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Informatics in school

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No 6 (2023)
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TEACHING PRACTICES

4-17 466
Abstract

The article presents a description of the concept and model for the study of information technologies at the level of basic general education in the context of the implementation of the Federal State Educational Standards. Based on the example of the implementation of the project in grades VII—IX of general education organizations in Moscow, the content of the educational trajectory of a teenager is revealed, taking into account the request for early profiling in the field of "Informatics and information technologies". Features of the educational trajectory are implemented through a special bilingual programming course, new content of the course of technology (with the inclusion of special sections on mechatronics, technologies for creating digital twins, electronics and circuit design) and an ecosystem of extracurricular activities courses in forms specific to software developers. A feature of studying informatics and physics at an advanced level is the presence of interdisciplinary cases using digital laboratories. Mechanisms and tools for integrating specialized knowledge on current issues in the IT industry into the educational program are presented. A special place is occupied by the issues of creating the necessary infrastructure for the implementation of the project: material and technical base, personnel training and methodological support of the project. The unique functional and didactic capabilities of digital tools for active immersion of schoolchildren in the process of mastering the content of the educational program are presented. Examples of author's assignments are given for developing the skills of schoolchildren, diagnosing and monitoring acquired knowledge.

18-30 224
Abstract

The article demonstrates the ability of the Julia programming language to output an assembly text for any function written in Julia, which is interesting for education. The executable code for three illustrative examples is examined in detail: calculation by formula, branching and cyclic fragments. It is shown that Julia compiler really generates a carefully optimized program, trying to use the fastest executing instructions of the Intel processor. It successfully tries to do without time-consuming arithmetic operations (if possible, the values are calculated in advance, multiplication is replaced by shift and so on). The results for integer data are especially impressive. It is possible to see a whole range of optimization techniques, including those that take into account the features of the algorithm itself: for example, the compiler is able to predict the results of the simplest loop and exclude this loop from the final program. The problem of overflow control in a program is also discussed.

The consideration carried out convincingly confirms the usefulness of theoretical knowledge for developing an effectively working program. The described analysis technique is interesting for education, because the importance of a deep understanding by modern specialists of the programming process essence cannot be overestimated. The material can be useful in teaching programming ideas at different levels. The detailed presentation makes the article readable without special preparation.

31-40 236
Abstract

The Federal Work Program of Secondary General Education in Informatics at an in-depth level involves familiarization of schoolchildren with Turing and Post machines as universal models of computing. The use of Turing and Post machines interpreters in the educational process makes it possible to overcome the difficulties associated with learning based on abstract logical thinking. The article describes the possibilities of the educational software environment developed by the authors, which contains three sections for each computer. In the "Theory" section, students can get acquainted with the features of the Post and Turing machines. The "Simulator" section allows the user to create their own examples or analyze ready-made ones, in this section it is possible to run the program step by step, with each step accompanied by comments. In addition, in this section, you can perform laboratory work, the tasks of which are randomly generated according to a template. With the help of the "Control" section, the teacher can test students' knowledge on this theme by solving a series of tasks. Each task is randomly selected from the prepared database of tasks. The principle of gradualness and sequence of tasks is observed. The educational software environment described in the article allows you to organize both front-end and individual work of students.

УРОКИ ИНФОРМАТИКИ

41-47 204
Abstract

The article describes the experience of developing and conducting a lesson-game in informatics, in which, in the form of a team competition, students' initial knowledge about the computer, types of information, actions with information is repeated and consolidated, and logical thinking is also activated. All stages of team game are presented with the formation of universal educational actions in students and the achieved subject learning results. The content of the lesson is structured in such a way that, after passing all competitions, students will be able to consolidate subject competencies and continue to develop meta-subject competencies. The course of the lesson is based on the fact that students take turns performing tasks and working in a team. Each stage of the lesson is accompanied by a demonstration of tasks and questions on an interactive board with musical accompaniment, which ensures a positive mood for the game. The jury assigns points to teams using score sheets. At the end of the lesson-game, the jury announces the results, and the teams are awarded places in the competition. The teacher prepares award materials in the form of certificates and medals in advance.

