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10UOT 37.01
INTERPRETATiON OF THE "CONTENT BLOCK" OF THE iNFORMATiCS SUBJECT CURRICULUM AT THE GENERAL EDUCATiON LEVEL BASED ON THE "SYSTEM-
STRUCTURE" APPROACH
IBRAHiMOV FiRADUN NADiR OGLU
Sheki branch of ADPU, doctor of pedagogical sciences, professor
GULNARA ABDURAHMANOVA
Sheki branch of ADPU, head teacher QRCHID:https://orcid.org/0000-0001 -9361-4121
GARAYEVA GULNARA BAHRAM GiZi
Sheki branch of ADPU, doctoral student, head teacher ORCHID:https://orcid.org/my-orcid?orcid=0000-0002-8347-5145
Summary. In the article, it is emphasized that the curriculum reform is conditioned by the need to ensure the adequacy of the implementation of education in Azerbaijan to the demands of the 21st century, to cultivate a creative, self-developing personality, and the content of the abilities that must be transformed into the subject of a student who has completed his general education is shown.
Key words. Educational program; curriculum; subject curriculum; education plan; "block-scheme " form; overall learning outcomes; content line; content standards; content elements; educational stages and levels; lines of action.; information, communication technologies; modeling; programming; text, graphic editor; network.
The importance of the educator's reference to the "system-structure" approach in the research work, both in familiarizing himself with the essence of the educational program and in his practical activities related to its implementation, to the focus of attention on the subject-oriented curriculums, covering the relevant field of science, its perfect system of concepts, and directly directing the assimilation of these concepts. is drawn.
In the article, the general learning results, content lines, learning results by content lines, content standards, integration concepts, which are included in the "subject content block" of the "block-scheme" form of the structure of the informatics subject curriculum at the general education level, are generalizations made on the basis of the "system-structure" dialectical approach. interpretation is presented.
Relevance of the research topic. Observations show that mistakes are made in the activities of educators in the application of the informatics subject curriculum at the general education level. This has a negative effect on the level of efficiency of the teaching process of informatics. It is undeniable that the level of understanding of any real thing has a determining effect on the results of using it in adequate directions. Based on our scientific observations over the last ten years, we have come to the conclusion that the mistakes manifested in the activities of practical educators in the process of using the informatics subject curriculum are based on a number of reasons, as well as a lack of honest understanding of the essence of the informatics subject curriculum by these subjects. Based on our scientific experience, we believe that "system-structure" approach is the most reliable dialectical method of understanding any existing thing, getting to its essence. The analysis of the materials we have collected gives reason to say that this method has not been sufficiently used in the theoretical and technological directions regarding the discovery of the essence of the informatics subject curriculum and the determination of its application methods. Therefore, we claim that one of the issues aimed at solving the problem that created the basis for the manifestation of the above-mentioned error - "Interpretation of the "subject content block" of the computer science curriculum
at the general education level based on the "system-structure" approach" and that it should be an actual research topic. This method has not been sufficiently used in the theoretical and technological directions regarding the discovery of the essence of the informatics subject curriculum and the determination of its application methods. Therefore, we claim that one of the issues aimed at solving the problem that created the basis for the manifestation of the above-mentioned error - "Interpretation of the "subject content block" of the computer science curriculum at the general education level based on the "system-structure" approach" and that it should be an actual research topic. This method has not been sufficiently used in the theoretical and technological directions regarding the discovery of the essence of the informatics subject curriculum and the determination of its application methods. Therefore, we claim that one of the issues aimed at solving the problem that created the basis for the manifestation of the above-mentioned error - "Interpretation of the "subject content block" of the computer science curriculum at the general education level based on the "system-structure" approach" and that it should be an actual research topic.
