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Abstract: The article analyzes the types of polytechnical educational and cognitive activity in Physics in a secondary school. An overview of traditional methods and forms of implementation of the principle of polytechnics is presented (mainly explanatory-illustrative (story, explanation, demonstration of visual aids) and reproductive methods of teaching). An updated version of the types of activities based on the system of sources of educational information is proposed: academic research (the object of such research is nature), work with objects of the "second" nature (the research objects are objects of the technosphere), work with the book, work with audio and video information, work with computer, educational game (including special game technical objects, elements of educational robotics, as well as the objects and technology of the technical virtual environment), perception and comprehension of educational information in the process of communication (perception and comprehension of the "ready-made" knowledge and methods of communication with the teacher, peers, scientists, inventors and other participants of the educational process). The results of the ascertaining experiment are presented, within the framework of which the task was to study the existing experience of teachers in using the proposed activities at the lessons of Physics secondary school. The most frequently used activities are: story-telling and explanation of certain examples of the application of physical phenomena and laws in engineering and the principles of work of physical instruments; reading of a textbook in Physics and, less commonly, of popular scientific literature in technology. It is concluded that not all teachers systematically use visual aids when teaching technology, especially natural objects. In addition, there is a small amount of practical activities related to the work of students with technical objects (in Physics classes and in preparation for them).