natgillin/translations-raw huggingface dataset:
Faget byggede bl.a. på erfaringer fra et forsøg i gymnasiet, hvor datalære havde været afprøvet som et fag på den matematiske linie.
The subject was a.o. based on experience gained from experiments in the Gymnasium, where computer science had been tested as a subject in the mathematics line.
I gymnasiet blev valgfaget datalogi indført ved gymnasiereformen 1987.
In the Gymnasium, the optional subject of computer science was introduced with the reform of the Gymnasium in 1987.
Forår '92 at skabe grundlag for den enkelte kursists selvstændige stillingtagen til indførelse og anvendelse af NIT i samfundet .
to give the students a knowledge of fundamental computerrelated concepts and working methods, to give an orientation about computers and their use in society, to create the basis for the individual student's independent attitude to the introduction and use of NIT in society.
Undervisningen omfattede 4 timer ugentlig i 2. kursusår, ialt 160 timer.
The instruction comprised 4 weekly lessons in the 2nd year corresponding to a total of 160 lessons.
Fra bekendtgørelsen citeres om undervisningens indhold: "Undervisningen i datalære skal give kursisterne indtryk af den tekniske udvikling, der tog sin begyndelse i 70'erne.
With regard to the content of the teaching, the ministerial order reads : "The instruction in computer science shall give the students an impression of the technological development which started in the 1970s.
Der skal i undervisningen lægges vægt på, at kursisterne får lejlighed til at arbejde med edb-systemer af administrativ karakter, og at de får indblik i den teknologiske udvikling på hele edbområdet.
The instruction shall put an emphasis on giving the students an opportunity to work with edp-systems of an administrative nature and on giving them an insight into the technological development in the entire edp-area.
Faget har både en teknisk og en samfundsrettet side; begge disse sider skal træde klart frem i undervisningen, og den enkelte kursist skal gennem analyser og diskussioner have lejlighed til at udvikle sit syn på anvendelsen af NIT i samfundet.
The subject has both a technical and a society-oriented side; both sides shall be elucidated in the instruction, and the individual student shall through analyses and discussions have the opportunity to develop his/her attitude to the use of NIT in society.
Undervisningen har både et brugsrettet og et skabende aspekt.
The instruction has both an application-oriented and a creative aspect.
Det brugsrettede tilgodeses ved at kursisterne lærer at anvende færdige programmer med tilhørende dokumentation.
The application-oriented aspect is seen to in that the students learn to use ready-to-use programs with corresponding documentation.
Den skabende side af undervisningen tilgodeses ved, at kursisterne lærer at opstille simple modeller, at konstruere tilhørende algoritmer, samt at programmere disse og dokumentere programmet. Eksamen.
The creative side of the instruction is seen to in that the students learn to make simple models, to construct corresponding algorithms as well as to program these and document the program.
1. at eleverne tilegner sig et datalogisk begrebsapparat til beskrivelse og forståelse af informationsbehandling, 2. at eleverne erhverver kendskab til og færdigheder i pro­blemløsning med datalogiske metoder, 3. at eleverne stifter bekendtskab med eksempler på forskellige datalogiske anvendelsesområder, og 4. at eleverne bliver i stand til at formulere sig skriftligt og mundtligt om datalogiske emner.
The aims of the subject The aims of the subject are 1 . that the students acquire a computerrelated conceptual apparatus for the description and understanding of data processing, 2. that the students acquire knowledge of and skills in problemsolving with computerrelated methods, 3. that the students become acquainted with examples of different computer application areas, and 4. that the students become capable of formulating themselves in writing and orally about computerrelated topics.
Det centrale i formålsformuleringen er, at eleverne skal opnå en datalogisk indsigt, som kombinerer teoretisk forståelse, praktiske færdigheder og generel viden.
The focal point in this formulation of the aim is that the students are to acquire a computerrelated insight which combines theoretical understanding, practical skills and general knowledge.
Undervisningen i datalogi skal generelt bidrage med et fagligt grundlag for elevernes deltagelse såvel i kultur­ og samfundslivet som i videre uddannelse, og den skal medvirke til at udvikle elever­nes abstraktionsevne og kreativitet.
The instruction in computer science shall generally contribute to giving the students a subjectrelated basis for their participation in both cultural and social life and in further education, and it shall contribute to developing the faculty of abstraction and creativity of the students.
