School course of informatics. Methods of teaching computer science at school

Introduction:

1. The role and importance of the game in the educational process.

2. types and classifications of gaming techniques

3. requirements for the implementation of game methods in computer science lessons in primary grades

4. outline of the lesson using gaming techniques.

Introduction

The game, being a simple and close to a person way of knowing the surrounding reality, should be the most natural and accessible way to master certain knowledge, skills, abilities. The existing need for a rational construction, organization and application of it in the process of training and education requires a more thorough and detailed study of it.

The game is a unique phenomenon of human culture, its source and peak. In none of his activities does a person demonstrate such self-forgetfulness, exposure of his psycho-physiological and intellectual resources, as in the game. That is why the game expands its principles, invading previously unpredictable areas of human life.

The game as a cultural phenomenon teaches, educates, develops, socializes, entertains, and gives rest. The game reveals the character of the child, his views on life, his ideals. Without realizing it, children in the process of playing come closer to solving complex life problems.

For children, the game is a continuation of life, where fiction is the edge of truth. “The game is the regulator of all life positions of the child. She preserves and develops the “childish” in children, she is their school of life and “development practice”

In our work, we tried to show the importance of the learning game

Purpose of the study :

Research objectives :

1) consider the role of the game in the informatics lesson in primary grades

2) determine the types and classifications of gaming techniques

3) describe the requirements for the implementation of game methods in the informatics lesson in primary grades

4) draw up a plan-outline of the lesson using gaming techniques

Object of study : the influence of the game on the learning process and on the process of forming knowledge, skills and abilities.

Subject of study : didactic game as a means of increasing the effectiveness of the educational process

The role and importance of the game in the educational process

On the present stage school should not only form a certain set of knowledge in students. It is necessary to awaken and constantly support their desire for self-education, realization creativity.

It is extremely important for the most early stages learning to ignite in each student an interest in learning. This interest must be constantly maintained. It has long been noticed that a person remains in memory, and, accordingly, in skills, much more when he participates in the process with interest, and does not observe from the side.

There is a need for such an implementation within the education system that would allow schoolchildren different ages carry out tasks with interest.

The use of non-traditional, non-standard forms of education has a beneficial effect on the educational process.

Non-traditional lesson is a lesson that is characterized non-standard approach

• to the selection of the content of educational material;
• to a combination of teaching methods;
• to external design

The game is a learning method, its main goal is to deepen interest in learning and thereby increase the effectiveness of learning. The game has great importance in a child's life. Outwardly seeming carefree and easy, in fact, the game requires the child to give the maximum of his energy, mind, endurance, independence. Often a teacher prefers to conduct classes with children in the usual form for them and for him only because he is afraid of the noise and disorder that often accompany the game. For students, a lesson-game is a transition to a different psychological state, this is a different style of communication, positive emotions, feeling in a new quality. For a teacher, a lesson-game, on the one hand, is an opportunity to better know and understand students, evaluate their individual characteristics, solve internal problems (for example, communication), on the other hand, it is an opportunity for self-realization, a creative approach to work, and the implementation of one's own ideas.

When the children learn to play, and the teacher manages the game, he will begin to feel how everyone in the game obeys him, is in his power. The conditions of the game require the child's speed of thought, special attention to emotional stress, he must enter the game. the main task the teacher - to encourage such games for children, to teach during the game to support children's initiative in inventing and organizing various games, to provide them with the necessary assistance. We must not forget that the didactic game is very emotionally saturated. Participating in it, the child experiences excitement, joy from a successfully completed task, grief over failure, a desire to test his strength again. A general emotional upsurge captures all children, even usually passive ones.

The game stimulates better memorization and understanding of the material being studied, and also the game helps to increase motivation and allows the student to use the senses in a complex way when perceiving information, as well as independently and repeatedly reproduce it in new situations.

Play is an activity whose motive lies within itself. That is, such an activity that is carried out not for the sake of the result, but for the sake of the process itself.

