Theory and methodology of teaching computer science. Lapchik M.P., Semakin I.G., Henner E.K.

Purpose of the course

Course objectives:

1. Young scientific discipline

2. Novelty of the scientific discipline

3.

THE PRINCIPLE OF TRANSITION FROM TRAINING TO SELF-EDUCATION.

In the real learning process, the principles act in conjunction with each other. One cannot either overestimate or underestimate this or that principle, because this leads to a decrease in learning efficiency. Only in combination do they provide a successful choice of content, methods, means, and forms of teaching computer science.

Private methodological principles of using software in the educational process

They are divided into

1) principles related to the educational process when using software as an object of study and

2) principles related to the educational process when using software in the teaching of general education disciplines (including computer science).

First group of principles.

PRINCIPLE OF UNDERSTANDING APPLIED PROBLEMS involves knowledge of why, when and where the systems being studied are used.

PRINCIPLE OF GENERALITY requires bringing to the attention of students the functionality that software of this type provides.

THE PRINCIPLE OF UNDERSTANDING THE LOGIC OF ACTIONS IN THIS SOFTWARE is not taken into account in the practical methodology of teaching computer science, and yet without understanding the principles of organization of this tool, competent work is impossible

Second group of principles.

PRINCIPLE OF OPTIMAL USE OF PS. When using software in teaching, the teacher's time is significantly saved. Thus, organizing a survey of students using software saves time because there is no need to check notebooks; the program usually provides diagnostics of the survey results immediately.

THE PRINCIPLE OF USING PS TO DEVELOP STUDENTS' CREATIVE ACTIVITY. Meanwhile, appropriately formulated tasks contribute to the development of students’ thinking and form research skills. For example, when studying graphic editors, you can offer students tasks that promote the development of logical thinking, spatial imagination, etc.

PRINCIPLE OF INTEGRATED USE OF SOFTWARE TOOLS. Does not exist universal remedy training capable of solving all educational problems, therefore only optimal combination various teaching aids in combination contribute to the effective implementation of the educational process.

Educational, developmental and educational goals of teaching computer science.

1. Educational goals:

1. formation of ideas about information as one of the three fundamental concepts of science - matter, energy, information, on the basis of which the modern scientific picture of the world is built;

2. formation of ideas about modern methods scientific knowledge – formalization, modeling, computer experiment;

3. the formation of general educational and general cultural skills in working with information (the ability to competently use information sources, the ability to correctly organize the information process, assess information security);

4. preparing schoolchildren for subsequent professional activities (mastering computerization tools and information technologies).

2.Developmental goals of teaching computer science.

Development of a logical-algorithmic style of thinking.

3. Educational goals of teaching computer science. When talking about the educational goals of teaching computer science, we mean the development the following features and personality traits of the student:

1. an objective attitude towards computer data, i.e. criticality and self-criticism of thinking;
2. careful attitude towards both technology and information, ethical and moral rejection of computer vandalism and virus creation;
3. personal responsibility for the results of your work on the computer, for possible errors;
4. personal responsibility for decisions made on the basis of computer data;
5. the need and ability to work in a team when solving complex problems using the team method;
6. caring for the user of the products of one’s labor.

Educational and methodological support for school computer science courses. Software for educational purposes (directions of use, structure of technology for using software in the educational process, criteria for the effectiveness of this technology).

Computer software as teaching tools can be classified as follows:

educational computer programs;

educationally oriented application packages computer programs;

computer software and methodological systems.

Electronic educational resources (EER) or digital educational resources (DER) are specially formed blocks of various information resources intended for use in the educational process, presented in electronic (digital) form and operating on the basis of information and communication technologies.

EOR classification:

by purpose of creation:

pedagogical information resources developed specifically for the purposes of the educational process;

cultural information resources that exist independently of the educational process;

by type of basic information:

text, containing predominantly textual information presented in a form that allows character-by-character processing;

pictorial, containing predominantly electronic samples of objects, considered as integral graphic entities, presented in a form that allows viewing and printed reproduction, but does not allow character-by-character processing;

software products as independent, alienable works, which are programs in a programming language or in the form of executable code;

multimedia, in which information of different nature is present equally and interconnected to solve certain educational educational tasks;

by distribution technology:

local, intended for local use, issued in the form of a certain number of identical copies (circulation) on portable machine-readable media;

network, accessible to a potentially unlimited number of users via telecommunication networks;

combined distribution, which can be used both as local and network;

by availability of printed equivalent:

representing an electronic analogue of a printed resource;

independent resources, the reproduction of which on printed media leads to the loss of their properties;

by function in the educational process:

presenting educational information, including demonstrations of objects, phenomena and processes;

information and reference;

modeling objects, phenomena and processes;

expanding the sector of independent educational work through the use of active forms of learning;

carrying out training of skills and abilities of various nature, solving problems;

monitoring and assessing students' knowledge.

Multimedia ESM involves the synthesis of various types of information - text, graphic, animation, sound and video, which makes it possible various ways structuring, integrating and presenting information.

ESM interactivity may imply:

manipulating on-screen objects using computer input devices;

linear navigation;

hierarchical navigation;

Help that is called up or pops up automatically;

feedback;

constructive interaction;

reflective interaction;

simulation modeling;

surface context;

in-depth context.

EOR can provide:

obtaining information, skills and abilities, certification and monitoring of educational achievements;

expansion of the self-employment sector;

the changing role of the student teacher;

the student’s transition from passive perception of information to active participation in the educational process;

the ability to manage the educational process (including on the part of the student) and responsibility for the result obtained;

implementation of new forms and methods of training, including independent individual training.

Lesson analysis.

· specifics of the lesson

Is the structure chosen rationally?

What material was emphasized in the lesson?

· degree of student activity in the lesson

· means and methods of teaching in the classroom

· characteristics of students

· were the requirements for organizing classes in the computer science class met?

· have the goals been achieved (if not, then list the reasons and what changes need to be made when preparing and conducting the lesson)

Typology of lessons.

V. A. Onischuk offers a typology of lessons depending on the didactic goal. This typology is by far the most common:

a) a lesson on introducing new material;

b) a lesson to consolidate what has been learned;

c) a lesson in the application of knowledge and skills;

d) a lesson in generalizing and systematizing knowledge;

e) a lesson in testing and correcting knowledge and skills;

e) combined lesson.

It should be noted that the above typologies arose in different time, perhaps for this reason they are largely equivalent in content.

Organization preliminary preparation teachers for the lesson.

The main forms of additional study of computer science and its applications in secondary school. Contents of extracurricular work in computer science.

Extracurricular activities increase students' interest in the subject, encourage them to work independently in class and constantly search for something new. By participating in extracurricular activities, children learn about the reality around them, fantasize, and have the opportunity to open up and express themselves creatively.

The following can be distinguished tasks that are solved in extracurricular activities in computer science:

1. Revealing the creative potential and abilities of any child, regardless of his grades in the subject.

2. Promotion interest of schoolchildren in the subject “Informatics”, students’ passion for the subject, instilling in them a love for computer science through joint activities.

3. Stimulation search and cognitive activity.

4. Popularization computer science knowledge among students. Popularization of achievements in the field of information technology.

5. Establishment new communication contacts (when studying telecommunication networks).

6. Deepening students' knowledge in computer science (on electives). Expanding students' horizons.

7. Propaedeutics computer science lessons (in clubs for junior grades).

8. Implementation interdisciplinary connections.

9. Career guidance students.

Extracurricular activities in computer science have a positive impact on classes conducted within the framework of the main schedule, since students involved in extracurricular work on the subject study the educational material more carefully, in depth, read additional literature, and master working with a computer. Extracurricular work on the subject stimulates independent study of computer science and information technology.

VR forms in computer science

To date, vast experience has been accumulated in extracurricular work at school in various subjects, and the forms of this work are very diverse.

VR can be classified according to various criteria: systematicity, coverage of students, timing, didactic purposes, etc.

By systematicity two types can be distinguished extracurricular activities(VZ):

1) episodic VM:

– preparation and holding of school Olympiads in computer science; participation in regional and city Olympiads;

– summer computer camps;

– publication of a wall newspaper;

– holding quizzes, evenings, KVN in computer science;

– holding thematic conferences and seminars on computer science;

2) persistent VMs:

– clubs and elective classes in computer science;

– school scientific societies;

– various forms of correspondence and distance learning for students.

By enrollment Individual and mass work can be distinguished.

Individual work exists in all types of EOI, it can be expressed in the preparation of an abstract, material for a wall newspaper, evening, conference, etc.

Mass work expressed in holding evenings, competitions, and olympiads.

Computer science clubs have their own specifics. They are intended to attract primary school students to develop propaedeutic computer skills. It is recommended to give students tasks to work in graphic editors, and perhaps familiarize themselves with one of the programming languages. Studies have shown that the most tiring activities for children aged 7-13 years are playing computer games; in such classes, over 88% of the time is spent working with a display; in other classes, this value does not exceed 66%.

Mixed classes (programming and games) turned out to be the least tiring for schoolchildren in grades 1-7.

Studying the influence of computer classes different types made it possible to establish their optimal and permissible duration for children of different ages. So for children 7-10 years old, the optimal duration of computer games is 30 minutes, acceptable for mixed-type games and activities is 60 minutes. For schoolchildren aged 11-14 years, the optimal duration of computer games is 30 minutes, and the acceptable duration is 60 minutes; for mixed classes, 60 and 90 minutes, respectively.

Club work with high school students is possible when organizing groups to work in telecommunications networks.

Electives in computer science are designed to provide a more in-depth study of the subject compared to general education. Some teachers practice solving problems from entrance exams in computer science during elective classes; prepare students for final exams. At electives, you can also teach certain sections of computer science in more depth. For example:

1. Program in-depth study computer science in classes with a mathematical bias, it involves studying the basics of computer technology and programming (Pascal), elements of logical programming (Prolog), computer modeling, as well as familiarity with application software (ET, editors, DBMS);

2. Special course program “Database management systems” includes studying Access systems at the query language level, mastering a programming language (for example, Visual Basic), and using a DBMS to solve practical problems.