Interpretation of generalizations formed on the basis of research materials.It is known that in the 21st century, the main value in the life and development of both society and each of its members is a creative, self-developing personality [13; 16]. Education also cannot exist outside the realities of a changing world. Modern psychology considers the creation of favorable conditions for the discovery and realization of the child's creative abilities as the main goal of education [6; 290-292]. Therefore, since the main value in the modern period is a creative, self-developing personality, the educational process should form creativity and self-development abilities in the child. This, in turn, is based on the following activity, the need to understand and the abilities: 1) logical thinking; 2) critical approach to objects and events of the surrounding world; 3) independent decision-making; 4) creatively change the surroundings; 5) independent acquisition of knowledge; 6) solving practical problems; 7) setting new goals for personality development.
Despite what has been said, a student who has completed general education should be able to: analyze the texts of different styles and genres that he listens to and reads, convey their content to someone else in a concise and partly extensive form; to use monologue and dialogue forms of speech; preparing a plan, thesis, overview, project, opinion; to logically justify their ideas through examples and evidence, to summarize the main points expressed in different ideas; perform calculations and programming, use mathematical language, build algorithms, make assumptions; to use the methods and means of observation, measurement, calculation, experiment, evaluation to understand the surrounding world; to explain the nature of the basic regularities in nature and their interrelation; various facts, to compare, classify and present reasoning and evidence; independently perform tasks that require creativity in the training process; to use different sources of information to perform training tasks; to consciously determine one's capabilities, inclination and interest, to demonstrate voluntary and involuntary qualities; to evaluate the results of his work; to follow public behavior, as well as relevant safety and medical-hygiene rules, healthy lifestyle norms; to demonstrate that he has national, moral, legal, aesthetic values, citizenship position, and leadership qualities; to work together in solving problems, to evaluate the performance of oneself and others in the collective work process; to communicate in a foreign language and so on. independently perform tasks that require creativity in the training process; to use different sources of information to perform training tasks; to consciously determine one's capabilities, inclination and interest, to demonstrate voluntary and involuntary qualities; to evaluate the results of his work; to follow public behavior, as well as relevant safety and medical-hygiene rules, healthy lifestyle norms; to demonstrate that he has national, moral, legal, aesthetic values, citizenship position, and leadership qualities; to work together in solving problems, to evaluate the performance of oneself and others in the collective work process; to communicate in a foreign language and so on. independently perform tasks that require creativity in the training process; to use different sources of information to perform training tasks; to consciously determine one's capabilities, inclination and interest, to demonstrate voluntary and involuntary qualities; to evaluate the results of his work; to follow public behavior, as well as relevant safety and
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medical-hygiene rules, healthy lifestyle norms; to demonstrate that he has national, moral, legal, aesthetic values, citizenship position, and leadership qualities; to work together in solving problems, to evaluate the performance of oneself and others in the collective work process; to communicate in a foreign language and so on. to use different sources of information to perform training tasks; to consciously determine one's capabilities, inclination and interest, to demonstrate voluntary and involuntary qualities; to evaluate the results of his work; to follow public behavior, as well as relevant safety and medical-hygiene rules, healthy lifestyle norms; to demonstrate that he has national, moral, legal, aesthetic values, citizenship position, and leadership qualities; to work together in solving problems, to evaluate the performance of oneself and others in the collective work process; to communicate in a foreign language and so on. to use different sources of information to perform training tasks; to consciously determine one's capabilities, inclination and interest, to demonstrate voluntary and involuntary qualities; to evaluate the results of his work; to follow public behavior, as well as relevant safety and medical-hygiene rules, healthy lifestyle norms; to demonstrate that he has national, moral, legal, aesthetic values, citizenship position, and leadership qualities; to work together in solving problems, to evaluate the performance of oneself and others in the collective work process; to communicate in a foreign language and so on. to evaluate the results of his work; to follow public behavior, as well as relevant safety and medical-hygiene rules, healthy lifestyle norms; to demonstrate that he has national, moral, legal, aesthetic values, citizenship position, and leadership qualities; to work together in solving problems, to evaluate the performance of oneself and others in the collective work process; to communicate in a foreign language and so on. to evaluate the results of his work; to follow public behavior, as well as relevant safety and medical-hygiene rules, healthy lifestyle norms; to demonstrate that he has national, moral, legal, aesthetic values, citizenship position, and leadership qualities; to work together in solving problems, to evaluate the performance of oneself and others in the collective work process; to communicate in a foreign language and so on. to evaluate the performance of oneself and others in the collective work process; to communicate in a foreign language and so on. to evaluate the performance of oneself and others in the collective work process; to communicate in a foreign language and so on.
