Сутність та особливості формування змісту професійної підготовки майбутніх фахівців комп'ютерного профілю

Abstract

У статті виявлено сутність та особливості формування змісту професійної підготовки майбутніх фахівців комп’ютерного профілю. Показано, що процеси інтеграції змісту професійної підготовки майбутніх фахівців комп’ютерного профілю суттєво відрізняються від процесів інтеграції у межах традиційних дисциплін та професій. The article deals with the nature and characteristics of the content of future IT specialists’ training formation. It is shown that the processes of integration of the content of future IT specialists’ professional training are significantly different from the process of integration within traditional disciplines and professions. The main branches of professional training of IT specialists are the following: enterprises, organizations, companies, which create and use complex distri-buted systems; intellectual informational technologies, systems of integration, monitoring, diagnostics and manage-ment; organizations and companies, which develop distributed informational and intellectual systems and technologies, systems of integration, monitoring, diagnostics, management and corresponding tools and services. In our opinion, inte-gration processes of the content of future IT specialists’ professional training significantly differ from the integration processes within traditional disciplines and professions. It is caused by two reasons. First of all, most computer discip-lines do not belong to those, which are based on concepts and content of a certain science (Physics, Chemistry, Biology etc.). Computer sciences resemble technical sciences, though there are many differences between them. Some scientists associate computer sciences with mathematic ones. One also cannot relate disciplines of IT specialists’ professional training to the group of subjects, which are based on actions (physical training, foreign languages, drawing etc.). That is why such training courses are interdisciplinary, as they are based on the complex unity of knowledge and abilities. The second reason lies in the following: as distinguished from performed integration elements, which exist in case of com-bining traditional disciplines, there complexes of interdisciplinary knowledge and abilities (mathematical, technical, de-signing, physical etc.) act like elements of integration. That is why special attention should be paid to the analysis of elements of integrating training and determining reasons for their integration.