Informatikos, kaip mokyklinės disciplinos, formavimosi metodologiniai aspektai

LTStraipsnyje pagrindžiamos informatikos mokymo bendrojo lavinimo mokykloje formavimosi teorinės prielaidos. Palyginamos dvi pagrindinės ugdymo teorijos: instruktyviojo mokymo (orientacija į dalyką) ir konstruktyviojo mokymo (orientacija į ugdytinį), išsamiai nagrinėjama informatikos mokymo turinio vieta šių krypčių atžvilgiu. Išskiriami informatikos mokymo etapai bei kryptys, pagrindžiami tikslai ir informatikos privalomojo mokymo turinys. Nemažai dėmesio skiriama pagrindinio informatikos tikslo - moksleivių informacinės kultūros ugdymo - sampratai ir analizei.

ENThe paper discusses the theoretical background of introducing and developing informatics as a school subject. Two main trends are explored in the curriculum. One emphasizes the subject; the other emphasizes the learner: traditionally they are called as a subject-centered curriculum, and a student-centered curriculum. In the first case, the curriculum is viewed as a body of contents, or subject matter, leading to certain achievement outcomes or products. The second approach defines the curriculum in terms of needs and attitudes of the student. The contents of teaching informatics is analysed with respect to both trends. In brief, subject-centered and student-centered curricula each represents an extreme on a continuum that is rooted in the past and presents practices of curriculum organization. Teaching of informatics is mainly somewhere between these two trends - cognitive outcomes and psychological factors. The main attention is paid to the analysis of purposes and contents of teaching of informatics. Developing of the student information culture is considered as the main goal of a curriculum. That is a deep-going, comprehensive attitude. This goal is striven for both in the basic and the secondary education; however, in the latter, the conception is deeper, more comprehensive. In our opinion, the information culture is a universal concept, considerably wider than information skills or abilities to work with a computer. The course of teaching informatics in compulsory basic education is split into four parts: 1) information, 2) algorithms, 3) computer, and 4) information technology. Each part is briefly characterized and well-founded.