АКТУАЛЬНЫЕ ПРОБЛЕМЫ МЕТОДИКИ ОБУЧЕНИЯ ИНФОРМАТИКЕ В СОВРЕМЕННОЙ ШКОЛЕ
The article presents the main milestones in the life and scientific path of Andrei Petrovich Ershov (1931-1988), an outstanding scientist, one of the founders of informatics and programming in our country, whose name is closely connected with the development of the school informatics course. The main ideas of the first domestic textbook of informatics, created under the leadership of A.P. Ershov, are presented in the article. These ideas are an extraordinary phenomenon in the world school informatics, which largely determined the subsequent direction of the development of the subject. The quotes from several articles by A.P. Ershov are given, which are especially relevant at the present time.
The article highlights and describes the main stages passed by the Russian secondary school on the path of digital transformation of education: computerization, informatization, early digitalization. The features of the content of teaching informatics and the activities of an informatics teacher within the framework of each of the above stages are given. The main trends in the development of the content of the school informatics course are highlighted, new areas of subject knowledge included in the school informatics course are described: robotics, information security, cloud and mobile technologies, virtual reality, augmented reality, intelligent methods of data processing and analysis. It is considered how the role of an informatics teacher at school is changing at the present stage of the digital transformation of education.
The situation with the spread of disinformation in the modern information environment and the complexity of the presentation and perception of refutations caused by the effects of "lasting influence", "reverse action" and the existence of polarized communities — "echo chambers" have been analysed. The dangers of deepfakes have been considered. A new type of content marketing with the self-explanatory name clickbait has been considered. It has seriously revolutionized the way content is distributed and attracted readers' attention. The proficiency of media literacy skills by children and adults in these conditions becomes a key factor in assessing online content and detecting misinformation. And as disinformation takes on new and viral forms, teaching children and teachers how to identify it and interact with it becomes especially relevant. It is concluded that it is necessary to create and introduce a media literacy course into the training program for all subject teachers.
The article describes the experience of teaching coding in the curricula of schools in Ireland and the province of Ontario (Canada). The province of Ontario is a successful participant in the International Computer and Informational Literacy Study (ICILS); Ireland attaches particular importance to the possibility of developing 21st century skills in coding. The goals, objectives, structure of the content of the corresponding training courses and the planned learning outcomes are presented. The Canadian, Irish and Russian approaches to teaching coding at school are compared according to the following criteria: compulsory mastery, thematic blocks, software, subject results, skills of the XXI century, course duration. The advantages of the Russian informatics course and the possibility of using foreign experience in the construction of elective courses and/or extracurricular programs are described.
The article emphasizes the relevance of studying topics on artificial intelligence in a modern school, and points out the corresponding problems. The degree of representation of these topics in the school informatics course is analyzed. The author's elective course "Fundamentals of Artificial Intelligence" is described, the features of teaching high school students in the framework of this course are considered. The course is electronic and presented on the educational portal of the Omsk State Pedagogical University. Particular attention in the course is paid to the use of interactive elements that make it possible to organize interaction a teacher with schoolchildren both in distance and in blended learning. The article draws conclusions about possible improvements to the course, depending on the initial level of training of students in the field of informatics and information technology.
The article discusses the relevance of studying web technologies in basic and secondary schools. Revealed the relationship of the concepts of "web programming", "web development" and "web technology", clarified the concept of "web technology". The connection between the concepts of "competency", "educational competency", "digital competencies", "digital skills" has been investigated. The requirements for the results of studying web technologies at school are analyzed, which are contained in Federal State Educational Standards and in Approximate Basic Educational Programs of Basic and Secondary Education in informatics, as well as in educational and methodological kits of basic and secondary schools. On the basis of this analysis, the requirements for what a high school graduate should know, be able to and master at a basic level after studying the theme "Web technologies" are summarized. An attempt has been made to formulate and distinguish between basic, intermediate and advanced skills that are formed in school graduates.
The article discusses the types of work in pairs that can be used in informatics lessons, provides methods and techniques that can be applied to implement this type of activity. The emphasis is placed on the fact that pair work allows you to improve the quality of assimilation of educational material, is a kind of stepping stone for preparing students for work in a group, makes it possible to acquire the most important skill — the ability to study independently. The material of the article contains specific examples of interactive methods and tasks that can be used to organize paired work at different stages of an informatics lesson. Their use in the classroom will help teachers to efficiently organize pair work and educational cooperation of students, will contribute to the formation of their communicative competency.
The article discusses the methodological aspects of teaching algorithmization and the basics of robotics using the educational constructor LEGO MINDSTORMS EV3 in the TRIK Studio environment. The advantages of using the TRIK Studio programming environment to control both a real robot "live" and a virtual one in simulation mode are shown. Based on the methodology for introducing basic algorithmic constructions and types of algorithms by I.G. Semakin, examples of solving a system of problems using commands to control the EV3 robot in the TRIK Studio environment are given. The LEGO MINDSTORMS EV3 Robot is seen as a new performer in the TRIK Studio environment. The article highlights directions and provides examples of tasks for further mastering the basics of robotics and algorithmization. The parallel study of the basics of robotics with the study of the algorithmization section based on the task approach allows you to organize the learning process in the informatics course based on interdisciplinary and STEM approaches, to implement the requirements of the Approximate Basic Educational Program of Basic General Education (2015).
Learning programming is an integral part of the school informatics course. The teachers often start to teach programming with the "childish" language Scratch, which, despite its simplicity, makes it possible to write not only the simplest program, but also quite complex programs that reflect the basic principles of programming such as variables, loops, branches, etc. Continuing learning programming pupils can use Python, which is one of the most popular programming languages. The article proposes an approach to implementing the continuity of programming learning in the transition from learning Scratch to learning Python, namely, using the capabilities of the online educational platform EduBlocks. EduBlocks is an easy way to go from block programming to text-based programming. The main part of EduBlocks is the visual block editor. After completing the construction of the program in this editor, you can go to the "regular" Python editor. Python code is displayed in blocks, so pupils learn Python syntax while coding in a familiar block-level environment.