ЗАДАЧИ

48-53 214
Abstract

"Algorithmization and programming" is an important content line of the school informatics course. However, many students have difficulty learning it due to insufficient development of abstract thinking and lack of practical experience in programming. The visual programming language Scratch can become a propaedeutic tool for studying this content line, allowing one to overcome these difficulties and make the study of programming more accessible and interesting for schoolchildren.

The article presents examples of tasks to be performed in the visualized programming environment Scratch, which are offered to students of the VI—VIII grades of schools in Belarus to master the content line "Fundamentals of algorithmization and programming" of the academic subject "Informatics". Each task is presented at three levels: reproductive, productive and creative.

The material will be useful to informatics teachers working with students who find it difficult to master the concepts of algorithmization and programming using text-based programming languages (Pascal, Python, C++, etc.).

54-62 137
Abstract

To solve the methodological problem of expanding the content of school informatics textbooks in terms of practical tasks, assignments for project work can be used, which are completed by students individually or in groups. Carrying out project work that involves the application of knowledge from other subject areas contributes to the development of meta-subject skills in students. The use of group work as the main form of performing practical tasks is aimed at achieving personal learning results. The project-activity approach helps to achieve the planned learning outcomes in the section of the informatics course under consideration. The article discusses assignments in the "Beginnings of programming" section of the VIII grade informatics course, which can be offered for students' project activities to create graphical and information models and when conducting a computer experiment. Based on the implementation of gradually more complex examples, students are introduced to project-type tasks — modeling the movement of objects when collising with obstacles. The software implementation of the models is carried out in the PascalABC.NET language.

СРЕДСТВА ИКТ В УЧЕБНОМ ПРОЦЕССЕ

63-70 252
Abstract

The means of countering academic fraud in computer testing are discussed in the article. Special attention is paid to the fight against students compiling a table of correct answers to a test assignment question. It is proposed to use the technology available in Moodle to automate the generation of test task variants. Tasks of the type "Calculated" and "Formulas" are considered. The method of creating a question in a form that allows its repeated use in various random versions of the formulation both at the learning stage in order to form skills and abilities, and in the process of intermediate control is described. Using an example related to programming training, the possibilities of creating program fragments with a random set of identifiers are demonstrated, which forces the student to understand the meaning of the analyzed fragment. An example of solving a physics problem is given, which allows us to show the possibility of controlling knowledge of standard formulas and the ability to perform calculations using them.

71-77 384
Abstract

The article discusses ways to visualize mathematical objects using 3D technology tools (3D printer, 3D pen). The visual representation of objects in teaching mathematics to schoolchildren and future teachers is based on the use of the STEAM approach (Science, Technology, Engineering, the Arts — arts, humanities, Mathematics). The Arts component allows you to explore the possibilities of the STEAM approach to reveal the semiotic potential of mathematics for teaching, to visualize non-traditional objects of art and creativity, which explicitly and implicitly have mathematical foundations. The research begins with studying and printing ready-made models, and then schoolchildren and students develop their own models for 3D printing. Thus, each student (schoolchild and student — future teacher) consistently develops an engineering book. The teacher's engineering book contains a series of mathematical models that allow you to support different levels of mastery of mathematics. The results of the pedagogical experiment suggest that children are highly involved in work at mathematics lessons after using 3D technologies.

78-84 187
Abstract

The article proposes analytical and graphic techniques for investigating the behaviour of a system of two algebraic equations with a parameter through the search for singular (i. e. boundary) points in the range of acceptable parameter values. The singular points are the boundaries of the ranges, and within each range, the system has similar properties, as well as its behaviour obeys the same rules. Thus, the method establishes a complete picture of the solution of the problem, which then can be confirmed by visual ways of dynamic geometry reproduced in the interactive creative environment 1C:MathKit. The algorithm of singular points proposed in the paper can be used when performing training exercises to prepare for the Olympiads and the profile USE in mathematics as a key to analyzing all possible situations that arise in a particular task with a parameter.



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ISSN 2221-1993 (Print)