The listed skills of a student who has completed his general education - general learning results are formed as a synthesis and dialectical unification of the results targeted in the teaching process of all subjects (including informatics) taught in general education schools.
It is undeniable that it is of particular importance for the informatics teacher to honestly know the tasks set before the general education (general expected results). However, this is one side of the issue and it is necessary to put the activity related to the educational process into a result-oriented system. Thus, the goal is the system-creating component of the activity. At the same time, it is very important to implement the training process in what content, based on what strategy, based on what evaluation mechanisms, in order to achieve the goal. "The new necessary minimum of education at the levels of general education, the level of knowledge, the general learning results for the subject and the connection of the skills to be acquired with the learning results that will be obtained in separate levels of general education is considered one of the most important problems of education" [10; 71]. The teacher should be able to find both theoretical and practical answers to all questions related to the learning process. He should know which model he uses in the process of which he is a facilitator and what are the specific features of this model. This model incorporates the superior merits of traditional models (it should not be forgotten that innovation is not a complete denial of the old, such a denial can bring more harm than good) and what success it promises to the real pedagogical process. Based on what we have said, we generalize that "what is perceived as a conceptual barrier that enables the effective organization, purposeful and consistent implementation of all activities related to the educational process" [7;
The teacher is one of the subjects of the "enabling function" in the implementation of the educational program. The level of his penetration into the essence of the mentioned program has a conditioning effect on the effectiveness of its activity. Therefore, it is important to refer to the
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"system-structural approach" both in getting to know the essence of the program and in the practical activities related to its implementation, the analysis of research materials and our work experience brings us to this conclusion.
It should be emphasized here that the essence of the system is determined by its structure and function, that is, by the nature of the relationship between the elements and their behavior, and by the specificity of the relationship between the object and the conditions. Without studying the elements that make up the system and their interaction, it is impossible to distinguish the continuous, important and necessary relationships here. Such continuous, important and necessary interaction of elements characterizes the structure of the system. The law of relationships of structural elements acts as an invariant of the system. Without learning and opening the relationship of the elements with the whole formed by them, both the function of the system and the functions of each element with regard to the whole remain in the shadows. The full concept is understood in terms of the system, it is the organization of that system. Each system has its own structure and the function that this structure carries. A system can be viewed as a whole consisting of the unity of its structure and function. Systems differ from each other not only by their structure and functions, but also mainly by the nature of the unity of structure and function, the nature of this unity.
The educational program (curriculum) determines the content of education and the rules of mastering it for different levels of education in accordance with state educational standards [8; 106107]. The educational program includes the curriculum, teaching programs for subjects, recommendations on methodical provision, assessment and other relevant educational technologies [7;173]. Educational curricula are divided into two types according to their nature: functional and personality oriented.
Science-oriented curricula are directly oriented to the assimilation of these concepts by covering the field of science and its perfect system of concepts in terms of content. Personality-oriented curricula are distinguished by their direct emphasis on life skills and habits. "Personality-oriented", "student-oriented" and "result-oriented" approaches of the curriculum show that the student is at the center of the learning process" [12]. These approaches are reflected, in particular, in the writing of learning objectives. The highlighted features of the curriculum have a great benefit in the educational process: it makes the educational process more efficient, it enables the formation of practical skills. In this regard, new demands are placed on the teacher [2; 174].
