DRAFT OF SUBJECT

METHODOLOGIES AND METHODS OF INFORMATICS TEACHING

Chapter 1. SOME BASIC ISSUES OF THEORETICAL AND TEACHING

METHODS
Question 1.1. Present the principles of teaching applied in teaching Informatics and
give an illustrative example to apply a principle.
1. Ensure scientific, ideological and practicality;
2. Ensure consistency between specific and abstract;
3. Ensure consistency between mass and differentiation;
4. Ensure consistency between fitness and development requirements;
5. Ensure consistency between the leading role of the teacher and the active role of the
students
Question 1.2. Present the following teaching executive functions and give an example
to illustrate a function in teaching Informatics at the high school level.
1. Guaranteed starting level;
2. Target direction and evocative motives;
3. Work with new content;
4. Consolidation
5. Check, evaluate
6. Guide to work at home
Question 1.3. Present the elements of the teaching method, giving an illustrative
example of a component in Informatics.
1. Active and active ingredients;
2. Motivational prompting;
3. Methodological knowledge;
4. Activity Hierarchy
Question 1.4. Present types of knowledge and types of knowledge content in computer
science and give illustrative examples.
1. Knowledge of things
2. Valuable knowledge
3. Methodological knowledge

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 Types of knowledge content in Informatics subject: concepts, structures, phenomena,
processes, algorithms, principles, laws, rules, syntax.
Chapter 2. TEACHING METHODS OF INFORMATION
Question 2.1. Present the concept, characteristics and implementation of the teaching
method (name of one of the four teaching methods). Illustrate the application of this
teaching method in an activity of knowledge formation (or practice or application) of high
school Informatics. Note that it is necessary to provide a lesson plan with a full structure
of sections but only details of activities that can apply the mentioned teaching methods.
1. Problem Posing and Problem Solving
2. Programming Based Learning
3. Practive Learning
4. Project Based Learning
5. Differentiated Instructions in Learning
Question 2.2. Please present the concept, characteristics and implementation of
teaching techniques (name of one of the 5 teaching techniques). Illustrate the application
of this teaching technique in an activity of knowledge formation (or practice or application)
of high school Informatics. Note that it is necessary to give a lesson plan with a full
structure of sections but only details of activities that apply the mentioned teaching
techniques.
1. Pass Through Problem
2. Jigsaw Class
3. KWL and KWLH Techniques
4. Fish bowl

5. “Brain Storming”

Chapter 3. SOME TYPICAL ACTIVITIES IN INFORMATION TEACHING

A. Identification and Expression
Question 3.1. Present the activity of identification and expression (name of a type of
knowledge content in Informatics subject) to practice and consolidate knowledge for
students in teaching Informatics, give illustrative examples in the tectonic circuit.
knowledge (the name of either ICT and CS knowledge circuits).
B. Teaching concepts

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 Question 3.2. Present the following problems about teaching concepts: appearance,
content, types and types of concepts, giving illustrative examples in Informatics.
Question 3.3. Present the way (name of one of the three paths: inference, induction,
construction) in teaching concepts, giving illustrative examples in Informatics.
Question 3.5. Let's present the cues for choosing a concept teaching path. Please select
a content in a lesson in Informatics in grade 10 (or 11, or 12) that has a concept to teach
and show how to organize teaching that concept in an appropriate way.
C. Teaching to develop thinking
Question 3.6. Compare analytic thinking and integrative thinking, give an illustrative
example of a teaching situation in the direction of developing students' analytical and
synthetic thinking.
Question 3.7. Compare generalization and abstraction, give an illustrative example of
a development-oriented teaching situation for students to think in generalization and
abstraction.
Question 3.8. Please describe the elements of computer thinking (computer science
thinking) with an illustrative example.
Question 3.9. Please select a content in a lesson in Informatics in grade 10 (or 11, or
12) in which a teaching organization develops students' thinking in one of the following
types of thinking: comparison, analogy and strange about familiarity; analysis and
synthesis; generalization and abstraction.
Chapter 3. SOME TYPICAL ACTIVITIES IN INFORMATION TEACHING
A. Identification and Expression
Question 3.1. Present the activity of identification and expression (name of a type of
knowledge content in Informatics subject) to practice and consolidate knowledge for
students in teaching Informatics, give illustrative examples in the tectonic circuit.
knowledge (the name of either ICT and CS knowledge circuits).
B. Teaching concepts
Question 3.2. Present the following problems about teaching concepts: appearance,
content, types and types of concepts, giving illustrative examples in Informatics.
Question 3.3. Present the way (name of one of the three paths: inference, induction,
construction) in teaching concepts, giving illustrative examples in Informatics.

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 Question 3.5. Let's present the cues for choosing a concept teaching path. Please select
a content in a lesson in Informatics in grade 10 (or 11, or 12) that has a concept to teach
and show how to organize teaching that concept in an appropriate way.
C. Teaching to develop thinking
Question 3.6. Compare analytic thinking and integrative thinking, give an illustrative
example of a teaching situation in the direction of developing students' analytical and
synthetic thinking.
Question 3.7. Compare generalization and abstraction, give an illustrative example of
a development-oriented teaching situation for students to think in generalization and
abstraction.
Question 3.8. Please describe the elements of computer thinking (computer science
thinking) with an illustrative example.
Question 3.9. Please select a content in a lesson in Informatics in grade 10 (or 11, or
12) in which a teaching organization develops students' thinking in one of the following
types of thinking: comparison, analogy and strange about familiarity; analysis and
synthesis; generalization and abstraction.
Chapter 4. RESEARCH OF THE GENERAL EDUCATION PROGRAM IN
INFORMATION
A. Goals
Question 4.1. Describe the goals of high school Informatics and the relationship
between the three components: knowledge circuits, topics, and component computing
competencies.
B. Circuits of knowledge
Question 4.2. Please explain about the knowledge circuit (the name of one of the three
knowledge circuits: CS, ICT, DL) in computer science, with an illustrative example.
C. Competency requirements to be achieved
Question 4.3. Please describe the requirements for specific competencies
(competency) at the high school level, using illustrative examples.
D. Educational Content
Question 4.4. Choose a high school computer science topic and state the educational
content requirements for this topic, using examples to illustrate some of the requirements
in the required description.