Preview

Informatics in school

Advanced search
No 4 (2020)
View or download the full issue PDF (Russian)

ОБЩИЕ ВОПРОСЫ

3-10 1033
Abstract

The article considers the feasibility of integrating artificial intelligence technologies into school education and identifies a problem in identifying didactic elements in the field of artificial intelligence, which must be mastered in a school informatics course. The purpose of the article is to propose variant of the content of teaching the elements of artificial intelligence for the general education of schoolchildren as part of the curricular and extracurricular activities in informatics.
An analysis of the psychological, pedagogical and scientific-methodical literature in the field of artificial intelligence made it possible to identify the appropriateness of teaching schoolchildren the elements of artificial intelligence in the framework of a comprehensive informatics course, as the theoretical foundations of modern information technologies. Summarizing and systematizing the learning experience of schoolchildren in the field of artificial intelligence made it possible to form variant of the content of teaching the elements of artificial intelligence, which can be implemented in a compulsory informatics course for 9th grade, as well as in elective classes.
The results of the study are the theoretical basis for the further development of the components of the methodological system of teaching the elements of artificial intelligence in a school informatics course. The research materials may be useful to specialists in the field of teaching informatics and to informatics teachers.

11-19 298
Abstract

The article proposes an approach to the structure and the content of digital competencies formed as a result of mastering an advanced informatics course in pre-vocational information technology and engineering classes. Two levels of concretization of digital special competencies are proposed: 1) for the description of the planned subject results of informatics training in the main educational program of secondary general education and 2) for the description of thematic learning objectives for one of the modules in the teacher's work program.

TEACHING PRACTICES

20-26 734
Abstract

The article discusses the experience of studying Sierpinski geometric fractals in circle classes in mathematics and informatics with students of grades 4–6. A versatile approach to the construction of fractal objects is used: a method of cutting out of paper, Chaos Game on transparent films and implementing the studied algorithm in the Scratch programming language. At the same time, some issues related to the occurrence of random events are discussed with the children. After the fractal is obtained on a computer, the research phase of the constructed model follows. In the computer Chaos Game: (1) a small rotation by a specified number of degrees is sequentially added before setting the next point; (2) a turn in front of individual fractal vertices; (3) compression of a fractal to individual vertices. Conclusions are drawn about the self-similarity of the resulting objects. The proposed method allows us to study some properties of fractal sets, by involving visualization, intuition and computer modeling.

27-30 443
Abstract

The article discusses the concept of engineering and polytechnic education, the main modern models for the implementation of engineering and polytechnic education in the system of basic and additional education. The content of polytechnic training at various levels of the basic education system (preschool education, primary general education, basic general education, secondary general education), the features of the implementation of technological profile education, the directions of engineering and polytechnic training in the system of additional education through the organization of group classes with children are described (basics of initial modeling, paper plastic, ship modeling, car modeling, aircraft modeling, circuit design, Cuboro construction, robotics, 3D modeling, algorithmic and programming), the advantages of an integrated model. The factors determining the choice of the educational model of engineering and polytechnic education of children are indicated (the social request of the region, public organizations, surrounding manufacturing enterprises, parents, students; the material and technical support of the educational institution; the level of professional readiness of the teaching staff to implement the direction).

ИНТЕГРИРОВАННЫЕ УРОКИ

31-35 300
Abstract

The article discusses the options for using information and communication technologies at technology lessons in a comprehensive school, in particular, interior design applications. On the example of studying the theme "Creating a room design", it is shown how, at technology lessons and integrated technology and informatics lessons, a teacher can organize schoolchildren's project activities at technology lessons during one academic trimester. A brief overview of interior design applications that can be used in the educational process is given — Pro100, Dom-3D, Planoplan, Sweet Home 3D. The use of the free software Sweet Home 3D in the design activities of schoolchildren is described in detail.

ОЛИМПИАДЫ ПО ИНФОРМАТИКЕ

36-43 458
Abstract

The article presents the results of the annual Intellectual Olympiad for programming of the Volga Federal District among schoolchildren, in which representatives of fourteen regions participated. Each team consisted of two schoolchildren who were selected in regional contests. The author's solutions of the Olympiad tasks are considered. The set of tasks is balanced by subject and difficulty. The topics of the tasks are related to the organization of rational data structures, bracket sequences, optimization in graphs, depth-first and breadth-first search, analysis of areas on a checkered field, construction and evaluation of the game tree. Important conditions for a successful performance were good teamwork and a correct estimation of the computational complexity of the algorithms. The winner of the Olympiad was the team of the Samara region, which solved all eight of the proposed tasks. The article is intended for schoolchildren, students, trainers, leading classes in Olympiad programming.

ЗАДАЧИ

44-48 301
Abstract

No programming language can do without a description of structured data types such as arrays. The article discusses the possibility of working with dynamic arrays and text files in Delphi 7. The Notebook program is developed in the visual programming environment Delphi 7, which can be used to study object oriented programming in a school informatics course. The procedures and functions for working with dynamic arrays in Delphi 7 are presented. The necessary theoretical information for working with records and text files in Delphi 7 is presented. The code listings are given with detailed explanations. The Notebook program can be used to obtain and consolidate theoretical knowledge about dynamic arrays, as well as to provide practical skills in working with dynamic memory in Delphi 7.

СРЕДСТВА ИКТ В УЧЕБНОМ ПРОЦЕССЕ

49-58 333
Abstract

According the requirements of the new Federal State Educational Standards of General Education, the article examines the experience of generating metasubject learning outcomes at informatics lessons by the example of performing by technical school students the project and research work to study 3D modeling, 3D printing and additive technologies. The stages of the project are described in detail: study of the theory of the additive process of layer-by-layer model creation; development in the SolidWorks system of the graphic part of the work on creating a prototype; printing of a prototype on a 3D printer; making calculations to justify the benefits of using a 3D prototype; checking the performance of the finished product, the possibility of its use in laboratory and educational purposes; developing recommendations for working with a 3D printer.

ИНФОРМАТИКА И ИКТ В НАЧАЛЬНОЙ ШКОЛЕ

59-64 655
Abstract

The article considers the features of the continuous development of algorithmic thinking in preschoolers and primary school students at programming and robotics classes. The expediency of using various software and hardware tools for preschoolers and primary school students, such as Gigo Kids First Coding & Robotics, the freeware PictoMir, the LEGO Education WeDo robotic kit, and the object-oriented visual programming environment Scratch, is described. Practical tips for using these products are provided.



ISSN 2221-1993 (Print)