{"title":"About the need to change the content of professional training of a future informatics teacher in artificial intelligence","authors":"K. V. Rozov","doi":"10.32517/0234-0453-2020-35-4-12-26","DOIUrl":null,"url":null,"abstract":"The article examines the current state of teacher training in artificial intelligence. The content of disciplines related to artificial intelligence included in the curricula of pedagogical universities of Russia is analyzed. The current trends in the selection of software tools used for developments in artificial intelligence technologies in Russia and abroad are considered. The objective of the article is to substantiate the need to review the content of the training of a future informatics teacher in artificial intelligence, taking into account current trends in the development of artificial intelligence technologies and the requirements of Federal State Educational Standards. From studying expert systems, the Prolog and Lisp languages, the author suggests moving on to studying modern tools for implementing artificial intelligence technologies using the Python programming language. The article provides the content of the discipline “Technology of Artificial Intelligence” proposed by the author, being tested at the Novosibirsk State Pedagogical University. Such a change in the content is intended to ensure the practical orientation of the educational process within the framework of the relevant discipline, to increase the competence of the future informatics teacher in the field of modern high tech information technologies, to promote the development of motivation to learn the current Python programming language, thereby increasing its competitiveness in the labor market.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":"007 1","pages":"12-26"},"PeriodicalIF":2.1000,"publicationDate":"2020-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Informatics in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.32517/0234-0453-2020-35-4-12-26","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2
Abstract
The article examines the current state of teacher training in artificial intelligence. The content of disciplines related to artificial intelligence included in the curricula of pedagogical universities of Russia is analyzed. The current trends in the selection of software tools used for developments in artificial intelligence technologies in Russia and abroad are considered. The objective of the article is to substantiate the need to review the content of the training of a future informatics teacher in artificial intelligence, taking into account current trends in the development of artificial intelligence technologies and the requirements of Federal State Educational Standards. From studying expert systems, the Prolog and Lisp languages, the author suggests moving on to studying modern tools for implementing artificial intelligence technologies using the Python programming language. The article provides the content of the discipline “Technology of Artificial Intelligence” proposed by the author, being tested at the Novosibirsk State Pedagogical University. Such a change in the content is intended to ensure the practical orientation of the educational process within the framework of the relevant discipline, to increase the competence of the future informatics teacher in the field of modern high tech information technologies, to promote the development of motivation to learn the current Python programming language, thereby increasing its competitiveness in the labor market.
期刊介绍：
INFORMATICS IN EDUCATION publishes original articles about theoretical, experimental and methodological studies in the fields of informatics (computer science) education and educational applications of information technology, ranging from primary to tertiary education. Multidisciplinary research studies that enhance our understanding of how theoretical and technological innovations translate into educational practice are most welcome. We are particularly interested in work at boundaries, both the boundaries of informatics and of education. The topics covered by INFORMATICS IN EDUCATION will range across diverse aspects of informatics (computer science) education research including: empirical studies, including composing different approaches to teach various subjects, studying availability of various concepts at a given age, measuring knowledge transfer and skills developed, addressing gender issues, etc. statistical research on big data related to informatics (computer science) activities including e.g. research on assessment, online teaching, competitions, etc. educational engineering focusing mainly on developing high quality original teaching sequences of different informatics (computer science) topics that offer new, successful ways for knowledge transfer and development of computational thinking machine learning of student''s behavior including the use of information technology to observe students in the learning process and discovering clusters of their working design and evaluation of educational tools that apply information technology in novel ways.
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