АКТУАЛЬНЫЕ ПРОБЛЕМЫ МЕТОДИКИ ОБУЧЕНИЯ ИНФОРМАТИКЕ В СОВРЕМЕННОЙ ШКОЛЕ
The article discusses the opportunities provided by the TRIK Studio programming and modeling environment in the process of organizing programming training in informatics course and in extracurricular activities with students of the 7th and 8th grades. The article provides a brief overview of TRIK studio, and suggests thematic planning of the lesson cycle using it. A fragment of a training session is presented, which discusses the basics of controlling a two-dimensional robot model and the implementation of linear algorithms for it. The materials of the article will introduce informatics teachers and teachers of additional education to the main methodological approaches to the use of the TRIK Studio programming environment in the educational process and will contribute to the organization of informatics lessons and extracurricular activities using this software.
The article considers the problem of the lack of task variety in the existing task bases for preparing schoolchildren for the Basic State Exam in informatics. The need to use tasks in the training process with the similar texts as in the Basic State Exam tasks, but excluding the possibility of applying a template, is substantiated. The authors introduce the concept of a large-scale task, which is a sequence of interconnected tasks. It is proposed to use an approach based on the analysis of the structure of the conditions of the tasks presented in the demo versions of test materials. The large-scale task is based on a variation of conditions and requirements of the tasks for multi-component tasks and for two-component tasks it is based on the selection of a sequence of subtasks. The article describes examples of the process of developing large-scale tasks aimed to prepare for the Basic State Exam in informatics.
The article considers the issue of increasing the motivation of students to study computer science and mathematics by introducing gamifcation elements into the educational process. Special attention is paid to the possibility of introducing computer games into the educational process as part of extracurricular activities in computer science. A brief overview of the training software environment developed by the authors is given, containing a set of paired fnite mathematical games ("Determinant", "24 cards", "Even", "The Bachet's game", "The Bergson's matches", "The Kayles' game", "Nim"). The authors indicate the possibility of using the developed system of games to prepare students for the state fnal certifcation in computer science in the 11th grade. The main approaches to solving the games listed above, as well as their applications for determining the winning strategies of some other games, are considered. In conclusion, the rationale for the expediency of using the developed educational software environment is given.
The article discusses the need for the formation of communicative competence in students at the level of basic general education. It is proposed to use the "Debate" technology as a means of forming communicative competence. The stages and organizational features of the classic Karl Popper debates are described, the main difculties associated with their conduct in the classroom are highlighted. A list of possible topics for organizing debates in informatics lessons is given. A description of the Kialo Edu resource that facilitates debate is given. The resource toolkit is demonstrated in detail. The examples show how you can use the resource to accompany the debate on one or more theses, how to create counterarguments and leave comments on the added statements. An example of organizing a debate in 9th grade on the topic "Internet communication as a worthy substitute for real contacts" within the framework of the study of the theme "Communication technologies" using Kialo Edu is given.
The article describes the methodology for preparing schoolchildren to solve problems for processing integer numbers information, where the use of a brute force algorithm is not rational. The statements of number theory necessary to solve the problems of fnding numbers with a given number of divisors of a certain form are formulated; their evidence is given. A set of exercises is presented that promotes the independent "discovery" of the listed statements by schoolchildren and the formation of a skill to identify the structure of a number with given properties. At the end of the article, algorithms and programs are presented to solve problem No. 25, presented in the training control and measuring materials of the Unifed State Exam in informatics in the 2020/2021 academic year. The exercise sets described in the article can be useful to both informatics teachers and schoolchildren preparing for the Unifed State Exam in informatics.
СРЕДСТВА ИКТ В УЧЕБНОМ ПРОЦЕССЕ
The article discusses various types of digital math tasks to be performed on computers or tablets. The experience of creating digital tasks in mathematics with complex answers from the point of view of automatic verifcation: algebraic expressions, geometric constructions, graphs of functions, etc. is discussed. As an example of the use of digital tasks, the use of digital materials for preparing schoolchildren for the Unifed State Exam in mathematics of a profle level is considered. The article also discusses various forms of using simulators and tests in the educational process: supporting the independent activities of students in the full-time educational process, supporting online learning with a teacher in the context of the coronavirus pandemic, independent online learning without a teacher based on specially prepared and structured training courses. In the latter case, in addition to simulators, it is proposed to use other digital educational resources to increase the visibility of the educational material and organize self-control of learning outcomes: videos, slides, dynamic models, training exercises for problems with a detailed answer to the options for the USE control and measuring materials.
ИНФОРМАТИКА И ИКТ В НАЧАЛЬНОЙ ШКОЛЕ
The article proposes a methodology for the formation of functional mathematical literacy of primary school students as a component of functional literacy. This methodology is based on mathematical models and their animation illustrations. Based on international research, it is shown that mathematical modeling is the most important universal action of a student in primary school. Examples of transformation of standard tasks for movement into tasks that are more close to reality are given, in solving which it is useful to use animation modeling, which involves the creation of children's animation for educational purposes. Animated videos illustrate the solution of non-standard mathematical problems, problems with unstructured, redundant or insufcient information. The activity of creating animation models allows students to increase the level of mathematical literacy, which is confrmed by the data of the pedagogical experiment.