Modeling of approaches to teaching computer science for vocational students by clustering them into didactic groups

Statement of the problem. The issues of finding ways to modernize the means and methods of teaching informatics to students in the system of secondary vocational education, which contribute to improving the effectiveness of the educational process, do not lose their relevance. It is of interest to study and substantiate the criteria for clustering the contingent of vocational students into didactic groups for the implementation of individualization and differentiation of the process of teaching computer science. The purpose of the article is to identify the characteristics of students in the system of secondary vocational education and, based on the analysis of the results obtained, to model approaches to teaching informatics for students in the system of secondary vocational education by clustering them into didactic groups. The research methodology consists of the analysis and generalization of legal documents in the field of secondary vocational education, research work of Russian scientists, and the experience of teaching informatics to students in various areas of vocational education. An anonymous survey method was used to identify the characteristics inherent to students of the system of secondary vocational education for subsequent clustering. Research results. On the basis of an anonymous survey of students in the system of secondary vocational education, their characteristic features, social, psychological and personal characteristics were revealed. They disclosed the need to cluster the contingent into three groups according to educational, cognitive and social criteria. At the same time, a differentiated approach to teaching computer science to students should be implemented through gamification, collective gaming teaching methods and the formation of a practice-oriented learning environment. Conclusion. The method proposed in the article for identifying characteristic features for clustering students in the system of secondary vocational education can become the basis for developing a suitable methodology for teaching them computer science. The distribution of students into three groups according to educational, cognitive and personal characteristics allows using a differentiated approach with gamification techniques and collective gaming methods of learning.