ABOUT PERSONIFICATION OF TEACHING SCHOOLCHILDREN PROGRAMMING
Abstract
Information education of the personality is one of the most mobile types of education depending on the dominating paradigm of development of society, degree of development and the prospects of further development of economy, the used information and telecommunication technologies and systems. Today for increase in its quality and reduction in compliance with calls of time the solution of the following task is required.
Trends of formation of digital economy, the predicted professions of the future show increase of a role and expansion of borders of application of programming. From students and their parents steady demand for training in programming is also observed, and purposes, required programming languages significantly differ. School students correlate the level and rate of their development to the priorities and personal resources. At the same time the existing textbooks, programs and techniques of teaching the subject "Informatics" and, in particular, programming remained the same, not considering inquiries of students and requirement of digital economy.
In the current situation, learning programming should be a joint activity of the teacher and students, involving not only the formation of the subjective experience of each student, but also their intellectual and moral development, the formation of creative and reflective qualities of students. Learning programming should be based on the desire of students to self-actualization and self-development.
In this article, to solve this problem, we propose a technique for personalized teaching pupils to programming, which is developed on the comprehensive use of subject-activity and resource approaches in combination with the essential characteristics of personalized learning.
The program of personalized teaching pupils programming is a framework and is based on the integration of the subject “Informatics” and elective courses on programming, as well as class-lesson and extracurricular work. The developed methodology was tested at the Lyceum No. 8 in Orenburg.
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