A continuous school informatics course as a condition for a successful transition to advanced study of the subject: From propaedeutics to specialization

Abstract

The article addresses the problem of students' readiness for advanced study of informatics starting from the 7th grade in the context of the strategic objective of achieving technological sovereignty of the Russian Federation. Based on a comparative analysis of subjectspecific learning outcomes in the 7th grade, it is demonstrated that the advanced level implies not only an expansion of thematic content but also a qualitatively different nature of students' activity — fluent operation with concepts, algorithms, and methods, which requires preliminary propaedeutic training. The necessity of constructing a continuous school informatics curriculum based on the principles of conceptual integrity, content continuity, didactic spiral, and cross-curricular orientation is substantiated. Particular attention is paid to the role of the propaedeutic informatics course in grades 5–6 as an essential preparatory stage for advanced study of the subject, as well as to the potential of extracurricular activities and supplementary IT modules. It is shown that effective early specialization in the field of information technology is possible only within a systematically designed continuous curriculum that ensures the development of intellectual, motivational, and cognitive spheres of the student's personality at each stage of education.