View on discipline "Computer
science" In the form of the comments to 10 theses
Other articles of
V/Ochkov – http://twt.mpei.ac.ru/ochkov/work2.htm
(in Russian)
http://twt.mpei.ac.ru/ochkov/work2_eng.htm
(in English)
V. Ochkov
The thesis 1. The discipline "«Computer science" has no any
attitude(relation) to computers.
The thesis 10. Pleasure from study
Some comments received on e-mail:
The additional theses O.Kolesov – dean of faculty of Automatics and
computer facilities MPEI
Hi, Valery
Fedorovich!
Writes to you
yours the colleague – teacher of computer science – from < >. I am
familiar with you without seeing – due to the book « Mathcad 7 Pro for the
students and engineers », which I 3 years back (being by the post-graduate
student) have bought and has read. Then the necessity for use Mathcad as has
not arisen. And spring of this year the book very much has helped, when it was
necessary message employment(occupation) on Mathcad.
You the teacher
and the popular writer of computer science with the long-term experience,
imposes me your manner of a statement of a material, in which always
Is present <
>, and I have decided(solved) to address behind advice(council) to you.
Our faculty of
Engineering Cybernetics conducts a rate of computer science at all institute.
Now has ripened necessity of his(its) change connected with
By that the
significant part of a rate is based on programming on Turbo BASIC, and it in
any way does not answer modern development
Information
technologies.
I want to accept
active participation in this process. Where me go in this business with my
experience 2 years, can you tell. But as it seems,
The man with a
fresh sight on a thing (both on educational process, and on the current
condition IT) and working by the programmer, superfluous in any way
Will be.
And that does not
suffice to me (and, I think, my colleagues) – understanding that is necessary
to know and to be able to the modern engineer (Here, truth,
There is a large
question – and how many graduates will work on a speciality, will go to work on
a factory in mine or on Nuclear Power Station in your case? Also can, better
learn to their volume, what it is useful in real life more?).
Therefore it would
be desirable to learn(find out) your vision of teaching of computer science in
technical HIGH SCHOOL. What is necessary is to given by(with) a theoretical
material, what
Tasks to
learn(teach) to decide(solve) and, main, on what program base?
The question « on
what » is basic therefore, it(he) is decided(solved) for a long time, as as
against rest to change the made choice rather not simply – it is necessary to
change the manuals (and it, clearly, at a considerable pric).
As far as I have
understood (having seen(overlooked) your site, on which the educational plans)
are accessible, you unequivocally have made a choice for the benefit of
Mathcad. (By the way, for a site
Separate thank:
you have laid out on it(him) all books and articles for general access. All so
did(made).) could not you briefly state
The basic
arguments for the benefit of such choice to the detriment of the traditional
programming languages? And how here to be with the requirement of skill
To program for all
engineering specialities?
Probably, it will
be interesting to you to learn(find out), that is our rate of computer science,
and my reasons on his(its) change,
Prepared in the
summer (attached file – plain text – to not be afraid of viruses).
At the given
moment the educational plan looks as follows:
1 semester – 2 hr.
of lectures and 2÷. of practical employment(occupations)
Programming on
Turbo BASIC. 5 laboratory works focused on mastering by receptions of
programming (cycles, conditional operators, files, subroutine, work with
files).
2 semester – 3 hr.
(week 2, week 4) practical employment(occupations).
Programming on
Turbo BASIC – numerical methods (construction of the diagrams,
presence(finding) of roots, interpolation, integration, decision of systems of
the linear equations), Basis of work with Mathcad, Word, Excel, Access.
As to offers,
which are in file, that, perhaps, I a little(a little bit, some) has departed
from categorical failure(refusal) from programming under DOS. Probably, under
influence that among the colleagues the opinion on necessity of transition on Pascal
is most distributed. However, in this case, for the reasons, about which you,
by the way, too mentioned in one of auricles (about Mathcad MM), I
consider(count) necessary a choice of language C (besides C is a basis of set
of languages, new the Internet – guided,). If it is good to think over, it is
possible to state it(him) practically not more difficultly, than Pascal.