AT modern school gaming technologies are widely used in informatics lessons. You can play the whole lesson or use game fragments in the lessons, we must not forget about the effectiveness of using this technology outside of class time.

Of course, the game should not be an end in itself, should not be carried out only for the entertainment of children. It must necessarily be didactic, i.e. subordinate to those specific educational tasks that are solved in the lesson, in the structure of which it is included. Because of this, the game is planned in advance, its place in the structure of the lesson is thought out, the form of its implementation is determined, and the material necessary for the game is prepared.

Didactic games are good in a system with other forms and methods of teaching. Usage didactic games should be aimed at achieving the goal: to give the student knowledge that corresponds to the current level of development of any science, in particular computer science.

At school special place occupy such forms of classes that ensure the active participation in the lesson of each student, increase the authority of knowledge and individual responsibility of students for the results of educational work. These tasks can be successfully solved through the technology of game forms of learning.

Play-based learning is different pedagogical technologies because the game:

1. a well-known, familiar and favorite form of activity for a person of any age.

2. one of the most effective means of activation, involving participants in gaming activities due to the meaningful nature of the gaming situation itself, and capable of causing them high emotional and physical stress. Difficulties, obstacles, psychological barriers are much easier to overcome in the game.

3. motivational in nature. In relation to cognitive activity, it requires and evokes in the participants initiative, perseverance, creativity, imagination, aspiration.

4. allows you to solve the issues of transferring knowledge, skills, abilities; to achieve a deep personal awareness of the participants of the laws of nature and society; allows them to have an educational impact; allows you to captivate, convince, and in some cases, heal.

5. multifunctional, its influence on a person cannot be limited to any one aspect, but all its possible effects are updated simultaneously.

6. predominantly collective, group form of activity, which is based on the competitive aspect. However, not only a person can act as an opponent, but also circumstances, and he himself (overcoming himself, his result).

7. . In the game, the participant is satisfied with any prize: material, moral (encouragement, diploma, wide announcement of the result), psychological (self-affirmation, confirmation of self-esteem) and others. Moreover, in group activities, the result is perceived by him through the prism of common success, identifying the success of the group, team as his own.

The game is an independent type of developmental activity for children of different ages. For them, it is the freest form of their activity, in which the world around them is realized, studied, a wide scope is opened for personal creativity, self-knowledge activity, self-expression.
The game is the first stage of the activity of a preschool child, the original school of his behavior, the normative and equal activity of younger schoolchildren, adolescents, and youth, who change their goals as students grow older. It is a practice of development. Children play because they develop and develop because they play.
In the game, children freely reveal themselves, self-develop based on the subconscious, mind and creativity.
Play is the main area of ​​communication for children. It solves the problems of interpersonal relationships, gains experience in relationships between people.

2 Types of game techniques

In computer science lessons in elementary school, under the conditions of the usual class-lesson system, teachers successfully use game methods to effectively build the learning process.

This is due to the fact that these methods, including almost all forms of work (dialogue, group work, etc.), provide ample opportunities for creative activity, intellectual development of the child.

The game gives order. The system of rules in the game is absolute and undeniable. You can't break the rules and be in the game.
The game provides an opportunity to create and rally the team. The attractiveness of the game is so great and the game contact of people with each other is so complete and deep that the game communities show the ability to persist even after the end of the game, outside of its framework.

Purpose of the course

Course objectives:

1. Young scientific discipline

2. Novelty of scientific discipline

3.

PRINCIPLE OF TRANSITION FROM LEARNING TO SELF-EDUCATION.

In the real learning process, the principles are interrelated with each other. It is impossible to both overestimate and underestimate this or that principle, because this leads to a decrease in the effectiveness of training. Only in combination they provide a successful choice of content, methods, means, forms of teaching informatics.

Particular methodological principles for the use of software in the educational process

They are subdivided into

1) principles related to the educational process when using software as an object of study and

2) principles related to the educational process when using software in teaching general education disciplines(including informatics).

The first group of principles.

PRINCIPLE OF UNDERSTANDING APPLIED PROBLEMS involves knowing why, when and where the systems under study are used.

