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Informatics in school

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No 2 (2023)
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ИНТЕГРИРОВАННЫЕ УРОКИ

4-12 304
Abstract

The article discusses the possibilities of using virtual reality systems in an informatics lesson in conjunction with such a discipline as chemistry. It substantiates the conduct of an integrated lesson in chemistry and informatics. The lesson on the theme "Electronic structure of the atom in virtual reality" is given. At the motivational-target stage of the lesson, such methodological techniques as "Quoting the statements of famous people" and "Photography" are used. At the stage of knowledge actualization, repetition of information about the virtual reality system was organized; how to properly put on a virtual reality helmet and controllers; the basic safety rules for being in virtual reality are discussed. Also at this stage, students repeat information about the structure of atoms. At the stage of learning new material, the purpose and interface of the Abelana's Atom Maker VR virtual reality application, which is involved in the integrated lesson, are described. At the stage of primary consolidation, tasks in chemistry are proposed, which should be implemented in the virtual reality application Abelana's Atom Maker VR. Reflection of educational activity is carried out using the "10 opinions" technique. Homework includes watching a video on the basis of which a similar task formulated by the teacher is performed.

УРОКИ ИНФОРМАТИКИ

13-24 316
Abstract

The article presents the lesson of the "Elements of the algebra of logic" section of the informatics course for the 8th grade. The content of the lesson corresponds to the teaching materials on informatics by L. L. Bosova, A. Yu. Bosova. The lesson is created in accordance with the system-activity approach, which allows you to effectively form the concepts and skills of students. The educational objectives of the lesson are: the formation of the concept of "statement", ideas about the types of statements; familiarity with logical operations and the priority of their execution; formation of skills of formalization of logical expressions; mastering the method of constructing truth tables. To conduct a lesson in accordance with the system-activity approach, it is recommended to organize independent cognitive activity of students in the lesson. In this regard, the lesson involves various forms of organizing the work of students: frontal, individual, group. Such teaching methods as heuristic conversation, work with supporting notes, problem solving and others are used.

TEACHING PRACTICES

25-33 214
Abstract

The article describes an example of teaching schoolchildren computer modeling using software and graphical tools of the Scratch environment and the PascalABC.NET programming system. It is noted that the technique of master classes in the work of a programming circle cannot be considered complete if it does not contain an element of evidence and scientific character, and also does not include the student's independent thinking. An example of combined classes in entertaining mathematics and programming is offered, conducted according to the scheme: 1) the study of a mathematical object — some numerical sequences; 2) visualization of the sequence by building on paper according to a certain algorithm; 3) mathematical proof of the closedness or openness of the obtained numerical snakes; 4) developing a computer model using a programming language. The article provides various examples of programs for schoolchildren of different ages and different levels of training. The code given in the article is short, understandable and easily modified, which allows it to be used as a basis for further research. The conclusions are drawn that solving mathematical problems with the help of programming tools makes it possible to combine gaming activities with educational ones and introduce an element of science into the work of a kids club.

34-40 285
Abstract

One of the main tasks of the modern school is the formation of a person with a sufficient level of digital competence. The formation of digital competence of schoolchildren will be facilitated by the inclusion of modern information and communication technologies in training as a subject of study, a means of interaction between participants in the educational process, a means of solving educational problems and planning educational activities. The use of a web quest at informatics lessons or for organizing independent work of students allows you to create conditions for the use of information and communication technologies in all the indicated aspects.

The article describes an example of developing a web quest on the theme "Possibilities of the Python programming language in working with positional number systems" for students of 8th grade. This example made it possible to formulate general requirements for the structure of the web quest, for the information resource developed to accompany the web quest, for the forms of organizing the interaction of participants in the educational process, for ways of presenting the results of the work of students, for assessment procedures.

41-47 399
Abstract

Currently, the information technology industry is one of the most dynamically developing industries in Russia. Our country needs highly qualified specialists for the introduction of digital technologies in various spheres of life in order to improve its quality and the economic development of the state. In this regard, there is a need to train future personnel who will have the necessary competencies.

The article discusses the possibilities of the school Quantorium for the implementation of practice-oriented training of schoolchildren in information technologies and its advantages in preparing students for a future career in the IT industry. The article analyzes the experience and methods of work that allow students to effectively use modern equipment, as well as gain experience in developing projects in the field of information technology. The authors describe an example of the implementation of a project in Almetyevsk, the Republic of Tatarstan, which allows students to form key practical skills in the field of information technologies and skills of interaction with a real customer.