3. Special course program “Computer Modeling” includes the following sections:

Models. Classification of models. Computer models.

Computer modeling technology.

Simulation of chaotic movements.

Modeling of random processes.

Deterministic models.

Discrete models.

Game simulation.

Chess and card games.

One of the central issues in organizing VR in computer science is determining its content. In accordance with the principle of connecting VR with computer science lessons, it should relate to program material in computer science. Along with this, VM can consider issues that are not directly related to the computer science program, but are of interest to students and help expand their horizons, i.e. additional material.

EVALUATION ERRORS.

1. generosity, forbearance. Manifests itself in overestimation of grades;
2. transferring sympathy or antipathy from a student to a grade (grade);
3. mood assessment;
4. lack of firm criteria (the teacher can give high marks for weak answers or vice versa);
5. central tendency (the desire not to give extreme marks, for example, not to give twos and fives);
6. the proximity of the rating to the one that was given earlier (after a two it is difficult to immediately give a five);
7. halo errors (manifested in the tendency of the teacher to evaluate only positively or negatively those students to whom he treats positively or negatively, respectively);
8. transferring the assessment for behavior to the assessment in the academic subject, etc.

Distinctive features of “Theories and methods of teaching computer science.” Goals and objectives of the course “Theory and methods of teaching computer science.”

Purpose of the course– to prepare a methodologically competent computer science teacher capable of:

Conduct lessons at a high scientific and methodological level;

Organize extracurricular activities in computer science at school;

Provide assistance to subject teachers who want to use computers in teaching.

Course objectives:

Define specific goals studying computer science, as well as the content of the corresponding general education subject and its role in the school curriculum;

To prepare the future computer science teacher for methodologically competent organization and conduct of computer science classes;

Report the techniques and methods of teaching computer science that have been developed to date;

To teach various forms of extracurricular work in computer science;

To develop the creative potential of future computer science teachers, necessary for competent teaching of the course, since the course undergoes great changes every year.

Distinctive features of “Theories and Methods of Teaching Computer Science”

The discipline “Theory and Methods of Teaching Computer Science” has a number of distinctive features:

1. Young scientific discipline(it entered the plans of pedagogical universities relatively recently. This happened in the mid-80s of the last century, almost simultaneously with the introduction of the subject into school - the fundamentals of computer science and computer technology), hence:

Lack of development of methodological approaches to teaching computer science;

Unrefined, insufficient methodological literature;

Lack of an established system of training and retraining of personnel.

2. Novelty of the scientific discipline“Informatics” and the school subject “Fundamentals of Informatics and Computer Science”, from here:

Constant changes in training content.

3. Close connection between school computer science and other subjects, which allows you to use techniques from other disciplines, as well as rely on the knowledge of students from other fields of knowledge.

2. The relationship between the main components of the computer science teaching process. The connection between the methodology of teaching computer science and the science of computer science, psychology, pedagogy and other subjects.

On the same topic: “Introducing a computer” or “Studying a graphic editor,” lessons will be taught completely differently in elementary, middle and high schools. Not only the assignments will be different, but also the forms of conducting classes and the teacher’s behavior in the classroom.

As a part of didactics, TMOI uses pedagogical research methods and is subject to its laws and principles. Thus, when teaching computer science, all known methods of organizing and implementing educational and cognitive activities are used, namely, general didactic teaching methods: reproductive, problem presentation, heuristic, etc. Forms of organizing classes – frontal, individual and group.

Teaching computer science at the modern level is based on information from various fields of scientific knowledge: biology (biological self-governing systems, such as humans, other living organisms), history and social sciences (social social systems), Russian language (grammar, syntax, semantics, etc.), logic (thinking, formal operations, truth, lie), mathematics (numbers, variables, functions, sets, signs, actions), psychology (perception, thinking, communications) .

The connection with other sciences is especially strengthened in connection with the transition of the Russian general secondary education system to specialized training.

When teaching computer science, it is necessary to navigate the problems of philosophy (a worldview approach to the study of the systemic information picture of the world), philology (the study text editors, systems artificial intelligence), mathematics and physics (computer modeling), painting and graphics (study of graphic editors, multimedia systems), etc.

Thus, a computer science teacher must be a widely erudite person, and constantly expand his knowledge.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Introduction

teaching computer science pedagogical

In our time of widespread distribution of electronic computers (computers), human knowledge about the nature of information acquires general cultural value. This explains the interest of researchers and practitioners around the world in the relatively young and rapidly developing scientific discipline - computer science.

Today, computer science has emerged as a fundamental science about information-logical models, and it cannot be reduced to other sciences, even to mathematics, which is very similar in the issues being studied. The object of study of computer science is the structure of information and methods of its processing. Differences have emerged between computer science as a science with its own subject area and information technology.

Computer science is one of those subjects in which differentiation of learning is implemented in the most natural way. This is facilitated by the very nature of computer science as a science and the combination of many information technologies, the history of its appearance in school in those years when external conditions contributed to diversity in school education. Note that even a basic computer science course is in some sense differentiated, since it is presented differently in different textbooks. However, the true differentiation of a computer science course is not associated with methodological differences in the presentation of the same material, as in the basic course, but with real differences in the content of differentiated courses. This is only possible at the senior level of school, after studying a basic computer science course.

In the last 3-4 years, there has been a crisis in the development of computer science as an academic discipline caused by the fact that:

the task of the 1st stage of introducing the school subject of computer science has been largely completed;

All schoolchildren are introduced to the basic computer concepts and programming elements. While this problem was being solved, the cutting edge of scientific and practical computer science had gone far ahead, and it became unclear in which direction to move next;

The capabilities of computer science teachers have been exhausted, as a rule, or not professional teachers, or who are not professional computer scientists and have undergone only short-term training at a teacher training institute;

There are no balanced, realistic textbooks;

Due to the different conditions for teaching computer science in different schools (the variety of types of computer technology) and the relative freedom that schools have in choosing class profiles, curricula and educational programs There has been significant variation in the content of computer science education. In higher educational institutions, training in computer science, as a rule, has not undergone significant changes and is focused on computer computing applications, and does not take into account the training of schoolchildren in computer science that has been ongoing for 10 years.

Target course work reveal the methodology of teaching computer science in grades 5-7. In order to reveal the purpose of the work, we set ourselves the following tasks:

Study the planning of a school computer science course in grades 5-7: program, content of the “Fundamentals of Computer Science” course, consider the problems of teaching computer science at school;

Explore the teaching of computer science in grades 5-7: theoretical lesson, practical and integrated computer science lesson.

1. Methodology for teaching computer science

1.1 Subject of computer science teaching methods

In the second half of the last century, a number of events occurred that mark the emergence of the science of computer science: the creation of the first digital computer, the publication of fundamental works by N. Wiener, K. Shannon, and von Neumann. The term “cybernetics” came into scientific use, and soon after it the English-language term “Computer Science” (computer science), which is quite widespread in the United States of America, Canada and other countries to name the scientific and educational discipline that studies processing processes, storage and transmission of information using computers and telecommunication systems.

In the late 60s - early 70s. XX century, French scientists introduced the term “informatique” (computer science), formed, apparently, as a derivative of two French words- “informatione” (information) and “automatique” (automation). The new term became widespread in the USSR (later in Russia and the CIS countries) and countries Western Europe. As noted in Russian, the use of the term “informatics” (approximately from the mid-1960s) was associated with scientific and technical information, library science and documentary studies. Thus, in the Great Soviet Encyclopedia, computer science was considered as “a discipline that studies the structure and general properties of scientific information (emphasis added by us - M.V.V.), as well as the patterns of its creation, transformation, transmission and use in various fields human activity»

The classification of computer science as a fundamental science reflects the general scientific nature of the concept of information and the processes of its processing. Computer science as an independent science comes into its own when a so-called information model is built for the fragment of the world being studied. And although the general methodological principles for constructing information models can be the subject of computer science, the very construction and justification of the information model is a task of private science. The concepts of information and mathematical models are very close to each other, since both are sign systems. The information model is the connection through which computer science enters into a relationship with the particular sciences, without merging with them, and at the same time without absorbing them.”

Meanwhile, among domestic scientists, from the very beginning of the formation of computer science as an independent branch of science, there was no complete unanimity in answering the question of what computer science is.

In the same collection “The Formation of Informatics” the definition is given: “Informatics is a comprehensive scientific and engineering discipline, studying all aspects of the development, design, creation, evaluation, functioning of mechanized (computer-based) (emphasis added - M.V.V.) information processing systems, their application and impact on various areas of social practice." The definition not only clearly emphasizes the connection between the very emergence of computer science and the development of computer technology, but also the fact that computer science is a consequence of the development of computers. According to M.P. Lapchik, the subject of computer science, like cybernetics, is formed on the basis of broad areas of its applications, and the object is based on general patterns, characteristic of any information processes in nature and society.

Computer science studies what is common to all numerous varieties of specific information processes (technologies). These information processes and technologies are the object of computer science.

The subject of computer science is determined by the variety of its applications. Various information technologies operating in different types of human activity (production process management, design systems, financial transactions, education, etc.), while having common features, at the same time differ significantly from each other. Thus, various “subject” computer sciences are formed, based on different sets of operations and procedures, different types of cybernetic equipment (in many cases, along with a computer, specialized instruments and devices are used), different information media, etc. The area of ​​interest of computer science is the structure and general properties of information, as well as issues related to the processes of searching, collecting, storing, transforming, transmitting and using information in a wide variety of areas of human activity. Processing huge volumes and flows of information is unthinkable without automation and communication systems, therefore electronic computers and modern information and communication technologies are both the fundamental core and the material base of computer science.

1.2 Methods of teaching computer science as a pedagogical science

Along with the introduction of the general education subject “Fundamentals of Informatics and Computer Science” into the school, the formation of a new field of pedagogical science began - methods of teaching informatics, the object of which is teaching informatics. A course on methods of teaching computer science appeared in universities across the country in 1985. In 1986, the publication of the methodological journal “Informatics and Education” began. According to the classification of scientific specialties, this section of pedagogy, which studies the patterns of teaching computer science in modern stage its development in accordance with the goals set by society received a new name - “Theory and methodology of teaching and education (informatics; by level of education).”

