Analysis of current problem state in teaching of Computer science and information and communication technologies to higher education students

The article shows different aspects of teaching the subject «Computer science» to the pedagogues-psychologists students according to education standard of Russian Federation. The analysis of teaching the subject to students of technical and humanities universities is carried out. Also the article lists number of skills that students of humanities should get as the result of «Computer science» learning. 1 Necessity and relevance of training specialists in the field of informatics and information and communication technologies National educational doctrine of Russian Federation defines that «the educational system is aimed at: teaching highly-educated and highly-qualified workers, able to professional growth and mobility in the conditions of society informatization and new high-tech development». Significance of teaching specialists, who are able to use effectively and knowingly modern information and communication technologies in the professional field, in the conditions of globalization and society informatization gains special interest. Place and role of informational teaching subjects for students in educational programmes entirety are determined by their goals, tasks, functions and the results of their realization in university actual practice. On the basis of educational system's strategic goals, stated in National educational doctrine of Russian Federation, Kolin K. K. emphasizes the most important ones [1-3]: − formation of new informational culture of Russian society in new highly-automated informational human environment in XXI century; − teaching highly-qualified specialists, able to professional growth and mobility in the conditions of society informatization and new high-tech development. Thuswise, successfulness of future specialist in any professional field will depend on how well he has the following skills formed: to find, to classify, to present information through different ways, to orientate in growing data flotation [4-17]. Realization of recited technologies * Corresponding author: gazandre@yandex.ru E3S Web of Conferences 273, 12005 (2021) INTERAGROMASH 2021 https://doi.org/10.1051/e3sconf/202127312005 © The Authors, published by EDP Sciences. This is an open access article distributed under the terms of the Creative Commons Attribution License 4.0 (http://creativecommons.org/licenses/by/4.0/). and skills formation of information operating in the system of high education is carried out in terms of informational teaching. As well as Kozlov. O. A., we determine informational teaching as essencial component of educational process, which is directed on specialists teaching, able to use effectively information and communication technologies in the process of its professional activities. Issues of theory and informational teaching methodology are reviewed in the research works of Branskiy Yu. S., Denisova A. L., Zaynutdinova L. Kh., Kozlov O. A., Kuznetsov A.A., Lobach O. V., Lun'kova E. Yu., Rakitina E. A., where it is mentioned that the system of high education must carry out proactive student teaching in the sphere of information and communication technology using in its professional activity. Currently the course «Computer science» is penetrated as comprehensible subject for technical degrees, as well as for humanities. The main aim of computer science comprehensible subject is training a specialist for living within informational society, formation of fundamental knowledge in subject category «Computer science», which consist of common knowledge about information, types of informational resources, kinds of informational activities, principles of computer functioning, algorithms, informational modelling, using information and communication technologies. Moreover, learning of basic general informational technologies is specified, processing of text, numerical and image information, operating with databases and spreadsheets and basis of communications. Presently the complex of these knowledge is viewed as part of whole human culture and is called informational culture. A graduate, who has studied the course of computer science, according to Rakitina E. A., must: − understand principles and features of informational process running in the professional activity; − know characteristics of professionally important information; − have a knowledge about basic principles of informational systems, which are used in a professional activity, and skills of operating with these systems; − have a formed necessity in using information and communication technologies while solving professional tasks, based on conscious proficiency of informational technologies. We are going to carry out an analysis of university students teaching state in the sphere of computer science and information and communication technologies. As Morar' E. V. mentions in his research, few paradigms have changed for a short period of learning computer science by students. Each of the paradigms applied its amendments into the methodical system of computer science teaching. On the first stage of the subject establishment the algorithmic approach was predominant, the main thesis of which «soft engineering is the second competence», was suggested by Ershov A. P. On the second stage the usage of computer as a tool for problem solving becomes centre-stage (instrumental approach). In the meantime widely used in today's life term «informational technologies» was created. Current stage is characterised by realization of computer science course role, which gives a great imput in the formation of scientific worldview (worldview approach), development of comprehensible skills for operating with information and students training for professional activity. Such dynamics of change of paradigms teaching computer science, according to the author, is defined markedly with changeability of computer science content due to constant upgrade of hardware and software resources. Kolin K.K., analysing the content of the computer science course, notes that rather high knowledge is given in technical universities in the field of technical, software and information support of computer science, computer and telecommunication systems, as well as in the field of new information technologies. Humanities universities, generally, are oriented on gaining «computer competence», in other words basic knowledges and skills in the sphere of modern computing tools and telecommunication system usage. It's important to say that teaching E3S Web of Conferences 273, 12005 (2021) INTERAGROMASH 2021 https://doi.org/10.1051/e3sconf/202127312005


Necessity and relevance of training specialists in the field of informatics and information and communication technologies
National educational doctrine of Russian Federation defines that «the educational system is aimed at: teaching highly-educated and highly-qualified workers, able to professional growth and mobility in the conditions of society informatization and new high-tech development».
