TEACHING PRACTICES
The article proposes multi-level materials for students of grades 7–8 to master the theme "Character data processing" in the Python programming language. The first level of complexity involves consideration of the minimum theoretical information and basic algorithms for processing character data, including algorithms for texts editing (replacing a character, deleting and inserting a character, searching for an occurrence of a given pattern); the material is aimed at students who master informatics at a basic level. The second (advanced) level of complexity implies not only actual knowledge of the material being studied, including string processing methods, but also the ability to apply it in new situations; the material can be offered to the basic school students who master informatics at an advanced level. The third (high) level of complexity involves the acquaintance of students with the Olympiad tasks; the material is aimed at the most prepared and motivated students. Working with string data, implemented at different levels of complexity, can become both an alternative and a supplement for tasks with a mathematical context, traditionally included in the content of the informatics course of the basic school.
The article describes the framework of the methodology for teaching basic school students the technology of both processing digital photography and creating raster graphic images from scratch. As a software tool, it is proposed to use the free GIMP raster editor. Raster computer graphics is more complex in relation to vector graphics, since a large number of tools are used in raster graphics, and brush graphic tools (Brush, Pencil, Airbrush) are also actively used, the effective use of which requires user of basic artistic skills. The choice of the free graphic editor GIMP is due to a number of significant advantages of this software tool over analogues. These include the GNU GPL license for its use, cross-platform, relatively low system requirements, functionality close to professional raster editors, as well as a significant stack of educational and methodological literature on the technology of using GIMP in the educational process, that is generally not typical for free software. The complex user interface of the GIMP editor is due to the large number of tools and the full functionality of this software and can be mastered by basic school students, provided that an effective methodology for teaching raster graphics is used in the educational process. When creating a framework for teaching schoolchildren about raster graphics, the technology for using all groups of GIMP editor tools is demonstrated in the process of conducting practical work aimed at creating various raster graphics, the complexity of which gradually increases in proportion to the number of tools mastered by students. Also, the proposed teaching methodology takes into account all the main structural elements of professional raster graphics, namely: the technology for the effective use of the group of operations for selecting image fragments, the technology for the effective use of the group for the transformation operation, the technology for the effective use of the group of drawing tools, image layers, color channels, contours, built-in filters, creation of text elements, creation of GIF-animation.
The article describes the methodological foundations for preparing for programming in basic school and, in particular, for the perception of object-oriented programming in the future. This methodics can be implemented in the course of extracurricular activities or use its fragments for implementation in the lesson. Programming is one of the most important sections in the basic school informatics course. This is an interesting and at the same time quite difficult section for initial learning. Given that the basic informatics course starts in the seventh grade and is only one hour per week (advanced — two hours per week), programming is allocated only in the eighth grade and not so much. And you need to introduce pupils to a large number of concepts, teach them how to write programs, from linear programs to array processing. In this regard, it is proposed to use a propaedeutic course of extracurricular activity for students of the sixth-seventh grades in order to familiarize them with the basics of structured programming using the example of working with performers, which allow them to realize familiarity with the structure of the program, syntactic requirements, basic algorithmic constructions through drawing and movement of graphic objects (according the teacher's choice — in algorithmic language, PascalABC, Python, C++). The methodological developments described in the article can be used for those performers who will not be in the lessons, or, conversely, to introduce students to writing programs in a language that will be studied further in the lessons, which will make it easier for them to perceive the material on programming in basic school and develop their abilities in this direction along an individual educational trajectory — both in the classroom and in extracurricular activities.
Currently, artificial intelligence technologies are one of the promising and rapidly developing digital technologies that have a significant impact on the country's economy and many areas of human activity. This necessitates informing the population from school about the possibilities of artificial intelligence technologies and the implementation of appropriate vocational guidance for schoolchildren to train in-demand specialists. At the level of general education, the theme of artificial intelligence is still poorly represented, but research and development of educational materials in this direction are actively underway. The article presents the experience and results of distance learning of schoolchildren in artificial intelligence technologies in an asynchronous format. The description and elements of the content of the author's training course on artificial intelligence, which is one of the sections of the large course "End-to-end digital technologies for schoolchildren", hosted in the Moodle learning management system of Novosibirsk State Pedagogical University, are given. The elements of the content to which the students showed the greatest interest were identified. The main problems that students encountered when performing practical work are listed. The problems of distance learning of schoolchildren in artificial intelligence technologies, in particular in an asynchronous format, are outlined, and ways to solve them are proposed.
