AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
4 Discussion
Diagnosis of educational and cognitive continuity gives an
opportunity for the teacher to receive full information about the
readiness of schoolchildren to study at the university (27) and,
on the basis of this, to build individual work with them, and to
the schoolchildren to relate the experience of the educational and
cognitive orientation, the essence of which is to know the stages
of activity, awareness of the prerequisites, processes and the
results of each stage, with the requirements set in the university.
The substructure of the system of process-learning continuity, it
should be noted that it has a number of components that allow
implementing continuity in training:
The teacher's knowledge of the psychological and
pedagogical characteristics of students;
The establishment of a relationship in the content of
education at all levels of the continuous learning process,
the coherence of the curricula and programs of the primary
and secondary schools. He directs high school students to
the need to raise their level of preparation to the required in
the 10-11 grades;
Ensuring interrelation in the forms of the organization of the
pedagogical process, the types and methods of instruction at
all levels of the continuous education system, considering
account the specific features of student learning activities at
various levels of the continuing education system;
Regulation of the learning process at various levels, with the
harmonization of all components of educational and
cognitive activities, which ensures consistency in the ways
and methods of stimulating learning activities, determines
the appropriate level of communication;
Teaching schoolchildren to the methods and methods of
learning cognition, and in the senior classes of the school,
involving students in the methods of university education.
All the components of the educational-cognitive and process-
learning continuity are interrelated.
Continuity is needed to implement the logic of the learning and
upbringing processes in their interrelations. Long before the
emergence of ideas of continuity in pedagogy, the experience of
previous generations was transmitted by the early inclusion of
young people in general labor activity, with the observance of
the unity of requirements and a certain sequence of mastering the
techniques and skills that were to be mastered.
Pedagogical continuity is necessary for connection with the fact
that the process of educational development and formation of
young people is dismembered and discreteness acts as a basis for
the functioning of continuity, while continuity and integrity are
the results of its implementation.
In everyday practice, when continuity in the dynamics of the
pedagogical process is observed, manifestations of continuity are
not replaced and the question of its implementation is not raised.
The need for continuity arises in circumstances where events
occur that disrupt the habitual consistency and continuity of the
learning process.
In general, the continuity plan is designed to resolve the
contradictions between the need to ensure the continuity and
integrity of the pedagogical process and its results and not
favorable circumstances. In these or those specific processes,
these contradictions take on various forms.
The regularity of resolving the contradiction between the
discrete character of instruction and the need to ensure the
integrity of the pedagogical process and its results is the basis for
the content of the concept and suitability of continuity in
pedagogy (28).
Based on the consideration of continuity as an effective system-
forming factor that contributes to the creation of pedagogical
conditions for the implementation of an integrative nature, the
integrity of the process and learning outcomes, it is possible to
propose the following: continuity is a category of didactics that
reflects the patterns of restructuring the content structure of
educational material and optimization of teaching methods
aimed at overcoming contradictions linear-discrete nature of the
learning process, and characterizes the changes in the methods of
realization of these laws depending on the purpose of training,
development and education of students (13).
The continuity of the school and university stages of education
includes the content of education, the forms, methods and means
of education, the socio-psychological aspects of the moral
development of the personality, the psychological and
pedagogical conditions for the formation of an active creative
personality, the objectivity in assessing the quality of knowledge
of graduates of secondary schools, and the compatibility of
school and university educational literature.
Under the continuity of school and university education is
understood the consistent development of the university system
of the educational process in close connection with the system of
activity of the general education school. The realization of the
principle of continuity on the basis of a modern personality-
oriented approach in teaching involves a revision of the content
of education, teaching methods and the system of interaction
between the school and the university.
Many school leavers do not adapt well to the system of
education in the university (30), which is associated with both a
low level of their general education and insufficient skills of
independent work and the activity of their cognitive activity.
If the main form of schooling is a lesson that can include the
study of new material, its consolidation, and control, the basic
system of study at the university is a lecture-seminar that
presupposes a clear division: the study of new material in lecture
classes and its consolidation on practical exercises. Such a
change in load distribution causes great difficulty for students,
most of who are not accustomed to working independently.
Therefore, one of the tasks of the university teacher is to teach
students independent work with lecture notes in preparation for
practical classes (13).
For the realization of continuity, it is necessary not only the
consistency of programs, textbooks of the school and university
courses of informatics but also the main, specific feature of
informatics - abstractness.
The first direction of succession is the elimination of gaps in
school knowledge, abilities, and skills, the development of
meaningful lines of the school course.
To establish the second type of communication, it is necessary to
systematically compare certain concepts, definitions and theories
of university informatics, the analysis of school definitions, and
formulations.
The second direction of the continuity of learning computer
science is the actualization of school and university knowledge.
Continuity in the methods and forms of the organization of the
educational process presupposes the preservation of the best,
further development in the subsequent stage. Therefore, active
forms and methods should be used not only in secondary school
but also in higher education.
The third direction of succession in teaching at the rate of
informatics consists in the use of active forms and methods of
organizing the educational process at the junior courses of the
teacher training university.
These three areas of the continuity of the teaching of computer
science require the consideration of the "school-teacher training"
system as a single whole. The secondary school directly carries
out the process of education and upbringing of the younger
generation; the university prepares the cadres, equips them with
the necessary abilities, knowledge, skills.
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