ОБЩИЕ ВОПРОСЫ
The article discusses approaches to the organization of pre-professional training of students in 10–11th grades within the framework of the project "IT class in Moscow school", the task of which is to create a platform for training specialists in IT sphere. The basis for training students in informatics in the project "IT class in Moscow school" is the discipline "Basic informatics course", designed for two years of study, four hours a week. Thematic course planning is presented in the article. The content of the new textbook for the 11th grade is described in detail, including the following topics: "Graphics and multimedia", "Files and file system", "Modeling and game theory", "Databases", "Web programming", "Uneven coding, noiseproof codes", "Complexity of algorithms", "Algorithms", "Programming paradigms".
TEACHING PRACTICES
The article discusses the possibility of including artificial intelligence topics in the informatics course at the level of secondary general education on the demonstration example of handwritten digits recognition using the Python 3.8 programming language and the TensorFlow package. A hands-on example of a classification problem using the classic MNIST (Modified National Institute of Standards and Technology) training example set is dealt with step-by-step.
Most of the tools required for the work (language interpreter, basic libraries, and shell) are downloaded in the form of a single software distribution kit of Anaconda. The network is trained using different methods. When the model is trained, the optimization method, the loss function, and the metric for estimation are specified. Image processing by convolutional nets containing special layers, which "convolve" the image the way a bitmap filter does, is also demonstrated
The development of digital competencies of students is currently one of the main pedagogical tasks. The solution of this task is possible by paying attention to issues related to the skills of students to create their own digital content, for example, multimedia, combining various types of information (text, graphics, video and audio). The article provides a brief analysis of the content of teaching issues related to the study of digital sound processing technologies in a school informatics course. Taking into account the relevance of this issue, a thematic module "Digital Sound" is proposed, the content of which does not require binding to specific software. When studying the module, the emphasis is on mastering specific technologies for processing sound information. The module can be implemented as an optional course for students in 7–9th grades and/or as an elective course for students in 10–11th grades. At the same time, particular blocks of the module can be used at various stages of teaching informatics at school
The article presents the experience of conducting online contests as part of extracurricular activities. This experience can be useful in organizing distance competitions under the constraints of a pandemic, with remote locations of schools, as well as for involving children with disabilities in competitions. During the competition, for the objectivity of its results, the participants are given the opportunity to evaluate and self-evaluate.
The article describes in detail the technology of preparing materials for the competition, which will allow everyone to independently develop their own version of the competition. To summarize the results of the competition, a method is presented to consolidate data from several Google forms in one document.
The material will be useful for teachers, methodologists, heads of educational institutions of all types, students of higher and secondary pedagogical educational institutions.
The theme "Number systems" is one of the basic in the school informatics course. The material of this theme is present in the tasks of the Main State Examination and the Unified State Examination, therefore it is very important to timely and efficiently consolidate the basic algorithms to convert numbers from one number system to another. The article provides a variant of such a summary lesson on the theme "Number systems" for the 8th grade in the format of web quest. The quest was developed in the Thinglink environment and contains several locations, each of which is associated with the convertion of numbers between different number systems. The tools for solving the quest tasks are Google Sheets and the LearningApps service, in which the author of the article has developed his own educational resources, as well as the Geogebra environment for performing constructions in one of the tasks. The presented quest can also be carried out in a computer-less form
The article presents the formulas derived by the author for determining the area of a triangle by a side and two adjacent angles. These for - mulas are used to activate the educational process — students in practice figure out how to rationally determine the area of land plots, buildings, draw up and solve trigonometric equations, prove the properties of the tangent of an angle equal to 90 degrees, correct the graph of the function y = tg x. To carry out calculations of the areas of triangles, to prove the properties of 90 degree angle tangent, to solve trigonometric equations, programs are written in the Visual Basic For Application language in Microsoft Word. Using the binary-decimal system and VBA programs in Word, the value of the tangent of an angle is calculated so close to an angle of 90 degrees that this value can be roughly taken as the 90 degrees angle tangent. The study of this material at informatics lessons contributes to the development of creative thinking of students, increasing their motivation to study informatics and information technology.
FINAL CERTIFICATION IN INFORMATICS
The article discusses the metodology for solving the task No. 8 of the Unified State Exam in informatics and ICT in two ways: by mathematical combinatorial calculation and writing a program in the Python programming language. The purpose of this methodology is the successful completion of task No. 8 (until 2021 — No. 10) in the Unified State Exam in informatics and ICT by graduates. The article is of an interdisciplinary nature, touches upon issues at the intersection of mathematics and informatics. The relevance of the work is due to the fact that tasks of this type are annually present in the Unified State Exam in informatics and ICT, but the success of this task is too low for tasks of the basic level of complexity. The use of programming tools in the Unified State Exam in informatics and ICT is available starting in 2021. The scientific novelty of the work lies in the use of the Python programming language to solve tasks of this type. The peculiarity of the metodology lies in the gradual increase in the complexity of the algorithms and the "modular" application of parts of the code, which allows using the "modules" of previous tasks to solve subsequent ones. Specific versions of the programs are proposed, a comparative analysis of methods for various prototypes of the corresponding tasks is given. As a result, it was determined that task No. 8 can be effectively solved by the programming method.