Undervisningen i datalogi skal ses i sammenhæng med og fortsæt­telse af gymnasiets obligatoriske NIT­undervisning, hvor elev­erne i brugerkurset bl.a. opnår fortrolighed med at anvende datamater og får forståelse af elementære datalogiske begreber i tilknytning hertil.
The instruction in computer science must be regarded in connection with and in continuation of the obligatory NIT-instruction of the Gymnasium, where the students in the user course a.o. become familiarized with the use of computers and gain an understanding of elementary computerrelated concepts in this context.
I datalogiundervisningen sættes disse forkundskaber ind i en faglig sammenhæng.
In the computer science instruction, this previous knowledge is placed in a subjectrelated context.
Programmer og sprog 5.
Programs and languages
Forår '92 undervisningen med områderne i den anførte nummerorden, kan man med fordel bygge videre på den tidligere nævnte sammenhæng mellem områderne.
If a teacher chooses to organize the teaching in the indicated order, he can with advantage build it on the previously, mentioned connection between the areas.
Mens det praktiske indhold i undervisningen naturligt beskrives i tilknytning til de enkelte emner, har undervisningen et overordnet, teoretisk indhold, som med fordel kan uddybes i sammenhæng.
While the practical content of the teaching is naturally described in connection with the individual topics, the teaching has an overall theoretical content which can with advantage be studied in-depth consecutively.
Tilsammen repræsenterer disse tre områder en progression gennem niveauer, der fører eleverne hele vejen fra en mere eller min­der kompliceret, ustruktureret situation til datamatens fysiske virkelighed.
Together, these three areas represent a progression through levels leading the students all the way from a more or less complex unstructured situation to the physical reality of the computer.
Undervisningen skal indledes med punktet formalisering og problembeskrivelse.
The instruction shall start with the point: formalization and problem description.
Herved skabes der mulighed for at markere og udnytte datalogiundervisningens forbindelse med den obliga­toriske NIT­undervisning.
A possibility is thus created for underlining and making the most of the connection between the computer science instruction and the obligatory NIT-instruction.
Mundtlig eksamen, forberedelses­ og eksaminationstid.
Examination: Oral examination, preparation and examination time.
Der afholdes en mundtlig prøve med forberedelsestid.
One oral examination is held for which the students have preparation time.
Elevernes forudsætninger: Undervisningen i datalogi skal ses i sammenhæng med den obligatoriske NIT­undervisning, specielt brugerkurset, og i videst mulige omfang bygge videre på de forudsætninger, som eleverne møder op med herfra.
The prerequisites of the students: The instruction in computer science must be seen in connection with the obligatory NIT-instruction - in particular the user course - and it shall as far as possible build on the qualifications acquired there.
Det stiller særlige krav til undervisningen, når holdet består af elever med meget forskellige forudsætninger fra undervis­ningen i de øvrige fag.
Special demands are made on the teaching, when the class consists of students with very different qualifications from the teaching in the other subjects.
Endelig kræves der en særlig bevidst indsats fra lærerens side for at sikre, at undervisningen giver lige muligheder for piger og drenge ­ specielt i de sammen­hænge, hvor undervisningen involverer arbejde ved datamater.
Finally, a particularly deliberate effort is required of the teacher in order to ensure that the teaching gives equal opportunities to boys and girls -in particular in the connections where the instruction involves work with computers.
Undervisningen skal tilrettelægges således, at emnevalg, indfaldsvinkler, undervisningsmateriale og undervisningsformer tager ligeligt hensyn til elevernes forudsætninger.
The teaching must be organized so that topic choices, approaches, teaching material and teaching forms take the students' qualifications equally into account.
Interesser hos en gruppe af kursister med specielt kendskab til datamater og/eller programmering må ikke ensidigt præge undervisningen.
The interests of a group of students with special knowledge about computers and/or programming must not one-sidedly influence the instruction.
I hf er var der i den gamle ordning en større skriftlig opgave i et af tilvalgsfagene; dette krav er fastholdt i ordningen fra 1991. Der kan altså også skrives større skriftlig opgave i datalogi.
At the HF-courses, the students had to make a major written assignment in one of the optional subjects under the old scheme; this requirement has been maintained in the scheme from 1991.
Forår '92 anvende edb/NIT i faglige sammenhænge.
