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УДК: 13.00.02
Urinov B.S.
The teacher of the academic lyceum TashPMI FORMS AND METHODS OF TEACHING INFORMATICS
Annotation: This article discusses the forms and methods in the teaching of computer science in schools and lyceums
Key words: Pedagogy, methods, computer science, method, form, technique, technology
"Informatics and ICT" is one of the "young" subjects in the school course. But due to the rapid development and prospects of this direction, the requirements for the purpose, content and approaches to its teaching also changed rapidly.
Today, children have fairly large opportunities to work on a computer, except for school lessons in computer science and ICT: additional classes in circles devoted to individual technologies; work in computer clubs; availability of a computer at home. If such work does not have a certain organization, then this may lead to undesirable consequences:
- some children form a false confidence that they are well versed in computer science, and with the computer in general on "you". Practical experience shows that even with today's level of development in this sphere, students often confuse the purpose of the "Informatics" and "ICT" subjects. The real level of knowledge in computer science and the design culture of the results of computer work leave much to be desired;
- if the purpose of knowledge and skills acquired in ICT lessons is obvious, then students do not always see the practical application of knowledge acquired in computer science lessons outside of this subject. There is not enough confidence that "Informatics and ICT" is a "tool" that can be used in any subject area;
- Students of the same age category have a different level of psychological readiness and confidence when working on a computer.
The requirements of modern society are such that one of the factors for successful social adaptation in it is the possession of information culture. In order to keep up with the pace of technology development, it is necessary to constantly work "on yourself", to improve yourself. A person should have confidence in the computer and have the psychological readiness to actively work with it. Only with this approach, communication with a computer increases the need for acquiring knowledge, contributes to the development of creative abilities of each person, the formation of skills and abilities to freely navigate the world of rapidly developing information technologies.
The goal of the teacher of informatics and ICT is to promote the formation of a personality capable of living in an information society.
To achieve this goal it is necessary to solve the following tasks:
- creation of conditions for the formation of elements of the information culture of students;
- creation of conditions for mastering the skills of self-education and self-
development;
- integration of the teaching of informatics and ICT with other subject areas;
- Creating conditions for identifying gifted students.
Every year, the education system provides more and more opportunities to build a personal learning path for each student. In the class-less system there are opportunities for the use of individual forms and methods.
In computer science training there is another classification basis: the presence or absence of a computer in the learning process. Accordingly, computer and computer-aided forms of education are considered as applied to the generally accepted classification of educational forms. At the same time, the current sanitary and hygienic standards do not allow to go only to computer forms of education, limiting their duration to 15-30 minutes (depending on the age of the students).
General forms of education are divided into frontal, collective, group, paired, individual, as well as with a replaceable composition of students. The basis of the division of general forms of education is the characteristics of the features of communicative interaction between the teacher and the students, between the students themselves.
Method (from gr. Methodos - "research") is a technique, method or mode of action; the way to achieve the goal, a certain way ordered activity; a set of techniques or operations of practical or theoretical development of reality, subordinate to the solution of a specific task.
In the literature there are various approaches to the definition of the concept of a teaching method:
1) the method of the teacher and students;
2) a set of work practices;
3) the way in which the teacher leads students from ignorance to knowledge;
4) the system of actions of the teacher and students.
According to I.Ya. Lerner, a method of learning as a way to achieve the goal of learning, is a system of consistent and orderly actions of a teacher, organizing practical and cognitive activities of students to assimilate social experience using certain means. At the same time, the activity of a teacher, on the one hand, is determined by the purpose of learning, the patterns of learning and the nature of the learning activities of schoolchildren, and on the other, it determines this activity, the realization of patterns of learning and development.
Most teachers consider methods as methods of an orderly interconnected activity of a teacher and students, aimed at solving a complex of tasks of the educational process. Philosophers note that in social and material reality there are no methods, and there are only objective laws. That is, the methods are in the mind, in the conscious activity of man. The method directly captures not what is in the objective world, but how a person should act in the process of cognition and practical action (PV Kopnin). The main idea contained in the method as a pedagogical term is an indication of the pedagogically expedient action. M.I. Makhmutov in the methods distinguishes two sides: external and internal. The outer one reflects the way the teacher acts, the inner one - by what rules he is guided.
Thus, this concept should reflect the unity of the internal and external, the connection of theory and practice, the connection of the activity of the teacher and the student.
Literature:
1. Monkhov V.M. Introduction to the theory of educational technology: Monograph. Volgograd: Change, 2006
2. Multimedia for everyone. 2nd ed. - M .: TOO Firm Computerpress, 1996
3. Nazarova TS, Polat E.S. Teaching tools: technology of creation and use. M .: Publishing house of URAO, 1998
