АКТУАЛЬНЫЕ ПРОБЛЕМЫ МЕТОДИКИ ОБУЧЕНИЯ ИНФОРМАТИКЕ В СОВРЕМЕННОЙ ШКОЛЕ
The relevance of preparing schoolchildren for programming competitions is determined by both the fact that competitive achievements in programming offer an alternative format for university admission and the fact that such training facilitates early professional self-determination. A large number of new Olympiad tracks have emerged in technology fields, with individual and team participation for school students. However, the teaching and learning materials for preparing for these new Olympiads are insufficient. The content of these new Olympiads is often poorly structured, lacking a conceptual framework that aligns with the Olympiad's specialization. This presents a challenge for teachers when organizing targeted preparation for Olympiads organized by the Russian Council of School Olympiads. Currently, the All-Russian Olympiad in Informatics has four profiles: programming, artificial intelligence, information security, and robotics.
The structure and composition of the teaching and methodological support for preparing for the AI Olympiad should correspond to its specialization and stages. An analysis of the tasks included in the various stages of the Olympiad from previous years allows us to identify key topics for developing new tasks or for selecting and adapting existing ones. This allows us to prepare several training courses of varying difficulty levels with standard practice tasks for each stage of the Olympiad.
The article provides examples of typical tasks for each stage of the AI Olympiad for schoolchildren, with detailed analysis and solutions.
This article will be useful for students specifically preparing for the Artificial Intelligence Olympiad, informatics teachers, and students of pedagogical universities.
The quality and accessibility of IT education are rapidly growing in Russia, both at secondary and basic general education levels. At the same time, the passing scores for the most prestigious bachelor's programs are prohibitively high and continue to rise. In some educational programs, all state-funded places are occupied by applicants who apply on the basis of Olympiad results, i. e. without entrance exams. It is simply impossible to enroll on state-funded places on the basis of the Unified State Exam results. Olympiads in informatics in Russia are highly competitive. Serious Olympiad achievements require many years of systematic training, which is extremely labor-intensive. It is necessary to assess a child's prospects in the field of programming as early as possible. At this point, the student's lack of subject competencies makes the task of selecting gifted students very challenging. To achieve this goal, it is reasonable to use optimization tasks that allow us to form criteria for evaluating solutions that will maximize the differentiation of students.
The article examines issues related to the methodology of teaching informatics, as they relate to the All-Russian Verification Works for grades 7 and 8 scheduled for 2025. The tasks presented in the demo version of the testing and assessment materials for the 2025 informatics assessment do not fully comply with the Federal Curriculum for Basic General Education in Informatics. Furthermore, the demo tasks do not take into account the age-related psychological and pedagogical characteristics of students. The article provides detailed analysis of specific examples of these discrepancies and provides an analysis of typical tasks the All-Russian Verification Works for grades 7 and 8. The analysis of the tasks the All-Russian Verification Works suggests that the testing and assessment materials require revision: the tasks should be based on the Federal State Educational Standard for Basic General Education and the Federal Curriculum for Informatics, meet the age-related psychological and pedagogical characteristics of students, and the accompanying documents should indicate the level of subject mastery (basic or advanced).
In global educational practice, the study of 3D modeling is becoming an integral element in developing schoolchildren's information literacy and preparing them for future professional careers. International schools actively use 3D design technologies as a tool for developing students' spatial imagination and engineering thinking. The article presents a comparative analysis of international and Russian experiences in teaching 3D modeling in schools, identifying the relationship between school 3D modeling courses and corresponding courses at higher education institutions. Organizational approaches, projects, and teacher training in 3D modeling teaching methods in Russia, the United States, South Korea, China, and Singapore are examined.
Particular attention is given to the analysis of software tools used and system support for integrating 3D modeling into the educational process. The analysis results allow us to identify the most effective models for organizing learning and formulate recommendations for adapting successful global practices to the Russian school system, which boasts a number of advantages: high potential for developing engineering thinking within the subject "Technology", an extensive network of supplementary education institutions, and a wealth of local pedagogical practices that combine 3D modeling with drawing, mathematics, and informatics.
The article provides an overview of the possibilities provided by artificial intelligence systems that can be used in the work of a teacher. Various neural network models developed by Russian companies are considered. Examples of the use of neural networks for the preparation of educational materials are given, as well as recommendations for creating prompts for generating texts and images in order to create educational materials. The limits of applicability of the results of neural networks for the formation of certain groups of educational outcomes are considered. Examples of tasks in various academic subjects aimed at achieving metasubject results are given, which use materials created using generative neural network models. The groups of metasubject educational results are indicated, the formation of which is possible using materials created by neural networks. The possibilities of professional development and training in the effective construction of prompts are considered.