Significance of teaching specialists, who are able to use effectively and knowingly modern information and communication technologies in the professional field, in the conditions of globalization and society informatization gains special interest.
Place and role of informational teaching subjects for students in educational programmes entirety are determined by their goals, tasks, functions and the results of their realization in university actual practice. On the basis of educational system's strategic goals, stated in National educational doctrine of Russian Federation, Kolin K. K. emphasizes the most important ones [1-3]: − formation of new informational culture of Russian society in new highly-automated informational human environment in XXI century; − teaching highly-qualified specialists, able to professional growth and mobility in the conditions of society informatization and new high-tech development.
Thuswise, successfulness of future specialist in any professional field will depend on how well he has the following skills formed: to find, to classify, to present information through different ways, to orientate in growing data flotation [4][5][6][7][8][9][10][11][12][13][14][15][16][17]. Realization of recited technologies and skills formation of information operating in the system of high education is carried out in terms of informational teaching.
As well as Kozlov. O. A., we determine informational teaching as essencial component of educational process, which is directed on specialists teaching, able to use effectively information and communication technologies in the process of its professional activities.
Issues of theory and informational teaching methodology are reviewed in the research works of Branskiy Yu. S., Denisova A. L., Zaynutdinova L. Kh., Kozlov O. A., Kuznetsov A.A., Lobach O. V., Lun'kova E. Yu., Rakitina E. A., where it is mentioned that the system of high education must carry out proactive student teaching in the sphere of information and communication technology using in its professional activity.
Currently the course «Computer science» is penetrated as comprehensible subject for technical degrees, as well as for humanities.
The main aim of computer science comprehensible subject is training a specialist for living within informational society, formation of fundamental knowledge in subject category «Computer science», which consist of common knowledge about information, types of informational resources, kinds of informational activities, principles of computer functioning, algorithms, informational modelling, using information and communication technologies. Moreover, learning of basic general informational technologies is specified, processing of text, numerical and image information, operating with databases and spreadsheets and basis of communications. Presently the complex of these knowledge is viewed as part of whole human culture and is called informational culture. A graduate, who has studied the course of computer science, according to Rakitina E. A., must: − understand principles and features of informational process running in the professional activity; − know characteristics of professionally important information; − have a knowledge about basic principles of informational systems, which are used in a professional activity, and skills of operating with these systems; − have a formed necessity in using information and communication technologies while solving professional tasks, based on conscious proficiency of informational technologies.
We are going to carry out an analysis of university students teaching state in the sphere of computer science and information and communication technologies.
As Morar' E. V. mentions in his research, few paradigms have changed for a short period of learning computer science by students. Each of the paradigms applied its amendments into the methodical system of computer science teaching. On the first stage of the subject establishment the algorithmic approach was predominant, the main thesis of which -«soft engineering is the second competence», was suggested by Ershov A. P. On the second stage the usage of computer as a tool for problem solving becomes centre-stage (instrumental approach). In the meantime widely used in today's life term «informational technologies» was created. Current stage is characterised by realization of computer science course role, which gives a great imput in the formation of scientific worldview (worldview approach), development of comprehensible skills for operating with information and students training for professional activity.
Such dynamics of change of paradigms teaching computer science, according to the author, is defined markedly with changeability of computer science content due to constant upgrade of hardware and software resources.
Kolin K.K., analysing the content of the computer science course, notes that rather high knowledge is given in technical universities in the field of technical, software and information support of computer science, computer and telecommunication systems, as well as in the field of new information technologies. Humanities universities, generally, are oriented on gaining «computer competence», in other words basic knowledges and skills in the sphere of modern computing tools and telecommunication system usage. It's important to say that teaching computer science subject to students of humanities universities has its peculiarities. The main one consists in rather low level of student school training. Due to these principle tasks of computer science and information and communication technologies humanities are renewal of knowledge, perceived in the course of secondary education, necessary for preparing for the study of special subjects, as well as increasing the general level of students' culture, forming their modern ideas about the information picture of the world. We'd like to emphasize that evolving of students informational teaching in psychologicalpedagogical faculties and other humanities is based on improving not just organization and content, but also usage of modern training resources in the educational process. There are following tendencies in the modern training resources development [16]: − the growth of computer training tools importance in the educational process; − the Internet as mass-communicational tool brings great influence on the changing of educational content and formation of unique educational system.
