CC BY
20IMPROVEMENT OF CONTINUITY MODEL OF TEACHING INFORMATICS AND INFORMATION TECHNOLOGY SUBJECTS IN "SCHOOL-HIGHER EDUCATIONAL INSTITUTION" SYSTEM Baltabaeva R.B.1, Kamalov M.N.2, Tajimuratov I.S.3
1Baltabaeva Rano Bekbaulievna - Assistant Teacher, DEPARTMENT OF APPLIED MATHEMATICS;
2Kamalov Muratbay Nizamatdinovich - Assistant Teacher; 3Tajimuratov Ilyas Sakenovich - Student, DEPARTMENT OF CONSTRUCTION OF BUILDINGS AND STRUCTURES, KARAKALPAK STATE UNIVERSITY, NUKUS, REPUBLIC OF UZBEKISTAN
Abstract: the article discusses the pedagogical aspects of the issue of development and implementation of a model of continuity in the teaching of Computer Science and information technology with a view to forming a unity in the system of the «school-higher educational institution», which contributes to the formation of a high-level information and communication competence of students.
Keywords: school, higher educational institution, PISA (international Student Assessment Program), Information Technology, innovative methods of teaching, model, integration, differentiation, coordination.
A number of laws have been developed in order to strengthen cooperation between the higher education institution and the secondary school in order to increase the interest of students studying at the secondary school in science and profession in the Republic of Uzbekistan and to further increase the responsibility of teachers in this field (Minutes of the meeting of the administration of the president of the Republic of Uzbekistan dated August 28, 2019). The essence of these laws is that the rapid development of the material base of the information industry, informatization of various spheres of production and management, active access to the world information Community, High personnel and scientific and technical potential, readiness of the public mind to the need for in-depth knowledge in the field of computer technology and Information Technology.
The Ministry of public education has developed programs that reflect what a Modern School graduate should master in the basic Informatics course. The study of Computer Science in secondary school involves the discovery of it later as a basic science. The state standard of Informatics and information technologies prioritizes the active approach to the educational process, the development of general education and science skills with wide coverage among students, the methods of activity that make up cognitive, information and communicative competences (ICC). At the same time, in order to establish the priority directions of the systematic reform of extracurricular education in the Republic of Uzbekistan, to raise the moral and moral development of the growing younger generation to a qualitatively new level, to introduce innovative forms and methods of education into the educational process, was approved "The concept of development of the system of public education of the Republic of Uzbekistan till 2030" [1]. In this regard, the teaching of Informatics and Information Technology in school and university is becoming more relevant in terms of consistency and continuity. We developed our model based on the following paragraphs of the concept:
> By 2030, PISA (The Programme for International Student Assessment) was ranked among the first 30 countries of the world in the rating of the international program on assessing students ' achievements in the field of Education;
> qualitative updating of the content of the system of continuous education, as well as training, retraining and professional development of personnel;
> improvement of teaching methods, step-by-step application of the principles of individualization of the educational process;
> introduction of modern information and communication technologies and innovative projects in the field of Education;
When developing the model, we assumed that the process being studied-training in computer science and it in the school-University system-should be considered as a single system, the condition for the functioning of which is the continuity of all elements. This model will make it possible to exclude the episodic, segmental nature of studying individual programs, so as to anticipate a gradual increase in the level of information and communication competence of pupils and students [4].
Fig. 1. The model of continuity in teaching computer science and information technology in the
school-university system
Conclusion. A comprehensive analysis of the experimental work in the system "school-higher educational institution " showed that the most significant increase in ICC were observed in the first experimental group where teaching of Informatics and it was held as we developed the technology to ensure continuity in the system "school-higher educational institution". In this group, a larger number of students moved from the acceptable level to the optimal level of all the components of the ICC, which is confirmed by percentages and proved by statistical method. Summing up the results of experimental work, we can conclude that the presented theoretical model of continuity in teaching computer science and information technologies in the "school-University" system allowed us to prove the effectiveness of this model in practice, to get a significant increase in the level of information and communication competence of school pupils and students in the experimental group.
References
1. The concept of development of the system of public education of the Republic of Uzbekistan till 2030 - Decree of the President of the Republic of Uzbekistan dated April 29, 2019. PF-5712.
2. To approve the Concept of development of higher education of the Republic of Uzbekistan till 2030 - Presidential Decree. 8 October, 2019.
3. 5 Important Initiatives to Raise Spirituality and Youth in Their Free Time. [Electronic Resource]. URL: https://guldu.uz/en/yangilik/513-q-5-h.html/ (date of access: 03.02.2020).
4. Borisenko I.A. From the experience of teaching computer science in primary school / Materials of the scientific and practical conference. Rubtsovsk: RIO, 2004. SL18-120.
СТАНОВЛЕНИЕ И РАЗВИТИЕ СИСТЕМЫ УПРАВЛЕНИЯ ОБРАЗОВАНИЕМ В РОССИИ В XIX - НАЧАЛЕ ХХ В.В.
Максименко В.В.
Максименко Виктория Владимировна - студент, кафедра педагогики, факультет психологии, Белгородский государственный национальный исследовательский институт, г. Белгород
Аннотация: в статье анализируется становление и развитие системы образования в Российской империи в XIX - нач. XX вв. Также выявляется влияние данного периода на современную управленческую систему.
Ключевые слова: система, управление, образование, становление.
Процесс управления образованием является довольно сложным видом педагогического труда. По мере развития школы и школьного образования управление учебным заведением совершенствовалось и менялось. Понятие «управление» рассматривается различными авторами по-разному. Современные ученые И.Ф. Исаев, А.С. Мищенко, В.А. Сластенин, под управлением понимают «деятельность, направленную на выработку решений, контроль, организацию, регулирование объекта управления в соответствии с заданной целью, анализом и подведением итогов на основе достоверной информации».[1] Управление, по мнению В.С. Пикельной - это «реализация процесса системы мер воздействия на школьный коллектив (ученический и педагогический) с целью решения социальных задач по формированию личности, необходимой обществу для его дальнейшего существования» [2]. Под педагогическим управлением Ю.В. Васильев понимает практическую деятельность управление воспитанием и обучением подрастающего поколения. В.А. Сухомлинский считал, что учебно-воспитательным процессом руководить хорошо - это значит владеть наукой, мастерством, искусством обучения и воспитания в совершенстве.
Одним из первых вопросами управления школой занимался М.В. Ломоносов, по его мнению, управлять школой нужно так, чтобы школа у детей вызывала интерес к познанию окружающей действительности, стремлению добывать новые знания. По мнению К.Д. Ушинского, руководитель института или школы, является главным лицом этого учреждения, он «должен быть воспитателем в полном смысле этого слова», т. е. отцом этого учреждения [3]. В его руках сосредоточена должна быть вся учебная, воспитательная, административная власть. В помощь директору должны назначаться им самим старшие воспитатели по отделениям, которые могли заведовать как воспитательной, так и учебной частью своих отделений. Он разработал свою
