Концепция иерархической структуры ментального опыта обучающегося программированию

Abstract

The article raises the problem of insufficient attention to such a pedagogical category as the student's mental experience and its impact on cognitive processes. The possibility of considering the student's mental experience as an element of the content of education and as a resource for building an effective process of teaching programming at a university is discussed. Due to the fact that modern programming is built within the framework of technological processes, the activities of programmers are regulated. The program code is compiled in a formalized programming language, limited by syntactic rules and semantic constructions. Design patterns are used to facilitate the development of complex information systems. The pattern can be set both for the elementary level of abstraction - using structural operators of a programming language, and for the highest level - building an information system architecture. As part of the development of design patterns, representations of patterns are formed in the mental experience of the student. In the process of solving a programming problem, in the presence of an appropriate mental representation, a detailed analysis of the pattern execution algorithm does not occur in the cognitive processes of the student, the decision is formed directly on the basis of associative linking of information stimuli and elements of mental experience. The article lists the theses of the concept of the hierarchical structure of mental experience, which can be considered as a theoretical basis for the development of pedagogical technologies aimed at improving the efficiency of mastering professional competencies.