We'd also like to mention that creation of computer training tools abroad generally is directed to maintain project teaching and binary lessons (there is no independent computer science subject). Computer training tools come into effect as educational multimedia-products: from edutainment (educational entertainment) to education its self, resided on CDs or directly on the Internet.
Web-technologies gained special popularity in the sphere of education. Their main advantages are [15]: − possibility of giving more time for student engagement on individual classes; − disposal from numerous repetition of learning activities; − providing improvement of teaching and learning aids quality.
Multimedia and Web-technologies allow students to master course content in any form: imagery, sound, video, animation. World Wide Web and Internet-technologies, which support that service, form new content for communication. Internet is one of the greatest educational digital resources. Educational digital resource is defined as a complex of digital training resources, which are necessary and sufficient for providing educational process in the course of methodical educational system [12].
Denisova A. L., by studying methodical theoretical bases for informational technologies using during students teaching, makes analysis of informational activity according to following tendencies: information-valuable, information-operative, information-temporal.
However, teachers of computer science subjects distinguish following issues: firstly, students of humanities enter university, having different levels of training and interest for computer usage in their future profession; secondly, there is low usage of information and communication technologies for professional tasks solving. Now we are going to review world tendencies for computer science and informational technologies teaching. In the 80s practical adoption of new informational technologies in teaching different subjects started in schools, colleges, universities and educational departments of economically developed countries, such as USA, Japan, France, England. However, the training of future workers in the field of computer science was oriented on learning of computer science fundamental bases. Algorithmic-programming approach was predominant in teaching.
Today another training programme of information scientists is developing -teaching of computer science practical aspects and methods of new informational technologies usage in teaching certain academic subject [13].
Block-modular structure of curriculum organization is practised in the process of computer science teaching in many country's development. Three levels of educational programmes are suggested: basic, intermediate and advanced. Advanced and extra programmes are given to students of last educational stage and offer deeper and wider learning of necessary alreadylearnt topics or extra specialised topics which will take place in student's future career.

Analysis of the methodology of teaching computer science to students abroad
Today, USA departments carry out studies to find optimal ways for restructure and content change of academic subjects on the basis of new educational principles and models, which is described in the concepts of task-oriented education, practical thinking formation and development, lifelong learning. The problem of fundamental knowledge unimportance (including computer science) has come into sharp focus, and that requires new approached for teaching of students in the sphere of computer science and informational technologies. There was established scientific consortium in Great Britain. It offers special education for putting information and communication technologies into professional psychologicalpedagogical activity. Subjects, offered by the consortium, form informational teaching, which consists of following modules: getting basic knowledge about studied science, information accumulation and use, analysis and interpretation of collected information, modelling in science, individual skills development [17].
In conclusion, we'd like to mention, that offered subjects don't solve problems of teaching information and communication technologies usage in the professional activity to psychologists-pedagogues. Teaching in the course of subjects «Computer science in psychology» and «Social computer science» includes formation of common complex of knowledge and skills which don't provide commitment for professional activity in the conditions of modern informational environment. From our point of view, the problem consists in insufficient understanding of possibilities and peculiarities of information and communication technology usage in professional psychological-pedagogical activity.
Despite the fact that informational teaching is a necessary component of modern psychologist professional teaching, it can be noted that according to State Educational Standard of Higher Professional Education, time given to psychology-students for learning subjects of information curriculum is not enough for getting skills of information and communication technologies usage in the professional activity. There isn't value in information subjects teaching and special subjects of psychology-students.
To sum up, we may state that in the system of training teachers-psychologists in the field of computer science and IC, there is a gap between the objective requirements of the time for training teachers-psychologists who own information and communication technologies and the established practice of training teachers-psychologists in the field of computer science and ICT, which does not take into account potential possibilities of using ICT tools in psychodiagnostics, psychocorrection, psychoprophylaxis, psycho-counselling, psycho-education, as well as the specifics of the subject area of psychology.
An analysis of the organization and content of informational training of psychology teachers showed that there is a certain gap between the objective requirements of the time for informational training of psychology teachers who own ICT tools and traditional methodological approaches to teaching information cycle disciplines.
The analysis of information training allows us to highlight the levels of training of psychologists in the field of ICT tools in professional activities.