For the first time, methodological foundations for the integration of traditional and distance learning were proposed to ensure an activity approach in the formation of experimental skills of students in the process of implementing the content of physical component of education "Natural Science" in secondary educational institutions of II-III degrees. The genesis of the approaches formation in organization and conduct of an educational physical experiment was given. It has been found that the development of information technologies and teaching aids stimulates scientists and methodologists to develop and test new techniques and methods for the formation of experimental skills of students, based on the integration of traditional and innovative approaches to organizing and conducting an educational physical experiment. The social and personal relations of the subjects of modern educational space (teachers and students) in secondary education are described. It was found that personal value attitudes significantly affect the quality of education, effectiveness and quality of knowledge and its relationship to professional activities. A number of trends in the formation of psychological characteristics of generation Z students are highlighted, some recommendations are given to modern teachers to build an adequate learning style for students of this generation and focus on those that are important for our study. It is determined that the most tested model to date is blended learning. The main terms and concepts that will be used to describe the implementation of distance learning technology are specified. Important features of distance learning are highlighted: flexibility, modular principle, modification of teacher functions, forms of interaction between students and teachers, specifics of control forms, etc. It has been found that mobile devices are currently the most common type of computer. Some interpretations of the "mobile learning" concept advantages and difficulties during its implementation in school practice are given. Technologies and methods of implementation of mobile learning technology in the educational process in physics are distinguished: BYOD technology (Bring your own device), methods of using mobile phone sensors and mobile applications.
For the first time was offered a system of mobile learning techniques, which is focused on various forms of student activities and types of technical equipment and is based on the BYOD concept, which implies the priority of using students' personal mobile devices. For the first time the use of mobile applications and a digital measuring computer complex was proposed as a means of forming methodological knowledge of students, experimental and research skills in a blended learning environment. There were analyzed and carefully selected software tools based on the requirements of technological principles for building a system of mobile learning techniques in terms of ensuring the uniformity of storage formats, instrumental independence and cross-platform, as well as from the standpoint of solving problems of an educational physical experiment in teaching physics, in particular: mobile applications Lab4Physics, Phyphox, Smart ToolKit, Sensors, Electronics For Kids, VoltLab, Kahoot! Cloud services, Quizizz, Plickers, Eddpazzle. A detailed description of the didactic capabilities of mobile sensors (accelerometer, magnetometer, light sensor, barometer, pedometer, gyroscope, etc.) and mobile applications for teaching physics, in particular in the system of tools for student experimental research were provided. It was proposed to perform individual and group physical experiments based on the use of the Lab4Physics mobile application. Instructional materials were developed for the study of uniform and uniformly variable motions, as well as for conducting experimental research during the study of the section “Movement and interaction. Conservation laws. Instructive and methodological materials for conducting physical experiments were adapted to update the Lab4Physics mobile application. For the first time organizational and methodological conditions for the integration of traditional and distance learning were proposed for the formation of experimental skills of students. It was found that the preparation of materials for distance learning requires the fulfillment of a number of conditions: motivation, a clear statement of the educational goal, the creation of prerequisites for the perception of the educational material, compliance with the ergonomic requirements of the presentation of educational material in electronic form, clear feedback, selection of software tools for assessing the educational achievements of students.