The theory and methodology of teaching computer science is currently being intensively developed; The school subject of computer science is already almost two decades old, but many problems in the new pedagogical science arose quite recently and have not yet had time to receive either a deep theoretical justification or long-term experimental testing. In accordance with the general learning objectives, the methodology for teaching computer science puts

We have the following main tasks: to determine the specific goals of studying computer science, as well as the content of the corresponding general education subject and its place in the secondary school curriculum; develop and offer to the school and the practicing teacher the most rational methods and organizational forms of teaching aimed at achieving the goals; consider the entire set of computer science teaching tools (textbooks, software, hardware, etc.) and develop recommendations for their use in teacher practice.

A number of publications have rightly noted that for a very long period, the content of the methodological training of a future computer science teacher has been the weakest part (and the most poorly supported part) of his professional training.

The content of the academic subject of the MPI is determined by its two main sections: general methodology, which examines the general theoretical foundations of the methodology of teaching computer science, a set of basic software and hardware tools, and private (specific) methodology - methods for studying specific topics in the school course of computer science in propaedeutic, basic and specialized stages of training.

The methodology of teaching computer science is a young science, but it is not formed out of nowhere. Being an independent scientific discipline, in the process of formation it absorbed the knowledge of other sciences, and in its development it is based on the results obtained by them. These sciences are philosophy, pedagogy, psychology, developmental physiology, computer science, as well as generalized practical experience of methods of other general education subjects in secondary school. As noted by N.V. Sofronova, “teaching computer science at the modern level is based on information from various fields of scientific knowledge: biology (biological self-governing systems, such as humans, other living organisms), history and social science (public social systems), the Russian language (grammar, syntax, semantics and etc.), logic (thinking, formal operations, truth, false), mathematics (numbers, variables, functions, sets, signs, actions), psychology (perception, thinking, communication).”

In the context of global informatization of all branches of human activity and the penetration of computer science into all other sciences, we can safely say that the methods of teaching computer science are connected with almost any science. This connection has especially strengthened in connection with the transition of the Russian general secondary education system to specialized education: without a doubt, elective courses in computer science will be in demand in all profiles and school disciplines. At the same time, the object of study in the course on methods of teaching computer science will be not only the concepts and methods of computer science, the content, structure and specificity of which are taken into account “by definition,” but also those sciences (branches of sciences) that will be, to one degree or another, integrated with computer science in elective courses. courses.

A computer science teacher needs to navigate the problems of philosophy (a worldview approach to the study of a systemic information picture of the world), philology and linguistics (programming systems, text editors, text recognition systems, computer translation tools, artificial intelligence systems), mathematics, physics and economics (computer modeling) , painting and graphics (graphics editors, design, multimedia systems), etc. A computer science teacher must be a widely erudite person who constantly improves his qualifications and level of knowledge.

1.3 Methodologyteaching a school computer science course

Together with the introduction of the general education subject “Fundamentals of Informatics and Computer Science” into the school, the formation of a new field of pedagogical science began - methods of teaching computer science. The object of this science is Computer Science Education.

According to the classification of scientific specialties, this section of pedagogy, which studies the patterns of teaching computer science at the present stage of its development in accordance with the goals set by society, received a new name - “Theory and methodology of teaching and education (computer science; by level of education.”

An important role in the development of methods of teaching computer science was played by didactic research into the goals and content of general cybernetic education, and the practical experience accumulated by domestic schools even before the introduction of the subject of computer science in teaching students the elements of cybernetics, algorithmization and programming, elements of logic, computational and discrete mathematics.

But the theory and methodology of teaching computer science are still intensively developing; The school subject of computer science is already more than two decades old, but many problems in the new pedagogical science arose quite recently and have not yet had time to receive either a deep theoretical justification or long-term experimental testing.

The methodology for teaching computer science sets the following goals: to determine the specific goals of studying computer science, as well as the content of the corresponding general education subject and its place in the secondary school curriculum; develop and offer to the school and the practicing teacher the most rational methods and organizational forms of teaching aimed at achieving the goals; consider the entire set of computer science teaching tools (textbooks, software, hardware, etc.) and develop recommendations for their use in teacher practice.

The main feature of the MPI course is its connection with other, primarily the methodological cycle, subjects.

As noted by N.V. Sofronova, “teaching computer science at the modern level is based on information from various fields of scientific knowledge: biology (biological self-governing systems, such as humans, other living organisms), history and social science (public social systems), the Russian language (grammar, syntax, semantics and etc.), logic (thinking, formal operations, truth, false), mathematics (numbers, variables, functions, sets, signs, actions), psychology (perception, thinking, communication)"

Another feature of MPI is dynamic, changing nature of computer science itself both as a science and as an educational subject, its instability, constant development and improvement of both technical and especially software tools. In these conditions, a forced and fruitful solution is maximum reliance on the results of general didactics, on specific methods of related disciplines - mathematics and physics. Another feature of MPI is the connection of the subject with using a computer, which has incomparably greater “independence” than any other device.

1.4 Methodological system of teaching computer science

The works note that the methodological system of teaching computer science, like

any other subject, is a set of five hierarchically interconnected components: goals, content, methods, means and organizational forms of training (Fig. 2).

Interrelation of components of the training system

2. Specifics of planning a computer science course in grades 5-7

2 .1 School course " Fundamentals of Computer Science » . Goals and content

In recent years, the school course “Fundamentals of Informatics and Computer Science” has achieved high quality new stage of its development. The range of school computer equipment has been more or less unified. The most important thing is that the view of what is meant by computer literacy has changed. Ten years ago, at the beginning of the introduction of computer science into schools, computer literacy was understood as the ability to program. Now almost everyone has realized that school computer science should not be a programming course. Most users of modern personal computers (PCs) do not program and do not need to. Today, extensive computer information technology (CIT) software has been created that allows a non-programming user to work with a computer. Therefore, the minimum level of computer literacy is mastery of computer information technologies.

However, it would be a mistake to focus the course on the basics of computer science and computer science only on the practical mastery of working with text editors, spreadsheets, databases, etc. Then computer science would quickly lose its importance as an independent academic discipline.

Studying the basics of computer science and computer technology at school should pursue two goals: general educational and pragmatic. The general educational goal is for students to master the fundamental concepts of modern computer science. Pragmatic - in obtaining practical skills with the hardware and software of modern computers. The school computer science course should be structured in a meaningful and methodological way so that both tasks - general educational and pragmatic - are solved in parallel.

2 .2 Computer Science Course Program for V - VI I classes

One of the most relevant areas of informatization of education is the development of the content and methodology of teaching computer science, information and communication technologies (ICT) in the system of continuing education in the conditions of informatization and mass communication of modern society. According to the structure school education in general (primary, basic and specialized schools), today a multi-level structure of the subject “Informatics and IT” is being built (mainly at the expense of regional and school components), which is considered as a systematic course that continuously develops students’ knowledge in the field of computer science and information and communication technologies. At the same time, the goals of teaching computer science and information technology in grades V-VII can be defined as follows:

- formation in students of readiness for information and educational activities, expressed in their desire to use the means of information and communication technologies in any subject to achieve educational goals and self-development;

- propaedeutics of the concepts of the basic course of school computer science;

- development of creative and cognitive abilities of students.

Currently, computer science as an academic subject is going through its infancy; there are still discussions about its content in general and at various stages of study in particular. But there are a number of issues the need for inclusion in the curriculum is undeniable,

Already at the earliest stages of education, schoolchildren should gain an understanding of the essence of deformation processes, consider examples of the transfer, storage and processing of information in human activity, living nature and technology, learn to classify information, highlight the general and special, establish connections, compare, draw analogies, etc. .d. This helps the child see meaningfully the world, more successfully navigate it, forms the foundations of a scientific worldview. The ability to build a model of the problem being solved, establish relationships and express them in subject, graphic or letter form is the key to the formation of not specific, but general educational skills. As part of this direction, our course builds logical, tabular, and graphical models and solves non-standard problems.

The task of a modern school is to ensure that students enter the information society, to teach every student to use new cash ICT (text editor, graphics editor, spreadsheets, Email and etc.). The formation of user skills for computer introduction and educational activities should be supported by independent creative work that is personally significant for the student. This is achieved through an information-subject workshop, the essence of which is to fill computer science tasks with relevant subject content. Only in this case, the individuality and intellectual potential of the student are fully revealed, and the knowledge acquired in the classroom is demonstrated, and the skills of independent work are consolidated.

2.3 Problems of teaching computer science in secondary classes

A common mistake when justifying the goals of teaching computer science is separating the academic subject from social practice and emphasizing its uniqueness.

The computer is not just technical device, it assumes the appropriate software. The solution to this problem is associated with overcoming difficulties due to the fact that one part of the task - the design and production of a computer - is performed by an engineer, and the other by a teacher who must find a reasonable didactic justification for the logic of the operation of a computer and the logic of the deployment of living human activity of teaching. At present, the latter is being sacrificed for the time being to machine logic; After all, in order to successfully work with a computer, you need, as supporters of universal computerization note, to have algorithmic thinking.

Another difficulty is that the tool is only one of the equal components of the didactic system, along with its other links: goals, content, forms, methods, the activities of the teacher and the activities of the student. All these links are interconnected, and a change in one of them causes changes in all others. Just as new content requires new forms of its organization, so a new means requires a reorientation of all other components of the didactic system. Therefore, the installation of a computer or display in a school class or university auditorium is not the end of computerization, but its beginning - the beginning of a systemic restructuring of the entire educational technology.

There are three main forms in which a computer can be used when performing educational functions: a) car as a simulator; b) the machine is like a tutor, performing certain functions for the teacher, and the machine can perform them better than a person; V) machine as a device modeling certain subject situations (simulation modeling). The capabilities of the computer are widely used in such non-learning-related functions as carrying out cumbersome calculations or in calculator mode.

Training systems are most appropriate to use for developing and consolidating skills and abilities. Here, control-training type programs are used: step by step, the student receives dosed information that leads to the correct answer when the task is subsequently presented. Such programs can be attributed to the type inherent in traditional programmed training. The student’s task is to perceive and respond to commands, repeat and memorize what has been prepared for the purposes of such training. ready material. When using a computer in this mode, students are noted to be intellectually passive.

