicative;
• engineering design;
• estimated.
Let us emphasize that the formation of these skills is one of the methods of the methodological system of teaching physics. In this article, we will look at the formation of core competencies in the field of physics using information technology.
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Modern education requires the use of methods of active activity, the use of problem approaches, teaching, taking into account the characteristics of each student, which means that the traditional system of class problems with its methods is now ineffective and insufficient.
There is one solution to this problem is the use of information and communication technologies, the organization of creative, educational and research activities of students, with a number of advantages over paper and other technical teaching aids, namely:
1) Material presented in the form of multimedia, providing a high level of visualization, the ability to change the time scales of events, interrupts interactive models, etc.
2) Analysis, testing and correction of results.
3) Use of software environments, virtual laboratories. Modeling makes it possible to compensate for the lack of equipment and reagents, is safe and indispensable in the study of the micro- and macroworld, processes occurring at different speeds.
4) Logging into the training system with their password and login, you can create individual learning paths for each student, that is, carry out individualized training.
5) Communication through the network connects students with a teacher, external consultants, remote equipment.
Thus, the development of the key components of the methodological training of future physics teachers should provide information about the learning process, the introduction of information and communication tools, training, changing the organizational and legal form of training and contributes to the development of future physics teachers.
