Teaching Additional Programming Languages on the Basis of Mapping in the System of Professional Development of Computer Science Teachers
Abstract
The quality of acquired IT knowledge and Uniform State Exam (USE) results in informatics can be higher if students learn additional languages with broader capabilities in addition to the main programming language. The research is aimed at finding didactic technologies that allow expanding the range of programming languages studied by schoolchildren, which complements the professional skills of computer science teachers. On the basis of the matching mechanism and the block-modular principle of organizing the teaching material, the paper proposes a model of technology for teaching programming languages based on the matching approach, including normative-target, content, procedural and result modules. Typical algorithmic constructions corresponding to the main didactic lines of teaching programming to schoolchildren are singled out. The schemes of comparison of similar construction for Pascal and Python programming languages have been developed, templates of training tasks corresponding to the schemes of comparison have been designed. The questionnaire survey of students of advanced training courses (tutors-teachers of computer science of Krasnodar region), which revealed their readiness to study the technology of mastering additional programming languages with the use of matching schemes, was conducted. It is concluded that the use of matching schemes in the practical activity of a teacher reduces the time of learning a second programming language, forms an integrated approach to the study of algorithmic techniques, expands the professional skills of computer science teachers, and, therefore, the corresponding technology can be included in the content of the system of professional development of teachers.
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