Introduction. Analysis of digital transformation processes in physical education is one of the most pressing and controversial problems facing methodological scientists. The article discusses the digital transformation of the skills to carry out measurements in the conditions of educational experimental activity of students. The role of critical thinking in the implementation of cognitive and evaluative actions in the process of conducting a physical experiment using a digital laboratory is revealed.

Materials and methods. To solve the problem posed, the analysis of regulatory documents, analytical reports is used, the data obtained by other scientists-researchers on this issue are systematized and generalized. The instrumentation of the pedagogical experiment was developed based on the classification of educational skills proposed by A. V. Usova.

Results. The author has developed and implemented a digital laboratory practice as a means of optimizing the digital transformation of the physics teaching process. The approbation of this workshop in the classroom with future physics teachers (bachelors, undergraduates) convinced of the effectiveness of the developed methodology for the formation of measuring skills based on the digital transformation of educational experimental activities.

Discussion. Based on the data of the pedagogical experiment, the effective pedagogical conditions for the digital transformation of educational experimental activity in physics at the pedagogical university include:

1) The presence in the curriculum of a laboratory workshop in physics on digital equipment;

2) Digital literacy of students;

3) Students are motivated to use the digital physics laboratory in the educational process.

The fulfillment of these conditions is ensured by a set of educational and methodological tools:

1) educational and methodological materials for a laboratory workshop, including requirements and a sample for the preparation of a report on the implementation of a physical experiment on digital equipment based on the logical analysis of experimental data;

2) a step-by-step increase in the degree of independence of students when performing laboratory work using digital equipment;

3) performance of laboratory work in accordance with generalized plans of activities (plan for conducting an experiment, observation, measurement using a digital sensor, etc.).

Conclusion. The digital transformation of educational experimental activity presupposes the need for: 1) updating the material and technical base of an educational physical experiment in order to develop digital literacy of students; 2) the formation of a set of practical skills for using a digital laboratory for conducting an educational physical experiment; 3) the development of critical thinking of trainees for the implementation of a capacious and informative report on the results of educational activities.

In the context of the digital transformation of education, the experimental training of a future physics teacher must be carried out not only for full-time education, but also for distance learning;

Systematization and classification of the means of digital transformation of an educational physical experiment, carried out in accordance with the levels of physical education (general, additional) and with the model of teaching physics (full-time, distance) contributes to building an effective program for the development of experimental skills of the future physics teacher;

Digital transformation of educational experimental activity affects the content of students' practical skills;

Critical thinking as a mental way of mastering the totality of cognitive and evaluative skills when performing an educational physical experiment, manifests itself in the mastered actions to formulate a reasoned, concise and informative conclusion.

1. The compiler Ye. S. Savinov (2011), Primernaya osnovnaya obrazovatel'naya programma obrazovatel'nogo uchrezhdeniya. Osnovnaya shkola [Approximate basic educational program of an educational institution. Basic school], Izdatel'stvo Prosveshcheniye, Moscow, 454 p. ISBN 978-5-09-019043-5. (In Russian).

2. Ospennikova Ye.V. & Antonova D.A. & Spirin E.V. (2018), Tsifrovaya transformatsiya sistemy obrazovaniya. Proyektirovaniye resursov dlya sovremennoy tsifrovoy uchebnoy sredy kak odno iz yeye osnovnykh napravleniy [Digital transformation of the education system. Designing resources for a modern digital learning environment as one of its main directions], Informatsionnyye komp'yuternyye tekhnologii v obrazovanii, 14, 5–37. (In Russian).

3. Gigolo A.I. & Povalyaev O.A. (2020), Vozmozhnosti otsenki eksperimental'nykh umeniy po fizike s ispol'zovaniyem tsifrovykh tekhnologiy [Possibilities of evaluating experimental skills in physics using digital technologies], Pedagogicheskiye izmereniya, 2, 102-108. (In Russian).

4. Brazhnikov M. A. (2020), Analiz vozmozhnostey vklyucheniya tsifrovykh kompetentnostey v predmetnyye rezul'taty obucheniya po fizike [Analysis of the possibilities of including digital competencies in subject learning outcomes in physics], Pedagogicheskiye izmereniya, 2, 109–117. (In Russian).

5. Aymaletdinov T.A., Baymuratova L.R., Zaytseva O.A., Imayeva G.R., Spiridonova L.V. (2019), Tsifrovaya gramotnost' rossiyskikh pedagogov. Gotovnost' k ispol'zovaniyu tsifrovykh tekhnologiy v uchebnom protsesse [Digital fluency of Russian teachers. Readiness to use digital technologies in the educational process], Izdatel'stvo “NAFI”, Moscow, 84 p. ISBN 978-5-9909956-5-9 (In Russian).

