The value of imaginative thinking in teaching physics

Ilicheva Elena Vladimirovna, Ilicheva Yulia Valeryevna, Kholodenina Tatyana Sergeevna

the article deals with the problem of teaching natural science disciplines, and physics in particular, in educational institutions of secondary vocational education. There is a contradiction between the high requirements in physics for the students of SPO technical profile and the actual level of training of first-year students, between the educational potential of physics in professional training of students of technical specialties and insufficient development of methodical technologies to realize that potential in the formation of professional competencies of graduates SPO. To form on this basis, within one academic year, future young specialists will have the knowledge and skills that they will need to study special disciplines and in their future work with traditional methods of training – a task that is almost impossible to achieve. The inharmonious formation of scientific concepts in students is explained by the opposition of the logical method of cognition of reality and the emotional-figurative one. Working with students, teachers pay attention to the development of verbal-logical thinking as the leading type of thinking and actually ignore the rest of its types. Physics has huge opportunities to use imaginative components of teenagers ' thinking. The concept of teaching methods based on the use of not only logical, but also imaginative thinking in their relationship is proposed.

Keywords:imaginative thinking, visual image, holistic thinking, teaching methods, stages of information perception, learning process, physical phenomena.