Introduction. Currently, much attention is paid to the use of methodological knowledge and skills in the educational process. There are many reasons for this, including the inclusion of methodological knowledge and research skills in the Federal state standard for teaching physics. The task of forming these skills becomes mandatory and the organization of the educational process based on the methodology of science is considered today as a professional duty of a teacher. However, the analysis of the current situation in modern education shows that many physics teachers have difficulties in organizing educational and cognitive activities of students to perform methodological tasks.

Materials and methods. The main research methods are the analysis of methodological and didactic literature devoted to the problem of formation of students ' methodological knowledge and skills and practice of teaching physics at school.

Results. The new complex case-technology content on “Atomic and nuclear physics” has been presented. The lecturer and students’ activity at all stages of the case-technology has been described. The approbation results of the new content are presented in Trekhgorny Technological Institute, a branch of the National Research Nuclear University “Moscow Enginee-ring Physics Institute”.

Discussion. Based on a number of identified didactic tasks in the process of forming students ' skills to work with methodological knowledge, which must be solved by the teacher, the forms of organization of educational activities of students with these materials were determined and a conclusion was made about the relevance of using methodological tasks in teaching physics at school.

Conclusion. The inclusion of methodological problems in the physics course will allow students to consciously and firmly learn the fundamental basics of physics, acquire practical skills, the ability to apply methodological knowledge in solving practice-oriented problems, develop independent creative thinking and observation. The process of teaching physics should be represented as a set of sequential and interrelated actions of the teacher and students aimed at achieving the planned learning results.

A modern physics course based on the extensive use of methodological tasks performed by students in the process of achieving the planned results of the development of the main educational program.

The ability to solve problems of a methodological nature is based on the construction of conclusions based on the application of methodological knowledge in order to identify the initial conditions, determine their sufficiency and identify cause-and-effect relationships based on the complex application of knowledge.

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