CONTESTS
Geocaching is a game that consists in creating your own caches and searching for the caches of other participants of the game using navigation devices. The game is known all over the world and exists in various forms: for example, corporate or educational geocaching. The article considers an example of a master class "Secrets of geocaching", where teachers get acquainted with the concept of educational geocaching, forms and examples of its organization; make up the scenario of virtual educational geocaching and geocaching with access to the area. Master classes conducted by teachers for teachers are an effective form of mutual learning and the search for like-minded people. When conducting a master class, both its presenter and participants gain new experience. This stimulates creativity and maintains an atmosphere of cooperation and equality. Of particular value is the final product, which is created independently under the guidance of an experienced mentor and can be implemented in finished form in practice.
The article discusses the possibilities of the modern information technologies, in particular, machine learning, in the implementation of the additional professional advanced training program "Application of machine learning in project and research activities of the natural sciences" by teachers of the Perm State Humanitarian Pedagogical University. The course for educators of education organizations of general education is presented. The course is aimed at creating interest among educators in the development of interdisciplinary project and research activities of students in a school focused on working with modern and relevant projects in the field of natural sciences and artificial intelligence. The structure and content line of the advanced training program are described. Examples of students' work performed as part of the study of each of the sections of the additional professional advanced training program are given. Based on the experience of implementing the program, a number of conclusions have been formulated that characterize the results achieved.
TEACHING PRACTICES
The article presents the experience of using the Tinkercad environment to teach in basic school the traditional content of the informatics course related to the study of modeling, programming, and information technologies. The article describes a practical work for beginners, in which the creation of an LED beacon is presented step by step, and tasks for independent work, during which students create a programmed model of the device. The article also offers a task in the form of a case, for the successful completion of which students need to apply the skills they have acquired in practical work.
The material will be useful for teachers of informatics and technology working in general education classes or information technology classes, when teaching a basic informatics course, as well as courses in robotics, modeling, programming.
The article provides an example of how, using information and communication technologies, it is possible to carry out internal corporate training in an educational organization, aimed at the final point request of modern challenges of the education system. The proposed option for conducting an interactive training seminar (teachers' council) using the developed software product makes it possible to increase the effectiveness of training, since each teacher "lives through" all stages of learning in action. Teamwork allows you to increase the level of team cohesion, which is also important in the digital age. The practice of seminars held in two different educational institutions suggests that the project is scalable. After the seminar, each participant can take with him the completed work and refer to it at any time.
Today, not enough attention is paid to teaching programming in schools, as it causes many difficulties for students associated with a misunderstanding of the abstract and difficult to assimilate new material. At the same time, a weak level of motivation to study and, in the future, to teach the section "Programming" is one of the problems of training future informatics teachers. As a means of motivation for both students and future informatics teachers, game dialogue programs (games in which the player enters into a dialogue with the computer) can be used. Such programs can be used by teachers to develop students' skills in solving typical problems in the "Programming" section.
The article discusses the possibilities of using various types of game dialogue programs (text quests, games with random numbers, dice, bulls and cows) for learning to solve typical problems in the "Programming" section. In particular, these games can be used in the study of data processing algorithms using branches and loops, algorithms for finding the maximum and minimum, algorithms for extracting digits from a natural number. At the same time, it should be noted that these programs can be adapted for learning to solve typical problems of the "Programming" section based on other educational programming languages, such as Pascal, Java, C++, etc.
ЗАРУБЕЖНЫЙ ОПЫТ
The article considers new methods and technologies for improving the process of centralized monitoring of the quality of education and training on the example of preschool educational institutions in Kazakhstan. General principles and approaches to the digital transformation of educational processes are proposed. The concept of "managing the process of monitoring the level of formation of competencies of preschool children" has been formalized in the context of digital transformation, taking into account the specifics of the Kazakhstan model of education. A model and algorithm for modifying the scale for assessing the level of competency development is proposed. A prototype of the monitoring process management system for mastering the content of a typical curriculum for preschool education and training, implemented using the technologies of production expert systems, the functionality of which includes the automated generation of a digital individual map of the child's development and recommendations for individual corrective work with the child, is presented.
ЗАДАЧИ
In the article, using the example of solving few problems, the methodology for studying the theme "Problems on the recurrence relation "All sums" is illustrated in preparing schoolchildren for Olympiads in informatics. The study is based on the sequential solution of increasingly complex tasks. 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 task 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.
ИСТОРИЯ ИНФОРМАТИКИ
The article describes the book of the Italian mathematician Francesco Brunetti "Arimmetica binomica...", published in 1746. Examples of numbers from the book, examples of addition, subtraction, multiplication, division and extraction of the square root in the binary system, as well as binary values of the logarithms of a number of numbers are given. The book also presents operations on fractions and mixed binary numbers. Attention is drawn to the original way of writing binary numbers proposed by Brunetti. According to this method, instead of the entire binary number, only the numbers (in the form of decimal digits) of those digits in which units are represented (with numbering starting from the right) are recorded. Ordinal numbers of digits greater than 9, Brunetti proposes to designate as their last digit (0, 1, ..., 9), writing a comma (prime) to the right of all such digits, and numbers greater than 19 — similarly with two commas, etc. With such a notation, four arithmetic operations on binary numbers are greatly facilitated (the article provides an example of adding the numbers written accordingly).