It must be taken into account that the broad practice of teaching in our country in general education continues to be largely based on the theoretical concepts of the explanatory-illustrative approach, in which the teaching scheme is reduced to three main links: presentation of material, consolidation and control. With the information-cybernetic approach, on which computer technology is based, the essence of the matter does not fundamentally change. Education acts as an extremely individualized process of schoolchildren and students working with familiar information presented on the display screen. It is obvious that with the help of these theoretical schemes it is impossible to describe the pedagogical reality of today, such as, for example, a problem lecture, a problem lesson, a seminar-discussion, business game or research work.

In most cases, schools try to follow the path of least resistance: they translate the content of textbooks and various types of problems into a programming language and put them into the machine. But if the material was incomprehensible in a subject language, for example, in a chemical language, it will not become clearer in a computer language, rather the opposite.

3. Teaching computer science in secondary classes

3 .1 Theoretical lessons computer science at 5 - 7 classes

Material textbook forV The class is structured into four chapters containing the theoretical foundations of computer science (chapter “Information around us”), information on working on a computer (chapter “Computer for Beginners”), material for additional study (chapter “Material for the curious”) and a computer workshop.

IN Chapter “Information around us” at the everyday level, the concept of information is introduced, numerous examples of information processes, various forms of information presentation are considered,

In the chapter "Computer forbeginners x" provides basic theoretical information about the structure of a computer, its software and the basics of the user interface, and discusses in detail the safety rules and organization of a computer workplace.

Tutorial forVIclass contains five chapters - “Computer and Information”, “Man and Information”, “Algorithms and Performers”, “Material for the Curious” and “Computer Workshop”.

The computer line continues in this tutorial in chapter « Computer and information", where it is emphasized that the computer is universal machine for working with information. Much attention is paid to files and the file system as the basis for creating a personal information space. At a level accessible to sixth grade students, issues related to the binary representation of numerical, textual and graphical information are addressed. Such information, first of all, makes the transition to units of measurement of information more meaningful, allows us to estimate the volumes of various files - both those created by schoolchildren and those already available on their computers,

Chapter “Man and Information” continues to develop the line “Information and information processes”, focusing on information activities person. It shows how a person experiences the world. In this case, the main emphasis is not on sensory knowledge, but on thinking, an idea of ​​logic is given. In this aspect, such forms of thinking as concept, judgment and inference are revealed; attention is paid to basic information methods - analysis, synthesis, comparison, abstraction and generalization; types of judgment are considered; Some diagrams of inferences are given. Note that the foundations of formal logic are discussed in this textbook for the first time within the framework of a computer science course.

Chapter “Algorithms and Executors” has quite traditional content. It examines the concept of an algorithm and basic algorithmic constructions using numerous examples, introduces the concept of an executor,

The textbooks deliberately include some redundancy of material. This is due to the “uneven” composition of students starting to study the course in grade V, as well as the fact that in a number of schools, computer science in grades V-VII is allocated one hour, two hours, or a week. Variability is ensured due to the fact that at the end of each paragraph the most important material is highlighted (for a minimum level), and also due to chapters “Material for the curious”- If desired, students can familiarize themselves with this material on their own; in a 70-hour course, this material is easily integrated into the main course.

Accompany the theoretical information contained in each textbook with a sufficient number of questions, tasks and assignments to reinforce the material being studied.

Work with terminological dictionary, available at the end of each textbook contributes to the formation of a student’s culture of information activity. In general, regarding the conceptual apparatus used in the course, it should be noted that quite strict definitions, although adapted taking into account age characteristics, are used here. At the same time, we do not require students to memorize and reproduce them; Schoolchildren should have “competent” formulations that are “heard of” and will be developed and reinforced in the basic computer science course.

Two lines are clearly visible in the course; theoretical and technological. On the one hand, the age characteristics of the students do not allow them to study the material consistently; schoolchildren want to get on the computer as soon as possible. On the other hand, existing sanitary and hygienic standards require V grade students to study on the computer for no more than 20 minutes. Therefore, from our point of view, it is quite appropriate to “run in parallel” a number of theoretical and technological issues. If the textbook is organized accordingly, its integrity will be violated and it will be difficult for schoolchildren to isolate the essence of the theoretical material being studied. That is why a nonlinear arrangement of material in textbooks has been proposed. In order for students in grades V-VII to quickly find the material they need, a special textbook navigation system has been proposed.

Workbooks (one for each year of study) expand the boundaries of the textbook due to a large number of different tasks, exercises and tasks aimed at developing systematic thinking and developing the creative abilities of schoolchildren in grades V-VII, encouraging them to study independently, with passion and passion.

3 .2 Practical lesson

Let's look at the specifics of constructing a practical lesson in computer science using the example of a lesson in 5th grade on the topic “Graphical editor Paint, reflection, rotation and movement of drawing elements”

Lesson topic: Graphic editor. Reflect, rotate and move drawing elements.

Lesson objectives:educational- repeating the material covered, testing students’ abilities to use modern computer technologies; developing- development of logical thinking and memory of students; educational- development of cognitive interest” of students’ creative activity, hard work, and accuracy.

Lesson type: damage to consolidation of acquired knowledge and skills. Lesson equipment:

* computers (one for two people) with the Paint graphic editor;

* paper, scissors, glue;

? drawings of students and their photocopies;

? an album with a description of the work for this lesson (for each student): the topic and goals of the lesson are written on the first page; on the second - algorithms for selecting and moving a picture; on the third there is a riddle; on the fourth - a task for working on a computer and instructions for completing it.

Board design.

The board describes the statement: “Play is the way for children to understand the world in which they live and which they are called upon to change. A.M. Bitter".

Lesson Plan.

1. Organizational moment,

2. Updating knowledge,

3. Practical work - making a mosaic from paper.

4. Physical education minute.

5. Practical work on a computer - constructing a drawing from fragments in a graphic editor.

6. Summing up the lesson

7. Homework

During the classes

I. Organizing time

The teacher welcomes the students and announces the topic and objectives of the lesson.

II. Updating knowledge

Teacher. When you were very young children, you, of course, played mosaics more than once, made drawings from cubes, buttons, and pieces of cardboard. So today I invite you to play mosaic First we will make a figure from pieces of paper, and then we will play computer mosaic. When assembling a mosaic on a computer, you will need to select and move a fragment of the picture, display and turn it. Therefore, first of all, let's repeat the algorithms for selecting, moving, displaying and rotating a fragment of a picture.

A frontal survey of students is conducted, the answers are discussed by all students and compared with the algorithms recorded on blackboard

Algorithm for reflecting a fragment of a picture.

1. Select a fragment of the picture,

2. Left-click on the Picture menu item.

3. From the drop-down menu, select Flip / Rotate by left-clicking on it,

4. In the dialog box, set the option to the required action (for example, flip from left to right).

5. Click the OK button.

Algorithm for rotating a fragment of a drawing.

1. Select a fragment of the picture.

2. Left-click on the Picture menu item.

3. From the menu that opens, select Flip / Rotate by left-clicking on it.

4. In the dialog box, set the option to the required action: Rotate by angle.

5. Select the required rotation angle, for example 90º .

6. Click the mouse and the OK button.

III. Practical work-making a paper mosaic

1- Making mosaic parts.

Each child uses scissors to cut a photocopy of what they brought and the drawing into fragments.

2. Compiling a drawing from fragments.

Students exchange their fragments - the details of the mosaic - and assemble the mosaic according to the model - the original drawing.

IV. Physical education minute

V. Practical workon the computer-construction of a drawingfrom fragments in a graphic editor

I. Warm-up

Teacher: Now guess the riddle:

He draws,” he believes. Millions of calculations

Designs factories, Can do it in a minute.

It even flies in space. Guess what, yes geniuses,

And gives a weather forecast. Well. of course…

(Computer.)

2. Doing a practical task on a computer

On all student computers in The task files have been loaded into the Paint graphic editor. The file contains fragments of the drawing and a sample drawing. The fourth page of the album presents:

? the wording of the task is to construct a drawing from fragments according to the model;

* an image containing fragments of a drawing and a sample - the drawing that should be obtained after connecting the fragments;

* instructions for completing the task.

Sample, instructions for completing the task.

2. Carefully, without touching neighboring fragments, select one fragment using the tool Selection.

3. Using the Picture menu item, flip or rotate the fragment so that it coincides with the position of the sample.

4. Work similarly with the following fragments,

5. After reflecting and rotating all the fragments, connect them by selecting and moving the fragments with the mouse.

6. Compare the resulting image with the sample.

Students complete the task in groups of two.

The team that is the first to complete the job and do everything correctly receives a prize - an apple (or some other).

10 minutes after starting to work at the computer, you should do an eye exercise with students,

VI. Summing up the lesson

Teacher. So, today we learned how to make drawings from fragments. Let's remember how you did it.

A frontal survey of students is conducted. Grades are given for lesson,

VIIHomework

1. Repeat how to mirror and rotate a picture,

2. Think about where else you can apply the skills acquired when making a mosaic.

3. An additional task for students who have a home computer: leave their own mosaic on the computer.

3 .3 Integrated lesson: Mathematics and computer science in the 7th grade

Lesson topic: Quadrilaterals and their properties.

Lesson objectives:mathematics: repetition of definitions and properties of various types of quadrilaterals; applying the properties of quadrilaterals to problem solving;

in computer science: strengthening students' ability to use graphics operators in Q Basic;

general education: development of logical thinking, memory, ability to subordinate to mania in completing tasks.

Lesson type: lesson on improving knowledge, skills and abilities

Equipment: overhead projector, screen, computers, testing program, distribution material (cards with tasks), QBasic translator.

During the classes

I. Organizing time

II. Repetition of learned material. Work in groups

Students are divided into two groups: a mathematics teacher works with one, and a computer science teacher works with the other.

A group working under the guidance of a computer science teacher, receiving tasks (on cards) to construct quadrilaterals of various types on the computer. Constructions are made in the QBasic translator using the graphics operators of this language. In addition to a practical task on constructing on a computer, each card contains theoretical questions, as well as a task on the topic of the lesson (properties of quadrilaterals).