The main components of this approach are the recognition of the uniqueness of each student's activity, including the learning activity. In personality-oriented education, the student acts as the central figure of the entire learning process, the teacher acts as a guide and assistant in the individual development of the student. Here, the teacher's task is not to convey knowledge, but to organize an environment for the student that provides learning technology appropriate to his potential capabilities. Personality orientation is the formation of national and human values in students by developing their life skills based on cognitive, communication and psychomotor activities. Student-centeredness is the fact that activities in the field of education serve the interests of students, satisfy their interests and demands, develop their talents and abilities, and potential opportunities. Results orientation is the predetermination of intended learning achievements in the form of results. Demand-oriented -consideration of the changing needs and demands of the individual, society and the state.
Subject curricula: take a balanced and comprehensive approach to learning different skills; enables achievement of content standards using active learning methods; implies constant assessment of students' knowledge and understanding, making corrections during the academic year; ensures involvement of students in training, preparation and motivation for continuous education; it envisages the use of modern technologies when students are studying, evaluating their knowledge, and increasing their literacy; have adequate training resources and administrative support [3; 158-161].
The block diagram form of the subject curriculum structure can be drawn as follows [8; 38] (see scheme 1).
Scheme 1.
Summing up, it can be said that the informatics curriculum is a set of documents that reflect all the activities aimed at achieving the general learning outcomes by determining the main goals of informatics training in secondary schools and are directed to the capabilities and needs of each student. It is intended for teachers, school leaders, textbook authors, parents and the general public. Informatics subject curriculum forms the basis of the rules to be prepared in the form of appropriate guidelines for the preparation of textbooks and teaching aids, planning of teaching materials, determination of teaching methods and implementation of teacher training.
In the process of determining the content standards, the focus is on the expectation of the balance of the main learning outcomes (calculation procedural skills, cognitive understanding and problem solving) in the subject [5; 454].
This curriculum presents key learning outcomes through the interaction of content and action lines to determine what students should "know" and "be able to do" [13].
The document included in the "Introduction" block, in addition to determining the place of informatics among the subjects taught in general education schools, allows to determine the main goals of its teaching in general, which are included among the main goals: logical and algorithmic thinking in students, effective problem solving It is the training of technical skills and habits in the field of forming the creative and critical thinking abilities aimed at choosing methods, as well as the ability to obtain the necessary information required for the solution of the problems they face on a daily basis. The main task of the subject of informatics is for students to gain complete knowledge about the rules of receiving, collecting, analyzing, transmitting, processing and using information,
Through the teaching of informatics in general education schools: 1) Creation of algorithmic thinking elements at the primary education level, formation of the initial use of computer technology is ensured; 2) Formation of the ability to analyze and make decisions in terms of the information system of the surrounding world in students at the secondary education level, and prepare them for
the use of information and communication technologies; 3) By developing skills and habits mastered at the level of full secondary education, students are formed the skills of working with necessary information in accordance with the requirements of the information society, the habits of using the most popular software tools on the computer, the development of their algorithmic thinking and intellectual level, and preparation for professional selection is ensured [1].
A student who has completed general education is expected to become a subject of the following general results: measures information, describes it and works with information carriers; designs algorithms of various structures for solving simple problems, develops and executes programs; builds information processing algorithms according to simple information models and studies the built model on a computer; adjusts the operating system used on the computer and performs the necessary operations; creates a new image using parts of various images in a graphic editor, collects and forms tables-texts in a text editor, performs calculations on tables, prints documents; prepares, edits and adds multimedia effects to various presentations; performs appropriate operations in the spreadsheet processor and database; uses the main services of the Internet, creates web pages with different designs [4;109].
The content line is the part of the content that is considered necessary to ensure the realization of the general learning outcomes of the subject. Content lines are defined to more clearly describe the content that students will learn and aim to systematize it.
Based on the study and analysis of the current world experience, the following content lines of informatics training have been determined: information and information processes; formalization, modeling, algorithmization and programming; computer, information and communication technologies and systems; informatization of society.
The content lines of the subject of computer science serve only to design the structure of the curriculum and, in this case, to conduct reasoning. It should be noted that any concepts or skills included in the content of the subject may not be limited to only one content line. When determining the content lines, it is assumed that each of them will be given equal importance in the training of informatics.