6. Krish Chetty, Liu Qigui, Nozibele Gcora, Jaya Josie, Li Wenwei & Chen Fang (2018), “Bridging the Digital Divide: Measuring Digital Literacy”, Economics [Electronic], no. 12 (2018-23), pp. 1–20: DOI: 10.5018/economics-ejournal.ja.2018-23.

7. Edrs.: A.Yu. Uvarov & I.D. Frumin (2019), Trudnosti i perspektivy tsifrovoy transformatsii obrazovaniya [Difficulties and prospects of digital transformation of education], Kollektivnaya monografiya, Izdatel'skiy dom Vysshey shkoly ekonomiki, Moscow, 344 p. (In Russian).

8. Usova A.V. (2000), Psikhologo-didakticheskiye osnovy formirovaniya u uchashchikhsya nauchnykh ponyatiy [Psychological and didactic foundations of the formation of scientific concepts in students], Chelyabinsk, 21 p. (In Russian).

9. Kluster D. (2005), “What is critical thinking?”, in Kluster, D. (ed.) Kriticheskoye myshleniye i novyye vidy gramotnosti [Critical thinking and new types of literacy], Izdatel'stvo “TSGL” Moscow, 5-13. (In Russian).

10. Sedyukevich O.P. & Sedyukevich N.L. (2020), Formirovaniye kriticheskogo myshleniya obuchayushchikhsya v protsesse prepodavaniya yestestvennonauchnykh distsiplin [Formation of critical thinking of students in the process of teaching natural science disciplines], Informatsionno-kommunikatsionnyye tekhnologii v pedagogicheskom obrazovanii, 1 (64), 142–144. (In Russian).

11. Turchevskaya B.K. (2016), Kriticheskoye myshleniye kak obrazovatel'naya tekhnologiya [Critical thinking as an educational technology], Problemy vysshego obrazovaniya, 1, 81-84. (In Russian).

12. Semenova O. M. (2018), Soderzhaniye ponyatiya “kriticheskoye myshleniye uchitelya” [The content of the concept of «critical thinking of the teacher»], Povolzhskiy pedagogicheskiy vestnik, 6, 1, 3 (20), 70–76. (In Russian).

13. Uvarov A.Yu. (2018), Issledovatel'skiy podkhod v obuchenii yestestvennym naukam za rubezhom [Research approach in teaching natural sciences abroad] Sbornik dokladov IX Mezhdunarodnoy nauchno-prakticheskoy konferentsii “Issledovatel'skaya deyatel'nost' uchashchikhsya v sovremennom obrazovatel'nom prostranstve” [Collection of reports of the IX International scientific and practical conference “Research activities of students in the modern educational space”], Moscow, 34–54. (In Russian).

14. Ob utverzhdenii federal'nogo gosudarstvennogo obrazovatel'nogo standarta vysshego obrazovaniya — bakalavriat po napravleniyu podgotovki 44.03.05 Pedagogicheskoye obrazovaniye (s dvumya profilyami podgotovki) (Prikaz Ministerstva obrazovaniya i nauki Rossiyskoy Federatsii ot 22 fevralya 2018 g. № 125 s prilozheniyem) [On the approval of the federal state educational standard of higher education — undergraduate in the field of training 44.03.05 Pedagogical education (with two specialization profiles) (Order of the Ministry of Education and Science of the Russian Federation of February 22, 2018 No. 125 with the appendix)]. Zaregistrirovano v Ministerstve yustitsii Rossiyskoy Federatsii 15 marta 2018 g. № 50358) [Registered with the Ministry of Justice March 15, 2018 of the Russian Federation No. 50358)]. Spravochno-pravovaya sistema “Konsul'tantPlyus”. (In Russian).

15. Ob utverzhdenii federal'nogo gosudarstvennogo obrazovatel'nogo standarta vysshego obrazovaniya — magistratura po napravleniyu podgotovki 44.04.01 Pedagogicheskoye obrazovaniye (prikaz Minobrnauki Rossiyskoy Federatsii ot 22 fevralya.2018 g. № 126 s prilozheniyem) [On the approval of the federal state educational standard of higher education — master's degree in the direction of training 04.04.01 Pedagogical education: order of the Ministry of Education and Science Ros. Federation of February 22, 2018 No. 126 with the appendix)]. Zaregistrirovano v Ministerstve yustitsii Rossiyskoy Federatsii 15 marta 2018 g. № 50361 [Registered with the Ministry of Justice March 15, 2018 of the Russian Federation No. 50361]. Spravochno-pravovaya sistema “Konsul'tantPlyus”. (In Russian).

16. Bespal'ko V. P. (2006), Instrumenty diagnostiki kachestva znaniy uchashchikhsya [Tools for Diagnosing the Quality of Students' Knowledge]. Shkol'nyye tekhnologii, 2, 138–150. (In Russian).