TEACHING PRACTICES
Solving problems for processing numerical sequences is a component of informatics education in high school. As a rule, highlevel programming languages or spreadsheets are used as a means to solve problems. Programming and student activity in solving problems using spreadsheets can be attributed to sign-symbolic activity, in its development there are three stages. At the first stage, there is awareness of the alphabet used and the rules for combining its units. At the second stage, sign-symbolic activity is presented at the reproductive level or is carried out under the control of a teacher. At the third stage, school students demonstrate independence in implementing modeling, schematization and coding, and the function of advanced reflection is presented. The article discusses the peculiarities of organizing the semiotic activity of students at each stage, provides examples of tasks, it is appropriate to use them when solving problems for processing numerical sequences using spreadsheets.
Global changes in society, the economy, and the government currently taking place in Russia necessitate the use of innovative approaches to addressing issues of self-realization and professional self-determination.
To foster students' professional self-determination, we propose using interactive methods in the 9th grade informatics curriculum — case studies, project-based learning, training, brainstorming, and role-playing games. The article describes each of these methods, including the resources used, instructions for using the method, the resulting subject-specific learning outcomes in informatics, the informatics course topics recommended for use in the corresponding method, and assessment materials.
The material of the article may be useful for informatics teachers, as well as at pedagogical universities.
The article explores the potential for integrating general and additional education using the example of studying computer graphics in a comprehensive school informatics course. Topics from the school informatics course are explored in the context of expanding and deepening the curriculum in the additional education module for schoolchildren. Specifically, thematic excursions, project based works, and practical works are proposed as extensions. Additional education is presented as an important component of the educational system, complementing and enriching the core curriculum. Readers are offered practical exercises developed by the authors for secondary school students on raster and vector graphics. These practical exercises can be used to study image creation and editing in the raster graphics editors Adobe Photoshop and Paint, as well as in the vector graphics editor Inkscape.
The article explores the use of the TRIK constructor and the TRIK Studio environment in a school informatics course covering the "Algorithms and programming" section. The article substantiates the need for TRIK Studio in the educational process, emphasizing that mastering basic programming constructs using TRIK Studio fosters student interest in information technologies and develops skills for independently solving technical problems. Methodological recommendations for conducting lessons focused on the key topics of the "Algorithms and programming" section are provided. Practice oriented tasks are provided for creating programs in TRIK Studio using algorithmic constructs such as linear, branching, and cyclic algorithms. An example of implementing subroutines in TRIK Studio is considered. Particular attention is paid to testing the functionality of programs in TRIK Studio. Tasks for organizing student project work are provided, and recommendations for conducting reflection after each lesson are presented.
This article explores the using web quests in teaching the theme "Elements of mathematical logic" to students in the 8th grade. It examines the theoretical foundations of web quests, their didactic structure, and the advantages of using them in teaching informatics in secondary school. It also explores the theoretical aspects of teaching "Elements of mathematical logic" in accordance with the Federal State Educational Standard for Basic General Education and the content of the "Informatics" subject defined in the federal curriculum. A description of the web quest "Elements of mathematical logic" is provided, developed using materials from the textbook by L. L. Bosova and A. Yu. Bosova. The article also examines the organization of student work, including the distribution of roles. Examples of tasks of varying difficulty and an assessment system are provided, along with methodological recommendations for using web quests in classroom practice. The article describes the practical implementation of a web quest using modern digital platforms such as Google Sites, LearningApps, and YandexART, which enable the effective organization of the educational process. The presented methodology can be used as part of the digitalization of education.
The article's materials may be useful to informatics teachers interested in modern teaching tools.
FINAL CERTIFICATION IN INFORMATICS
This review article considers various approaches to solving problems for processing character strings included in the materials of the Unified State Examination (USE) in informatics. Among them are the brute force method, finite automata, one-pass algorithms, substitution method, dynamic programming, regular expressions. Some of these tools are insufficiently covered in school textbooks, although mastering them can significantly improve the efficiency of solving problems on processing character strings in the conditions of USE. For each of the considered methods we present characteristic problems that can be effectively solved by this method. All solutions are given in Python.
The article can be useful for informatics teachers, as well as for pupils with an advanced level of programming skills.
The article demonstrates how spreadsheet tools can be used to solve data analysis problems. According to the Federal Curriculum for the subject informatics students must be familiar with data analysis tasks such as forecasting, classification, clustering, and variance analysis. At the initial stage, a spreadsheet is the most accessible software tool for solving these problems. Using its tools, one can solve problems involving descriptive statistics, data visualization, correlation, and linear regression analysis. The article provides an algorithm for solving Task 27 from the Unified State Exam in informatics.
The content of the article may be useful for graduates preparing for the informatics exam and for informatics teachers to organize work on developing the skills in using spreadsheets to solve data analysis problems.
ИНФОРМАТИКА И ИКТ В НАЧАЛЬНОЙ ШКОЛЕ
The chapter "Getting ready to live in the information age" from the "Perm" propaedeutic course in informatics is presented in the article. It is devoted to the development of learning skills by third-grade schoolchildren. Three challenges that the information age throws down to people are formulated: there is a lot of information, it has become very complex, and it changes very quickly. This means that a person will have to learn to work with large volumes of complex, rapidly changing information. A computer is one of a person's assistants in this. However, a person's main tool for working with information is his or her intellect. It is this intellect that should be developed first and foremost. A number of "intellectual gymnastics" exercises are offered for this purpose. They are divided into three categories: the ability to fantasize, the ability to memorize, and the ability to concentrate. (These three categories were identified purely by experts.) The "fantasy binomial" by J. Rodary is offered as a fantasizing technique. For memorization, it is suggested to master the creation of "memorization aids" ("mnemonics"), memorization by reference points, and "looking ahead" in a textbook. To develop attention, we offer the following: going through labyrinths, the exercise "Arrow" (following the second hand) and the game "What has changed?". Most of these exercises are easy to do in moments of "forced idleness" (for example, while waiting for something). They can serve as entertainment at leisure events, in group games. The material has been tested in the junior classes of Lyceum No. 10 in Perm for a number of years.
The article examines the potential for developing students' skills in using information and communication technologies to solve communicative and cognitive problems within the framework of extracurricular activities. It presents the curriculum for the extracurricular course "In the World of Information" designed for students in grades 2–4. It can be implemented not only as a stand-alone short-term course (18 hours), but also as one of the modules of a course designed for study throughout the academic year (34 or 68 hours). Classes are expected to be held in an information technology lab equipped with computers or using a mobile computer lab. During these classes, students become familiar with several application programs (word processor, graphics editor, presentation wizard), learn to work with files and folders, search for information on the Internet, communicate with other students and adults via e-mail, social networks, and instant messengers, and gain initial understanding of online safety and cyber fraud. This course allows students to deepen the knowledge they gain in studying primary school subject areas such as "Mathematics and Informatics" and "Technology (Labor)".
