Other
possible(probable) variant is stated in a file (i.e. programming on VBA,
Mathcad). I think, that at him(it) the professor is less chances, as
< > (you,
probably, saw the books, written to them,), responsible(crucial) for the
program of a rate, is the rigid supporter of presence in a rate of programming
on an algorithmic language.
That is more
correct, I already itself do not know.
Excuse for the so
long letter.
Very much to you I
shall be grateful for any reasons on the questions, mentioned by me.
Yours faithfully,
Novel < >.
More correctly, has the same
attitude(relation), as well as any other "«technical" discipline – mathematics,
physics, chemistry. The computer science is a science about methods of
processing of the information. The information the mankind processes from
sources of a civilization more – less successfully. Computers (as, 500 years
back, and book printing) have given this process of processing unprecedented
earlier acceleration, as a matter of fact, not changing his(its) essence. In
precomputer era "Computer science" as though «was "smeared"
on other educational disciplines. Now all this try to collect in an educational
rate, which have denominated "«Computer science". On idea this rate
should refer to as Computer Science, but it is the term (computer science) at
us has not got accustomed owing to, as it is possible to assume, pride, the
claims on a certain universality (compare – mathematical science). But, faster,
that an educational rate "«Computer science" is usually filled with
the contents, which should have another, quite certain(quite determined), name:
"«Programming", « Numerical methods », « Operational systems », «
Office appendices », « Work with Internet » etc. But is usual "«Computer
science" is « Bases of computer knowledge ». The students learn(teach) to that
they already for a long time should know (to master in high school), but do not
know for the different reasons – unsufficient number of computers (and at
school, and house), is not present the teachers in this subject etc. Another
("«related") example of a divergence of the name of educational
discipline and its(her) fillings. In many high schools after rate
"«Computer science" goes rate other "«fashionable" name
Mathematical modeling, which, as a rule, is reduced to … to study of numerical
methods – decision of the equations and systems (algebraic and differential,
interpolation, regression the analysis etc. etc. Here frequently « a cart put
ahead of the horse » – at first study programming, and then, algorithms, which
with the help of programming it is necessary to code.
This thesis could be begun by words
« very much frequently », "«as a rule", "«sometimes" etc.
It is possible also to argue and volume, the fault is of the teachers or
trouble. Let's talk at first about "«trouble". Now level of payment
of the teachers is those, that they should be thanked only that they continue
to enter in an audience and messages of employment(occupation) at a rather high
methodical level let and on obsolete software. Cardinal change the contents of
a rate of a hand do not reach. On it the time is necessary, and it leaves on …
hack-work (we hope, on high-intelligence on paid groups, and then already to
transfer on basic (money from State) weight of the students. Another
("more «slippery") way – paid advices for "the
«free-of-charge" students on themes born for frameworks of the educational
programs, or for the poor students. "slipperiness" of this way that
the border between the advanced and poor students very much frequently will be
carried out(spent) by(with) teacher and rather arbitrary. To the financial
party it is possible to attribute(relate) and question on the edition of the
new textbooks and grants(manuals) supporting a new rate. But here problem can
be decided(solved) through the edition of such grants(manuals) in "a
«virtual" kind and publication them in a network Internet or Intranet
(high school Internet) – example http://twt.mpei.ac.ru/ochkov/Potoki.htm. By
the way, the formation of such grants(manuals) and educational plans is direct
at lecture – good practical employment(occupation) on a theme « Creation
personal pages in Internet ». Working with such “virtual” technique, carrying
out laboratory work on computer science, will be switched continuously between
investigated program environment and, for example, Internet Explorer. Another «
financial aspect ». The new software needs, as a rule, to be bought, and old
frequently lay on free-of-charge access in Internet. If to speak about
"«fault" of the teachers, then it is possible to recollect times,
when on assistant professor, for example, salary it was possible to live and
not bad to live, but, nevertheless, contents "of «computer" rates did
not vary by decades.
In orientation to out-of-date
software as base of teaching of computer Science quite often are heard echo of
struggle with cosmopolit(an)ism. Business that the old programs basically russianize
legal (Framework – Èíôîðìîíòàæ) or illegal (dBase – Ðåáóñ) way. Such
"«homebrew", are more correct "«äîìîÄÎðîùåííûå" of the
program by many teachers are considered "OUR". Their use as though
protects from possible(probable) reproaches in unsufficient patriotism, in inclination
before West etc.
