THE EFFECTIVENESS OF USING MODERN TECHNOLOGIES IN ORGANIZING EDUCATIONAL ACTIVITIES IN SECONDARY SPECIALIZED VOCATIONAL EDUCATIONAL INSTITUTIONS

Аннотация

Teaching the Fundamentals of Algorithms and Programming course to non- specialist students in vocational schools presents certain challenges and opportunities. This thesis explores the methods of effectively teaching algorithmic thinking and programming skills to non-specialist students. The research analyzes the main difficulties faced by non- specialist students and proposes methodological approaches that serve to increase their level of mastery of the subject. The main teaching strategies are the use of visual programming environments (e.g. Scratch and Blockly), project-based learning, gamification and interactive teaching methods. Also, methods of increasing student interest through real-life programming examples are considered. The research results are analyzed based on the experimental learning process and the assessment of the level of student knowledge. The results show that a well-designed methodological approach significantly increases algorithmic thinking and problem-solving skills even among students with no prior programming training. This thesis contributes to the development of innovative pedagogical approaches to teaching the Fundamentals of Algorithms and Programming course to students in non-specialized areas. Keywords: algorithmic thinking, programming fundamentals, non -specialized students, vocational schools, teaching methodology, visual programming, gamification. Introduction: With the development of modern technologies, the need for programming and algorithmic thinking skills is increasing. Today, not only information technology specialists, but also specialists in various professional fields are required to know the basics of programming. Therefore, teaching the course of Algorithms and Programming Fundamentals for non-specialist students in vocational schools is of great importance. There are a number of problems in teaching programming and algorithmic skills to non- specialist students. In particular, it is observed that they have low interest in technical subjects, have difficulty mastering programming concepts, and have problems in understanding theoretical knowledge without practical exercises. Therefore, for effective teaching of this course, it is necessary to use interactive approaches, visual programming environments (Scratch, Blockly, App Inventor), project-based and practical teaching methods. The main goal of this study is to develop a methodology for teaching the Fundamentals of Algorithms and Programming course for non-specialized students in vocational schools and to evaluate its effectiveness. The study analyzes various teaching methods and studies their 6 ILM-FAN VA INNOVATSIYA ILMIY-AMALIY KONFERENSIYASI in-academy.uz/index.php/si impact on student knowledge. Based on the results, the most effective methodologies are proposed and recommendations are developed for their implementation in practice. Therefore, the relevance of this work is that it contributes to the development of innovative approaches to teaching programming for vocational schools and helps to develop algorithmic thinking in non-specialist students. Specific aspects of algorithmic and programming courses for undergraduate students the Fundamentals of Algorithms and Programming course to non-specialist students differs from traditional programming education. Since these students are not IT specialists, the depth of knowledge provided to them and the teaching methods should be tailored to their professional needs and interests. 1. Attitude and motivation towards programming non-specialized students usually do not choose programming as their major, they may not have sufficient interest and motivation in the subject. For this reason:  Using real-life examples – developing algorithmic thinking based on examples related to students' professional fields;  Gamification ( learning through game elements) – increasing motivation by organizing tasks in the form of a game;  Project-based learning - methods that help students develop programming skills by creating real projects - are effective. 2. Adapted curriculum content Teaching complex algorithmic concepts to non-specialist students is not easy. Therefore:  Avoiding complex mathematical formulas - not to tire students with excessive mathematical load;  Simplify basic concepts – explain basic programming concepts, such as variables, conditional operators, and loops, in a simplified way;  Using visual programming environments – By programming in environments such as Scratch and Blockly, it is desirable to develop algorithmic thinking in students before writing complex code. 3. Emphasis on practical training exercises, without overloading theoretical knowledge, increases efficiency. For this reason:  Using flowcharts and algorithmic thinking exercises – explaining algorithms in a visual form before programming;  Creating small programs – creating small projects that students can develop independently;  Teamwork – It is beneficial to teach students how t