АКТУАЛЬНЫЕ ПРОБЛЕМЫ МЕТОДИКИ ОБУЧЕНИЯ ИНФОРМАТИКЕ В СОВРЕМЕННОЙ ШКОЛЕ
The article analyzes some of the problems that arose during the transition to learning in self-isolation mode, including the lack of the required level of skills for the majority of schoolchildren to use e-learning and distance learning technologies. The European model "The Digital Competence Framework for Citizens" and the levels of digital skills allocated within this model — Foundation, Intermediate, Advanced and Highly Specialized, are considered. The requirements for the ICT competencies of schoolchildren, fixed in the FSES of General Education, are presented. The role and capabilities of the school informatics course in the formation of students' digital skills are shown. The directions of work on the effective formation of digital skills of schoolchildren are indicated.
The digital environment of children is not an extra option, but a habitat. When a person does not have a knowledge in coding, he is forced to accept the devices and software provided by the developers. This puts him at a disadvantage: he spends a lot of time in a digital environment, where the rules of conduct have not been developed by himself. Knowledge of coding, according to the formed opinion, will help the user to better "navigate the situation". Digitally literate children will stop judging websites by their attractiveness and range of services only — they will be capable to critically and purposefully build their interaction with the websites. The dynamics of the situation with teaching informatics in schools in the United States of America from 2005 to the present and in Estonia from 2012 to the present has been analyzed in the article. The features of the approach to the formation of educational programs in informatics in schools of different states and the role of external organizations that are not related to the education system have been considered.
The article considers features of organization of teaching computer science at school on the basis of social constructivist approach. The main idea of this approach is the construction by students of their knowledge of computer science in the process of collaboration through solving problem tasks in a network community. The organization of student activities in the network community on the basis of social constructivist approach includes the organization of joint community management, creation of conditions for communication and interaction of students, solution of problem tasks in computer science, and self-regulation of educational activities. Joint management of the network community contributes to a deeper understanding of differentiation of access rights in the network, functional possibilities of a community; gaining experience of organization activities of other people; increasing responsibility for their learning. Solving problem tasks in computer science contributes to the development of interest to the subject, formation of the ability to independent information research, its analysis, and a more confident acquirement of ICT tools. In the process of discussing problem situations in online communities, students master social norms, rules and values of these communities that leads to a successful functionality in these communities. Self-regulation of educational activity allows students to make a decision about the effectiveness of cognitive activity and the need for its correction.
The article is devoted to the use of 3D modeling and rapid prototyping in the process of teaching schoolchildren abroad. The relevance of this approach is shown on the example of the UK, Singapore, Japan and the USA, where the implementation of additive technologies is becoming one of the priority areas of education development. Various formats of using 3D modeling in the educational process are considered. The potential of 3D modeling and prototyping as an object of study and a teaching tool, as a tool to increase the involvement of schoolchildren and their motivation is analyzed. The methodological techniques used in foreign pedagogical practice of using 3D technologies are considered. Difficulties arising in the implementation of 3D modeling and prototyping in the educational process are indicated. The prospects for further research in this direction are shown. They are associated with the need for a more detailed study, understanding and systematization of foreign experience in order to further adapt to the conditions of the Russian school and develop, on its basis, original author's methods that are most effective for the formation of digital competencies of students.
Modeling as a universal approach to the study of the structure and behavior of complex objects is used in many academic disciplines, as it is a general didactic means of acquiring knowledge. A promising direction in the development of mathematical modeling is modeling the behavior of intelligent systems, which is being improved due to the introduction of new information technologies, telecommunication systems and the massive use of computer technology. Modeling takes on the functionality of a powerful and effective tool for researching a variety of intelligent systems from various fields of human activity. One of the most popular methods for studying the functioning of intelligent systems are machine learning methods for processing large amounts of data, in particular, the apparatus of neural networks. The article discusses the features of constructing the simplest neural networks by using the Teachable Machine online system and online compilers of programming languages in the classroom on computer modeling at school. Detailed examples of building neural network models in Python and C ++ programming languages are given.
