Pasichnyk T.
candidate of physical and mathematical sciences,
professor of the programming department of Ivan Franko National University of Lviv
79000, Ukraine, Lviv, st. University, 1
Solyar T.
candidate of physical and mathematical sciences,
senior researcher associate,
professor of the programming department of Ivan Franko National University of Lviv
79000, Ukraine, Lviv, str. University, 1

Abstract
The article discusses the problems of studying object-oriented programming (OOP) in educational institutions. The main aspects that require teachers’ attention are identified, including the choice of programming language, the order in which OOP concepts are taught, the necessary learning environment, and the inclusion of modeling and design elements. The problems of choosing a programming language for learning OOP are pointed out, providing a comparison between C++, Java and Python. Caution is expressed against using C++ due to its complexity, and a recommendation is made to use Java as a purer object-oriented language. The article also raises the issue of methods of teaching OOP, indicating the need to emphasize abstract thinking and design already at the initial stage. A recommendation is given for the use of graphical tools to facilitate the understanding of OOP concepts. The issue of choosing a programming environment for an introductory course in OOP is considered. It is noted that integrated graphic systems can be too complex for initial training, which is why the use of special environments, such as the BLUE system, which simplifies the process of creating methods and objects, is proposed. The importance of building an effective approach to learning OOP, which takes into account the choice of language, the order of teaching, the environment and the use of graphic tools, is emphasized.

Keywords: Object-oriented programming, school, teacher, C++, Java, Python, educational programs.