DIDACTIC AND METHODOLOGICAL FEATURES OF SCHOOL TEXTBOOKS OF COMPUTER SCIENCE 80S OF ХХ CENTURY

Abstract

Despite changes in education and society, the textbook remains one of the most important teaching aids. The school textbook on computer science has almost thirty-seven years of history during which has undergone significant changes in content and structure. The analysis of scientific works on school textbooks showed that the problem of creating textbooks on computer science in the 80s of the XX century remained out of the attention of scientists. Therefore, the article presents the results of a study of didactic and methodological features of school textbooks on computer science in the 80s of XX century. The structure of textbooks was clarified with the help of structural analysis, the educational text, control blocks, knowledge acquisition, practical mastering, illustrative material were analyzed. The study analyzes the textbooks that were introduced in Ukrainian schools in the period from 1985 to the late 80’s of XX century. Describes the chronology of the creation of trial textbooks in computer science for schools. Approximate curricula for the course “Fundamentals of Electronic Computer Science” are presented, which allowed the author to identify the dynamics of changes in content. Trends in the creation of educational literature on computer science have been studied. It was revealed that with the advent of electronic computers in educational institutions and their introduction into the educational process, variants of curricula for machine and machine-free computer science courses were developed. It was also found that the common features in the textbooks are the focus on programming and algorithmization, compliance with the requirements of the curriculum. Distinctive features are the presentation of the material, illustrative material, the sequence of studying topics, the apparatus of orientation. The general trend in the creation of educational literature on computer science in the 1980s of the XX century was to study algorithmization and programming, and control and verification units were aimed at the practical solution of problems in mathematics and physics with the help of algorithms.