PRINCIPLE OF GENERALITY requires bringing to the attention of students the functionality that this type of software provides.

THE PRINCIPLE OF UNDERSTANDING THE LOGIC OF ACTIONS IN THIS SOFTWARE TOOL is not taken into account in the practical methodology of teaching computer science, but meanwhile, without understanding the principles of organizing this tool, competent work is impossible

The second group of principles.

PRINCIPLE OF OPTIMAL USE OF PS. When using software in teaching, the teacher's time is significantly saved. So the organization of a survey of students with the help of software saves time because it is not necessary to check notebooks, the program usually issues diagnostics of the results of the survey immediately.

THE PRINCIPLE OF USING PS TO DEVELOP CREATIVE ACTIVITY OF STUDENTS. Meanwhile, the tasks formulated in an appropriate way contribute to the development of students' thinking, form research skills. For example, when studying graphic editors, you can offer students tasks that contribute to the development logical thinking, spatial imagination, etc.

PRINCIPLE OF INTEGRATED USE OF SOFTWARE FACILITIES. There is no universal learning tool that can solve all learning problems, so only the optimal combination of different learning tools in the complex contributes to the effective flow educational process.

Educational, developmental and educational goals of teaching computer science.

1. Educational goals:

1. formation of ideas about information as one of the three fundamental concepts of science - matter, energy, information, on the basis of which the modern scientific picture of the world is built;

2. the formation of ideas about modern methods scientific knowledge - formalization, modeling, computer experiment;

3. formation of general educational and general cultural skills of working with information (the ability to competently use information sources, the ability to properly organize the information process, assess information security);

4. preparing students for the next professional activity(development of means of informatization and information technologies).

2. Developmental goals of teaching computer science.

Development of a logical-algorithmic style of thinking.

3. Educational goals of teaching computer science. Speaking about the educational goals of teaching computer science, they mean the development of the following traits and qualities of the student's personality:

1. an objective attitude to the data of computer calculations, i.e. critical and self-critical thinking;
2. careful attitude both to technology and information, ethical, moral rejection of computer vandalism and virus creation;
3. personal responsibility for the results of their work on the computer, for possible errors;
4. personal responsibility for decisions made on the basis of computer data;
5. the need and ability to work in a team in solving complex problems by the team method;
6. concern for the user of the products of their labor.

Educational and methodological support of the school course of informatics. Software for educational purposes (directions of use, the structure of the technology for using software in the educational process, the criteria for the effectiveness of this technology).

Computer software as didactic tools can be classified as follows:

educational computer programs;

educational-oriented packages of applied computer programs;

computer program-methodical systems.

Electronic educational resources (EER) or digital educational resources (DER) are specially formed blocks of various information resources intended for use in the educational process, presented in electronic (digital) form and functioning on the basis of information and communication technologies.

EOR classification:

for the purpose of creation:

pedagogical information resources developed specifically for the purposes of the educational process;

cultural information resources that exist independently of the educational process;

by type of basic information:

textual, containing predominantly textual information presented in a form that allows character-by-character processing;

figurative, containing predominantly electronic samples of objects, considered as integral graphic entities, presented in a form that allows viewing and print reproduction, but not allowing character-by-character processing;

software products as independent, alienable works, which are programs in a programming language or in the form of executable code;

multimedia, in which information of a different nature is present on an equal footing and is interconnected to solve certain educational educational problems;

distribution technology:

local, intended for local use, issued in the form of a certain number of identical copies (circulation) on portable machine-readable media;

network, available to a potentially unlimited range of users through telecommunications networks;

combined distribution, which can be used both as local and as network;

by the presence of a printed equivalent:

representing an electronic analogue of a printed resource;

independent resources, the reproduction of which on printed media leads to the loss of their properties;

by function in the educational process:

presenting educational information, including demonstrations of objects, phenomena and processes;

information and reference;

modeling objects, phenomena and processes;

expanding the sector of independent academic work through the use of active-activity forms of education;

carrying out training of skills and abilities of a different nature, problem solving;

monitoring and evaluating students' knowledge.

