Methods for the impl ...

The purpose of the lesson: to consider the content of continuous informatics at school,

familiarize yourself with the concept.

Plan:

1. General provisions of the Program of continuous informatics in high school.

2. Main sections of the curriculum

3. The main components of the content of school education in informatics.

The inexpediency of teaching computer science only at the senior level of school, realized by many scientists-teachers, as well as the authors of the development of the first program already at the time of the introduction of the subject of FICI (Fundamentals of Informatics and Computer Engineering) into school, became more and more obvious over time. By the beginning of the 1990s. a new structure of teaching informatics in general secondary education is taking shape. The distinctive factors of this new structure are, on the one hand, the "rejuvenation" and "decrease" of the content of education with a focus on the youngest link - primary school, and on the other hand, the isolation of the so-called basic content of school education in the field of computer science, focused on the middle school. This was reflected in the developed in the early 1990s., which we will single out two:

I. The program of the informatics course for grades III-IV of an elementary general education school (compiled by: A. M. Goltsman, A. A. Duvanov, Ya. N. Zaidelman, Yu. A. Pervin), based on the Robotland program and methodological system.

The purpose of this course is the development of an algorithmic approach to solving problems, the formation of ideas about the information picture of the world, the practical development of a computer as an instrument of activity.

The content of the course program was formed around four main areas that permeate all the topics of the course:

1. Worldview (key word - information). Here the concepts of information and information processes (processing, storage and transmission of information) are considered. As a result, the ability to see the information essence of the world, to recognize and analyze information processes should be formed.

2. Practical (keyword - computer). Here the idea of ​​a computer as a universal information machine is formed, various applications of computers are considered, children acquire the skills to communicate with the machine.

3. Algorithmic (key words - algorithm, executor, program). The course does not cover common languages. The programming pinnacle of Robotland - the language for managing executors, although it contains the main structures of developed languages, remains primitive, but forms an idea of algorithms, how to write and execute them.

4. Research direction (key word - creativity). The content and methodology of the course are aimed at the formation of creative, research qualities.

The course was designed as a two-year course with 2 hours per week and focused on III-IV classes. elementary school. The peculiarity of the course is its applied orientation.

II. The program of the informatics course for grades VIII-IX of the primary general education school (compiled by: A.G. Gein, E.V. Lipetsky, M.V. Sapir, V.F. Sholokhovich) is the program of the informatics course for the basic level.

 The program was calculated for three semesters of 2 hours per week (102 hours in total), it was assumed that students spend half of their study time in a computer class. The course was based on general educational principles, which implied the development, on the one hand, of some elements of a general culture that make up the theoretical base, and on the other hand, certain practical skills.

 The theoretical base included knowledge of the general principles of solving problems with the help of a computer, an understanding of what it means to set a problem and build a computer model, knowledge of the main methods of algorithmization, as well as a general idea of ​​information and information systems, the principles of the structure of a computer. Practical skills had to develop in the process of working on a computer, including with ready-made software, information retrieval systems, text editors and graphic editors, spreadsheets, and other application software packages. The main blocks of the curriculum:

 Part 1. Acquaintance with computers. Introduction. Acquaintance with the purpose of the main devices of the computer. Keyboard and display. Graphics editor. Spreadsheet. The concept of a computer model.

 Part 2. Algorithms and performers. Basic concepts. Branches. cycles. Auxiliary algorithms. Data organization. Fundamentals of the programming language.

 Part 3. Information and computers as a means of its processing. Information. Measuring the amount of information. Information retrieval systems. Application programs. Fundamentals of computer technology.

The program clearly shows the content-methodical line of the performer (computer), the line of information technology, the algorithmic line, as well as the designation of the lines of modeling, information processes and presentation of information. The main methodological advantage implemented in this program is the introductory and fact-finding nature of the content, built on the basis of concepts that are moderate in complexity, as well as the pronounced user orientation of the course.

In the first half of the 1990s. several concepts and even curricula appeared that developed the idea of ​​a continuous school course in computer science. The first official recommendation for the construction of a continuous (three-stage) informatics course for secondary schools was adopted by the decision of the Board of the Ministry of Education dated February 22, 1995: the first stage (I-VI classes) is propaedeutic, the second stage (VII-IX class) - basic course, the third stage (X-XI class) - specialized courses.

 One of the results of studying the course of computer science by students was to be the possibility of systematic use of methods and means of information technology in the study of all school subjects. At the same time, the most important document was adopted, which determined the requirements for the content of informatics education of students - "The main components of the content of school education in informatics." This document, prior to the approval of the standard of school education in the field of informatics, should set the level of mandatory requirements for the course, including at each of the selected stages of the continuous informatics course. The content of the "Main Components" fit into the following minimum nomenclature of topics that determined the content and methodological lines of the course:

 1. Information processes, presentation of information.

2. Algorithms and programming. 3. Computer and software. 4. Fundamentals of formalization and modeling. 5. Information technology.

In the most completed and developed by the end of the 1990s. the concept of the content of a continuous course in informatics is reflected in a special edition of the collection of program and methodological materials “Informatics. I-XI classes, which included: two programs of the propaedeutic course of informatics for classes I-VI and V-VII, a basic course program for classes VIII-IX, two programs for a basic course for classes VII-IX. basic school, profile course program for VIII-XI classes. with an in-depth study of computer science and the program of the experimental course "Information Culture" for I-XI classes. educational institutions.

 An important feature of these programs, covering the entire period of general secondary education from grades I to XI, is the parallel and concentric study of educational material. This allows, as the course is studied, to give ever deeper knowledge on all the main content-methodological lines of the course, without losing the integrity of the presentation of the entire material.