In the initial stages of teaching programming, a methodology for working with problems that considers the specifics of organizing school students' semiotic activity helps to prevent formalism in knowledge acquisition. Problem-solving involves several stages where students operate with various sign-symbolic systems. At the stage of modeling actions with specific input data, sign-symbolic systems related to the problem condition are used; when building an algorithm flowchart — natural language and the flowchart language; during coding — the sign-symbolic system defined by the programming language. It is advisable to use a set of exercises to guide students' problem-solving activities.
This set should include tasks on modeling actions with specific input data; determining rules for changing values and formulating the algorithm; signifying identified variables, defining their type and purpose in the program; visualizing the algorithm flowchart; substituting flowchart elements with programming language commands; and developing a program to implement the algorithm.
The article provides an example of an exercise set with the specified structure for organizing student work on a problem related to "String processing" in the 8th grade.
In a rapidly evolving information society, the issue of effective teaching is more relevant than ever, as many traditional approaches are becoming obsolete. To complement existing approaches to teaching programming and to develop alternative approaches, the article examines the methodological aspects of teaching using block-based technologies, using specific educational resources as examples. Research shows that people receive most information visually, which underlies the key advantage of block-based programming technologies. Instead of static program text, students create code by manipulating graphical objects — blocks. The article analyzes the benefits of visual programming for developing students' computational and algorithmic thinking. It presents the characteristics of platforms such as PiktoMir, Blockly.Ru, Scratch (Scratch Junior), EduBlocks, Minecraft: Education Edition, and MIT App Inventor. It describes the specifics of using block-based environments at different levels of education, as well as the prospects for integrating such technologies into the educational process.
The article provides an overview of the Kulibin educational platform, which is positioned as a modern and effective solution for teaching children and adolescents the basics of robotics and programming. The article focuses on Kulibin's unique feature — its interactive 3D environment. This environment plays a key role, as it allows for the visualization of complex concepts related to robotics and programming, making them more accessible. Furthermore, the interactive 3D interface facilitates the practical application of acquired knowledge, allowing users to experiment, create, and test their projects in a virtual space. Thus, the Kulibin platform aims to make the learning process engaging and effective, combining theoretical knowledge with practical experience.
The article explores creative programming in an atypical light, by fundamentalizing the concept in school education as an approach that originated from software development and retains its key characteristics: visualization of results, collaboration, working with objects, limited resources, and rapid MVP (Minimum Viable Product) development cycles. The article examines the specific interpretations of the term in the educational process. It emphasizes that today we can consider creative programming as an educational technology. It is shown that it acts not only as a means of increasing student motivation but also as a tool for developing algorithmic and design thinking, integrated into modern educational models, and fulfilling a propaedeutic function through the intuitive introduction of new concepts before they emerge as concepts in informatics courses. It also influences the forms of in-class and extracurricular activities. Based on the analysis, a model is presented for integrating creative programming into a continuous informatics curriculum for grades 1 through 11. This model incorporates robotics, multimedia, mobile development, machine learning tools, and an introduction to game development, including those using visual environments. Special attention is given to the role of artificial intelligence in group projects and the potential for its integration into project teams. The article proposes to consider individual student projects as modules of collaborative (group) projects. The article emphasizes the importance of creative programming for the pre-professional preparation of schoolchildren in the context of the digital transformation of education.
The article considers the author's analytical solution of the variants of task 6 of the Basic State Exam in informatics. Tasks with a parameter are taken as a subtype of tasks, since they have been most often found in the Basic State Exam in informatics in recent years. First, an analytical solution of the author's task from the trial version of the Basic State Exam in informatics is given, and the main aspects of solving this task are considered. Then the solution of the task from the official bank of the tasks for the Basic State Exam in informatics is given. A software solution in Python is also provided using an iterative algorithm and a nested loop.
The article may be useful for informatics teachers in preparing students for the Basic State Exam, teachers of pedagogical universities studying solutions of school informatics tasks, as well as students of pedagogical universities.
The article explores methods of teaching informatics, specifically, analyzing the briefing method as a significant tool for organizing learning activities within an informatics propaedeutic course for primary school students. It describes the method's structure and analyzes its pedagogical effectiveness, its relevance to students' age-related characteristics, and the requirements of the digital transformation of education. The concepts of regulatory and situational briefing are introduced. The article offers methodological recommendations for adapting briefing based on the principles of humane pedagogy and dialogic forms of interaction, and outlines prospects for further research in the field of informatics teaching methods in primary school. It postulates the need to rethink and develop not only the briefing method but also other teaching methods in the context of modern educational trends.
















