ОБЩИЕ ВОПРОСЫ
The article examines the tasks of primary general education in the light of the state-set goal of digital transformation of society. According to decisions adopted at the state level, by 2030 it is expected to achieve "digital maturity" of key sectors of the economy and social sphere, including education. In this regard, significant efforts are being made to create electronic educational resources and services. However, research shows that a full-fledged digital transformation of education is impossible without due attention to the formation of digital literacy of students already in primary school. The article analyzes the experience of developing digital literacy in primary schools in Russia and abroad, shows the need to introduce a course in informatics or digital literacy in primary schools for the successful use of created digital educational materials and services at all levels of education.
ИНТЕГРИРОВАННЫЕ УРОКИ
The article discusses the possibilities of implementing an individual-personal approach in informatics lessons. The main technique for implementing such an approach is to integrate the material of various school disciplines that are studied at the same time, and to give individual tasks to students at informatics lessons taking into account their interests and preferences. Examples are given that can be implemented when studying the theme "Modeling and formalization" of the informatics course, in integrating the material studied in informatics with the material of biology, physics, chemistry and geography lessons. The considered method of implementing an individual-personal approach can be used both in studying other themes of the informatics course in secondary school and in integrating informatics with other school subjects.
The article presents an example of using a robotic kit at physics and informatics lessons — a laboratory work "The study of uniformly accelerated motion without initial velocity" using the LEGO MINDSTORMS EDUCATION EV3 kit. This work is intended for students in 9–10th grades when studying uniformly accelerated motion in a physics course. During the laboratory work, it is necessary to: assemble an experimental setup and create a program for the EV3 control module, which should record the time of movement of a ball along an inclined chute with output to the EV3 module screen; enter the obtained measurement results into a calculation table compiled in an electronic spreadsheet, into which formulas for automatic calculation of acceleration and instantaneous velocity of the ball are preliminarily entered. The laboratory work can be carried out both in a physics and an informatics lessons, and in an optional lesson, you can also conduct an integrated physics and informatics lesson. The use of robotic modeling introduces students to the modern process of conducting physical research (experiments), helps to increase students' interest in experimental work, develop their skills in using robots in research and motivation for engineering and technical creativity.
TEACHING PRACTICES
The Federal Work Program on Informatics for the 11th grade (advanced level) indicates the need to consider the issues of constructing simulation models, provides the practical works on motion modeling and processing of experimental results. Development and analysis of simulation models related to road traffic management is interesting and understandable for schoolchildren. These models can be implemented in the AnyLogic environment, for which it is advisable to offer schoolchildren to create a model of an intersection they are familiar with and analyze at what traffic intensity there is no need to install a traffic light, when a traffic light is necessary, what time phases of the traffic light provide the highest capacity of the intersection. The article describes algorithms for creating models of unregulated and regulated intersections; presents tasks for analyzing the capacity of the intersection for different values of the number of cars in each direction of traffic per hour; describes tasks for optimizing the phases of the traffic light to increase the capacity of the intersection; provides examples of project topics for organizing independent work of students.
The article presents a diagnostic work on informatics for students of the 9th grade of a comprehensive school. The work is carried out in order to determine the level of development of functional literacy (reading, natural science, mathematical literacy) in students. The assessment of functional literacy is aimed at identifying the conditions for successful learning of students in basic school in the subject of "Informatics" and their achievement of personal, meta-subject and subject results in mastering the basic educational program in this subject. The priority of developing functional literacy is enshrined in the updated Federal State Educational Standards and is the most important condition for the development of a harmoniously developed personality. The relevance of creating a diagnostic work that reveals the level of development of functional literacy in informatics is determined by the fact that, unlike other subject areas, in informatics it is impossible to rely on the content of the tasks of All-Russian Verification Works (the All-Russian Verification Works are not carried out in the 9th grade, therefore, tasks for them have not been developed), and the tasks from the Control and Measuring Materials of the Main State Exam require significant revision to fully cover all areas of functional literacy development.