The employment(occupation) on
Computer science in many our high schools can be reduced to such simple model.
The teacher learns(teaches) to take a square root on the calculator with four
elementary actions. There is more modern calculator with a key of a capture of
a square root. The teacher asks to not pay attention (holds back) on this
novelty and still learns(teaches) to reduce a capture of a root to elementary
arithmetic actions. Most interesting in this model that basic weight of the
pupils … has no any calculator and all these actions will carry out(spend) on a
paper …
In heading of the thesis 2 numbers
20 can be replaced with number 2-3, not changing essence of a problem. It
happens so, that on employment(occupations) on computer science learn(teach)
not that, it is useful to the future expert, and that, software, which the main
faculty for performance ÍÈÐîâñêèé (commercial) of the projects poorly connected
to educational process has chosen. The third situation – choice of software for
educational process is defined(determined) not by his(its) utility, and it(him)
license agreement.
On idea it is best to teach the
students beginnings of that educational discipline, which we name Computer
science on an example of elementary teams of the processor (machine codes)
computers established in a computer class, where the laboratory
employment(occupations) will be carried out(spent). In this case it is possible
completely to open theoretical and practical base, on which be based/founded
(on) modern computer science with its(her) bits, bytes etc. But … we read the
following thesis.
Not only it is possible, but also,
apparently, it is necessary, if we want by a rate of computer science to impart
at the students taste to the decision of educational tasks, typical, course and
degree works on the computer. Here it is important in this or that example of
this or that educational rate to see a typical task (decision of the equations
and systems, algebraic and differential etc. etc.) and to decide(solve) her(it)
on the computer in " purefy; refine " a kind. In this key the thesis
3 (previous) any more does not work – important to decide(solve) such tasks by
modern computer means.
Examples of such examples.
Plotting – AutoCAD, mathematical
analysis – computer symbolical mathematics (Maple, Mathematica, Mathcad etc.),
numerical methods – programming etc. At such intersubject
communications(connections) to the good teachers (the assistant of the
lecturer) will be the young graduate of the given high school (faculty) knowing
both computers, and modern methods of the decision of concrete educational
tasks on it(him).
( The author has made attempt to
involve(attract) computer Science even in the decision of tasks of humanitarian
rates – see atricle « Mathcad and some secrets of fiction » – http://twt.mpei.ac.ru/ochkov/Gerasim/Gerasim.htm).
It is connected first of all that
Computer Science is now one of the most dynamically developing sciences. If on
employment(occupations) are considered(examined) "«alive", instead of
"«dead" software, software developed and supported by real firms and distributorship
by a network (by the dealers "of «black" copies), it means, that
almost each year there are new versions of the programs with new opportunities,
which are necessary are to displayed in an educational rate By(with) computer
science. 2000 year was especially rich on such novelties, when as from a bag on
the market the software with a postscript "2000" was thrown out. Now
it is necessary to expect a certain pause for development of novelties and
inclusion them in educational process.
Continuity of a rate "of
«computer science" in relation to other disciplines, other years of
training (senior rates), to rates closely connected with Computer Science here
is important. Poorly (and can even and well), if on different educational rates
the different approaches and different software (programming languages) for the
decision of different tasks will be given.