A special problem was the teachers' lack of pedagogical and subjectrelated qualifications for conducting teaching in NIT and for using edp/NIT in subjectrelated connections.
Derfor besluttede Undervisningsministeriets Direktorat for Gymnasieskolerne og HF sammen med amterne at starte et efteruddannelsesprogram.
The Ministry of Education's Directorate for Upper Secondary Education therefore decided to start up an inservice training programme in collaboration with the counties.
Dette er beskrevet senere under punktet efteruddannelse.
This will be described below under the heading of Inservice training.
Tilslutning til valgfaget datalære/datalogi
Intake to the optional subject of computer science
Skolernes forudsætning for at kunne gennemføre undervisningen i datalære/datalogi og den generelle NIT­undervisning var, at der var tilstrækkeligt med datamater til rådighed for undervis­ningen.
In order to be allowed to carry through the instruction in computer science and the general NIT-instruction, the schools were required to have a sufficient number of computers available for the instruction.
Det skal med i billedet, at de statslige gymnasier i 1986 blev overdraget til amterne.
It must be added that in 1986 the responsibility for the Stateowned Gymnasia was delegated to the counties.
Det skabte usikkerhed i en periode, idet de NIT­udviklingsplanerne oprindelig var iværksat på de statsejede gymnasier.
This created uncertainty for a period, as the NIT-development plans had originally been initiated by the Stateowned Gymnasia.
Udgifterne til driften af den gymnasial undervisning var herefter udelukkende et amtskommu­nalt anliggende.
From then on, all expenditures relating to the operation of educational activities at general upper secondary level were to become a county matter only.
På gymnasierne, der havde de første datalogi­hold i skoleåret 88/89, var der det første år 26 hold med ca. 300 elever.
At the Gymnasia which offered the first computer science classes in the school year 1988/39, there were 26 classes with approx.
Både i 1989/90 og 1990/91 var der ca 125 hold med ialt 1200 elever.
300 students in the first year. Both in 1989/90 and 1990/91, there were approx.
Det synes ­ efter de foreløbige to skoleårs­opgørelser ­ at pigernes elevandel af valgfaget datalogi udgør 1/3.
125 classes with a total of 1200 students.
HARDWARE-SITUATIONEN I MIDTEN AF 80'ERNE
THE HARDWARE SITUATION IN THE MIDDLE OF THE 1980s
I den sidste del af perioden frem til 199 0 skete der en ændring i retning af IBM og IBM-kompatibelt, DOS-baseret udstyr.
In the last part of the period up to 1990, there was a change in the direction of IBM and IBM-compatible DOS-based equipment.
Under visningsministeriet gennemførte udstyrsundersøgelser i 19 8 8 og i 1990 for at få belyst situationen for NIT-undervisningen.
In 1988 and in 1990, the Ministry of Education carried through some equipment investigations in order to throw a light on the situation.
Efterhånden er det også blevet almindeligt, at enkelte fag får specifikke maskiner til dedicerede faglige anvendelser (musik, biologi, fysik mv).
Gradually, it has also become common that individual subjects get specific equipment for dedicated subjectrelated applications (music, biology, physics etc.).
Markedet er også blevet mere ensartet, også fordi standard på maskinsiden er blevet en nødvendighed.
The market has also become more homogeneous - also because standard on the equipment side has become a necessity.
Det har medført, at udstyr som fx Amiga og Macintosh er kommet ind i undervisningen.
This has led to the introduction of equipment such as Amiga and Macintosh in the instruction.
For at fremme indførelsen af NIT i undervisningen blev det i midten af 70'erne klart, at der måtte etableres en målrettet efteruddannelse af lærerne i gymnasiet og hf.
In order to promote the introduction of NIT in education, it became obvious in the middle of the 1970s that it was necessary to establish a goaloriented inservice training for the teachers in the Gymnasium and at the HF-courses.
Der var hverken i gymnasielærernes universitetsuddannelse eller i den pædagogiske uddannelse (pædagogikum) en formaliseret indføring i NIT som undervisningsmiddel.
There was no formalized introduction to NIT as a teaching aid - neither in the teachers' university education nor in the subsequent pedagogical training (the "paedagogikum").
Derfor besluttedes det at etablere en efteruddannelsesindsats i relation til NIT; uddannelsen foregik i tre etaper og på niveauer: Fra hver skole blev to-tre lærere uddannet i NIT i et fem-ugers forløb, hvor de blev præsenteret både for maskinsiden og for den ny teknologis pædagogiske og faglige muligheder.