Conclusion

One of the most relevant areas of informatization of education is the development of the content and methodology of teaching computer science, information and communication technologies (ICT) in the system of continuing education in the conditions of informatization and mass communication of modern society.

In accordance with the structure of school education in general (primary, basic and specialized schools) today, a multi-level structure of the subject “Informatics and IT” is being built (mainly and at the expense of regional and school components), which is considered as a systematic course that continuously develops students’ knowledge in the field of computer science and information and communication technologies.

The most important priority of school education in the context of the emergence of a global information society is the formation in schoolchildren of ideas about human information activity and information ethics as the foundations of a modern information society.

The main task of computer science is to determine the general patterns in accordance with which scientific information is created, transformed, transmitted and used in various fields of human activity. Applied tasks include developing more effective methods and means of implementing information processes, in determining methods of optimal scientific communication with the widespread use of technical means.

In parallel with the study of theoretical material, it is expected to master technological techniques for creating various information objects (text list, table, diagram, drawing, program, etc.). Relevant tasks: selected in 35 works computer workshop. Most of the practical work consists of tasks of several levels of complexity.

Computer science as an educational discipline is developing rapidly. Computer literacy is determined not only by the ability to program, but mainly by the ability to use ready-made software products designed for the user level. This trend has emerged due to the widespread consideration of “soft” products aimed at non-technical users. The development of such software and information tools is a very expensive matter due to its high knowledge intensity and the need for joint work of highly qualified specialists: psychologists, computer designers, programmers. However, it pays for itself due to the fact that today almost everyone can get access to a computer, even without special training.

Bibliography

1. Agapova R. About three generations of computer technologies for teaching at school. Computer Science and Education. -1994. - No. 2.

2. Apatova N.V. Information technologies in school education. M., 1994.

3. Bochkin A.I. Methods of teaching computer science: Proc. Benefit. - M.: Higher School, 1998.

4. Vasiliev V.N. Information technologies in education. Computer tools. No. 1, 2002

5. Gein A.G., Senokosov A.I. Informatics: Textbook for grades 7-9 of secondary school. M.: Education, 1996.

6. Grebenev I.V. Methodological problems of computerization of schooling. Pedagogy - 1994. - No. 5.

7. Computer Science and Education, No. 2, 10, 2004

8. Kaimin V.A., Piterkin V.M., Urtmintsev A.G. Computer Science: Textbook. M.: BRIDGE, 1994.

9. Tests on methods of teaching computer science: Methodological recommendations for correspondence students. Compiled by: Zhuravleva I.A., Samantchuk L.F. - Stavropol: SSU Publishing House, 1998.

10. Lapchik M.P. Methods of teaching computer science: textbook. A manual for students. Ped. Universities. /M.P. Lapchik, I.R. Semakin, E.K. Henner; under the general editorship of M.P. Lapchika. - M.: Publishing Center Academy, 2001.

11. Lyakhovich V.F. Fundamentals of computer science: Textbook for secondary specialized educational institutions. Rostov-on-Don: Phoenix, 1996.

12. Uvarov A. Computer science at school: yesterday, today, tomorrow. Computer Science and Education, 1990, No. 4, p. 3.

Posted on Allbest.ru

Similar documents

Worldview aspects of education: the problem of forming a system of ideals, values, life meanings. Contents, structure of the computer science training course. Features of teaching methods of the subject as a factor in shaping the worldview of schoolchildren.

thesis, added 06/20/2011


Passive and active teaching methods in computer science lessons. Development of a lesson plan using active and passive teaching methods in computer science lessons. Choosing a teaching method for schoolchildren in computer science lessons, basic teaching methods.

course work, added 09/25/2011


The concept of extracurricular educational work, its essence and specificity in the activities of a computer science teacher, general characteristics and requirements. Analysis of the use of modern information and communication technologies by a computer science teacher.

course work, added 06/03/2014


Methods of teaching computer science as a new section of pedagogical science and an educational subject for training computer science teachers. Representation of numerical information in a computer. Features of the concept of problem-based learning, its essence, basic methods and functions.

course work, added 06/08/2013


Methods and techniques for teaching the topic: "Excel spreadsheet processors." Development of a sample program for the course “Numerical Data Processing Technology” in specialized computer science courses. Thematic content of the computer science course in high school at the profile level.

course work, added 06/24/2011


Development curriculum in computer science for high school based on a combination of lesson planning and the project method. The fundamental concept of a school computer science course. Thematic planning of a computer science course for grades IX and X.

course work, added 03/24/2013


Theory and methods of teaching computer science and information and communication technologies at school. Methods of organizational form of training. Informatics teaching aids. Methods of teaching the basic course. Programming languages ​​training, training programs.

tutorial, added 12/28/2013


Analysis of textbooks in computer science: Ugrinovich N.D., Makarov N.V., Semakin I.G. Methodology for teaching the topic “Cycles” in a basic computer science course. Application of the methodology for constructing algorithms on the topic "Cycles" on lesson notes and laboratory work.

course work, added 07/07/2012


Characteristics of traditional forms of pedagogical control. Types of tests in computer science and ICT lessons, the effectiveness of their use. Typology of test tasks for a propaedeutic course in computer science. Organization of test control during lessons in 3rd grade.

course work, added 04/16/2014


Justification of the option for constructing a school computer science course that is most suitable for schools in the city of Nizhnekamsk at this stage of informatization of society. Analysis of the development of schoolchildren’s thinking, preparation for practical activities, and continued education.

ELECTRONIC VERSION OF LECTURES ON ELECTIVES

“THORY AND METHODS OF TEACHING COMPUTER SCIENCE”

FOR 1ST YEAR STUDENTS OF THE SPECIALTY

031200 – “Pedagogy and methods of primary education”

Main literature

1. “Theory and methodology of teaching computer science at the initial stage”: concept and experience of teaching an elective course at a teacher training university // Educational technologies. 2005. No. 1.

2. Methodological approaches to propaedeutic training of schoolchildren in the field of computer science and information technology // Informatics and Education. 2005. No. 3.

3.

4. Computer science program for grades I-VI // Computer science and education. 2003. No. 6-8.

ADDITIONAL LITERATURE

1. Reflections on humane pedagogy. I 1995, 496 pp.

2. The mythical man-month, or How software systems are created. St. Petersburg: Symbol-Plus, 1999.

3. Collection cit.: In 6 vols. T. 5. M.: Pedagogika, 1983.

4. Psychology of thinking and the doctrine of the gradual formation of mental actions. Studies of thinking in Soviet psychology. M., 1966 // Introduction to psychology. M., 1976.

5. “On human and aesthetic factors in programming” from the magazine “Cybernetics” No. 5, 1972.

6. Programming is the second literacy. Thesis of the III World Congress of IFIP "Computers in Education", 1981. Lausanne Switzerland.

7., School I1 formats: concepts, conditions, prospects (retrospective publication). Informatics and Education No. 1, 1995.

8. Academician's archive. Folder 66, Package of application programs for automating the school educational process "Schoolgirl", Novosibirsk, Computing Center of the Siberian Branch of the USSR Academy of Sciences, http://ershov. iis. nsk. su archive/.

9. Learning theory. Modern interpretation: a textbook for students of higher educational institutions. M. publishing center "Academy", 2006.

10. Pedagogical analysis of the result of the educational process: a practice-oriented monograph. Moscow - Togliatti: INORAO, 2003, 272 p.

11. Contents of education: forward to the past. M.: Pedagogical Society of Russia, 2000.

12. Diagnosis of the creative potential of children's intellectual readiness for developmental schooling. M.: RINO, 1999.

13.LednevB. C. Contents of education: essence, structure, prospects. M., 1991.

14. Didactic foundations of teaching methods. M., 1981.

15.Window V. Introduction to general didactics. M.: Higher School, 1990, 383 p.

16. Pedagogical encyclopedic dictionary / ch. ed. -Bad. M.: Great Russian Encyclopedia, 2002, 528 p.

17. Can they junior schoolchildren study remotely? On Sat. "Distance learning". Almanac "Issues of informatization of education" No. 3, 2006. M.: NP "STOiK", 2006.

18., Joint distance learning of children and teachers (work experience, concepts, problems). Abstracts of reports of the conference "ITO-2000", part III. M., 2000.

19. Computer science at school and at home. Book for teachers. St. Petersburg: BHV-Petersburg, 2003.

20. Distance learning in school informatics methods. International conference "ITO-2001", vol. IV "Information technologies in open education. Information technologies in control systems." M., 2001.

21. (ed.). Theory and practice of distance learning. M.: Academy, 2004, 411 pp.

22.Rubinstein SP. The principle of creative amateur activity (Towards the philosophical foundations of modern pedagogy) (article first published in 1922) // Questions of psychology, 1986, No. 4, p. 101-107.

23. Selected philosophical and psychological works. Fundamentals of ontology, logic and psychology. M.: Nauka, 1997.

24. Traditional educational technology and its humanistic modernization. M.: Research Institute of School Technologies, 2005, 144 p.

25. Content modernization strategy general education: Materials for the development of documents on updating general education. M.: NFPC, 2001.

26. Pedagogical psychology. M., 1998.

27. Information system "Journal". Informatics and Education No. 5, 2001.

28. Distance learning. On Sat. "Distance learning". Almanac "Issues of informatization of education" No. 3, 2006. M.: NP "STOiK", 2006.

29., 1C: School. Computational mathematics and programming (grades 10-11). Book for teachers. Guidelines. LLC "1C-Publishing", 358 p., 2006.

30., My province is the Universe (development of telecommunications educational activities in the regions). M.: Project Harmony, Program of interschool connections via the Internet, 1999.

SEMESTER 1

NUMBER OF HOURS - 20

LECTURE No. 1 (2 hours)

Topic: Computer science as a science and academic subject at school

Definition of "computer science"

3. Information technology

3.1. Theoretical foundations of information technology

3.2. Basic information technology

3.3. Applied Information Technologies

4. Social informatics

4.1. The role of information in the development of society

4.2. Information resources of society

4.3. Information potential of society

4.4. Information society

4.5. Man in the information society.

In this list, as in the National Report, the structuring is based on the same four sections. However, within each section the subject (disciplinary) structuring of the content is clearly expressed. The work provides a more detailed description of the content of each section.

