Factors defining the efficiency of physics teaching

It is true that the National Training Program and its continuing education development program have passed the of life and are now being recognized by the International community. At a time when all the opportunities created to achieve our goals are widely recognized, we must, first of all, deeply understand the role and importance of the hard and responsible work of teachers and educators who make effective use of the created conditions. We understand that One of the main goals and objectives of the national program is to provide educational intuitions with qualified teacher, increase their capacity, improve the system of teacher training. If we focus on this principle, we will see that there are great responsibilities, requirements, responsibilities and trust for teachers. This issue has been given serious attention since the early years of independence. Our constitution states that schools and education are under the control of the state and society. At the same time, it is a common issue that requires the participation and support of the general public and the entire nation.

One of the main solutions to the problems of continuing and logically completing the reform process in our country is to train qualified, dedicated teachers with a bachelor's degree. At the same time, the following basic requirements are set for them: to radically change the attitude of the bachelor's degree teacher to his work, to increase their personal responsibility for the formation of a creative attitude to initiative and pedagogical activity; they need to be competent in their field, that is, to be masters of their craft, to have a thorough knowledge of their field. Physics is a basic science in shaping students' scientific worldviews, and physics is a tool in shaping it. The student's worldview, his understanding of nature is realized in the process of studying the laws of physics, and secondly, in the process of forming a psycho-pedagogical basis in the education and upbringing of them. It takes a great deal of pedagogical skill on the part of a teacher to form a worldview. It involves the use of a variety of methods and new innovative pedagogical technologies in the teaching process.

The results achieved in the education system and its networks can have different quality indicators. Various criteria have been developed to identify, analyze and measure them. In connection with the development of students' cognitive skills, V.P. Bespoke identified four levels of educational service outcomes and highlighted their importance as follows:

Level I - Acquaintance: Students differ in their ability to understand, distinguish, and master this object, among other similar objects. Acquaintance at the familiar level is often limited to a general view of the object of study, while in the case of reasoning, conversational responses are limited to "yes - no", "or".

Level II - Reproduction: At this level, students learn basic concepts at the level of the ability to verbally describe the actions associated with the object of study, analyze different actions and various activities.

Level III - fully mastered knowledge and skills: in this case, the service of students is the ability to apply the acquired information in practice to solve some class work and to acquire objective new information.

Level IV - Transformation: It involves the acquisition of information that allows students to solve tasks of different difficulty by applying the knowledge, skills and competencies they have acquired.

The success of the educational process depends on the active participation of students in each lesson. When students are active, they are interested in not missing classes, listening to the teacher, reading the news, listening to information, and trying to understand topics in a timely manner.

It takes a great deal of knowledge, research, and skill on the part of a teacher to develop such qualities in students.

Tested to improve student attendance one of the methods:

• -    problem-based teaching method;

• -    non-standard form of the lesson;

• -    method of scientific research;

• -    work on the textbook;

• -    problem solving;

• -    experience and performance of tasks.

It is known that the first stage of the higher education system is the bachelor's degree, and the system of continuing education of this or that specialist is successful in secondary general education and secondary special vocational education (CSEE). guarantees that they will teach. In particular, if we look at it as a physics teacher, he is required to fully meet the requirements of physics in the cycle of general theoretical, general professional and specialized sciences.

Because physics is not only a fundamental but also an experienced science, a physics teacher should also have as comprehensive a range of theoretical and practical skills in these areas as possible. So, it goes without saying that any physics teacher is required to have a deep and solid knowledge of the modern achievements and discoveries of physics, and this aspect is one of the prerequisites. It is well known that society is always evolving and multifaceted Science and technology, which is one of the aspects of science and technology, is constantly evolving. This means that the amount of scientific knowledge and teaching and learning information that is necessary for teaching is constantly increasing. Proportional representation of rapidly evolving information over a set period of time in a coordinated way in the learning process is a methodological challenge that requires a level of effective methodological skills on the part of the physics teacher to put it into practice. As mentioned above, the work of a bachelor's degree physics teacher is extensive. Let's go back to one of the points mentioned above. However, the successful (positive) solution of the methodological problem, which arose with the increase in the amount of information required for learning, depends on the scientific organization of the process of independent teaching of physics. This reaffirms the continuity of education. From the point of view of the effectiveness of the methodology of teaching physics, it is preferable not to reteach physics to the student, but to continue teaching it in the future. Therefore, this aspect is a priority in the methodological training of a physics teacher and the effectiveness of the teaching methodology. In the context of globalization, the interdependence of educational disciplines is essential. Today, the ability to fully explain any event or phenomenon within the same science is often lost. Therefore, the integrated approach plays an important role in the modern education system.

It is safe to say that the concept of the origin of the natural sciences can be explained by this approach. In conclusion, it can be said that bachelors have a deep and solid knowledge of physics, but they also have specific aspects of physics teaching methods, i.e. planning the use of information and pedagogical technologies in teaching, the work of bachelors with students In the process, many issues need to be reflected in methodological training, such as identifying ways to stimulate their interest in adequate knowledge, teaching young people effective ways to acquire independent knowledge, as well as monitoring and accounting for physical knowledge. This article focuses only on some of the specifics of the methodological preparation of a bachelor’s degree physics teacher.