ЗАДАЧИ
The article outlines the mail ideas of teaching methodology problem solving that formulated by G. Polya. It is shown how the skills to solve problems is associated with modern educational results. Examples of using analysis and synthesis method for drawing up plans for solving informatics problems (puzzles "Transfusion" and "Tower of Hanoi", asks counting programs for a computer runner Evaluator, on counting number of paths in a graph, on building a winning strategy) are given.
TEACHING PRACTICES
The article deals with the concept of "information model", which is widely used in informatics courses. Various points of view on this concept in educational, scientific and methodical literature are considered. The publication reflects the personal experience of the author of teaching the course "Computer modeling" in South Ural State University of Humanities and Education.
The article describes the components of the model of extracurricular activities using robotic equipment and programming environments: aim, content, methodological and control and evaluation. This model can be used in the organization of extracurricular activities with students of 5–8th grades.
The article analyzes the real state of student training in the subject area "Informatics" and substantiates the need to increase the attention of teachers and authors of textbooks to the section "Computer Hardware and Software", which has important didactic and applied importance. The solution of this task is based on the development and implementation of the elective course "Computer Architecture" for students in grades 10–11 of information and technological or physical and mathematical profiles. A significant part of the course is devoted to learning the basics of programming on low-level languages. Software and methodical support for the course includes a target unit, thematic planning, a fund of assessment tools (diagnostic tasks, tests, interview questions, topics for educational projects), theoretical information, and task material for laboratory work.
The course features are multi-format work with students, providing for the implementation of educational projects, organization of role games, students’ learning and research activities in solving individual tasks. It is proposed to widely use public educational Web 2.0 services (Tiki-Toki.com, Google services, LearningApps.org and etc.) as methodological support. Particular attention is paid to the study of low-level machine-oriented programming language Assembler. Students solve special tasks using the analogy with the algorithmic structures of high-level languages, learn to compose, translate, and test a program in the specified language.
The presented methodical solutions were successfully tested in real educational practice.
The article describes the history of the inclusion of issues related to the study of artificial intelligence in school informatics textbooks. A modern concept is proposed for considering this theme at school lessons, based on the practical implementation of tasks using the capabilities of the Python language.
ИНФОРМАТИКА И ИКТ В НАЧАЛЬНОЙ ШКОЛЕ
The article describes the results of the study of the informatics course for primary school. The author pays special attention to the relationship between informatics and basic instrumental literacy. Based on previously published works on the development of the skills of receiving and transmitting information among younger schoolchildren, the author suggests a typology of tasks. The article also provides examples of the implementation of such developments. In particular, the article presents some versions of the tasks included in the "Informatics for All" series of textbooks and also outlines the prospects for the development of the study.
The article discusses the possibility of using the Cuboro constructor in the process of forming ideas about models and modeling in primary school. The main stages of working with the constructor in the classroom or on elective classes are described.
ТОЧКА ЗРЕНИЯ
The article discusses the main arguments of supporters and opponents of using wearable means of access to the Internet by students while they are in an educational organization. The main type of such means of access today is a smartphone and, accordingly, mobile Internet access that is not controlled within the educational organization. This is not to say that the representatives of the new generation are better at using Internet access tools and network activity skills than adults. Rather, we can say that for them, for various reasons, this is the main activity and a means of socialization. Based on this, we will consider this problem. The bases and consequences of using smartphones and other means of access to the Internet as the main activity of modern students, as well as possible ways for students to develop a culture of using smartphones for educational purposes are determined.
ЗАНИМАТЕЛЬНАЯ ИНФОРМАТИКА
The article describes how to animate the work of a three-speed bicycle and how, based on this problem, you can have a lesson in school and university using STEM technology.