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Informatics in school

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No 4 (2021)
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ОБЩИЕ ВОПРОСЫ

3-15 637
Abstract

The purpose of the article is to identify possible directions for the development of the content of the school informatics course in the era of digital transformations for the formation of digital literacy of students. The study is based on the results of the analysis of approximate basic educational programs of secondary general education in the aspect of the planned personal, metasubject and subject learning outcomes, including in the study of informatics, a review of the content of school textbooks on informatics, scientific developments in the field of teaching informatics by domestic and foreign authors, generalization existing pedagogical experience in teaching informatics in different countries. The authors define digital literacy as an interdisciplinary educational result and substantiate the leading role of informatics in its development. The authors indicate the directions for the development of informatics in schools in various areas of digital literacy (hardware and software fundamentals, information literacy, digital content creation, security, problem solving, career competencies). The authors talk about a new section of school informatics, "Fundamentals of digital literacy and cybersecurity". which consistently and systematically demonstrates to students the changes caused by digital innovation. The authors indicate the possible content of this section. This is a new, valuable and practically significant material for domestic and foreign school education. A detailed description of digital reality in a school informatics course allows us to model the development of students' digital literacy and establish criteria and indicators for its assessment in various situations: from motivation to mastering digital literacy, acquiring digital skills with a general way of performing educational actions and on the subject content of a school informatics course to meaningful and the systematic practical use of digital skills.

TEACHING PRACTICES

16-23 353
Abstract

The article focuses on the methodological aspects of organizing communication between participants in the educational process in the context of using distance technologies. The main forms of organizing educational activities in distance learning are considered, depending on the level of technical equipment of the educational organization, the availability of personal devices, communication facilities and communication software. The modern services for organizing the interactive interaction of subjects of the educational process are described, their functionality and features in organizing communication are highlighted, the advantages and disadvantages are revealed. The article touches on the organization of the pedagogical process online from the point of view of the teacher's readiness to use modern digital technologies and depending of the level of development of students' communicative skills. The article presents a block diagram of an online lesson with the organization of group work, designed in accordance with the requirements of the Federal State Educational Standard of Basic General Education from the position of systematizing the actions of the teacher and students. At each stage of the online lesson (organizational, motivational-target, design, organizational-activity, evaluative, reflexive-semantic), the tasks of educational activities and methods for organizing communication are highlighted. The preparatory work of a teacher for conducting an online lesson in distance learning mode is disclosed in detail and the features of interaction are described that allow the teacher to recognize the psychological readiness of students for learning. Online etiquette is designed to help learners build productive relationships with classmates. The use of verbal and non-verbal communication methods in an online lesson expands the opportunities for students to interact with each other and with the teacher. The proposed methodological approaches to the use of digital means make it possible to activate the activities of students in the process of distance learning and to develop communication skills in practice.

24-33 245
Abstract

The article describes the methodological rationale for using the virtual robot Drawman in the PascalABC.NET environment for teaching the basics of programming. There is a didactic material on the basics of working with the virtual robot Drawman, which can be used in informatics lessons or in additional classes. Detailed instructions can be both an assistant to the teacher for working in the lesson, and a guide for students working at an individual pace, and schoolchildren in self-study of the basics of programming. However, under teacher guidance, this training will be more effective. The article examines tasks from various topics  — linear programs, loop operators, nested loops, procedures and procedures with a parameter — with a detailed description of how to solve these problems, which will allow students to solve other tasks from these topics on their own. For the first linear program, step-by-step instructions are given on how to implement the task and write the first program in the PascalABC.NET environment for the virtual robot Drawman, as well as to automatically check the completed task. Depending on the interests and level of preparation of the students, the material may be useful for students in the sixth or seventh grades.