It should be recognized that the task of constructing a comprehensive structure of both subject and educational areas of computer science is difficult. The reason lies primarily in the dynamism and rapid development of the subject. In addition, there are many disciplines that border between computer science and other sciences. You can always argue where to place them. Examples are operations research (including mathematical programming); numerical methods. What is this, branches of mathematics or computer science? Probably both. Such questions will constantly arise due to the vastness of the applications of computer science.

General education course structurecomputer science

An extremely important task for pedagogical science is to find an answer to the question: how (in what part) should this vast educational area be represented in the system of general secondary education?

In the works of academician B. S. Lednev, the principle of reflection is defined educational field in the content of general education. It is called the principle of “binary inclusion of basic components in the structure of education.” Its essence lies in the fact that each educational area is included in the content of general education in two ways: firstly, as a separate academic subject and, secondly, implicitly - as “through lines” in the content of school education as a whole. In relation to computer science, the effect of this principle is that in school curriculum There is a separate academic subject dedicated to computer science, and at the same time, methods and tools of computer science are being introduced into the educational process due to the computerization of all school education.

In domestic secondary schools, a separate academic subject dedicated to the study of computer science has existed since 1985. Over a period of more than 20 years, its content has changed along with changes in the subject area of ​​computer science. In this process, it was formed modern concept general education course in computer science, the invariant components of its content were identified.

Since the 1990s, Russian schools have been developing the experience of a three-stage study of computer science: a propaedeutic course in primary school, a basic course in primary school, and specialized training in computer science in senior high school. In 1992, the Law of the Russian Federation “On Education” proclaimed educational standards as the main regulatory documents defining the content of education. During the work on the educational standard in computer science, the concept of the content lines of the general education course was formed. “These lines are the organizing ideas of the educational field or stable units of content that form the framework of the course, its architectonics.” List of main content lines:

1. Information and information processes

2. Presentation of information

3. Computer

4. Modeling and formalization

5. Algorithmization and programming

6. Information technology

7. Computer telecommunications

8. Social informatics

Eight substantive lines already in their names bear reference to the dominant subject of study. This structure corresponds to the disciplinary structure of the system of scientific knowledge in the field of computer science. The stability of these lines lies in their persistence in the process of development of computer science as its main directions: the internal content develops, but the lines remain.

Identification of the main content lines is of great importance for systematizing the content of a continuous computer science course at school (propaedeutic - basic - specialized stages). The lines are a kind of concentration around which training is built with an increase in level at each new stage.

In accordance with the list of informatics content lines, the structure of this encyclopedia was built. The second section includes the first two content lines from the list. Each subsequent section (from 3 to 8) is devoted to a separate content line. Within the section, articles are listed in alphabetical order, following the traditions of the encyclopedia.

LECTURE No. 2 (1 hour)

Topic: Diagnostics of the process and results of teaching computer science in a propaedeutic course. Project method

Lecture outline

1. Diagnostics of the learning process and results

2. Didactics

3. Didactic spiral

4. Didactic rationale for the school computer science course

5. Distance learning

6. Competence and operational style of thinking

7. Content selection criteria

8. Principles and laws of learning

9. Propaedeutic computer science course

10. Standards, curricula and textbooks

11. Training structure

12. Typification of teaching methods

13. Lesson is the main form of organizing education at school

The Science of Learning and Instruction- didactics- this is the theoretical basis of any applied pedagogical science. In this regard, school computer science, facing its theoretical cradle, may look equal in the family of school disciplines subordinate to its mother - didactics. At the same time, the development trends of the modern information society, which was formed mainly as a consequence of the rapid development of computer science, make the position of computer science special.

An attempt to rewrite a didactics textbook at the beginning of an encyclopedia on school computer science in order to establish these family relationships would be not only ineffective, but also simply unreasonable. And not at all because didactics textbooks are mostly thick. Didactics is an independent (and, admittedly, broader than computer science) “science and, moreover, a science from a direction not related to computer science. Associated with the structure and development of society, it draws its tasks from the needs of society and focuses its results on the formation individuals who make up society: if school computer science is fundamentally a natural science discipline, then didakteak- social science, social.

Didactics is generally considered, if not conservative, then, in any case, one of the least dynamic scientific disciplines. And yet in Lately In this science, fundamental updates reflecting changes in society are increasingly noticeable. First of all, this is the formation of an information society, the laws of which are in the field of view of computer science. It is no coincidence that new chapters of modern didactics are written under the influence of phenomena generated by computer science and explained by it.

We can say that computer science takes upon itself the courage to show and explain those phenomena that complement modern didactics. And the first section of the “Encyclopedia of the Computer Science Teacher” is, of course, not a didactics textbook, but rather a description of a certain subset of those reliable pins with which school computer science is held together with its foundation - the science of learning.

It would be bold even to try to name here a complete list of joints that bind didactics and computer science. In those several articles that make up the didactics section of our encyclopedia, an attempt is made to give descriptions and interpretations of some terms, concepts, processes that may be useful (as a theoretical support) to a computer science teacher who does not forget his mission - to be a computer science teacher.

In the presentation of a general science, which is didactics, examples from specific applied areas are inevitable. And although such illustrations, generally speaking, could be drawn from any school academic discipline, here, for obvious reasons, examples are taken from the pedagogical practice of computer science.

At the beginning of this article there are words about the special role of computer science in the family of school subject disciplines. The computer science teacher, if he really is - the teacher, apparently, has already realized this role. One of the articles in the section is devoted to a description of this situation, which has not accidentally developed in pedagogy. The teacher must not only understand his special position in the school as a social mission, but also explain it to his colleagues and defend it. However, any other article - written, unwritten or not yet written - a computer science teacher should perceive, reflecting on his own vision of school computer science and its broad interdisciplinary connections, which makes him responsible for the most important task of the modern information society - the formation and development of the individual who makes up the younger generation of the planet.

Thus, the vast topic of the relationship between didactics and computer science, by and large, can be considered open. And the current generation of computer science teachers has a glorious job ahead of them - with their daily pedagogical work, creating new and new chapters of the eternal science of didactics.

1. Diagnostics of the process and resultstraining

Direct and feedback in educationalprocess

Connections between teacher and student in the overall learning structure diagram (see " Didactics" Ш) most significant in the educational process. The communication channel from teacher to student is filled with information of direct impact on the student - the content of learning in the form of the presented educational material, recommendations and settings, exercises, tests, standards.

The communication channel from student to teacher transports information, which in cybernetics - the science of control in technology, nature and society - is called feedback. Feedbackis the student’s informational reaction to messages perceived by him during training. Therefore, it is the information of this channel that makes it possible to diagnose the educational process, evaluate its results, design subsequent stages of training, differentiate tasks and methods, taking into account the individual progress and development of students. Students can also have access to a formalized, teacher-processed representation of this feedback—information about their successes and mistakes. This information is called internal feedback.

The teacher uses feedback to carry out a number of actions that are part of diagnosing the educational process, analyzing and recording learning results. This is how didactics defines and classifies types of diagnostic activities:

Examination- the process of establishing successes and difficulties in mastering knowledge and development, the degree of achievement of learning goals.

Control- comparison operation, comparison of the planned result with reference requirements and standards.

Accounting- ■ recording and bringing into the system indicators of verification and control, which allows us to get an idea of ​​the dynamics and completeness of the process of mastering knowledge and developing students.

Grade- judgments about the progress and results of learning, containing its qualitative and quantitative analysis and aimed at stimulating an improvement in the quality of students’ educational work

Marking- determination of a score (quantitatively expressed assessment) on an officially adopted scale for recording results educational activities, the degree of its success.

The information that feeds teachers performing various types of diagnostic activities is observed, stored, recorded, and processed primarily in feedback channels. The volume of this information is steadily increasing, the need for efficiency in the processes of its storage and processing is growing, and the requirements for the quantitative assessment of such information are growing. The only promising way to solve the problem visible today is informatization of the system, transferring a significant share of the work on formalized activities to information systems and computers. Today, it is already clear not only the ways of extracting primary information from feedback channels (from student to teacher) and recording in the classroom journal, but also the construction of far-reaching conclusions and recommendations based on its analysis, by tracing the individual trajectory of learning and education of each student and student team, in terms of subject, teacher, school.

Learning and training

If we talk about the most important integrative indicator of diagnostic activity, then they should consider learning ability, which is also important as an independent pedagogical category, and in comparison with training. The Pedagogical Encyclopedic Dictionary defines these two fundamental concepts of diagnostics of the educational process.

Training- This a system of knowledge, skills and abilities that correspond to the expected learning outcome. The main parameters of training are determined by educational standards.

Learning ability represents individual indicators of the speed and quality of a person’s assimilation of learning content. There is a distinction between general learning ability - as the ability to master any material, and special learning ability - as the ability to master certain types of educational material (sections of science courses, types of arts, practical activities). The basis of learning is the level of development cognitive processes(perception, imagination, memory, thinking, attention, speech), motivational-volitional and emotional spheres of the individual, as well as the development of components of educational activity derived from them. Learning ability is determined not only by the level of development of active cognition (what the subject can know and assimilate independently), but also by the level of “receptive” cognition, i.e., by what the subject can know and assimilate with the help of another person, in particular, a teacher.

M.: 2008 - 592 p.

The goals, principles of content selection and methods of teaching computer science in secondary schools are outlined. Along with general issues of the theory and methodology of teaching computer science, specific recommendations on the methodology and technology of teaching computer science and information and communication technologies in primary, secondary and high school are considered. For university students. It may be useful to teachers of secondary schools and teachers of secondary vocational educational institutions as a guide when planning and conducting computer science classes.

