LOGICAL AND SEMANTIC MODEL OF INDEPENDENT WORK OF HIGHER EDUCATION STUDENTS IN THE PROCESS OF STUDYING PHYSICAL AND MATHEMATICAL DISCIPLINES

Introduction.The need to study the issue of improving the quality of training of higher education students of higher agricultural educational institutions is caused by: a qualitative change in modern requirements for the training of specialists with higher education; significant complication and expansion of the range of tasks solved by graduates of higher agricultural educational institutions in the new economic conditions with the use of professional training based on the study of physical and mathematical disciplines; lack of pedagogical research on the study of the educational process in modern higher agricultural educational institutions. The problem of organizing independent learning activities in the general system of higher education and mastering the methods and techniques of independent learning activities by students is important and remains relevant. Purpose. The purpose of the article is to develop didactic methods for improving the independent work of higher education students in the process of studying physical and mathematical disciplines in higher agricultural educational institutions.Methods.To achieve this goal, the methods of analysis and synthesis of scientific sources, in particular, professional literature describing the peculiarities of teachers' independent work in teaching higher mathematics and physics, were used.Results.The stages of building a model of the structure and content of independent work of students of higher agricultural educational institutions in teaching higher mathematics and physics are proposed.Originality. Recommendations for planning the sequence of independent study of content blocks in the study of higher mathematics and physics are proposed:1. After considering the basic content block, it is advisable to choose a block that is not very different from it and, at the same time, has the greatest connection with the following blocks.2. When choosing each subsequent block, it is advisable to minimize the number of differences in it from the already considered ones.3. The content block that has the least number of connections with other blocks should be considered last.4. For any period of time it is possible to achieve independent mastery of more content elements by higher education students, but at a lower level of mastery, or fewer content elements, but at a higher level of mastery.5. Along with the growth of information, with a constant period of study, it is possible either to reduce the level of assimilation or to carefully select and summarize information while maintaining a given level of assimilation. With the same content of training, it is possible to go either «broadening»or «deepening», but it is impossible to achieve both at the same time.Conclusion.1.The success of the professional development of future graduates of higher agricultural educational institutions depends on a number of factors. One of these factors is the proper organization of students' independent work.2.As a result of the analysis of regulatory documents, general and additional requirements for the physical and mathematical training of students in higher agricultural educational institutions are identified.3.The structure of independent learning and cognitive activity is defined: its organization and control of results.