Computers, the information
technologies not simply penetrate all technical disciplines (exact sciences) – they
change also them and technique of their teaching. To this process while very
much "«resists" classical (not applied) mathematics. When the author
studied in an elementary school, within the framework of lessons on arithmetics
there were employment(occupation) under the oral account. The teacher spoke,
for example, « 83 on 56? » Also considered(counted) up to five. If the answer
was not or it(he) was incorrect, was put bad ball. The motivation was those – you
owes quickly and exact consider(count) in mind(wit), differently you in real
life will shorthand in shop, for example. Now microcalculators and electronic
store balance this motivation have brought to nothing. Lessons of arithmetics
(at least, home tasks on this discipline) it is possible it (is (necessary) to
build that the schoolboys have under a hand calculator. The similar critical
situation develops now with maximum mathematics, from her(it) « by the oral
account » – manual capture of limits derivative, integrals etc. The computer
analytical transformations (symbolical mathematics) automate this work,
liquidating thus its(her) motivation. All this requires(demands) radical
reconsideration of the contents and technique of teaching in high schools of
maximum mathematics, to that is free or involuntarily oppose (to) many
teachers. In due time was forbidden to bring in school microcalculators – now
many teachers do not approve, when at the decision of tasks on maximum
mathematics the computer even on such innocent theme as construction of the
diagrams of functions is used. The introduction of computers in teaching
mathematics can even change … the name of this educational discipline. As you
to like "«Kîìïüþìàòåêà"! (In January, 2002 the competition on the
best name of a magazine on computer mathematical packages was carried
out(spent). Variants of the names offered by the author "of «theses"
– COMPUMATECA, Gauss.exe, MathWare …)
Very much frequently defence
counsels of that point of view, that "«Computer science" should be
filled first of all by programming, refer that to the students there should be inoculate
an algorithmic type of thinking, a type of thinking based on technologies of
the step-by-step (consecutive) decision of a task with final number of these
steps. But the algorithmic thinking interferes paralleling of process of the
decision; it be unable to help to decide(solve) the incorrectly put task etc.
Algorithmic thinking serves first of all for the decision of tasks on the
computer numerical methods, while the increasing role is got by(with)
analytical methods (symbolical mathematics).
There is an opinion, that the
student, before, for example search for a root of system of the algebraic
equations should to study algorithm of the decision of this task and his(its)
realization on one of algorithmic languages. The same opinion exist, occur, be
current of years 30 back in the attitude(relation), for example, square root:
before to work with this built – in function, it is necessary to study, as
she(it) is decomposed in a number(line) of elementary functions, and to work at
first with them, developing the algorithmic thinking. Now modern mathematical
packages and scientific calculators (supercalculators) allow by one operator to
decide(solve) the majority of typical tasks of a rate of maximum mathematics
without coding algorithm. It enables to study algorithm of the decision of a
task so to tell, in cognitive, instead of in utilitarian the purposes, finding
out, for example, essence of restrictions of this or that operator or functions
of a concrete mathematical package.
Very much frequently contents of a
rate "«Computer science" is defined(determined) not by desires and
knowledge of the teacher, and … by those by computers, on which it is necessary
messages of employment(occupation). If the requirements of transition of the
license software will be harden; exasperate; embitter, the contents of a rate
will define(determine) not only "«iron", but "soft". The
theme not license "soft" in educational process by the author is
mentioned in article « the Open letter of the pirate to address the computer
editions ». http://twt.mpei.ac.ru/ochkov/mc8Pro.book/6_text.htm#_Toc525449695.
The first stage – work with machine
codes
The second stage – work with the
programming languages of a high level
The third stage – work with physical
and mathematical packages
Now many teachers "«cling"
to the programming languages, approximately as well with the same reasons (see
thesis 7), as in due time (years 20-30 back) they or their predecessors "clinged"
to machine codes. The physical and mathematical packages allow on the order to
reduce terms of performance of the settlement (educational) projects, to return
in accounts physical sizes (full-blooded; sanguineous use of units of
measurements – see article of the author « Mathcad and Mathcad – work with
units of measure » http://twt.mpei.ac.ru/ochkov/Unit_MC_MP/Unit_MC_MP.htm). The
physical and mathematical packages allow to transfer the teacher educational
accounts without dread, fear, that it(he) will not understand them, not knowing
this or that programming language. The physical and mathematical packages allow
richly to illustrate of a slip scientific and business Graph, to supplement
Animation for an illustration of those or other conclusions. The physical and
mathematical packages allow to proceed(pass) to paperless technology of
performance and protection of the educational projects.
Main (first is more correct,), that
the student should receive on employment(occupations), is not knowledge, not
skills, and … pleasure. To learn(teach) the students to beginnings of programming
for performance of the educational plan it is possible, but use, good, and
main, the pleasure from it almost will not be. To begin lecture on computer
science from the story about basic programmer designs is at once to divide an
audience into two parts: one parts of an audience it is not clear, another – is
not interesting. And in that and friend cases – pleasure any. The computer, as
the statistics shows, on 80-90 of % is used as a games hookup. The man the
basic skills and skills (to go to speak, to go by a bicycle, to be rolled on a
ski etc.) gets effortlessly; as if it were child's play. The computers give us
good chance to wash away a side between game and (while boring) study, having
dragged up (having stretched)((dragged out)) the period, when all is learnt in
game, with infantile of years in youthful and even mature years.
