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首页> 外文会议>Informatics in schools : teaching and learning perspectives >A Present-Day 'Glass Bead Game': A Framework for the Education of Prospective Informatics Teachers Inspired by a Reflection on the Nature of the Discipline
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A Present-Day 'Glass Bead Game': A Framework for the Education of Prospective Informatics Teachers Inspired by a Reflection on the Nature of the Discipline

机译：当今的“玻璃珠游戏”：受学科性质反思启发的未来信息学教师的教育框架

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摘要

Informatics has an intrinsically multifaceted nature. The usual approaches to plan classwork in the high school are organized around concepts, principles, tools. However, each concept, principle, or tool can be seen under diverse perspectives, in particular those held by mathematicians, scientists and engineers, with quite different implications from a conceptual, methodological and epistemological point of view. Accordingly, the learning issues and the pedagogical means to address them are also different. Hence, it may be worth considering a complementary approach in order to shift the focus from the notions to learn to the (cognitive, methodological, creative) processes required from the students, the latter being tightly connected to the aforementioned general perspectives. The framework outlined in this paper is the basis of a core module as part of the renewed program offered by the University of Udine for the education of prospective teachers of informatics. This module addresses in an integrated way the nature of our discipline and the teaching of programming as a key activity to appreciate the distinctive features of each perspective. It aims at deepening the teachers' awareness about the variety of coexisting views and their pedagogical implications.
机译：信息学具有内在的多面性。高中计划课堂作业的常用方法是围绕概念，原理，工具进行组织的。但是，每个概念，原理或工具都可以从不同的角度看待，尤其是数学家，科学家和工程师所持的观点，从概念，方法论和认识论的角度来看，含义迥然不同。因此，学习问题和解决这些问题的方法也不同。因此，可能有必要考虑一种补充方法，以便将重点从学习的观念转移到学生所需的（认知，方法论，创造力）过程，后者与上述一般观点紧密相关。本文概述的框架是核心模块的基础，该模块是乌迪内大学为面向未来的信息学教师的教育而提供的新计划的一部分。本模块以综合的方式介绍了我们学科的性质和编程教学，将其作为关键活动来欣赏每个视角的独特特征。目的是加深教师对各种共存观点及其教学意义的认识。

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