IMPLEMENTATION OF THE ACTIVE APPROACH TO TEACHING PHYSICS IN THE NEW UKRAINIAN SCHOOL

The article examines the theoretical and practical aspects of the implementation of the activity approach to teaching physics in a new Ukrainian school. It is argued that the competence approach is the basis for determining the mandatory learning outcomes, and the process of their achievement is based on the activity approach. Emphasis is placed on the determinism between competence-based and activity-based approaches in the organization of the educational process, namely: the fullfledged formation of competencies is possible on the basis of the implementation of an activity-based approach to education. The studied structure of educational and cognitive activity based on decomposition: subject, subject, product, means, procedure, external conditions of activity. The concepts of "educational activity" and "educationalcognitive activity" are different. The definition of educational-cognitive activity in the context of studying physics in the new Ukrainian school is clarified. Educational and cognitive activity is considered as a purposeful, organized and teacher-directed cognitive process of composing and solving personally significant and socially relevant cognitive tasks by students, which is determined and regulated by a system of relevant norms and is accompanied by the formation of key competences, characterized by qualitative changes in information-cognitive, value-motivational, operational-active, creative spheres of the subject of activity, in combination with the transformation of the surrounding reality. Based on the conceptual provisions of the activity theory of learning and system-structural analysis, a model of educational and cognitive activity, which is a system integrity, is proposed. On the basis of this model, a technological invariant of the physics teacher's activity in the design and organization of educational and cognitive activities is proposed in the form of an appropriate reference plan. One of the basic components of the professional competence of a physics teacher is the experience of designing educational and cognitive activities. The methodological basis of the technologization of the formation of this experience in the process of training students is the activity theory of learning.