The addition to the comment of 10-th
thesis received from Alexej Klimov (klimover@orel.ru) Certain Eric of Bern (ý)
in the book named in Russian translation" of Game and the people, people
and games " shows, that except for game and the works are certain " structuring
of time ", "employment", as would tell pioneer leaders about
children in camp. Shortly stating, man, on Bern, it is easier " to
do(make) anything ", than nothing to do(make). And the computers promote
that. more than usual at home, (where only one generation is familiar with PC):
in small apartments, where the partitions are impossible, is realized virtual enclosure:
while the teenager behind the computer, the adults not thrust oneself (upon);
intrude (upon) to him with advice(councils) and criticism, as do not understand
(many). And for the sake of IT it is possible to teach(learn) everything (so to
each fourth child).
In groups, where I teach, PC there
is only at everyone 5-th and among them the guys are appreciable, for which
"study" of computer science is a way multisequencing, paralleling,
parallelization with the parents. IMHO.
I shall tell about
own study.
It was and is
disgustingly. The training suffers by any dogmatism. Only and not differently.
Having normal computers (300-400 PII), till now hollow Pascal under DOS. Only
because the teacher does not know another. If pass 3õ-ìåðíûå of system of
designing, then a return situation, much do not tell, as it costs(stands) of
money, and for the salary do not want to open secrets. What for? Will learn to
build three-dimensional bricks and that well.
The heads, which did not see it in the training, will be happy. And what still
it is necessary?
We passed Mathcad
and what? The teacher has bought the book and together with us passed her(it),
not preparing to seminars? In a result for a semester we having not time(were
in time) by the equal account anything, but to us have set course and have
told: " And now, show the ability to work with the books ". And not
so it is important, that the books in library is not present and to consult
there is nobody. In general, Higher school and method of construction on me
melancholy inspire,
arouse, occasion. In institutes nobody is necessary to work. And if remain, hesitant, stuttering of a brake, which
can not explain anything, and still torment the students, only because at
personal life has not managed and now around all are guilty.
Know, is
ridiculous. At first speak, that the knowledge is impersonal, and then force to
learn(teach) names and dates.
Therefore I so was
delighted to your atricle.
What can be
addition!? Unless in government – salary to lift to the teachers, that there was
a competition. Then also programs will begin to vary.
Yours faithfully,
Denis
The thesis 11. The
computers all will penetrate into more deeply educational process, but it does
not mean, that the work of the teacher should depreciate
The thesis 12. The
creation of the electronic textbooks and grants(manuals) pursues two purposes:
· perfection of
the correspondence form of training;
· creation of
methodical complexes on a new basis.
The thesis 13. The
teachers in significant weight are much less prepared in the field of use of
computers in educational process in comparison with the students
The thesis 14. The
modern diplomaed technical expert, taking possession computer technologies, in
the obligatory order should study: maximum mathematics, discrete mathematics,
numerical methods, even one of algorithmic languages of programming and to know
about principles of construction and work of the computer
The thesis 15. Besides
the widely widespread personal computers there are specialized processors
(microprocessors) used for monitoring and management by technological processes
as independent, and in structure of a uniform computer network
For
"«revival" of such computer network the expert should confidently own
all receptions used experts in area Computer Science.
The thesis 16.
Standard packages: Microsoft Office should be studied in discipline
"Computer science" independently by home preparation
The thesis 17. The
mathematical and special software packages: Mathcad, Maple, MatLab,
Mathematica, SKADA, LabVIEW etc. it is desirable that the students studied
independently at passage of special disciplines under the direction of the
teachers, owning these packages, of the appropriate faculties
However most part
what was spoken above about, the computer Science does not follow "« push in(to), shove in(to); squeeze
in(to), stuff in(to), cram in(to), force in(to) " in a rate. "The
«push-button" technologies should be trained on the senior rates, then
also updating of a rate Computer science should be carried out(spent) less
often.