General description of educational object

General description of educational object

Base level

The systematizing constituent of subject and educational domain of informatics is a single rich in content structure including next divisions :

1. Bases of informatics.

2. Algorithms and programming.

3. of Informatively-communication technologies. In obedience to ФГОС, the educational objects studied in 10-11 classes at base level have a general orientation. Consequently, the study of informatics at base level in senior classes continues the general line of course of informatics at basic school. Leaning against the knowledge and abilities attained at basic school, the course of informatics for 10-11 classes develops them on all marked higher to four divisions of educational area. The increase of scientific level of maintenance of course is assisted by the higher level of development and literacy of senior pupils as compared to the students of basic school. This allows, for example, to consider some philosophical issues of Informatics, to use the mathematical apparatus in topics related to the theoretical foundations of Informatics, information modeling. Through the content line "Modeling" (included in the section of the theoretical foundations of computer science) is largely manifested metasubject role of computer science. Here, the problems to be solved belong to different subject areas, and computer science provides its own methodology and tools to solve them. Increased (in comparison with the main school) level of studying of questions of information modeling is promoted by the new knowledge gained by high school students at studying of other disciplines, in particular, mathematics. In the information technology sections, students acquire new knowledge and skills in ICT capabilities, which brings them closer to the level of ICT applications in professional fields. In particular, the course focuses on the development of knowledge and skills in 12 Introduction to database development (DB). In addition to the basic school course, methods of designing and developing relational databases and their applications are studied. The considered problems give an idea of the creation of real production information systems. The line of algorithmization and programming is a continuation of the study of these issues in the course of the basic school. A new element is familiarity with the basics of the Python language, which is not only an educational language, but also widely used in the practice of leading it companies. Develop the skills and abilities to solve on a computer typical problems of information processing by programming. In the section of social Informatics at a deeper level than in the primary school, the problems of Informatization of society, information law, information security are revealed. The methodical system of training is based on one of the most important didactic principles noted in the FSES — activity approach to training. Each training topic is supported by practical tasks, among which there are tasks of a project nature. The source for independent educational activity of schoolchildren is public electronic (digital) educational resources in Informatics. These resources can be used both for self-development of theoretical material and for computer workshop. Teaching of Informatics at the basic level can take place both in the classes of basic General education and in the classes of a wide variety of profiles. In this regard, the course is designed for students ' perception of both humanitarian and natural science and technological thinking. We note some of the circumstances that influenced the formation of the content of the training course, in particular, in the Chapter on information modeling. In modern society there are integration processes between the humanitarian and scientific-technical spheres. They are connected, in particular, with the spread of computer modeling methods (including mathematical modeling) in various fields of human activity. The cause of this phenomenon is the development and spread of ICT. If the Introduction of 13 before, for example, the Humanities for the application of mathematical modeling in their field should understand and practically master its very difficult apparatus (which for some of them turned out to be an insurmountable problem), now the situation is simplified: it is enough to understand the essence of the task and be able to connect to its solution a suitable computer program, without delving into the mechanism of solution. Computer systems aimed at the implementation of mathematical methods useful in humanitarian and other fields have become widely available. Their interface is so user-friendly and standardized that it doesn't take much effort to understand how to act when entering data and how to interpret the results. Due to this, the use of computer modeling methods is becoming more accessible and popular for sociologists, historians, economists, philologists, chemists, physicians, teachers.