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JOURNAL OF INTERDISCIPLINARY RESEARCH
their functions are interrelated and interdependent (15).
Therefore, universities are currently coordinating their activities
with centers of pedagogical skill, emphasizing a special focus on
the realization of a person-oriented and constructive approach in
the training of future teachers.
The review and analysis of scientific sources on the research
topic led to the fact that many scientists in their studies covered
various problems of teaching computer science: the
methodology and rationale of the scientific conceptual apparatus
of informatics; the content and methodological foundations of
teaching computer science in the school and university;
development and use of electronic educational tools, social
aspects of computer science, the use of automated learning
systems in the teaching and educational process of the
university.
In modern studies of the problem of continuity in teaching and
upbringing, several directions have emerged (Table 1).
Table 1. Directions in research on the continuity problem
№
The direction in research of the problem of continuity in
teaching and upbringing
Researchers
1.
Studying the role of continuity in the holistic pedagogical
process
A.Ya. Blaus, Sh.I. Ganelin, S.M. Godnik, B.S. Gershunsky,
A.A. Kyveralg, A.A. Lublin and others.
2.
The study of continuity between preschool and educational
institutions
O.A. Anishchenko, I. Shabalin and others.
3.
The study of the subject continuity between the various links of
general education, including general education and vocational
school
A.V. Batarshev, A.F. Basharin, Yu.A. Kustov, A.A.
Kyveralg, and others.
4.
The study of continuity between secondary school and
university
C.M. Godnik, Yu.A. Kustov, D.Sh. Sitdikova, A.P. Smantser,
Mubarakov A.M., and others.
The results of the studies presented in Table 1 are general
conceptual positions for the organization of continuity at various
stages of continuing education.
The works listed in Table 2 do not consider the features of
teaching computer science and ensuring continuity in
pedagogical universities in the structural-content and
educational-methodological aspects.
Table 2. Research results
№
Resources
Investigated
1.
A.P. Dekina, (2004). Methodical approaches to ensuring
continuity in the informational training of students of
pedagogical universities: On the example of the general
educational course in computer science. Moscow.
The existing successive links between the content of education in
informatics in the general education school and at various faculties
of a pedagogical university are revealed. The methodological
requirements for ensuring the continuity of teaching computer
science in a pedagogical university have been formulated and
scientifically substantiated. The interrelation of the factors that have
a significant influence on the process of informational preparation
of the future teacher has been revealed. Methodical approaches to
ensuring continuity in informational preparation of students of
pedagogical universities, which consider significant differences in
the degree of pre-university teaching in computer science, have been
developed and scientifically substantiated
2.
I.A. Zhuravleva, (2001). Scientific and methodological
support of continuity of school and university computer
science courses oriented to humanitarian applications.
Stavropol.
The issues of establishment of successive links in the teaching of
computer science at the school-university stage for computer
science courses aimed at humanitarian applications
3.
S.N. Ryagin, (2010). Continuity of secondary general
and higher vocational education in the context of their
systemic changes. Moscow.
The results of studying the methodological foundations of the
continuity of secondary general and higher professional education in
the context of their systemic changes are presented. The results of a
theoretical analysis substantiating the need and revealing the
essence of a comprehensive study of the continuity of secondary
general and higher professional education as a process was ensuring
the development of high school students and students.
4.
G.A. Sumina, (2001). Continuity of computer training in
the open model of education: Based on the synergistic
approach. Saratov.
In the open model of education on the basis of the synergetic
approach. Synergetic forms a special approach to the design of
innovative activities in the field of education. A fundamentally
different view of the education system and the process of education
itself make it possible to predict significant results from scientific
and practical activities in education built on the basis of synergetic.
To implement the principle of continuity in the teaching of
informatics in schools and universities, it is necessary to
consider the individual characteristics of students, their interests,
the level of training, the pace of learning more fully. It is most
convenient to organize the promotion of trainees to the goals of
training on the lines of varying degrees of complexity of the
content of education by means of level differentiation of training
while ensuring constant diagnosis and correction of the learning
process. A differentiated approach is one of the ways to
optimize the learning process. When using such a technology at
different levels, the tasks performed by the trainee in practical
and laboratory work are differentiated; the requirements and
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