Format: pdf

Size: 75.5 MB

Watch, download: docs.google.com ;

TABLE OF CONTENTS
Editor's Introduction 3
PART I GENERAL ISSUES IN THE THEORY AND METHODS OF TEACHING COMPUTER SCIENCE AT SCHOOL
Chapter 1. Origins: stages of the introduction of computers, programming and elements of cybernetics into secondary schools in the USSR and Russia (mid-50s - mid-80s of the XX century) 7
1.1. Beginning 7
1.2. Specialization in programming based on schools with a mathematical bias 8
1.3. First experiences in teaching schoolchildren elements of cybernetics 10
1.4. Special elective courses 13
1.5. Specializations based on Criminal Procedure Code 14
1.6. Development of a general educational approach. Algorithmic literacy of students 15
1.7. Introduction to school of the subject “Fundamentals of Informatics and Computer Science” 20
1.8. Recommendations for conducting seminar session 24
References 24
Chapter 2. Subject of theory and methods of teaching computer science 27
2.1. Computer science as a science: subject and concept 27
2.2. Computer Science as a subject in secondary school 38
2.3. Theory and methodology of teaching computer science as a new branch of pedagogical science and an educational subject for training computer science teachers 42
2.4. Recommendations for conducting a seminar session 46
References 46
Chapter 3. Goals and objectives of introducing the subject of computer science to school 49
3.1. About general and specific goals 49
3.2. Initial goals and objectives of the school computer science course. The concept of computer literacy of students 53
3.3. Competence-based approach to the formation of educational goals. ICT competence of students 58
3.4. Information culture and media literacy 65
3.5. Recommendations for conducting a seminar session 67
References 68
Chapter 4. Contents of school education in the field of computer science 70
4.1. General didactic principles for shaping the content of students’ education in the field of computer science 70
4.2. Structure and content of the first domestic programs of the educational subject JIVT 73
4.3. Formation of the concept and standardization of the content of continuous education in computer science in secondary school 78
4.4. Recommendations for conducting a seminar session 87
References 88
Chapter 5. The basic curriculum of the school and the place of the computer science course in the system of academic disciplines 91
5.1. The problem of the place of computer science courses in schools. Basic curriculum 1993 (BUP-93) 91
5.2. Basic curriculum 1998 (BUP-98) 95
5.3. Structure of computer science education in the 12-year school curriculum (2000) 100
5.4. Basic curriculum 2004 (BUP-2004). Trends in the development of school computer science education!05
5.5. Recommendations for conducting a seminar session 114
References 114
Chapter 6. Didactic foundations of using ICT in computer science teaching 116
6.1. Didactic capabilities of ICT 116
6.2. Information-activity models of teaching computer science 117
6.3. Audiovisual and computer aids for teaching computer science 127
6.4. Recommendations for conducting a seminar session 132
References 132
Chapter 7. Forms, methods and means of teaching computer science at school 134
7.1. Forms for methods of teaching computer science 134
7.2. Computer room and software 145
7.3. Information subject environment for teaching computer science 150
7.4. Forms and methods of current and final monitoring of results in computer science education 152
7.5. Recommendations for conducting a seminar session 155
References 156
Chapter 8. Firms for additional education of students in the field of computer science and ICT 160
8. I. Additional education. Basic concepts 160
8.2. Forms of cooperation between higher education and secondary schools and institutions of additional education 162
8.3. Olympiad movement in computer science 164
8.4. Recommendations for conducting a seminar session 171
References 171
PART II SPECIFIC METHODS OF TEACHING COMPUTER SCIENCE AT SCHOOL.
ELEMENTARY SCHOOL
Chapter 9. Formation of ideas about the information picture of the surrounding world 173
9.1. Man and information 174
9.2. Actions with information 176
9.3. Objects and models 179
9.4. Game "World Presentation" 182
9.5. Laboratory workshop 183
References 187
Chapter 10. Algorithms and executors of a propaedeutic course in computer science 189
10.1. The task of forming the initial level of algorithmic thinking 189
10.2. Man in the world of algorithms 190
10.3. Working with the contractor as a method of studying the information fundamentals of management 194
10.4. Puzzles and crosswords in teaching algorithmization 197
10.5. Laboratory workshop 199
References 204
Chapter 11. Formation of general educational skills in using information and communication technologies 205
11.1. Information technology tools 205
11.2. Text editor 208
11.3. Graphic editor 210
11.4. Music editor 213
11.5. Word games 214
11.6. Laboratory workshop 216
References 220
Chapter 12. Integrative connections between computer science and mathematics in teaching primary schoolchildren 222
12.1. The concept of set 222
12.2. Elements of logic 224
12.3. Graphs and diagrams 226
12.4. Solution theory inventive problems and teaching computer science 228
12.5. Laboratory workshop 230
References 234
BASIC SCHOOL
Chapter 13. Propaedeutics of the basic computer science course 236
13.1. Working on a computer 236
13.2. Development of algorithmic and logical thinking 239
13.3. Information technology 241
13.4. Computer Communications 245
13.5. Laboratory workshop 248
References 253
Chapter 14. Information and information processes 255
14.1. Methodological problems of determining information 255
14.2. Approaches to measuring information
14.3. Information storage process
14.4. Information Processing Process
14.5. Information transfer process
14.6. Laboratory workshop
Bibliography
Chapter 15. Presentation of information
15.1. The role and place of the concept of language in computer science
15.2. Number languages: number systems
15.3. The language of logic and its place in the basic course
15.4. Presentation of data on a computer
15.5. Laboratory workshop
Bibliography
Chapter 16. Computer as a universal information processing device
16.1. Methodological approaches to studying computer design
16.2. Development of students' ideas about computer software
16.3 Laboratory workshop
Bibliography
Chapter 17. Formalization and modeling
17.1. Approaches to the disclosure of the concepts “information model”, “information modeling”
17.2. Elements of system analysis in a computer science course
17.3. Simulation line and database
17.4. Mathematical and simulation modeling
17.5. Laboratory workshop
Bibliography
Chapter 18. Algorithmization and programming
18.1. Approaches to the study of algorithmization and programming
18.2. Methodology for introducing the concept of algorithm
18.3. Methodology for teaching algorithmization using training performers working “in a setting*
18.4. Methodological problems of studying algorithms for working with quantities
18.5. Programming in a basic computer science course
18.6. Laboratory workshop 359
References 365
Chapter 19. Technologies for creating and processing information objects 367
19.1. Approaches to revealing the topic in educational literature 367
19.2. Technology for working with text information 371
19.3. Technology for working with graphic information 373
19.4. Multimedia technology 376
19.5. Data storage and retrieval technology 379
19.6. Numerical information processing technology 385
19.7. Laboratory workshop 392
References 397
Chapter 20. Telecommunication technologies 399
20.1. Approaches to discussing topics in educational literature 399
20.2. Local networks 401
20.3. Global networks 403
20.4. Laboratory workshop 408
References 413
Chapter 21. Information technologies in society 415
21.1. History of Computer Science 415
21.2. Modern social aspects of computer science 420
21.3. Laboratory workshop 422
References 427
HIGH SCHOOL
Chapter 22. “Computer science and information technology” as a basic general education subject in high school 428
22.1. Introduction to Computer Science 429
22.2. Informational resources computer networks 433
22.3. Information modeling and systemsology 435
22.4. Social Informatics 439
22.5. Information Systems and databases 442
22.6. Mathematical modeling in planning and control 446
22.7. Options for thematic course planning
22.S. Laboratory workshop
Bibliography
Chapter 23. “Computer science and information technology* as a specialized academic subject
23.1. On the content of the specialized general education course “Computer Science and Information Technologies”
23.2. Section “Modeling” in a specialized computer science course
23.3. Section "Programming" and specialized course in computer science
23.4. Section “ICT hardware and software” in the specialized computer science course
23.5. Section “Creation and processing of text information* in the specialized computer science course
23.6. Section “Creation and processing of graphic information” and a specialized course in computer science
23.7. Section “Multimedia Technologies” in the specialized computer science course
23.8. Section “Creation and Processing of Numerical Information” in the specialized computer science course
23.9. Section “Communication Technologies” and specialized course in computer science
23.10. Section “Information systems and databases” in the specialized computer science course
23.11. Section “Social Informatics* in the specialized computer science course
23.12. Possible planning of the course “Computer Science and Information Technologies” at the profile level
23.13. Laboratory workshop
Bibliography
Chapter 24. Elective courses in computer science and ICT
24.1. Course "Information systems and models"
24.2. Course "Research of information models using object-oriented programming systems and spreadsheets"
24.3. Course "Computer graphics"
24.4. Course “Creating a school website”
24.5. Course “Learning to design on a computer”
24.6. Course "Animation n Macromedia Flash MX"
24.7. Course “Preparation for the Unified State Exam in Computer Science”
24.7. Laboratory workshop 559
References 564
Application 1 566
Application 2 567
Application 3 568
Application 4 569
Application 5 570
Appendix 6 571
Application 7 572
Application 8 573
Application 9 574
Application 10 575
Application 11 576
Application 12 577

A course in methods of teaching computer science was included in the curricula of pedagogical universities in the mid-1980s - almost simultaneously with the introduction of the subject “Fundamentals of Informatics and Computer Engineering” at school.
Starting from the version of the State Standard for specialty 030100 “Informatics” (2000), the course is called “Theory and Methods of Teaching Informatics”.
In Gosstandart in 2005, the program of this course changed significantly, or rather, it was supplemented: new sections were introduced into it: “Audiovisual technologies for teaching computer science” and “The use of modern information and communication technologies in the educational process”, dedicated to general didactic problems of introducing information and communication technologies ( ICT) into the education system.
It must be said that in the same aspect, the program of the corresponding academic discipline “Technology and Methods of Teaching Informatics”, provided for by the State Standard for the Training of Bachelors in the direction 540200 (col OKSO 050200) “Physics and Mathematics Education”, profile “Informatics”, was also modernized. The process of improving the regulatory framework that determined the structure and content of the school computer science course, which continued in those same years, brought closer the completion of the extensive work on creating the State Standard for this course, which is now called “Informatics and ICT” (the federal component of this State Standard was approved in 2004).

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

1. Theoryteaching computer science as a pedagogical science

Along with the introduction of the general education subject “Fundamentals of Informatics and Computer Science” into the school, the formation of a new field of pedagogical science began - methods of teaching informatics, the object of which is teaching informatics. A course on methods of teaching computer science appeared in the country's universities in 1985, and in 1986 the publication of the methodological journal “Informatics and Education” began.