The multimedia nature of EOR involves the synthesis of various types of information - textual, graphic, animated, sound and video, in which various ways structuring, integrating and presenting information.

EER interactivity can mean:

manipulating screen objects using computer input devices;

linear navigation;

hierarchical navigation;

automatically called or pop-up help;

feedback;

constructive interaction;

reflective interaction;

simulation modeling;

surface context;

deep context.

EOR can provide:

obtaining information, skills and abilities, certification and control educational achievements;

expansion of the independent work sector;

the changing role of the student teacher;

student's transition from passive perception of information to active participation in the educational process;

the ability to manage the educational process (including on the part of the student) and responsibility for the result;

implementation of new forms and methods of teaching, including independent individual learning.

Lesson analysis.

the specifics of the lesson

Whether the structure is rationally chosen

What material was emphasized in the lesson?

the degree of student activity in the lesson

means and methods of teaching in the classroom

Characteristics of students

Whether the requirements for the organization of classes in the informatics class were met

Have the goals been achieved (if not, list the reasons and what changes need to be made when preparing and conducting the lesson)

Typology of lessons.

V. A. Onischuk offers a typology of lessons depending on the didactic goal. This typology is by far the most common:

a) a lesson of familiarization with new material;

b) a lesson in consolidating what has been learned;

c) a lesson in the application of knowledge and skills;

d) lesson of generalization and systematization of knowledge;

e) a lesson in testing and correcting knowledge and skills;

f) combined lesson.

It should be noted that the above typologies arose in different time, perhaps for this reason, they are largely equivalent in their content.

Organization of preliminary preparation of the teacher for the lesson.

The main forms of additional study of computer science and its applications in high school. Content extracurricular activities in informatics.

Extra-curricular activities increase students' interest in the subject, encourage them to independent work in the classroom and the constant search for something new. By participating in extracurricular activities, children learn about the surrounding reality, fantasize, they have the opportunity to open up and express themselves creatively.

The following can be distinguished tasks that are solved in extracurricular activities in informatics:

1. Revealing creativity and abilities of any child, regardless of his grades in the subject.

2. Raise the interest of schoolchildren in the subject "Informatics", the passion of students for the subject, instilling in them a love for informatics through joint activities.

3. Stimulation search and cognitive activity.

4. Popularization knowledge of computer science among students. Popularization of achievements in the field of information technology.

5. Establishment new communication contacts (when studying telecommunication networks).

6. deepening knowledge of students in computer science (on electives). Expanding students' horizons.

7. Propaedeutics computer science lessons (on circles for lower grades).

8. Implementation interdisciplinary connections.

9. career guidance students.

Extracurricular activities in computer science have a positive impact on classes held within the framework of the main schedule, as students involved in extracurricular work in the subject study more thoroughly, in depth educational material, read additional literature, learn to work with a computer. Extracurricular work on the subject stimulates independent study of computer science and information technology.

VR Forms in Computer Science

To date, vast experience has been accumulated in extracurricular work at school in various subjects, and the forms of this work are very diverse.

VR can be classified according to different features: systematic, coverage of students, timing, didactic goals, etc.

By systematic two types can be distinguished extracurricular activities(VZ):

1) episodic CM:

– preparation and holding of school Olympiads in informatics; participation in regional, city Olympiads;

– summer computer camps;

- issue of a wall newspaper;

– holding quizzes, evenings, KVN on computer science;

– holding thematic conferences and seminars on informatics;

2) permanent VM:

– circles and optional classes in informatics;

– school learned societies;

- various forms of correspondence and distance learning for students.

By enrollment can be divided into individual and mass work.

Individual work is in all types of EOI, it can be expressed in the preparation of an abstract, material for a wall newspaper, an evening, a conference, etc.

Mass work expressed in holding evenings, competitions, olympiads.

