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Introduction. The article provides an overview of the main ideas for solving the spectrum of problems arising in the course of general physics in a technical university. The relevance of the problem of formation of developing knowledge.
Materials and methods. The main methods of research are analysis of scien-tific and pedagogical, methodological literature devoted to the problem of for-mation of developing knowledge and the method of immersion. The purpose of the work is to reveal the model of formation of developing knowledge and the complex of pedagogical conditions of its (model) effective implementation.
Results. The structural and functional model of developing knowledge formation is designed and described. Within the framework of the model, the au-thors developed a methodology for the formation of developing knowledge based on the method of immersion in laboratory classes on the course of general physics of a technical university. A set of pedagogical conditions for the implementation of the model was defined. The system of multi-functional tasks is considered. Essence of logical structures is developed and their meaning content is realized.
Discussion. Pedagogical conditions are a mandatory environment for the efficient functioning of the model of developing knowledge formation. Criteria (motivational, cognitive, subject), estimated by levels: low, medium, sufficient, high, were identified for analysis of model results. The transition of students to a higher level is an indicator of the performance of the developed model.
Conclusion. It is concluded that the implementation of the author 's model will contribute to the formation of developing knowledge of students of the technical university.
General physics; technical university; laboratory classes; the functionality of knowledge; evolving knowledge; immersion method; system of different tasks; logical structures
The structural and functional model of formation of developing knowledge of students of technical university is described;
The method of immersion in laboratory classes on the course of general physics is justified;
A set of pedagogical conditions for the effective implementation of the model is presented.
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