A curriculum designed along content lines should cover a wide range of content. Taught in an integrative manner, this broad content allows students to understand the interrelationship of different mathematical knowledge not only within computer science, but also in other disciplines and in real life.
Scientific sources emphasize that the content standard is a state requirement set by the state for the level of knowledge and skills of the student [3; 468]. Informatics subject standards cover the content that is important for all students within the secondary education course, describe students' knowledge and skills in informatics, determine the issues that every student in the country can and should learn in the field of informatics, and prepare students for the next level of secondary education.
The new approach to setting the content of the standards envisages that each standard consists of several defined objectives (sub-standards) and is repeated throughout the grades in an appropriately expanding capacity.
The content standards of informatics are systematized by classes and represented by the above four content lines. The objective of each standard includes several expected learning outcomes defined according to the primary, secondary and upper secondary levels of education. In setting the standards, a balance of abilities such as basic computational and procedural skills, cognitive understanding, and problem solving is expected. These three components of the teaching and learning of informatics are not isolated from each other, but rather they are interrelated and complementary.
The function of the core standard is to explain the defined learning outcomes in a general way along the content lines. It is attributed to the functions of the sub-standards: it creates a reliable basis for the precise determination of learning objectives; plays an important role in the correct selection of training strategies; ensures integration in training; ensures continuous development of training content; provides summative assessment for classes and subjects.
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The realization of content standards in informatics is carried out along the following lines of activity
1) solving problems;
2) judgment and reasoning;
3) information exchange and consultation;
4) research and implementation;
5) presentation, communication.
While action lines are distinct from content lines, they are related to each of them. These lines aim to define and describe ways of acquiring and using content knowledge, and serve to help students understand the importance of computer science and view it as a set of complex skills.
The student can achieve the content he will learn from informatics through various activities. Different stages of student activity in the process of mastering the content ensure that the acquired knowledge and skills are more solid and long-lasting. Performance standards ensure that students master the content standards for implementing the curriculum. Each performance standard describes what is covered in the grade and what the teacher's role is in achieving the content standard. It should be noted that each performance standard varies across educational levels and grades, with use in all grades. Therefore, it is convenient to adopt these standards in general.
Knowledge and activity components of the content standards, their classification is as follows (see scheme 2)
Scheme 2.
Curriculum theorists have identified verbs that represent all stages of all three taxonomies (cognitive, emotional, psychomotor) considered useful for education to aid standard setters. Verbs are a very important indicator in expressing skills. The verb reflects which phase of the skill's taxonomy it belongs to. These can be expressed as follows [8; 41] (see table 1,2,3).
Table 1. Cognitive taxonomy
Stage Performance indicators
Know Remembering, memorization, recognizing, recalling
Understanding Explanation, conversion of the matter from one means of expression to another means of expression, description in one's own words
Implementation Problem solving, applying information to achieve certain results
Analysis Decomposing, dividing, finding the underlying structure of communication, identifying motives to show how it exists together
Synthesis Creation of a unique (unique, original, original) product, which can be both a verbal form and a physical object
Evaluation Making important decisions about the issue; resolving disputes or differences of opinion
Table 2. Emotional taxonomy
Stage Performance indicators
Acceptance The student is encouraged to participate in any learning process. Issues in these standards develop it from understanding the presence of an item to a selective approach
To give reaction The student actively participates in the learning process, answers questions and reacts to events. In these standards, the student's tastes and interests are sought and applied in activities
Evaluation It helps the student to evaluate any object or event. These standards create conditions for analyzing the attitude to what happened
Organization The standards that serve to form the student's outlook are based on this stage
Reflecting a value or value system in character At this stage, the individual has a system of values that controls his behavior and determines his lifestyle. These content standards help in the formation of personal, social and emotional behavior of the student
Table ^.Psychomotor taxonomy
Stage Performance indicators
Feel Before the action is carried out, the moral state is regulated
Get ready It is the stage of preparation for the execution of special actions
Simulate It is used in the initial stage of training complex habits
Mechanism Demonstrates self-confidence during performance
Perfect execution Demonstrates complex activities formed as perfect habits
Adaptation Individuals make changes in their behavior in order to keep a problem situation under control or to adapt to specific demands
Creativity A new type of activity is created that responds to a specific situation or problem
Taxonomies make learning more consistent and efficient. Taxonomies play a major role in the learning process. They provide the following opportunities: correctly define training goals; correctly define problems and design tasks for students; choose evaluation tools according to the set goals; properly conduct reflection based on learning outcomes; to determine what difficulties students face in learning this or that material.