The diagnostic work presents one variant, which includes the text describing a certain situation, and tasks for it, developed on the context of educational material of various subject areas. The tasks are created on the basis of life situations and are united by one theme.
Three basic aspects of the operation of generative neural network models (generative artificial intelligence) are discussed in the article: the concept of a "token", the probabilistic nature of the generated response, and the concept of a "large model", the size of which ensures the pseudo-intelligent behavior of neural network chatbots. The issues of implementing generative models, areas and methods of their application are not discussed in principle.
The materials of the "TRIZformashka-2024" competition, which was dedicated to neural network models, are provided. The fact of pseudo-intelligence of generative models is demonstrated. It turns out that a model trained on a single phrase "mama myla ramu" ("mama washed the frame") and using a context of a single letter for generation can sometimes behave as if it knows the rules of declension in the Russian language and is able to change a word by case!
The concept of a "token" is considered in relation to the generation of texts, pictures and passwords. On the basis of "tokens" a practically useful method of generating passwords is built, difficult to guess, but easy to reproduce (difficult to forget).
The concept of a "large model" is presented clearly and intelligibly due to its "visualization" by comparing it with physical quantities. (If one parameter of a neural network weighed one gram, then 200 freight trains would be needed to transport it. If one parameter had a length one millimeter, then the neural network would revolve around the Earth at the equator 25 times. If one second was required to learn one parameter, then it would be necessary to start training a modern neural network in the times of the Cro-Magnons.)
The materials will be useful for studying generative artificial intelligence at any age.
The article substantiates the importance of incoming control for elective courses in informatics. It shows what didactic tools can be used to implement this control. Several elective courses in informatics developed by students of the Physics and Mathematics Department of the Mordovian State Pedagogical University named after M. E. Evseviev on the university discipline "Technology of development and methodology of conducting elective courses in informatics" are given. For each of them, developed practice-oriented tasks for the incoming control are given, which take into account the minimum set of knowledge and skills of schoolchildren necessary for successful assimilation of the material by the latter. Possible results of completing the tasks of the incoming control are demonstrated and it is shown what information a teacher can extract from them in order to effectively create an elective course, including the choice of forms and methods of teaching, organizing the activities of students, combining them into pairs or groups to perform joint project work.
ЗАДАЧИ
The section "Programming" at the advanced level of studying the informatics course in high school includes consideration of issues related to the design of the user interface. If the study of the basics of programming is carried out using the Python language, it is reasonable to develop window applications using this language. Recently, the PyQt library has become increasingly popular, which makes it relevant to create methodological materials to familiarize schoolchildren with the capabilities of this library.
It is advisable to carry out training in accordance with the reverse engineering technology, which consists in the fact that students do not write program code from scratch, but explore the finished product. At the first stage, you can organize the activities of schoolchildren by completing tasks to study the finished program; at the next step, offer to analyze the appearance of the finished application, highlight its elements and select tools for their creation; finally, provide additional tasks that involve independent study by students of the class features not considered earlier.
The article offers reference material for familiarizing schoolchildren with the main capabilities of the library, tasks for lab sessions and home assignment.
СРЕДСТВА ИКТ В УЧЕБНОМ ПРОЦЕССЕ
The article highlights the need to use online courses on programming, including automatic code checking, in organizing independent work of high school students. An overview of open online courses designed to study the Python programming language, implemented on different platforms, is provided. The capabilities of each online course for solving educational problems, such as general training of students in programming, preparation for state exams, developing skills in solving Olympiad problems, organizing project activities, and career guidance for schoolchildren are discussed. The technical capabilities of the platforms on which the courses are presented are analyzed from the point of view of their didactic potential. Forms of organizing independent work of students using online courses on programming are proposed. The general algorithm for solving programming problems is specified taking into account the specifics of using the automatic system for checking and evaluating the solution implemented in online courses.