The article describes the possibilities of implementing interdisciplinary connections of informatics and mathematics at school when studying the theme "Processing numerical information in spreadsheets". It is substantiated that interdisciplinary connections in academic disciplines are established through interdisciplinary concepts. The key concepts in the educational theme "Processing numerical information in spreadsheets" of the school informatics course are highlighted. Based on these concepts, examples of solving problems from a school mathematics course in spreadsheets are presented: building a table of squares of two-digit numbers, plotting of functions, solving a system of equations graphically. The examples demonstrate the possibility of implementing interdisciplinary connections of informatics and mathematics in the context of studying the processing of numerical information using spreadsheets: on the one hand, the use of spreadsheets allows you to automate routine tabular calculations in mathematics, on the other hand, solving such problems allows students to better understand the organization of calculations in spreadsheets.
The aim of a modern teacher is to create conditions for the personal, emotional and mental development of students, to include the processes of self-reflection and self-assessment in class activities to form the internal motivation of students. An analysis of the overall picture of students' understanding of the theme of the lesson, the proportion of students who have mastered the theme and have a problem with mastering, can provide the use of such a feedback tool as a checklist. The article discusses the use of checklists in an informatics lesson, the features of creating checklists on the theme of the lesson, and provides samples of checklists used in informatics lessons in grades 5–9. The proposed samples of checklists, developed taking into account the requirements of pedagogical design, are an effective means of feedback for the teacher and contribute to the development of students' skills of self-control, self-assessment, self-analysis and self-correction.
ЗАДАЧИ
In the article, using the example of solving two problems, the methodology for studying the theme "Speeding up recursive solutions using memoization" is illustrated in preparing schoolchildren for Olympiads in informatics. The study is based on the sequential solution of increasingly complex problems. For each problem the following materials are given: the formulation of the problem, the idea of a solution with a proposal to come up with an implementation on their own, the solution in the Pascal programming language. Distance learning system (http://dl.gsu.by) is the effective technical base for teaching. The system allows to offer for a student a formulation of the problem; to submit the solution for review; to get a verdict from the system — a correct or incorrect solution; for incorrect solution, 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 onsolving this problem and / or read the answer if the questions have already been asked before.
СРЕДСТВА ИКТ В УЧЕБНОМ ПРОЦЕССЕ
One of the cloud technologies that can be used to teach programming based on the Python programming language is the Google Colaboratory cloud service. This service can be used by teachers both when teaching certain themes of the section "Algorithms and programming" as part of a school informatics course, and when preparing students for the tasks in programming of the Unified State Exam in informatics. The article discusses the possibilities of the Google Colaboratory cloud service for creating interactive notebooks using the example of an interactive notebook and practical work on the theme "A precondition loop", as well as interactive notebooks "Task No. 24 of the Unified State Exam in informatics" for students and teachers. The applicability of these notebooks for programming training based on the Python language as part of a school informatics course and for preparing students for tasks in programming of the Unified State Exam in informatics is substantiated.
ИНФОРМАТИКА И ИКТ В НАЧАЛЬНОЙ ШКОЛЕ
Robotics is one of the most popular areas in the system of additional education for children of preschool and primary school age at the present time. But questions arise about what happens at the following levels of education: why older students lose interest in robotics, why teenagers stop attending robotics classes, why they, as a rule, do not want to continue to engage in this area in their future professional activities? What is the reason? How to build a system for teaching preschoolers and younger schoolchildren the basics of initial construction and robotics in such a way that subsequently not only maintain, but also increase students' interest in this direction? The article discusses the system of training preschoolers and junior schoolchildren in the field of construction and educational robotics, the stages of the formation of construction skills in children, describes possible teaching aids, variants of training tasks, shows a gradual transition from simpler models and constructors to more complex ones, from a game to a learning activities and implementation of projects, research work, which, in our opinion, will ensure the preservation of students' interest in robotics until the end of schooling.