The formation of knowledge, skills and habits that students can acquire and apply in their daily lives in the educational process requires the teaching of both these subjects and the topics they cover in a connected-integrative manner. Integration - within the framework of a certain educational system, to form a whole and indivisible image of the world in the thinking of students, to direct them to development and self-development, to establish structural connections between all content components of training and to systematize them. In itself, this process serves to create a whole and complete image of the world through sciences that study the surrounding world from different aspects.
Rapid social, cultural and technological changes in the modern world greatly increase the importance of a global mindset. In this case, in the learning process, students are not passive consumers of the knowledge and skills given in individual subjects, but on the contrary, it leads to being treated as subjects who have a creative attitude towards understanding the world around them. This is possible when the subjects studied at the educational levels and the topics covered by them are taught not separately, but in a connected-integrative manner.
Current world experience shows that it is impossible to achieve the desired (desired) result in the teaching of any subject, including informatics, without using various integration methods in the learning process. Thus, the role of integration in stimulating learning, ensuring students' activity, mastering the intended content in detail, and shaping students' scientific outlook is undeniable. In general, integration is the systematization of content components of training based on structural relationships, and several types of integration are applied in the field of education.
Interdisciplinary integration involves the integration of understanding, knowledge and skills in each subject. In other words, this type of integration is the systematization of knowledge, skills and habits for the creation of connections within the discipline and the achievement of learning outcomes. Intra-subject integration determines the content structure of the subject by concentrating the teaching material in separate teaching units. In this way, it is ensured that the content is informative and students have more comprehensive skills. Interdisciplinary integration is widely used in the teaching of informatics. The intra-disciplinary integration of informatics is ensured through the interaction of content lines, main standards and sub-standards, in other words, system-structural relations are expected here. Sub-systems and elements are subject to the nature of the whole in which they are contained, and exist with dialectical relations among themselves, they realize the functions of capacity-bearers. The relationship between content lines can be schematically described as follows: The related model, which reflects the integration of general learning outcomes at the levels of
primary, secondary and full secondary education in informatics, is derived from the internal essence of the skills given in the form of standards, and in the learning process, based on one another,
complements it logically, the dialectic of the parts is adjusted according to the emergent nature of the whole. This can be schematically described as follows (see scheme 3).
Scheme 3.
1. On the primary general education level;
2. On average general education level;
3. Full secondary general education level;
4. Selects an object in a group of similar objects, separates them according to their characteristics, describes and compares them;
5. Finds regularities in various events and builds simple models based on them;
6. Solves simple logical problems, gets acquainted with logical games with a winning strategy;
7. Finds errors in the sequence of simple actions, identifies the missed step;
8. Performs simple operations on the computer;
9. Builds small texts, selects and groups the main facts from individual texts;
10. Collects and edits simple texts in a text editor and inserts drawings into them;
11. Draws drawings in a graphic editor, edits them, adds text to drawings, builds mosaics using algorithms;
12. Explains the properties, coding, reception and transmission of information based on examples;
13. Determines the properties, parameters and environment of the object, classifies the system of objects;
14. Builds the information model of the object and describes its natural model;
15. Solves the necessary issues in everyday life and household in the calculator mode;
16. Explains the role and importance of information and communication technologies in modern society;
17. Collects and formats non-simple texts in a text editor, inserts images from various memories into the text;
18. Creates pictures with a certain level of difficulty in the graphic editor, changes the attributes of the picture, adds appropriate texts to them;
19. Prepares new documents using electronic spreadsheets;
20. Prepares and demonstrates various presentations;
21. Searches, collects, systematizes information through network types and uses them purposefully. It uses different types of networks, the software that ensures the operation of the network, creates simple Web pages;
22. Measures information, describes it and works with information carriers;
23. Develops and implements algorithms with different structures for solving simple problems;
24. Builds information processing algorithms according to simple information models and studies the built model on a computer;
25. Adjusts the operating system used on the computer and performs the necessary operations;
26. Creates a new image using parts of different images in a graphic editor, collects and formats table-texts in a text editor, performs calculations on tables, prints documents;
