Information education in Russia

Abstract

The main tendency of development of a course of informatics within thirty last years can be expressed as follows: from computer literacy to a subject of natural sciences and then “meta-a course”. Computer literacy (1985). It is, above all, the learning of algorithms and programming. However, as the practice revealed, work with algorithms and modern software largely contributes to the development stereotype pattern of thinking. Of course, the development of operational skills is essential for the modern man. However, to reduce the informatics as educational subject to programming skill so—is to deprive students of the future, since any truly human activity does not fit the templates. Natural science course. The transition rate of computer science in a qualitatively new state in the mid-1990s was due to two reasons: (1) further development of science itself, which was the main vector of its fundamentalization; (2) the need to implement a system of didactic, according to which the content is determined by the aggregate structure of the information reality. For these computer components disclosed as follows: information processes (phenomenon), information model (tool), management, technology, society (the application). Meta-course. The current stage of development of computer science course, determined by the global shift from information society to the knowledge society. The basis of the course is to build a full cycle of transformation of the information: “Data”-“Information”-“Knowledge”. These tendencies, on the one hand, followed for the friend the friend (from the point of view of domination), on the other hand, today they develop in parallel.