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УДК: 13.00.02
Solieva N.A. teacher computer science secondary school No. 1 Uzbekistan, Khanabad
TEACHING INFORMATICS IN GENERAL EDUCATIONAL
SCHOOLS
Annotation: Actual problems of teaching computer science in a modern school are examined and the prospects for solving them are revealed.
Key words: computer science, information culture, systematic nature of computer science.
Today, one way or another, everyone thinks about the future, especially when it comes to our children, in particular their education. When sending children to school, we believe that during the training they will receive the necessary knowledge and comprehensively develop, thereby making the parents blame the education of their children on the school and teachers. In this regard, it becomes necessary to rethink the current positions and values of the educational process, improve the new educational standard of general education.
Nowadays, there is a growing interest of researchers and educators around the world in a relatively young and rapidly developing scientific discipline -computer science. To date, computer science has stood out in fundamental science. The object of its study is information, its structure and methods of its processing. In recent years, the school course "Informatics and ICT" has entered a qualitatively new stage in its development. The outlook on what was meant by computer literacy has especially changed. At the beginning of the introduction of computer science at school, computer literacy was understood as the ability to program. Now everyone understands that school informatics should not be a programming course. At present, the school teacher of computer science is one of the most difficult and interesting professions. Every two years it is necessary to start all over again, this teacher is forced to clearly monitor the development of computer technology, the emergence of new programs, the changing techniques and methods of working with them. The computer scientist constantly raises the question: "What and how to teach? How to teach a child to navigate the world of rapidly developing information technologies?" To do this, you need to constantly improve yourself, you need personal commitment and a constant desire to learn about what is happening in the world of information technology and in the pedagogical sphere.
Studying computer science at school helps students learn modern information and communication technologies. And, as practice shows, children, applying the knowledge gained in computer science lessons, use them when preparing for other subjects, for example, when preparing a message, let's say
presentations are being prepared in the literature lesson. Therefore, a computer science teacher should, like no one else, interest students in their lessons, their subject.
Computer science lessons also affect the creative development of students. The computer in the lesson not only controls the student's work, but also helps to identify the advantages and disadvantages of their knowledge, skills. Only in our lessons can the guys reveal themselves from the side not related to the wording of the answer, but from the technical knowledge. Most often, it is the closed children who show themselves in the lessons as more developed in the information world, where they are interested. The challenge is to help such children tune in to positive thinking, both for information and for classmates. They can open up more if you develop their interest in working on a computer.
Before talking about the problems and prospects of teaching computer science in a comprehensive school, we should discuss the main problem - this is the awareness by children of the importance of computer science as a school subject, as well as a clear description of the field of its application. The Internet, electronic libraries and books, digital audio-video photo tools, mobile phones, tablets, PDAs and communicators, social networks, blogs, create for the modern student the idea that about 20 years ago we were in an absolute information vacuum in which apart from the prohibitions, nothing else existed.
Based on the foregoing, we can formulate the main problems of teaching computer science:
1. School computer science is the youngest of all school disciplines and, perhaps, the most problematic (due to the weak material and technical base and the availability of staffing).
2. The problems solved in the study of computer science also apply to other subject areas of knowledge - physics, mathematics, astronomy, etc., which is why the study of computer science has a meta-subject character.
3. High rates of ICT development lead to the fact that the teacher constantly has to use materials from computer periodicals, Internet resources.
4. At present, children do not just have to know about the existence of a computer, not just have an idea about it, but be able to work on it, be able to use this technique. Informatics is a science not about objects or processes, but about methods, means and technologies of their automation, creation and functioning. This subject provides not only its in-depth study, but also the practical application of knowledge, skills and abilities to modernize their own learning, as well as optimize the workload. A personal computer is used as an object of study: basic knowledge and skills of working with a personal computer (devices, operating system, software, information retrieval methods) are formed. At the same time, the computer is a learning tool and a tool for solving tasks. Due to the difference in the material and cultural level of families, schoolchildren have different possibilities in using a computer to perform homework, to satisfy their interests, and this also needs to be taken into account when organizing the educational process.
5. Work at the computer can not exceed 10-30 minutes (depending on the age of the students).
6. As a rule, the amount of computer equipment is not enough, as a result of which it is necessary to organize the collaboration of small groups (2-4 students per computer)
7. In general, schoolchildren of any classes go to computer science lessons with pleasure, and this is due to the fact that the computer itself is an incentive to study the subject. But at the same time, the penetration of computers into many areas of human activity over time dull this interest.
8. One of the main problems of education for primary school children is a sharp change in leading activities from play to school. The formation of educational activities very often does not coincide with the play needs of the child, and is very painfully perceived by him. At this stage, it is necessary to organize a smooth transition from predominantly gaming activities to training, using, if possible, gaming didactic computer technology. First of all, a computer science teacher needs to learn how to learn by playing.
Particularly the above problems relate to the teaching of computer science in elementary school, since the study of computer science is an integral part of modern general education and is aimed at creating a new holistic worldview and information worldview, understanding of the computer as a modern means of processing information. There are different opinions about the age at which children should start learning how to use computers. Modern studies by physicians, psychologists, and teachers show that when meeting hygienic and ergonomic requirements, working with a computer does not have a negative effect on the health of children of primary school age. If at the same time, without overloading the children, to give them room for the realization of their ideas in a quick and compact form, they will more actively develop their ability to orient themselves on the plane, train their attention and memory, develop their imagination and creative abilities. Of particular note is the relevance of timely study of logically complex topics at an affordable level in the propaedeutic course "Informatics and ICT" starting from grade 1 to comply with the continuous study of the course of elementary school. The main goal of studying the subject "Informatics and ICT" in elementary school is to develop among students the basics of ICT - competency, many of whose components are part of the structure of universal educational activities. This sets the basic value guidelines for the content of this course. In terms of achieving meta-subject learning outcomes, as well as continuing education at higher levels (including learning the subject "Informatics and ICT" at the middle and senior level), the following competencies reflected in the course content are most valuable.
The content of the school course in computer science to a certain extent should meet the current level of development of science and the requirements of society. The development of computer technology, primarily personal computers and their software, is going so fast, and its expansion into all spheres of human activity is so comprehensive that there is a need for the training and retraining of
specialists who can qualitatively educate children in computer science using new information technologies , and also introduce children to the complex world of modern computer science.
The solution of these problems and unresolved tasks is impossible without improving the methods of teaching computer science based on the principles of continuity and consistency in learning.
Sources used:
1. Goldin A. Education: view of the teacher. [Electronic resource]: Computer -Online, 2009
2. Information Literacy: International Perspectives / Ed. H. Lau. Per. from English M .: MTsBS, 2010
3. Korotkov N. Computer Science at School: Present and Future / N. K Korotkov // Public Education, 2008
