CC BY
10
УДК 004.26
Rustamov M. M.
Khomidov M. E.
Goipov E. A.
Department of Biological Physics, Informatics
Medical Technology, ASMI Uzbekistan, Andijan
TEACHING COMPUTER SCIENCE IN HIGHER EDUCATION: PROBLEMS AND SOLUTIONS
Abstract: This article provides an overview of the successes, problems and shortcomings in the field of computer science.
Keywords: computer science, computer, communication, Internet, method, training
The rapid development of information and communication technologies in our country is due to state support, which allows us to confidently enter the world information community. It is gratifying that in order to create a regulatory framework for the development of export of software products and favorable conditions for domestic producers of software products, draft Concepts for the development of the software industry and information technology industry, Regulations on a free scientific and technical zone for development were developed and approved at a meeting of the Coordinating Council software and information and communications technology industries.
Based on the foregoing, we want to draw attention to another aspect, namely, the methodology of teaching students who do not specialize in computer science and constitute the majority and who, in everyday professional activities, will widely use the capabilities of modern computer technologies. Existing problems in the content of this subject should be immediately resolved in such a way that the educational process becomes the most optimal.
What problems can we observe:
• Correlation of lecture and practical classes^ required minimum hours^ What should serve as basic education?
• How to evaluate students' knowledge?
• How to succeed in a software race?
• How much programming training is needed?
• How do school and university computer science fit together?
• improving curricula.
Consider these issues in more detail. It should be borne in mind that the duty of the teacher is not only to teach, but also to teach, and that the latter is always possible in relation to computer science. The study of hardware and software does not require great mental stress. The study of these areas of computer science is not an end in itself, but an inevitable necessity, due to the fact that computers play a big role in mastering their future specialty. So, in many private educational organizations, training is practiced right at the computer. This allows you to get a
fairly high level of qualification in a fairly short period of time. Therefore, it is impossible to leave the ratio of lectures and practical classes the same as in other subjects. The lecture should be aimed at ensuring that the material presented helps students navigate the current trends in the development of computer science.
Based on this, it is difficult to determine a solution to the following problem. Of course, hours are directly related to the curriculum. And so there should be so many hours that the program could be executed. But, unfortunately, now there is such a situation that it becomes impossible. It is enough to give one example, namely: in the curriculum there is a programming section, the development of which will not be enough for all the hours allotted for computer science. Basic education should be organized in such a way that students can acquire sufficiently high and fundamental knowledge, allowing them to master the additional knowledge necessary for their further work. For this, in our opinion, in order to develop the skill of independent work, great attention should be paid to individual work with each student. Teachers should not forget that the result of training should be assessed not only by the amount of information communicated, but also by the quality of its assimilation, the ability to use it in self-education. Are our students able to study independently? At the moment, we have certain inconveniences in this matter, namely: the endless control of students' knowledge in all subjects without exception takes them quite a lot of time. Computer science is fundamentally different in terms of assessing the level of students' knowledge, since here, to a greater extent, both us and customers are interested in computer skills.
In this case, one can exclude a subjective approach to assessing knowledge. And in this regard, there is no need for written exams. In order to achieve a radical change in this direction, firstly, it is necessary that each student has all the rights of unhindered access to technical means, secondly, course work must be introduced into practice, and not one, which should be entirely devoted to the description of new technical and programmatic funds. If we are talking about written exams, we should focus on the following points: is a student able to pass written exams in 1213 subjects within one month, moreover, without interruption from the educational process? Can students reflect their thoughts as succinctly as in textbooks, especially in the first courses? At the same time, it is appropriate to recall that any exam for a student is an experience, a stressful situation, and in fact, our students pass three exams in each subject. And how many exams will there be in total? What qualities of students we are not able to determine in written exams: creative attitude to the subject; quick wits; resourcefulness; speed of thinking; ability to work with additional literature; and in general, the knowledge of students. How can these qualities be developed? Of course, not only preparation for various types of control. For example, you can accept written reports, not controls. Such written reports in education have been used since ancient times, for example, settlement and graphic work, industrial practice (without interruption and interruption from the educational process), term paper and others. It should be noted that now for some specialties in computer science, term papers are being written, and why not in all specialties? It's hard to answer. Many years of experience at the university suggest that the exam is
not just an assessment of students' knowledge, but a continuation of training, where the student realizes that he knows and what he should strive for in the future. Very good results can be achieved by combining various ways of controlling knowledge, for example, written, and then oral. The specific control method, in our opinion, should be decided at the department level. A written work can be in the form of tasks, a case study, and an oral exam can serve as a test of knowledge of theoretical material, or instead of an oral exam, you can take the defense of a term paper. Moreover, the correct approach to assessing students' knowledge strengthens their faith in the triumph of justice and the objectivity of assessment. Thus, what specific tasks do universities face in light of the computerization of our society? The appearance of these tasks is due to the fact that the rapid pace of development of computer technology and software makes the training system almost impossible for graduating specialists to cope with new everyday problems. Alas, by the time we graduate, we become witnesses that what we taught students is obsolete. Overcoming this problem is possible only if the student has acquired the necessary computer skills, has learned to independently replenish their knowledge.
Thus, the ongoing changes in the development of software pose new requirements for graduates of higher education institutions, which boil down to the need to strengthen focused training in computer science. In this regard, we note that teaching programming in a computer science course becomes doubtful, since the allocated amount of hours does not allow you to fully master programming. But this does not mean that programming elements do not need to be included in the educational process. The authors are sure that a modern student should get acquainted with advanced programming technologies, but for this it is necessary to review and increase the volume of hours allocated for computer science. On this issue, the authors have some work experience, and in our future works we will present it to the reader. It is appropriate to recall that for graduates, for example, in the specialty of management, such requirements are imposed - they must, within the limits of their specialty, be able to master computer methods of collecting, storing and processing information, and use a computer as a tool in professional activity.
To achieve these goals is possible only with a well-planned curriculum, coordination with other departments. In this regard, for example, it is necessary to decide how much it is necessary to study in the computer science course internal aspects (number system, computer structure and others) that are not so important for the application. Here we proceed from the criterion of usefulness and need for work in a future specialty. It is clear that the foundation for effective computer science education must be laid at school. Unfortunately, this problem has not yet been resolved, which, of course, makes it difficult to achieve our goal. Of course, on the whole, we still do not know which method of teaching computer science is the most effective. The exchange of experience and ideas should play a decisive role here.
References:
1. Otinova I.V., Kopnova O. L., Kasimov I. R. Methodical instructions "Writing written works by undergraduate students for specialties 5B070300" information systems "and 5B011100" informatics ". - Petropavlovsk: NKSU named after M. Kozybaeva, 2014. - 100 s .
2. Clarin M.V. Innovations in World Pedagogy: Learning Based on Research, Game and Discussion - Riga: Ped. Center Experiment, 1995. - 176 p .
3. Zankov L.V. Visibility and activation of students in learning - M.: Knowledge, 1960. 162s.