34-43 269
Abstract

The purpose of the research presented in the article was to identify the problems of organizing semantic reading by future informatics teachers and to determine ways to solve these problems. The research methodology provided for the following stages: 1) the formulation of a task for students  — future informatics teachers  — to create a methodological project for organizing the semantic reading of an informatics textbook and providing examples of projects completed by other students; 2) students' performance of the assignment using a computer presentation, on the slides of which a fragment of the text of the textbook is presented and with the help of which a dialogue with the students is carried out; 3) analysis and correction, if necessary, of the methodological actions of the authors of the projects; 4) generalization of the encountered problems and ways to overcome them. Students are given the opportunity at any stage to get acquainted with the projects carried out by other students. As a result, it was confirmed the effectiveness of the selection of objects of semantic reading and the use of the method "Make up questions to which there are answers in the text", additional questions, the "curtain" method; the difficulties of students in organizing the semantic reading of solving problems were determined; a technique has been developed to overcome these difficulties. The value of the research lies in improving the methodological experience of the participants in experimental work, in the possibility of transferring the technology of methodological projects for organizing semantic reading to other topics of informatics, to other academic subjects, in the possibility of using the developed methodological projects in practice both at school when teaching students and at university when working with future informatics teachers.

44-51 343
Abstract

The development of the information society has entailed the development and implementation into practice of educational institutions, in particular schools, numerous educational technologies based on information and communication technologies. Various methodologies and approaches to the study of modern educational technologies make it possible to determine how effective their application is in the learning process. We tried to reflect the potential of modern educational technologies in math lessons from the position of a still little-studied fractal approach to teaching. The application of a fractal approach in teaching is a relevant study of the present. Many scientists are engaged in the formulation and resolution of certain issues of this problematics. The educational process of general education institutions  — schools, which should be built on each of the lessons in the context of a fractal approach, does not go unnoticed. Math lessons are no exception to this, so in the article we tried to indicate possible ways to implement a fractal approach to teaching schoolchildren mathematics. Namely, we presented a list of technologies that can be used in the course of educational activities. In addition, we described the methodological problems of a fractal approach to the use of educational technologies in the learning process. In the article, the methodological problems of the fractal approach to the use of educational technologies in the learning process are considered on the example of one of the lines of the school course in mathematics  — probability-statistical, which has become the basis for the development of the entire complex of socio-economic sciences, as well as physics, biology, linguistics, chemistry, astronomy and many other areas. The article contains the author's definition of the concept of «fractal approach in teaching mathematics».

52-59 350
Abstract

The article actualizes the need to use an electronic textbook as one of the means of developing cognitive universal educational actions of students. Various psychological and pedagogical sources are analyzed, which reflect the concepts of "cognitive universal educational actions" and "electronic textbook". It is substantiated that the main task of the educational system in modern society is the formation of a set of universal educational actions that can provide the emerging personality with the opportunity to self-develop and self-improve through the acquisition of knowledge, skills and abilities based on specific subject knowledge within the framework of specific studied disciplines (informatics, information technology, etc.). A comparative analysis of the textbook by L. L. Bosova, A. Yu. Bosova "Informatics. Grade 7" (BINOM) and an electronic supplement to this textbook is given. The experience of the development by the student (under the guidance of the author of the article) of an electronic textbook on informatics, aimed at the development of cognitive universal educational actions of students, is presented.

ИНФОРМАТИКА И ИКТ В НАЧАЛЬНОЙ ШКОЛЕ

60-62 261
Abstract

During the first seven years of his life, the child receives a huge amount of knowledge about the world around him. The development of the child's thinking during this period and the results of his knowledge of the world around him affect the further educational activities of the preschooler. Thanks to the development of thinking, a child is able to imagine an image of an object and its properties in the absence of the object itself, based only on previously received information. In a child in the early and preschool years of life, game is the main activity for forming a personality. Didactic games facilitate the process of all-round development of children. Various tasks solved in didactic games are presented for children in an interesting and attractive form of activity. In a computer game, using simulation, it becomes possible to demonstrate objects and phenomena that are inaccessible to a child in the real world. The use of didactic computer games not only increases the preschooler's motivation to learn new material, but also contributes to the development of thinking. An educational computer game acts as a mentor for a child. However, the lack of communication with a living, and not virtual, mentor causes a negative effect both on the development of the child's speech and the formation of his communicative abilities. Therefore, a computer game cannot be perceived as a complete alternative to the classical means of teaching and educating preschoolers.



ISSN 2221-1993 (Print)