Mechanics as the basis of continuity of school and higher engineering education
DOI: 10.23951/1609-624X-2026-2-108-116
Changes in the methods and content of teaching mechanics (section “Statics”) to students in specialized engineering and technical classes, providing a close relationship with the sections of mathematics, such as algebra, geometry, etc., are proposed. The reforms of teaching of school disciplines “Physics” and “Mathematics” over the last fifty years are evaluated. It is shown that the changes introduced at the end of the XX century, firstly, broke the continuity between the content of Russian school education and the programs of engineering and technical universities; secondly, did not take into account the psychological features of cognitive processes of schoolchildren. As a result of these reforms, significant difficulties arose for the students of initial courses of engineering universities when studying fundamental disciplines. The special role of mechanics as a basis for mastering special disciplines regulated by engineering curricula is emphasized. Mechanics provides a basis for the study of natural science disciplines, ensuring the acquisition of skills necessary for the formulation and solution of many technical and engineering problems. The use of mathematical models of simple mechanisms allows the calculation of unknown forces acting in them. The construction of such models requires knowledge of algebra and geometry, including triangle similarity and graphical constructions. The inconsistency of school teaching material on mechanics with classical approaches, especially in terms of basic concepts and definitions (on the example of the section “Statics”) is revealed. The paper outlines the classical approach to the study of the basics of classical mechanics, gives correct definitions and presents the limits of applicability of theories. Examples of solving problems to determine the reactions of bonds – pressure on the surface and tension of a thread – in the conditions of equilibrium of a solid body are considered in detail. On the basis of comparison of thematic planning of working programs in mathematics and mechanics, the authors propose to synchronize thematic plans of mechanics sections (physics course) with mathematics sections in curricula for 7th – 9th grades.
Keywords: school education, specialized engineering and technical classes, higher engineering and technical education, mechanics, statics, absolutely solid body, mathematical model, equilibrium of a system of forces
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Issue: 2, 2026
Series of issue: Issue 2
Rubric: THEORY AND METHODS OF TEACHING AND EDUCATION
Pages: 108 — 116
Downloads: 13