27. Performs relevant operations in the spreadsheet processor and database;
28. Prepares, edits and adds multimedia effects to various presentations;
29. Uses the basic services of the Internet, creates Web pages with different designs, follows in his e-mail.
In informatics, applying a real activity or an adequately constructed model in the process of solving problems, correctly interpreting the obtained results is considered one of the main didactic elements in teaching. Creation of the model, analysis of their characteristics, verification of the adequacy of the model to the object is carried out by means of integration [4;131].
The development and application of algorithms, programs, and the use of modern information technologies and resources constitute the main component of integrative education. Thus, in many cases, students should have an algorithmic thinking culture and the habits of using modern ICT in solving the problems encountered during the teaching of various subjects. emerges as a necessary requirement.
Interdisciplinary integration is the synthesis of common concepts, knowledge and skills covered by several disciplines, and takes into account the use of concepts and methods of one discipline in the study of another discipline. At this time, the teaching of subjects related to different subjects, but complementary to each other, including similar ones, is put into a certain framework. Therefore, it is important to identify the connections between different subjects and topics, to creatively use these connections in the formation of interdisciplinary understanding and skills. The relations of informatics with other subjects allow to approach the same object, event or process from different positions, to have complete ideas about the surrounding world, to cover all the features and relations of the studied object. For example,
Scientific novelty and theoretical significance of the research work. 1) The importance of the application of the "system-structure" approach method, formed as an important branch of the dialectic regarding the discovery of the essence of the curriculum of the informatics subject and the determination of its application methods, has been brought to the attention of the researchers; 2) "The solution of one of the cognitive issues that determines the solution to the problem of uncovering the essence of the informatics subject curriculum at the general education level and the optimal implementation of its application - the interpretation of the "Informatics subject content block" based on the "system-structure" approach" was presented.
Practical significance of the research work.We hope that the solution of one of the important cognitive issues that determine the solution to the problem of uncovering the essence of the
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informatics subject curriculum applied at the general education level and its application in the optimal version - the interpretation of the "Informatics subject content block" based on the "system-structure" approach" in the application of the informatics subject curriculum will have a positive effect on the formation of the environment of elimination of mistakes manifested in the activities of educators.
The result. 1) The level of understanding of any real thing has a determining effect on the results of taking advantage of it in adequate directions. 2) Making mistakes in the activities of educators in the application of the Informatics subject curriculum at the general education level has a negative effect on the efficiency level of the process of teaching Informatics; 3) In the process of using the curriculum of the subject of informatics, the basis of the mistakes manifested in the activity of practical educators is based not only on these reasons, but also on the fact that the essence of the curriculum of the subject of informatics is not sufficiently honestly understood by these subjects; 4) "System-structural approach" is the most reliable dialectical method of understanding any existing thing, getting to its essence; 5) The "system-structural approach" dialectical method was not used in the theoretical and technological directions regarding the discovery of the essence of the informatics subject curriculum and the determination of its application methods; 6) one of the cognitive issues aimed at solving the problem that creates the basis for the manifestations of the error caused by the "gap" related to the discovery of the essence of the informatics subject curriculum and the determination of the ways of its application is "Interpretation of the "subject content block" of the informatics subject curriculum at the general education level based on the "system-structure" approach" and our research summary presented in this direction benefits the teaching process of informatics.
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