The use of the didactic principle of generalization for the development of the scientific method of cognition in the subjects of the natural science cycle
Taking into account the requirements of the Federal State Educational Standard for the formation of a holistic scientific picture of the world, the modern natural science worldview of schoolchildren and the contribution that physics and natural science disciplines make to the emergence of students' interest in learning the world around them, the high educational potential of the fundamental natural science method of cognition for teaching is highlighted. The subject of this study was the didactic principle of generalization of knowledge. The author presents in the article a new look at the methodological status of the established didactic principle of generalization when using it in relation to the development of the scientific method of cognition in the modern methodology of teaching subjects of the natural science cycle in secondary school. What determines the purpose of the research presented in the article. In the modern scientific literature, there is n o proper theoretical understanding of the new and modern possibilities of the didactic potential of the generalization principle when mastering the scientific method of cognition in demand in teaching for wide practical use in the subjects of the natural science cycle. The issues from the theoretical justification of such a possibility to the variant of the teaching methodology and practical application in various types of educational activities are considered. This is due to the relevance of the article. The relevance of the didactic principle of generalization in the dissemination of the experience of mastering the scientific method of cognition in teaching physics to natural science academic subjects is emphasized. New methodological meanings of the limits of applicability of the generalization principle are presented, described and analyzed. The instrumental methods of using the principle of generalization of knowledge in relation to skills, activity procedures, learning tools and their coo rdination with the aim of mastering logic, content elements and conceptual aspects of the scientific method of cognition are described. The results of the research and methodological developments can be used in the work of teachers in the conditions of the school educational process.