THE PLACE OF EXPERIMENTAL TASKS IN THE PROCESS OF PHYSICS TEACHING

This paper deals with the place of the experimental tasks and the possibilities of applying them during physics teaching. Scientific inquiry revealed that teachers and students pointed out practical activity as an interesting and informative way of teaching. Three types of impact on students can be distinguished in the structure of the practical activity: 1) cognitive – directed to information processing and comprehension; 2) management – directed to the procedure of task performance and correction; 3) motivating – directed to the learner's active participation, giving meaning to their actions and their cognitive activity. Such practical activity with their impact on students can be realized throw the experimental tasks. Classification of experimental physical tasks by the way of the tasks data presentation, by character and method research is presented in this paper. The examples of solving experimental physical tasks are analysed.