Abstract
The article offers a view on the development of the core subject of Informatics. Discussing it as a discipline pertaining to technology and science can hardly exhaust its educational potential. According to numerous philosophical, sociological and pedagogical studies informatics reflects the most significant trends of modern culture. These trends are very strongly affecting all aspects of modern civilization. It is in informatics that the conceptual framework disclosing the principal aspects of virtualization and many other phenomena of social and cultural life was established. Within the scope of Informatics one can both specifically and thoroughly explore the phenomenon of virtualization and establish a system of assignments and activities of a new type having, as it seems to us, educational and didactic value. As of today many points of the informatics core curriculum are quite well defined. Most authors believe that Informatics does not boil down to computer science but is a fundamental science subject studying information process patterns in systems of different nature along with methods and tools for automation of these processes. In forming the instructional content a systemic condition should be met: a balanced combination of the subject-related and activity-related aspects of Informatics. However, the authors assume that the development of meta-subject content of the common core informatics curriculum certainly does not mean rejection of the science and technology aspects of informatics.
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