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• Large intestine (large intestine). From the small intestine, the digested food enters the large intestine, in which the process of water digestion and absorption continues.
Literature:
1. English blog fluentu 2017
2. Karpova O.M. English lexicography. M .: Academy, 2010
3. Karpova O.M. Lexicographic portraits of modern English dictionaries. Ivanovo: IvGU, 2004
УДК 372.851
Djumaeva R.A.
The teacher of the academic lyceum TashPMI PEDAGOGICAL BASES TEACHING COURSE OF COMPUTER
SCIENCE
Abstract: This article examines the didactic conditions for the formation of an information culture and the development of information thinking in the process of teaching computer science.
Keywords: Computer science, computer, electronic computing, engineering, teaching
Teaching informatics as a general education course began in our country about ten years ago. Two main points associated with this event are the development of algorithmic thinking and the acquisition of computer skills.
At the same time, the task of providing computer literacy has an auxiliary and subordinate character with respect to the task of forming an information culture and methodical training of teachers for using new information technologies in the educational process.
At present, the main areas of application of electronic computer technology in the educational process have been identified, they are.
1) educational - the use of electronic computer technology as a means of teaching a specific subject;
2) tool - computer support for activities that are part of the educational process, but not specific to informatics;
3) labor - the use of computers in the professional training and orientation of students;
4) leisure time - computer games;
5) teacher - computer to help the teacher;
6) organizational - the use of computers for the management of schools and public education;
7) defectological - all types of computer support for teaching children with defects and developmental deficiencies;
8) pedagogical - various aspects of the use of computers in pedagogical institutes.
The efficiency of using computers in the educational process depends on
many factors, in particular, on the teaching methods and the corresponding software.
The study of computer science in higher education, as in other fields of education, today attracts the close attention of specialists of various profiles. Considering the problem of the study of computer science in higher education, it is necessary to take into account a number of factors, among which the following should be noted:
- the annual increase in the number of students who have been trained in high school on "Fundamentals of computer science and computer technology" and, therefore, have the knowledge and skills in the use of computer technology to solve various problems;
- availability of knowledge and skills of various depths and volumes in the field of computer science from graduates of higher schools of different specialties.
This implies the need for a differentiated approach in the preparation of curricula for studying computer science in higher education. If the entire set of high school graduates is divided into specialists in the field of computer science and computer technology, and specialists in other fields, then the goals of teaching computer science to them should be formulated differently.
For the former, the list of disciplines and the scope of their teaching should ensure the formation of professional knowledge sufficient for the successful work of specialists in the field of creation, improvement and operation of computers, mathematical and software of computers and information processing systems for various purposes.
To date, such a list of disciplines that form curricula for the main specialties of the computer science profile — electronic computers, automated control systems, applied mathematics, computer software — quite fully reflects the set of knowledge and skills that information professionals should possess and computing technology.
Teaching computer science in high school for students specializing in other specialties, in particular, the humanities, also requires a specialized approach that takes into account the specifics of the subject area.
However, the main goal for all these specialties can be formulated uniformly - to teach students to effectively use computer science and computing equipment, the appropriate software for solving practical problems in the relevant subject area, and mainly the formation of a corresponding worldview.
Computer literacy for language students refers to non-specific requirements. The features of our time require from any specialist with a higher education the ability to constantly update and supplement the volume of their knowledge and skills, the ability to navigate new problems, the ability to join the team, manage it, etc.
Literature:
1. Bakhtina O.I. New information technology learning history. M., 1990
2. Ibragimova E.G. Description as a way of presenting a pedagogical object. M ,. 1991
3. Computers in training: the Swedish way. // Informatics and education, №1, 1992
УДК 372.851
Djumaeva R.A.
The teacher of the academic lyceum TashPMI TEACHING CONDITIONS FOR PREPARING FUTURE INFORMATICS
TEACHERS
Annotation: This article discusses the preparation of the future computer science teacher for professional activities.
Keywords: Computer science, computer, electronic computing, engineering, teaching
Жумаева Р.А. преподаватель академический лицей ТашПМИ
ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ПОДГОТОВКИ БУДУЩИХ УЧИТЕЛЕЙ ИНФОРМАТИКИ
Аннотация: В этом статье рассматривается подготовка будущего учителя информатики к профессиональной деятельности
Ключевые слова: Информатика, ЭВМ, электронно-вычислительный, техника, преподавание
Updating the system of national education leads to the search for new approaches to the organization of the educational process. Informatization is designed to ensure that the education system reaches a qualitatively new level through the effective use of electronic educational resources in designing the educational process, changing the interaction of subjects of the educational process, organizing and managing students' independent work.
In this regard, the ability of a teacher to create and apply electronic educational resources in education is an important component of his competence in the field of information and communication technologies. It is important for the future informatics teacher to learn how to search and select electronic educational resources in accordance with the educational order, to determine the feasibility of their inclusion in various types of lessons and at different stages of the lesson, to evaluate the results of students' activities with their use.
Today, updating the content and interface of modern electronic educational resources is not always correlated with the ever-changing requirements for educational tools. As a result, the problem of preparing the future teacher is being actualized, not only to use the didactic opportunities of educational resources, but also to create and adapt them to a certain type of training activities.
Purposeful information technology training of teachers should ensure their readiness to create and use electronic educational resources, as an important and