It was therefore decided to establish an inservice training effort in relation to NIT; the training took place in three phases and at levels:
Det sidste led i denne indsats var introduktionen af et elevkursus (fælleskurset) på 3 0 timer; ideen med dette kursus var at gøre eleverne fortrolige med det udstyr og det programmel, som den aktuelle skole rådede over.
The last element in this effort was the introduction of a 30-lesson student course (the common course); the idea behind this course was to familiarize the students with the hardware and software available at the individual school.
I planlægningen af denne efteruddannelsesmodel, der var speciel ved at være relativ billig og meget lokalt præget, betonedes behovet for den særlige form for efteruddannelse, som er nød­vendig, hvis lærerne skal være i stand til at anvende NIT på en hensigtmæssig måde.
In the planning of this inservice training model, which was special in that it was relatively cheap and very locally inspired, the need for special inservice training was underlined. It is essential, if the teachers shall be able to use NIT in an appropriate way.
Det gælder både pædagogisk og fagligt.
This applies both to the pedagogical and to the subjectrelated side of the matter.
Datalogi Der var i forbindelse med indførelsen af valgfaget i gymnasie­reformen et behov for at skaffe lærere nok til faget.
Computer science In connection with the introduction of the optional subject in the Act on the Gymnasium, there was a need for an adequate number of teachers for the subject.
Derfor blev der igangsat efteruddannelse af ialt 60 lærere, der i forvejen besad tilstrækkelige kvalifikationer til at gå ind i en faglig efteruddannelse.
Therefore, an inservice training programme was initiated for a total of 60 teachers who already possessed the necessary qualifications to take part in a subjectrelated inservice training programme.
Der blev etableret to hold, der fulgte en specialudgave af datalogi­bifagsstudiet ved Århus Universitet.
Two classes were established.
Omfanget af arbejdet i forbindelse med denne undervisning svarede til ca 20 timer om ugen i et halvt år.
They followed a special version of the computer science minor-subject study programme at Århus University.
Herefter er der ca. 120 kvalificerede lærere til valgfaget, hvortil kommer den naturlige tilgang af nyuddannede kandidater.
The extent of the work in connection with this training programme corresponded to approx.
Det må ventes, at lærerbehovet hermed er dækket.
20 lessons per week for 6 months.
Der er dog kun 12 lærere involveret.
After this course, there were approx.
Hvis der imidlertid ikke er velfungerende maskiner og passende fagligt relevant programmel at arbejde med, udebliver til­skyndelsen til at integrere NIT.
120 qualified teachers for the optional subject, to which should be added the natural intake of new graduates.
Der skal desuden være et forum for faglig debat for lærerne.
It must be expected that the need for teachers in this field will thus be met.
Forår '92 sædvanlige rammer ­ eller måske åbne nye muligheder for ind­holdet i faget.
Furthermore, there must be a forum for subjectrelated discussions for the teachers.
Sådan efteruddannelse kunne med fordel standar­diseres med henblik på indtægtsdækket virksomhed, så kurser kan købes af flere fag ad gangen.
Such inservice training could with advantage be standardized and offered as incomegenerating activities, so that courses can be purchased by several subjects at a time.
KVALITETSUDVIKLING og ΝΓΤ - GENERELT
QUALITY DEVELOPMENT AND NIT - IN GENERAL
Undervisningsministeriet nedsatte i efteråret 198 9 en arbejds­gruppe, som fik til opgave at fremkomme med en vurdering af NIT­anvendelsen i det samlede danske skolesystem ­ både som særskilt faglig disciplin og som element i faglige sammenhænge.
In the autumn of 1989, the Ministry of Education set up a working group which was given the task to come up with an evaluation of the use of NIT in the entire Danish education system - both as a separate discipline and as an element in subjectrelated connections.
Arbejdsgruppens undersøgelser var et led i Undervisnings­ministeriets indholds­ og kvalitetsudviklingsprojekt ­ KUP.
The investigations of the working group formed part of the Ministry of Education's content and quality development project, the socalled KUP-project.
Arbejdsgruppens medlemmer repræsenterede folkeskolen, gym­nasiet, erhvervsskolerne og seminarierne.
The members of the working group represented the Folkeskole, the Gymnasium, the vocational schools and the colleges of education.
