9. Sayı; TURAN-SAM KIŞ Sayısı, 2011

yaygın ve derin kul-lanmak vacıp ve amaca uygundur.Bugünkü modern metodolojikliteratürde bu yöntem zayıf ve-rilir.Öğrenciler analogiya yöntemini kullanarak kuralları birbirleriyle tartışırlar, kurallarıanaliz ederek, bu konudan önemli olanları seçerler, bu konuları sınıflaşdırırlar vesistemleştirirler. Sonucunda genelleştirme yaparaq zihinsel aktivitede geniş bir kullanımsağlarlar.ABSTRACTPlace and role of analogy in learning physicsSAFAROV N. Y.Shows that the analogy to the process of studying the general physics course can and shouldbe considered, firstly, as a method of scientific knowledge, and secondly, as a teachingmethod, and thirdly, as a means by which students learn on their own theoretical problems ofphysics.Shows the classification of didactic analogy, as well as the structural model of reasoning byanalogy.Analysis of the role of the method of analogy in solving various problems, the developmentof thinking, and in improving students' knowledge allows us to advance and justify the idea ofthe need for and feasibility of putting into practice the method of high school analogy widelyand deeply than is reflected in the modern methodological literature. In applying the methodof analogy, students compare the effects, perform an analysis of their characteristics areselected from these essential and inessential, classified and organize these symptoms, makegeneralizations and conclusions, i.e use a wide range of mental activity.62