Methodological Features of the Use of Virtual Excursions in Physics Lessons

The article examines a current problem - the introduction of information, communication and digital technologies into the educational process, in general, and a virtual excursion as a modern form of organizing the educational process, in particular. The author analyzed the latest research and publications on this topic, which consider the use and role of information and communication technologies in education, the use of virtual tours in the educational process. The author outlined the direction of the research - to show the features of various forms of virtual excursions (collective, individual) and their purpose at different stages of the educational process in physics. In this context, a virtual excursion is considered from the standpoint of achieving a comprehensive educational result, namely: the threefold goal of the lesson (developmental, educational, educational), the formation of a student's personal (value) attitude towards the object being studied, the formation of digital, informational, communicative and self-educational competences. The methodical features of preparing and conducting a virtual excursion given in the article involve consideration of a virtual excursion as a certain joint form of activity of the teacher and students, which allows to implement the virtual excursion as efficiently as possible. This activity is associated with varying the forms of using virtual excursions in the educational process of physics depending on the age of the children - for children of middle age (grades 7-9) and older age (grades 10-11). In the article, the author provides an example of an individual information card for a virtual excursion to the Galileo Galilei museum in a physics lesson, analyzes its content, and also defines a list of information about the excursion that must be included in the individual card. Special attention in the research is paid to the final stage of the excursion, aimed at monitoring the activity and evaluating the achievements of students based on the results of the virtual excursion. For this, the author suggests using a differentiated approach and gradation by task levels. Based on the conducted research, conclusions are formulated and directions for further research are outlined.