CONTESTS
The article discusses the processes of designing, developing and launching an online course "The basics of programming for schoolchildren" for the center of pre-university training in a pandemic. The choice of the top-level design model SAM1 for courses that need to be developed and launched in a short time without complete data on the target audience is substantiated. The advantages of choosing a backward design model for developing the content of the target course are shown. Using the method of backward design, the course "The basics of programming for schoolchildren" was designed and developed. The program of the course is presented in the form of a sequence of modules and individual topics. The use of gamification elements based on the "VKontakte" social network has been substantiated. Examples of educational activities are given. A link is given to the developed course posted in LMS Moodle Donetsk Academy of Management and Public Administration.
The article discusses the main features of the organization of a distance lesson on the theme "A loop with a parameter in the Pascal programming language". The Zoom program is chosen as a tool for organizing distance interaction with students. The article shows how all the stages of the lesson of discovering new knowledge, acquiring new skills can be implemented in the conditions of distance interaction through Zoom. The main features of Zoom, which are advisable to use when conducting an online class, are considered. There are materials to support the lesson, such as a presentation on the theme "A loop with a parameter in the Pascal programming language", a Google form for conducting a survey, and a form for organizing reflection. Examples of tasks for each stage of the distance lesson are given.
The article presents the author's digital educational resource — an interactive educational and methodological complex "Initial information about the structure of substance". The resource was developed in support of the school physics course of the 7th grade and is dedicated to the section "Initial information about the structure of substance". This is a didactic manual that can be used both in the classroom-lesson system of teaching, and in the independent study of physics — in the form of distance or home learning. The article describes the structure and content of a digital educational resource, as well as its features. The idea of its creation and the prospects of its use are considered. The interactive educational and methodological complex "Initial information about the structure of substance" was presented at the Republican competition "Mosaic of digital educational resources — 2021" and was awarded a 1st degree diploma.
The article discusses an approach to teaching robotics in high school in the context of distance learning. It is proposed to organize work within the framework of an educational project under the conditions of dividing schoolchildren into teams, building a tree of project goals, determining a specific result at each stage, constant interaction of participants using virtual tools to regulate the workflow, using a service for simulating electronic devices in real time. The indicated conditions were formulated on the basis of the experience of organizing the project activities of tenth graders in the framework of teaching the elective course "Robotics" at the Lyceum 39, Nizhny Tagil. It is concluded that the joint work of schoolchildren on an educational project is a solution to compensate for the lack of interpersonal communication, gaining practical experience in a situation of forced self-isolation.
The article analyzes the experience of teaching informatics in a comprehensive Moscow school in a distance form in 2020 during the coronavirus pandemic. Of all the variety of problems and issues generated by the pandemic, the issue of choosing the optimal system and application software to support the learning process stands out. The possibility of using various types of domestic free operating systems for these purposes is analyzed, and their brief comparative characteristics are given. It's considered what kind of application software, which is included in the distribution of the Alt Education 9 operating system, can be used to support the teaching of all topics of the informatics course in primary, secondary and high school. The advantages of the Alt Education 9 operating system over similar domestic operating systems are listed, and the conclusion is drawn about the need to select this type of operating system as the optimal option for implementing the educational process in a remote form.
TEACHING PRACTICES
The article reveals the basic concepts associated with robotics: robot, manipulative and mobile (autonomous) robots, robotics. The main directions of the implementation of robotics in the system of basic and additional education of children are considered: educational, competitive, design. The stages of the implementation of the direction of educational robotics, the approximate structure of a lesson in teaching children robotics are presented. The features of the organization of some competitions in robotics, types of tasks for tournament participants, organizational stages are described. The characteristics of the project direction in robotics, the approximate structure of the student's project are given. The importance of each of the considered directions of teaching robotics for the development of the student, its place in the system of general education and the system of additional education is indicated.
All three described directions of robotics are in demand among children and parents, teachers, but, despite this, most often only competitive and creative design is implemented in the system of additional education. Unfortunately, in this case, a large number of children capable of robotics may not be identified for objective reasons, and, therefore, lost to engineering professions in the future. Thus, the modern system of basic education faces an acute task of introducing elements of educational robotics into the educational process.
СРЕДСТВА ИКТ В УЧЕБНОМ ПРОЦЕССЕ
The article is devoted to the issues of teaching high school students CSS animation (Cascading Style Sheets) in the framework of extracurricular activities using the gamification method. The current problems of teaching web programming at school are considered, its main components are highlighted: HTML page layout, programming on the client and server sides. The analysis of existing services and online games for teaching web layout is presented. As a result of the analysis of the traffic of the studied services, an increased interest of Internet users in web simulators, implemented using the principles of gamification, was revealed. However, today there are a limited number of such services, in addition, many topics of web programming and layout are still unrealized with the help of such web simulators.
The article describes a completed project of developing a web simulator for teaching the basic properties of CSS animation. When designing a web simulator, the requirements for the implementation of game mechanics and dynamics were considered, which will make it possible to organize the educational process in a dynamic, exciting and visual way. The article describes the key features of the web simulator, its functional requirements, provides a rationale for the choice of topics and design of the web simulator, and considers the algorithm of its operation. The topics that are studied as a result of passing tasks in the web simulator are listed. The risks associated with the implementation of the web simulator in the educational process are described.
The authors carried out an experiment on the basis of an additional education institution "KiberOne Programming School" among 10th grade students, the results of the experiment showed the effectiveness of using the developed web simulator in teaching CSS animation.
The article describes the electronic educational resource "Entertaining Informatics" for secondary schools, the use of which is aimed at implementing a system activity approach in the educational process to achieve students not only subject results, but also metasubject and personal ones.
The resource can be used both by teachers in the educational process and by students for independent work. The use of the application in the classroom and outside the classroom allows to increase the efficiency of learning, create a productive atmosphere and interest of students in the studied material, helps to increase cognitive interest, the formation of universal educational actions of students, is aimed at personality oriented and individual learning.
The application does not require special installation on a local computer; to work with the application, you only need a modern browser and Internet access. The student can work with the resource both at school and at home, both on a personal computer and on smartphone and tablet. You can complete assignments on the interactive whiteboard. The teacher can include resource elements in their courses in the Learning Management System Moodle by adding them as an external application.