Computer science circles have their own specifics. They are designed to attract elementary school students to form propaedeutic computer skills. They are recommended to give students tasks to work in graphic editors, it is possible to get acquainted with one of the programming languages. Studies have shown that the most tedious for children 7-13 years old are computer games, in such classes over 88% of the time is spent working with the display, in other classes this value does not exceed 66%.

The least tedious for schoolchildren in grades 1-7 were mixed classes (programming and games).

The study of the influence of different types of computer lessons made it possible to establish their optimal and acceptable duration for children of different ages. So for children 7-10 years old, the optimal duration of computer games is 30 minutes, the allowable for games and mixed-type activities is 60 minutes. For schoolchildren aged 11-14, the optimal duration of computer games is 30 minutes, and the permissible one is 60 minutes, for mixed classes, respectively, 60 and 90 minutes.

Circle work with high school students is possible when organizing groups to work in telecommunication networks.

Electives in computer science are designed to provide a more in-depth study of the subject compared to general education. Some teachers in extracurricular classes practice solving problems from the entrance exams in computer science; prepare students for final exams. On electives, you can also teach individual sections of computer science in more depth. For example:

1. Computer Science Advanced Program in classes with a mathematical bias, it involves studying the basics of computer technology and programming (Pascal), elements of logical programming (Prolog), computer modeling, as well as familiarity with application software (ET, editors, DBMS);

2. The program of the special course "Database Management Systems" includes the study of Access systems at the level of the query language, the development of a programming language (for example, Visual Basic), the use of a DBMS in solving practical problems.

3. The program of the special course "Computer modeling" includes the following sections:

Models. Classification of models. computer models.

Technology of computer modeling.

Modeling of chaotic movements.

Modeling of random processes.

deterministic models.

discrete models.

Game modeling.

Chess and card games.

One of the central issues of the organization of VR in informatics is the definition of its content. In accordance with the principle of VR connection with computer science lessons, it should relate to program material in informatics. Along with this, the VM can consider issues that are not directly related to the computer science program, but are of interest to students and contribute to broadening their horizons, i.e. additional material.

EVALUATION ERRORS.

1. generosity, condescension. Manifested in overestimation of marks;
2. transfer of sympathy or antipathy from the student to the assessment (mark);
3. mood rating;
4. lack of firm criteria (for weak answers, the teacher can put high marks or vice versa);
5. central tendency (the desire not to set extreme marks, for example, not to put twos and fives);
6. the proximity of the assessment to the one that was set earlier (after a deuce, it is difficult to immediately put five);
7. halo errors (manifested in the teacher's tendency to evaluate only positively or negatively those students to whom he treats, respectively, positively or negatively);
8. transferring the assessment for behavior to the assessment in the academic subject, etc.

Distinctive features"Theories and methods of teaching computer science". Aims and objectives of the course "Theory and Methods of Teaching Informatics".

Purpose of the course– to prepare a methodically competent computer science teacher capable of:

Conduct lessons at a high scientific and methodological level;

Organize extracurricular activities in computer science at school;

Provide assistance to subject teachers who wish to use computers in teaching.

Course objectives:

Determine the specific goals of studying computer science, as well as the content of the relevant general education subject and its role in the school curriculum;

To prepare a future teacher of informatics for the methodically competent organization and conduct of classes in informatics;

Report the techniques and methods of teaching informatics that have been developed to date;

Train various forms carrying out extracurricular work in informatics;

To develop the creative potential of future computer science teachers, which is necessary for the competent teaching of the course, since the course undergoes great changes every year.

Distinctive features of "Theories and methods of teaching computer science"

The discipline "Theory and methods of teaching computer science" has a number of distinctive features:

1. Young scientific discipline(it entered the plans of pedagogical universities relatively recently. This happened in the mid-80s of the last century, almost simultaneously with the introduction of the subject - the basics of computer science and computer technology) into the school), hence:

Lack of development of methodological approaches to teaching computer science;

Roughness, insufficiency of methodical literature;

Lack of an established system of training and retraining of personnel.

2. Novelty of scientific discipline"Informatics" and the school subject "Fundamentals of Informatics and Computer Engineering", from here:

Constant changes in the content of training.