An important role in the development of methods of teaching computer science was played by didactic research into the goals and content of general cybernetic education, the practical experience accumulated by domestic schools even before the introduction of the subject of computer science in teaching students the elements of cybernetics, algorithmization and programming, elements of logic, computational and discrete mathematics, etc.

The theory and methodology of teaching computer science should include the study of the process of teaching computer science wherever it takes place and at all levels: preschool period, school period, all types of secondary educational institutions, higher school, independent study of computer science, distance learning, etc. . Each of these areas currently poses its own specific problems for modern pedagogical science.

The theory and methodology of teaching computer science is currently being intensively developed; The school subject of computer science is already almost twenty years old, but many problems in the new pedagogical science arose quite recently and have not yet had time to receive either a deep theoretical justification or long-term experimental testing.

In accordance with the general goals of education, the Theory of Teaching Computer Science sets itself the following main tasks: to determine the specific goals of studying computer science, as well as the content of the corresponding general education subject and its place in the secondary school curriculum; develop and offer to the school and the practicing teacher the most rational methods and organizational forms of teaching aimed at achieving the goals; consider the entire set of computer science teaching tools (textbooks, software, hardware, etc.) and develop recommendations for their use in teacher practice.

The theory of teaching computer science is a young science, but it did not develop on its own. Being an independent scientific discipline, in the process of formation it absorbed the knowledge of other sciences, and in its development it is based on the results obtained by them. These sciences are philosophy, pedagogy, psychology, developmental physiology, computer science, as well as generalized practical experience of methods of other general education subjects in secondary school.

2. Subject of theoryand methods of teaching computer science

A modern computer science teacher is not only a subject teacher, he is a conductor of modern ideas and technologies for teaching using a computer at school. It is at school that the attitude towards information technology tools is formed: either fear and alienation, or interest and the ability to use it to solve practical problems. The course “Theory and Methods of Teaching Computer Science” should cover both the current state of schools in the field of computerization and tomorrow, when distance communication and teaching of schoolchildren will become commonplace.

The proposed course reflects the features of teaching computer science by age, distinguishing three levels: students of junior, middle and senior classes. In an effort to reflect the features of the content of education, the following areas are distinguished:

1. general educational level,

2. in-depth training,

3. specialized training, i.e., the features of teaching computer science in classes with a technical, mathematical, humanitarian and aesthetic bias.

One of the problems of a computer science course is software. The wide variety of types of school PCs, as well as the current trend of rapid progress in software development, does not allow us to do any full review pedagogical software.

The subject is intended to provide theoretical and practical training for teachers in the field of computer science teaching methods.

Purpose of the course-- to prepare a methodologically competent computer science teacher capable of:

1. conduct lessons at a high scientific and methodological level; - organize extracurricular activities in computer science at school;

2. provide assistance to subject teachers who want to use computers in teaching.

Course Objectives:

1. prepare the future computer science teacher for methodologically competent organization and conduct of computer science classes;

2. report the techniques and methods of teaching computer science that have been developed to date;

3. teach various forms of extracurricular work in computer science;

4. develop the creative potential of future computer science teachers, necessary for competent teaching of the course, since the course undergoes great changes every year.

Requirements for the level of mastery of the discipline content

As a result of studying the discipline, the student must:

1. understand the role of computer science in the formation of a comprehensively developed personality;

2. know the basic concepts of teaching computer science, as well as programs and textbooks developed on their basis;

4. be able to use software support for the course and evaluate its methodological feasibility;

6. be able to organize computer science classes for students of different age groups.

1. Introduction

2. goals and objectives of teaching computer science at school

4. basic computer science course

5. differentiated instruction in computer science at the senior level of school

6. organization of computer science training at school

3. The connection between the methodology of teaching computer science and the science of computer science, psychology, pedagogy and other subjects

The discipline “Theory and Methods of Teaching Computer Science”, being an independent scientific discipline, has absorbed the knowledge of other sciences: computer science, psychology, pedagogy. Since the object of study in the computer science teaching methodology course is the concepts of computer science, the course takes into account their specifics, any presentation of the material is carried out in accordance with the basic concepts of computer science: information, model, algorithm.

When selecting methods and organizational forms of work in the classroom, it is necessary to take into account the subjective psychological characteristics of students; knowledge about this is provided by the science of psychology.

Methodology is part of didactics, which in turn is part of pedagogy. Therefore, it uses pedagogical research methods and follows the laws and principles of didactics. When teaching computer science, all known methods of organizing and implementing educational and cognitive activities are used, namely, general didactic teaching methods: information-receptive, methods of problem presentation, heuristic, research, etc.

Forms of organizing classes - frontal, individual and group, or in another classification: lecture, conversation, survey, excursion, laboratory work, workshop, seminar, etc.

It is possible to establish connections between the methods of teaching computer science and almost any science.

Teaching computer science at the modern level is based on information from various fields of scientific knowledge: biology (biological self-governing systems, such as humans, other living organisms), history and social science (public social systems), the Russian language (grammar, syntax, semantics, etc.) , logic (thinking, formal operations, truth, lie), mathematics (numbers, variables, functions, sets, signs, actions), psychology (perception, thinking, communication).

When teaching computer science, it is necessary to navigate the problems of philosophy (a worldview approach to the study of a systemic information picture of the world), philology (the study of text editors, artificial intelligence systems), mathematics and physics (computer modeling), painting and graphics (the study of graphic editors, multimedia systems) etc. Thus, a computer science teacher must be a widely erudite person, and constantly replenish his knowledge

4. Individual method of training

theory methods training computer science

Individual training - a form, a model of organizing the educational process, in which: 1) the teacher interacts with only one student; 2) one student interacts only with learning tools. The main advantage of individual learning is that it allows you to completely adapt the content, methods and pace of a child’s educational activity to his characteristics, to monitor his every action and operation when solving specific problems; monitor his progress from ignorance to knowledge, make timely necessary corrections to the activities of both the student and the teacher, adapt them to the constantly changing, but controlled situation on the part of the teacher and the student. All this allows the student to work economically, constantly control the expenditure of his energy, and work at the optimal time for himself, which, naturally, allows him to achieve high learning results. Individual training in this “pure” form is used in a mass school to a very limited extent.

Individual approach- This:

1) the principle of pedagogy, according to which, in the process of educational work with a group, the teacher interacts with individual students according to an individual model, taking into account their personal characteristics;

2) focus on the individual characteristics of the child in communication with him;

3) taking into account the individual characteristics of the child in the learning process;

4) creation of psychological and pedagogical conditions not only for the development of all students, but also for the development of each child individually.

Individualization of training- This:

1) organization of the educational process, in which the choice of methods, techniques, and pace of learning is determined by the individual characteristics of students;

2) various educational and methodological, psychological, pedagogical and organizational and managerial activities that provide an individual approach.

Individualized learning technology is an organization of the educational process in which an individual approach and an individual form of training are a priority.

An individual approach as a principle is implemented to one degree or another in all existing technologies, so individualization of learning can also be considered a “penetrating technology.” However, technologies that prioritize individualization, making it the main means of achieving learning goals, can be considered separately, as an independent system that has all the qualities and features of an integral pedagogical technology.

Considering individual method learning, it is necessary to pay attention to the project method. Project method- this is a comprehensive teaching method that allows you to individualize the educational process, gives the child the opportunity to show independence in planning, organizing and controlling his activities.

In modern domestic pedagogical practice and theory, the most striking examples of technologies within the classroom individualization of learning are the following:

Technology of individualized learning Inge Unt;

Adaptive learning system A.S. Granitskaya;

Training based on the individually oriented curriculum by V.D. Shadrikova.

Technologies for individualization of learning represent dynamic systems that cover all parts of the educational process: goals, content, methods and means.

Posted on Allbest.ru

Similar documents

Theory and methods of teaching computer science and information and communication technologies at school. Methods of organizational form of training. Informatics teaching aids. Methods of teaching the basic course. Programming languages ​​training, training programs.

tutorial, added 12/28/2013


Methods of teaching computer science as a new section of pedagogical science and an educational subject for training computer science teachers. Representation of numerical information in a computer. Features of the concept of problem-based learning, its essence, basic methods and functions.

course work, added 06/08/2013


Methods of teaching psychology in the system of sciences, connection with pedagogy. Subject, goals and objectives. Methods of teaching psychology. Modern tendencies development of education. Characteristics of the learning process and its connection with learning.

training manual, added 09/14/2007


Passive and active teaching methods in computer science lessons. Development of a lesson plan using active and passive teaching methods in computer science lessons. Choosing a teaching method for schoolchildren in computer science lessons, basic teaching methods.

course work, added 09/25/2011


Regulations teaching computer science. Norms and requirements defining the mandatory minimum content of the computer science program at school. The study of computer science and information and communication technologies at the level of basic general education.

presentation, added 10/19/2014


Analysis of textbooks in computer science: Ugrinovich N.D., Makarov N.V., Semakin I.G. Methodology for teaching the topic “Cycles” in a basic computer science course. Application of the methodology for constructing algorithms on the topic "Cycles" on lesson notes and laboratory work.

course work, added 07/07/2012


Integration of computer science and mathematics as the main direction in increasing the effectiveness of learning. Methodology for applying software to interactive lessons. Selection of educational material for e-learning mathematics and computer science in high school.

thesis, added 04/08/2013


The theory of teaching the history of the Ancient World. Course objectives. Requirements for teaching history in the sixth grade and types of lessons. Modern approaches in teaching the history of the Ancient World. The use of non-traditional forms of education in the history of the ancient world.

thesis, added 11/16/2008


The founder of methods of teaching geography. The beginning of teaching geographical science in Russia at the turn of the 17th–17th centuries. Publication of the first Russian textbook. Search period errors. Restructuring the geography course at school, features of the learning process.

test, added 02/14/2012


Definition, subject, tasks, problems and methods of teaching mathematics. Its connection with other sciences. History of the development of mathematics teaching. Principles of didactics in her teaching. Contents of teaching mathematics. Mathematics as an academic subject.