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Today in Ukraine there is an unfavorable situation with the staffing of the agricultural sector with qualified specialists, capable of doing successful professional activities. This article is devoted to the problem how to implement a model for teaching physics to the students, based on the use of a system of professionally oriented tasks. The purpose of the article is to study the formation of professionally oriented tasks as a mechanism for the implementation of a systematic approach to learning that does not involve passive acquisition of knowledge in physics but the development of the students’ abilities to master rational techniques and methods of mental activity. This work uses theoretical research methods: study and analysis of psychological, pedagogical, normative and special literature on the research problem; analysis of the state educational standards, programs, teaching aids and teaching materials. It has been empirically proved that the efficiency of using professionally oriented tasks in order to improve the quality of the students’ knowledge in teaching physics is ensured by a set of didactic conditions. Statistical study and interpretation of the results of the pedagogical experiment allows us to draw the following conclusions: after using the developed methodology, there is a significant difference between the levels of quality of knowledge of the experimental groups and the reference (control) groups. If in the reference (control) groups the sufficient and high level of educational achievements of higher education applicants increased by 12 and 3%, respectively, then in the experimental groups the growth of this indicator is much higher - 17 and 6%, which confirms the efficiency of the proposed methodological model of teaching physics, based on the use of a system of professionally oriented tasks.
Bulgakova et al. (Wed,) studied this question.