Rapporten fra arbejdsgruppen vedrørende NIT i folkeskole, gymnasium/HF og erhvervsuddannelser samt seminarier er den 5. rapport i en serie, der behandler de enkelte fag i uddannel­sessystemet. Denne rapport behandler ligeledes NIT som under­visningsmiddel .
The report submitted by the working group concerning NIT in the Folkeskole, the Gymnasium/HF and in vocational education and training as well as at the colleges of education is the 5th report in a series which deals with the individual subjects in the education system.
Arbejdsgruppen, der har haft repræsentation fra de forskellige uddannelsessektorer, har set på den praksis, der har udviklet sig inden for brugen og integrationen af NIT (Ny Informations­teknologi) i undervisningen.
The working group, which consisted of representatives from the different educational sectors, has been looking into the practices which have developed with regard to the use and integration of NIT in education.
Gruppen har desuden fremsat en række konklusioner og anbefalinger om, hvorledes skoleejerne inden for en kortere periode bør prioritere investeringerne i ny informationsteknologi.
The group has furthermore made a number of conclusions and recommendations as to how the school owners should within a short time-span give priority to investments in new information technology.
Disse anbefalinger indarbejdet i en opfølgningsplan udarbejdet af Undervisningsministeriet for de enkelte niveauer i undervisningen.
These recommendations were included in a followup plan which was drawn up by the Ministry of Education for the individual levels in education.
Arbejdsgruppen havde følgende kommissorium:
The working group was given the following terms of reference: 1.
Give en vurdering af undervisningen på grundlag af mål og rammer, der er fastlagt i bekendtgørelser og læreplaner/vejledninger for de forskellige fag og fagområder og på baggrund af den faktiske undervisningspraksis.
curricula/teaching guides for the different subjects and subject areas and on the basis of actual teaching practices.
Vurderingen skal inddrage den almindelige undervisningspraksis, herunder lærernes kvalifikationer, gængse læremidler samt elevernes færdigheder og progression.
The assessment must include general teaching practices, such as the qualifications of the teachers, the most common teaching aids and the students' skills and progress.
Ved beskrivelsen af NIT i undervisningen har udvalget taget i betragtning, at der her er tale om en udvikling, som ikke er afsluttet endnu.
When describing NIT in the instruction, the committee has taken into consideration that what it had here was a development which had not yet been completed.
Forår '92 på, er derfor valgt ud fra denne forudsætning.
assumption.
De konklusioner, som udvalget har draget og de anbefalinger, udvalget frem­sætter, har derfor karakter af gode råd og vigtige erfaringer, som kan være til hjælp i den fortsatte udvikling frem mod den naturlige integration af NIT på alle niveauer og i alle fag i undervisningen.
The conclusions, which the committee has drawn and the recommendations it makes, are therefore in the nature of good advice and important experience which may be of help in the continued development towards a natural integration of NIT at all levels and in all subject.
Udvalget har i sit arbejde behandlet folkeskolen og gymnasium­/hf.
In its work, the committee has dealt with the Folkeskole and the Gymnasium/HF.
Desuden omfattede undersøgelsen erhvervsskolerne.
The study also covered the vocational schools.
De øvrige uddannelser blev inddraget som grunduddannelser og efteruddannelser til disse tre skoleformer, men naturligvis også som aftagere af elever.
The other courses were included as initial courses and continuing training courses for these three school forms but naturally also as courses which receive these pupils/students.
Det er udvalgets opfattelse, at begrebet NIT ikke almindeligvis anvendes i en helt præcis betydning i forhold til de forskelli­ge uddannelser og i forhold til den teknologiske udvikling.
It is the opinion of the committee that the concept of NIT is not generally used in a totally precise meaning in relation to the different courses and to the technological development.
Undervisningen skal i begyndelsen være af mere almen og færdig­hedspræget karakter ­ fx at lære at betjene en datamat eller at kunne bruge tekstbehandling ­ men i uddannelsernes senere faser skal undervisningen være stadig mere job­kvalificerende, så fagspecifikke anvendelser af den ny informationsteknologi efterhånden dominerer.
At the beginning, the instruction must be of a more general and skill-oriented nature - e.g. to learn to use a computer or to be able to use word processing - but in the later phases of the courses, the instruction must become more and more occupationally oriented so that subjectspecific applications of the new information technology will gradually get to dominate the instruction.