CC BY
15
УДК 004.565
Goipov E. A.
Khomidov M. E.
Rustamov M.M.
Department of Biological Physics, Informatics
Medical Technology, ASMI Uzbekistan, Andijan FEATURES OF TEACHING COMPUTER SCIENCE
Abstract: This article discusses the features and difficulties of teaching computer science.
Key words: computer science. method, learning, interactive method, practice, theory
In addition, the subject of the study of computer science is a whole civilization - information. Currently, children do not just have to know about the existence of a computer, not just have an idea about it, but be able to work on it, be able to use this technique. Informatics is a science not about objects or processes, but about methods, means and technologies of their automation, creation and functioning. The essential point that affects the fundamental nature of the science of computer science is that the object of its study is not goals, but patterns. This subject provides not only its in-depth study, but also the practical application of knowledge, skills and abilities to modernize their own learning, as well as optimize the workload. One of the main problems of teaching for children is also a sharp change in leading activities from play to school (especially for younger students). The formation of educational activities very often does not coincide with the play needs of the child, and is very painfully perceived by him. At this stage, it is necessary to organize a smooth transition from predominantly gaming activities to educational activities, using game didactic computer technologies if possible.
The modern view of information activity as a type of creative activity that requires, in addition to developed logical and systemic thinking, the ability to think inventively and productively, orientates computer science teachers toward the development of students' imagination and creative imagination. At computer science lessons, a systematic perception of the world is formed, an understanding of the common information links of various natural and social phenomena is developed, systemic thinking develops, the level of which is largely determined by the ability to quickly process information and make informed decisions based on it, which requires additional opportunities from students and teachers - the use of ever new teaching methods and means. The content of the school course in computer science to a certain extent should meet the current level of development of science and the requirements of society. The development of computer technology, primarily personal computers and their software, is happening so rapidly, and its expansion into all spheres of human activity is so comprehensive that there is a need for training and retraining of specialists who can qualitatively educate children in
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computer science using new information technologies , and also introduce children to the complex world of modern computer science.
The emergence of new computer technologies also has a significant impact on the expansion of the number of educational topics in the framework of computer science training. Computer technologies are developing so rapidly that, no matter how hard the education strives to keep up with these technologies, it will be at least a step, but it will still lag behind them. In particular, in the final report of the special commission of the AFM and Computer Science, which contains recommendations on teaching computer science and curricula in this discipline, it is emphasized that technical changes in recent years have led to an increase in the importance of the following topics:
WWW and its add-ons; network technologists; graphics and media; embedded systems; database; interoperability;
use of software interface add-ons (APIs);
interaction of machines and man;
software reliability;
security and cryptography;
specific subject domains (application domains).
However, in connection with this, the problem of blurring the boundaries of school and university computer science courses, which have common themes, for example, teaching technology to work with a package of office documents, arises. The use of these technologies often occupies a central place in the training courses of not only universities, but also educational schools. Under the conditions of rapid technological and social changes, which are a sign of the 21st century, the orientation of the education system towards the assimilation of the knowledge system by schoolchildren, justified by the past few decades, no longer corresponds to the modern social order, which includes the presence of a system of key competencies among specialists capable of successful self-realization, lifelong learning and in the process of supporting the development of society. There are a number of problems, such as insufficient quantitative and qualitative characteristics of the software, which is intended to constantly support the education of students of the corresponding age category; insufficient hours to organize a full study of the subject, compliance with sanitary standards, etc.
The solution of these problems and unresolved tasks is impossible without improving the methods of teaching computer science based on the principles of continuity and consistency in learning. Computer science is increasingly affecting the processes of further development of society. It becomes the dominant factor that determines the overall potential of society and the prospects for its development. Informatization of society is the most important component of modern civilization, which is characterized by a high level of information and communication
technologies and developed information structures. Computer science is transformed from essentially technical to fundamental science about information and information processes in nature and society. The general educational and practical significance of the school course in computer science will continue to grow steadily and rapidly. The course is gaining great humanitarian potential. He already plays a significant role in preparing the younger generation for fruitful activities in the information society.
Literature:
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2. Ershov A.P. Informatization: from computer literacy of schoolchildren to the information culture of society // Communist, 1988. - No. 2. - S. 82-92.
3. Information Literacy: International Perspectives / Ed. H. Lau. Per. from English M .: MTsBS, 2010 .-- S. 240.
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