TEACHING PRACTICES
The article presents the methodology for teaching the theme "Creation and editing of vector graphic information" in basic school, which can be implemented both in full-time education and using distance learning technologies. The methodology is based on the use of the free vector graphic editor LibreOffice Draw and has been tested over several years in teaching vector computer graphics in the seventh grade in informatics course in full-time, as well as in a distance learning format in 2020. The authors substantiate the need to develop universal methods of teaching information technologies that are insensitive to the form of education (full-time or using distance educational technologies) based on the use of free software. Some principles of constructing a methodology for teaching vector graphics based on the new Federal State Educational Standard of Basic General Education are formulated. As the basic operating system used by the teacher, the domestic free operating system "Alt Education 9" is proposed. The article substantiates the choice of the graphic editor LibreOffice Draw as the optimal software tool to support teaching vector graphics in elementary school, formulates the criteria for choosing LibreOffice Draw as a basic tool for studying computer graphics in grades 6–9 for the implementation of distance learning. A universal scheme for the implementation of a distance lesson in teaching information technology based on the use of free cross-platform software, in particular, teaching vector graphics, is proposed.
The article summarizes the pedagogical experience of applying the techniques of technology for the development of critical thinking in informatics lessons at school. The purpose, structure, the tasks of the technology for the development of critical thinking are determined, the algorithm of its application in teaching is described. The features of the implementation of each phase of the technology for the development of critical thinking are described: challenge, comprehension, reflection. An example of the classification of methods for the development of critical thinking in students in accordance with the structural components of thinking is given. On the example of specific themes of the school course of informatics ("Information", "Social Informatics", "Algorithmization and Programming", etc.), the possibilities of using the technology of developing critical thinking to activate and develop the thinking abilities of students are shown. The use of the technology of critical thinking in informatics lessons at school allows students to master the methods of information analysis, the basics of semantic reading, that is important for the successful assimilation of subject knowledge
Theoretical Foundations of Informatics is a classic branch of discrete mathematics taught to students in various information, mathematical and technical fields. The presentation of the material is mainly carried out using matrix algebra. This article describes a methodology for teaching the topic of error correcting coding to pedagogical university students as part of the course on theoretical foundations of informatics and considers an algorithm for obtaining a Hamming code through a tabular template. An original implementation of the considered algorithm in PascalABC. NET is proposed. When writing code, modern techniques are used: dynamic arrays, slices, safe slices, conditional (ternary) operation, foreach loop, sequence methods, lambda expressions, tuples, documenting comments, etc. The functions of the School module from the official delivery of the PascalABC.NET compiler are used to work with binary numbers. The described methodology has been tested in teaching 4-year students of the pedagogical direction, the profile "Mathematics and Informatics" of the Orenburg State Pedagogical University and has shown its applicability. In addition, it is possible to use the proposed approach for teaching schoolchildren at a specialized level or in extracurricular work.
In the context of digitalization of education, the article actualizes the problem of finding new and developing existing methods and means of teaching. Currently, case technologies have received a new update, which can be effectively used for the purpose of propaedeutics and the development of digital competencies in high school students, including in the context of specialized training. The article describes both the essence and features of this method as applied to the educational process of a modern school, and the experience of using specific cases of a controlling nature when students study information technologies as part of a school informatics course. From a methodological point of view, the presented material will be useful not only for school teachers, but also for university teachers involved in the professional training of future teachers of informatics.
ЗАДАЧИ
The article describes the methodology to game problems of Olympiads in informatics using recursive numbers generation. The study is based on the sequential solution of increasingly complex tasks. For each task, the following materials are given: the condition of the task, the idea of the solution with a proposal to come up with an independent implementation, the solution in the Pascal programming language. Distance learning system DL.GSU.BY is the effective technical base for teaching. It allows offer the student a condition of the task; send the solution for review; get a verdict from the system — a correct or incorrect solution; for incorrect solutions, the number of the test on which the solution did not pass is indicated. A student can take a test (input and output data), on which his solution did not pass, figure out what the error is in his program, correct and send the solution again. In addition, for each problem there is a link on it to the topic in the forum at site, where you can ask a question on solving this problem and / or read the answer if the questions have already been asked before.
ИНФОРМАТИКА И ИКТ В НАЧАЛЬНОЙ ШКОЛЕ
The article discusses approaches to teaching programming to primary school students. The emphasis is placed on typical difficulties that students experience while learning programming, on the reasons for these difficulties and possible methods for overcoming them. A retrospective of the development of teaching programming in Russian schools is presented, including in comparison with international experience. The place of the initial programming course in the system of educational results of primary education has been determined. Based on the analysis of the works of A. P. Ershov, A. V. Goryachev, E. K. Henner, M. Gujberova, I. Kalaš, S. Grozdev, J. Wing and other specialists, a connection has been established between teaching programming and a broad interpretation of the term "literacy", as well as computational thinking. The results of the authors' research are presented, in particular, the differences identified in the approaches to teaching programming for primary schoolchildren, implemented by primary school teachers and informatics teachers, are discussed. Based on the analysis of scientific and methodological literature, a number of problems that arise during early learning in programming are identified, in particular, such as: "Computer for the sake of the computer ", "Lack of links between the algorithm and the program", "Playing instead of learning". In the course of practical research, the causes and possible ways of overcoming these problems have been established. In addition, in the course of the study, the authors identified and described in this article several types of problems that still require further study: "Click for a click", "Not a reader", "Stupid robot", "Decomposition", "Geometry", "Many the same question
Children come across sketches and technical drawings even in preschool age in the process of performing constructive and visual activities; they begin to get acquainted with schemes and drawings only at primary school age. It is therefore no coincidence that one of the tasks of teaching in primary school is the formation of sign and symbolic activity among students, which provides specific ways of transforming educational material and performs the following functions: coding — transmission and reception of information; schematization — the use of symbolic means to display educational material; modeling — highlighting and displaying essential features of an object by operating with symbolic means. The article analyzes the possibilities of forming in junior schoolchildren the ability to work with schemes in the process of teaching construction using the Cuboro constructor. The main studied concepts, stages of training and their content, skills are considered. The possibility of using the Cuboro Draw program in working with younger students is shown. The Cuboro Draw interface and the process of creating schemes in this program are described.