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Informatics in school

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No 6 (2021)
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ОБЩИЕ ВОПРОСЫ

1-15 676
Abstract

The article substantiates the relevance of early teaching in programming and describes a possible variant of such work with students in grades 3–6 as part of the course of extracurricular activities of general intellectual orientation. The potential of the course in achieving personal, metasubject and subject results by students is revealed. Thematic planning and content of teaching younger schoolchildren in the Scratch programming environment are presented. The main idea of the methodology for conducting extracurricular activities with junior schoolchildren is stated: working with ready-made examples according to the "use - change - addition - creation" scheme, which allows students to create digital products (multimedia postcards, interactive posters, games, simulators and quizzes).

16-21 291
Abstract

Distance learning is currently one of the most topical problems at the intersection of technical and pedagogical disciplines. The widespread introduction of distance learning in secondary and higher education has revealed a significant layer of problems that should be addressed by information technologies specialists, teachers, scientists, psychologists in cooperation with officials. The article discusses the main problems that arose during the transition to distance learning, the solution of which will raise the quality of education to a new level, including after the end of the new type of coronavirus pandemic. The authors highlight the organizational, technical and social problems in the process of organizing distance learning, the totality of which can be considered as a challenge to the education system.

СРЕДСТВА ИКТ В УЧЕБНОМ ПРОЦЕССЕ

22-31 589
Abstract

Due to the situation caused by the coronavirus COVID-19, educational institutions were forced to switch to a mode of distance interaction with students. The proposed material presents the range of digital tools successfully used by the teacher during the period of distance learning, as well as proposed for use in the traditional learning mode in the perspective of the use of blended learning technology. Among the tools, attention is paid primarily to educational platforms, portals, electronic notebooks, services for creating interactive exercises, quests, quizzes, and video sessions. Several variants of virtual whiteboards are offered for use, and attention is also drawn to the possibility and feasibility of using MOOC in school. As examples, the methodological techniques implemented in the lessons during the distance in the Zoom communication program are given. The use of digital tools in school education allows you to create, implement and distribute new methods of teaching and working with children, improve educational approaches, and further combine the possibilities of online and offline learning. The article will be relevant for practicing teachers and researchers whose interests lie in the field of digitalization of education.

32-38 422
Abstract

The theme "Algorithmization and programming" is one of the most difficult in the school informatics course. The computer programs that implement models of microworlds in which virtual actors operate help to explain the basic concepts of this theme for schoolchildren.
The best visualization can be achieved using learning environments with drawing actors. The learning environment "Kangaroo Ru" provides the most simple model. It was developed in the early 1990s as a part of an educational project for IBM PS/2 computers running the DOS operating system.
The usage of "Kangaroo Ru" is fraught with difficulties on modern computers. This article describes a case of the learning environment that is "Kangaroo Ru" compatible, but is implemented using web technologies HTML, CSS and JavaScript. It is runnable in web browsers of a wide range of hardware platforms.

TEACHING PRACTICES

39-48 240
Abstract

The article describes the essence of continuity in the formation of a stochastic culture of students in the conditions of distance learning. The author’s definition of the concept “continuity in the formation of stochastic culture of students of a general education school in the conditions of distance learning” is given. There are the basic conditions of a teacher’s possession of the highest level of stochastic culture, due to which the formation of an integral personal quality, which is a generalized indicator of stochastic competence, takes place in schoolchildren. Modern information and communication technologies used in a series of developed distance classes in statistics, combinatorics and probability theory for grade 11 students are proposed. These ICT contribute to the successive formation of elements of stochastic culture in the conditions of distance learning. The article emphasizes that the use of ICT in teaching stochastics is an effective methodological tool, through which significant results can be achieved in the educational process.

49-54 297
Abstract

The article discusses the use of case technology in an informatics lesson in the 9th grade in the theme "Information resources and services
of Internet". Students can come to the conclusion about the effectiveness of the use of digital resources to solve everyday problems. They make
a list of applications that allow them to find a solution in specific situations; analyze advantages and disadvantages of the selected applications;
recommend one application for each situation. Students should present the results of the work in the form of a mind map or a table. The article
provides an analysis of educational and methodological literature on the theme (first of all, the tasks proposed for solving on this theme are
analyzed); the content of the case for conducting a lesson on the specified theme is described; the stages of work, the time allotted for them are
described; the competencies that are formed during the realisation of the proposed case are listed.

55-59 283
Abstract

The article discusses aspects of the organization of distance learning using educational platforms, the capabilities of Google Tables and distance communication systems. The experience of organizing distance learning also in the mode of full-time education is given. The transition to a distance learning format was the only way to continue training and effective feedback with students in a pandemic, but, as practice has shown, the skills of organizing training in a distance format have been closely integrated into the educational process, especially for an open school. The use of a Russian educational platform with ready-made tools for teaching, monitoring and analyzing the data obtained made it possible in the shortest possible time to restructure the learning process with minimal labor costs for both school teachers and students and their parents.



ISSN 2221-1993 (Print)