48-54 261
Abstract

The article substantiates the importance of studying such a section of the school informatics course as the algebra of logic. The ways of motivating schoolchildren in the study of elements of the algebra of logic in the informatics course using the Arduino hardware platform are substantiated. The advantages of learning using Arduino are highlighted. Examples of assignments are given in which the theoretical component of the specified section of the informatics course is supported by the implementation of practical work with experimental support. Moreover, students can work either only with the hardware platform prepared by the teacher, or with the use of a computer, textbook, workbooks. Recommendations are given on the use of the Arduino platform for the formation of relevant knowledge and skills in solving problems in the algebra of logic. These tasks may be of interest to informatics teachers who want to diversify the process of teaching informatics.

ЗАДАЧИ

55-62 224
Abstract

The information richness of the informatics course of the basic school makes you pay attention to the possibility for introducing the theme "Number systems" to students at the propaedeutic stage. The use in the fifth or sixth grades of the concept of a detailed form for recording a number to justify the studied algorithms, is impossible for obvious reasons. At this stage of training, you can arrange student actions using a digit grid, which allows you to include the concept of positionality in the orientation basis of actions with numbers in different number systems from the very beginning. The transition from work with a bit grid to the traditional design of algorithms is reasonable to be carried out in three stages. At the first stage, students are offered to operate with numbers in various number systems in a digit grid, replacing q units of the current digit with one unit of the next bit and vice versa. At the second stage, the correspondence between the actions performed at the first stage and the division (multiplication) operations is established, the digit grid is still used to mediate mental actions. At the third stage, the visual use of the bit scheme is refused, students move on to the traditional design of algorithms for actions with numbers in various number systems. For each of the stages, the article provides tasks and questions for organizing frontal solution.

FINAL CERTIFICATION IN INFORMATICS

63-72 339
Abstract

Programming is the basis of the content line "Algorithms and programming", which is studied throughout the entire school course of informatics, therefore programming tasks are one of the thematic blocks of the Unified State Exam (USE) in informatics. In particular, one of the educational languages used in solving tasks of the USE in informatics is the Python programming language. This language can be used both for solving the problems of the "Programming" section, and for solving other tasks of the Unified State Exam, simplifying the way to solve them if the students have the skills to write programs in this programming language using the main algorithmic structures (sequencing, selection, and iteration) and data structures (arrays, strings).

The article describes the possibilities of using the Python programming language as an alternative tool for solving tasks No. 2, No. 5, No. 15 and No. 16 of the USE in informatics using the example of tasks from the demo version of the USE 2023 control measuring materials, as well as tasks from the open bank of USE tasks.

СРЕДСТВА ИКТ В УЧЕБНОМ ПРОЦЕССЕ

73-78 312
Abstract

To create images in graphics software, you need knowledge of theory and the skills to use the functionality and tools that modern graphic editors offer. In order to visually and easily explain the purpose of tools, working methods during the creation of graphic objects, it is necessary to demonstrate the work process. The video format is the optimal for this.

The article describes Inkscape features and video tutorials on creating vector illustrations in free and open-source editor Inkscape. This work is the result of the student project. The videos are aimed at school, college or university students interested in computer graphics. The topics of the video tutorials cover various techniques of working with basic tools, creating images using clones, examples of using Inkscape extensions and dynamic contour effects, basics of vectorization of raster images, much attention is paid to working with Bezier curves. The article gives a general description of the developed video tutorials, provides a description of each video tutorial, and indicates the planned learning outcomes.

79-86 244
Abstract

The use of a set of tasks developed in accordance with the basic provisions of the theory of step-by-step formation of mental actions in teaching programming to schoolchildren makes it possible to improve the quality of learning. At the first stage of the discovery of the algorithm, it is advisable to offer students a set of tasks and questions that will contribute to the independent identification of the orientation basis of the action. The tasks for filling in the trace table for specific numeric data correspond to the stage of the materialized action. At the stage of forming an action in external speech, students can be offered exercises to work with the formulation of the algorithm; for this, you can use tasks "with omissions" in the verbal description of the algorithm, tasks to establish the correspondence of the verbal description of the algorithm and the lines of the program code. The translation of the action into external speech "to yourself" will be facilitated by tasks to find an error in solving the problem, filling in a gap in the program code. To automate the described mental action, it is necessary for schoolchildren to perform a sufficient number of standard tasks for writing a program. To further develop the skill of applying the algorithm, it is necessary to use tasks in which this algorithm is one of the solution stages.



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ISSN 2221-1993 (Print)