The modern world is filled with a variety of data, and their volume is increasing many times every year. On the one hand, Big Data is data that cannot be processed on one computer, it is difficult to structure it. On the other hand, these are special tools, approaches and data processing methods that are used so that a person can get specific and necessary results for their further effective use. Where does big data come from? From the Internet — data from social networks, blogs, media, forums, sites, the Internet of things. From archives and databases — corporate data, transactional business information. From all sorts of instruments and devices — readings from sensors, meters, recorders, for example, data from the meteorological service and cellular operators. Billions of devices are connected to the Internet today. It is expected that within a few years millions of new devices will be connected to the global network, which will generate several tens of millions of terabytes of data every day. Such figures should interest those young people who are looking for their own way in the field of information technology. It is obvious that in the near future, specialists who know how to work with Big Data will be in demand in the labor market. "Machine learning and Big Data" is one of the competencies of WorldSkills Junior (Future Skills). The article presents the experience of preparing for competitions of this kind without going beyond the school subject "Informatics".
The article discusses the possibility of using gaming technologies in the modern educational process as effective ways of forming self-control and developing the creative potential of students, as well as organizing the educational process at mathematics lessons. The aims and characteristics of educational gaming technologies such as edutainment and gamification are considered. Game technologies have the following metrics: mechanics, aesthetics, dynamics and social interaction. Attention is paid to various educational interactive services (Learnis, Smart Suite) that allow to gamify the lesson. The characteristics and capabilities of each service are considered. The services allow to create tasks of different types: quests, quizzes, games. Services for the gamification have tools for working in real time and tools for assessing student performance.
The article discusses the problem of violations of ethical norms of communication on the Internet by students of grades 5–6. Young adolescent children are found on the Internet in violation of ethical standards and often violate them themselves. The actual task of teachers is to form students' skills to protect themselves from threats to the information environment that are unethical in nature. The article presents examples of situational tasks of three types: tasks that reveal the key concepts of the ethical foundations of communication on the Internet; situations of students' search activity in the network; situations of interaction of younger adolescents in the information environment. The developed set of tasks allows organizing the practical activities of students in grades 5–6 on the development of ethical norms of behavior in the global network both at informatics lessons and during extracurricular activities.
The article substantiates the advantages of using educational traveling when studying the unit "Internet Information Resources" at the lessons of "Informatics" in the 9th grade. The authors analyzes the approaches that are the basis for teaching students to informatics: systemic, activitybased and competence-based.
Special attention is paid to the formation of metasubject competencies, which include the ability to use the mastered intersubject concepts and universal educational actions in educational activities, the independence of planning and implementing educational activities based on personal priorities, and the organization of educational cooperation with students and teachers. These competencies will be needed by students both in everyday life and in their future profession.
Tasks for small groups of students and a range of questions for their solution are given, criteria for the success of assignments are developed, examples of the results of the work of groups are given.
In modern education, distance learning can serve as an additional tool for learning and quality assimilation of educational material. The article presents the technical platform Online Test Pad, and also discusses in detail the possibility of using distance learning technology using this multifunctional web service. Attention is paid to this technology in the modern educational process. The subject teacher can both use the Online Test Pad technical platform during class time, and involve students in independent study, repeating material at home or preparing for a future lesson. The article provides examples of performing independent, control and home work in online mode, which significantly reduces the time for checking assignments for the teacher and at the same time will allow the student to find out the assessment for it and analyze his mistakes immediately after completing the work.
The article is devoted to the primary training in programming, methods and techniques of working with primary school pupils. The experience of working with students in the Kodu Game Lab programming environment is described. Variants of conducting stages of lessons for studying this environment, remarks and questions of the teacher are offered, some possible mistakes of students when mastering the educational material are analyzed. Examples of environment workspaces that students are encouraged to work with are shown.
The relationships between the learning outcomes of programming and the planned learning outcomes in primary school, namely, with the formation of universal learning actions, is analyzed. In particular, the article describes the use of the prompts in the Kodu Game Lab environment in informatics lessons in primary school as one of the ways to activate the process of forming regulatory universal learning actions including such actions as control and self-regulation.
The article discusses approaches to the implementation of an informatics course and highlights the special place of robotics in modern informatics teaching programs. The importance of early training in the basics of mechanics, algorithmization and robotics is noted. The main characteristics of the author's program are given, the use of mechanical puzzles in it is highlighted. On the example of several tasks, the features and tasks of mechanical puzzles in the Robotics program for grades 2–4 are explained. The tasks of mechanical puzzles are used both to consolidate the material and to activate the thinking process of students, which makes them important in the study of robotics. The article provides examples of crown, canon, and belt gear using the LEGO WeDo 2.0 Education Set.