3. Close connection of school computer science with other subjects, which allows you to use the techniques of methods of other disciplines, as well as rely on the knowledge of students from other areas of knowledge.

2. The relationship of the main components of the process of teaching computer science. The connection between the methodology of teaching computer science and the science of computer science, psychology, pedagogy and other subjects.

On the same topic: "Introduction to computers" or "Studying a graphic editor" lessons will be held in completely different ways in junior, middle and senior grades. Not only tasks will be different, but also the forms of conducting classes, the behavior of the teacher in the classroom.

Being a part of didactics, TMPO uses pedagogy research methods, obeys its laws and principles. So, when teaching computer science, all known methods of organizing and implementing educational and cognitive activities are used, namely, general didactic teaching methods: reproductive, problem presentation, heuristic, etc. Forms of organization of classes - frontal, individual and group.

The teaching of informatics at the modern level is based on information from various areas of scientific knowledge: biology (biological self-governing systems, such as a person, another living organism), history and social science (social social systems), Russian language (grammar, syntax, semantics, etc.), logic (thinking, formal operations, truth, falsehood), mathematics (numbers, variables, functions, sets, signs, actions), psychology (perception, thinking, communications) .

The connection with other sciences is especially growing in connection with the transition of the system of general secondary education in Russia to specialized education.

When teaching computer science, it is necessary to navigate the problems of philosophy (a worldview approach to studying the system-information picture of the world), philology (studying text editors, artificial intelligence systems), mathematics and physics (computer modeling), painting and graphics (studying graphic editors, multimedia systems) etc.

Thus, a computer science teacher should be widely erudite person and constantly expanding their knowledge.

Crib

Pedagogy and didactics

Computer science as subject has been introduced to the school since 1985. This course was called "Fundamentals of Informatics and Computer Engineering". A team of authors, including A.P. Ershov and V.M. Monakhov, a textbook for the school was created. Its main idea is to teach schoolchildren the basics of algorithmization and programming.

The technological progress of society invariably affects the structure of the minimum necessary educational level each person. The development of computer technology and its popularization led to the introduction of such a subject as computer science into the basic school course.

Informatics in secondary school introduced since 1984/85 school year as a separate subject that has its own method of study, has its own structure and content, inextricably linked with the minimum content of the science of informatics.

Analyzing the methodological and content components of the informatics course in high school, the following main stages can be distinguished:

1984-1988 - approbation of the course of informatics in secondary school and teaching it on the basis of the method of the machineless version;

1988-1996 - development of the main methodological content of the informatics course in secondary school and teaching it on the basis of domestically produced IWT;

2000 - present - integration of information technologies into the general educational process, the transition to the use of telecommunications in the educational process.

Thus, the trend of the subject "Computer Science" from a simple theoretical discipline to a mandatory fundamental subject of secondary education is clearly visible.

This trend is decisive in the development and research of various methodological and psychological-pedagogical moments of teaching computer science in the course of secondary school.

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Theory and methodology of teaching computer science

"The main goals and objectives of studying the course" Informatics "

at school"

Abrosimova Yana Valerievna

Introduction

The technological progress of society invariably affects the structure of the minimum required educational level of each person. The development of computer technology and its popularization led to the introduction of such a subject as computer science into the basic school course.

Informatics in secondary school has been presented since the 1984/85 academic year as a separate subject that has its own study methodology, has its own structure and content, inextricably linked with the minimum content of the science of informatics.

Analyzing the methodological and content components of the informatics course in high school, the following main stages can be distinguished:

1984-1988 - approbation of the course of informatics in secondary school and teaching it on the basis of the method of the machineless version;

1988-1996 - development of the main methodological content of the informatics course in secondary school and teaching it on the basis of domestically produced IWT;

1996-2000 - the transition to new hardware and software that meets international standards and the development of a new methodological concept of teaching computer science in secondary schools;

2000 - present - integration of information technologies into the general educational process, the transition to the use of telecommunications in the educational process.

Thus, the trend of the subject "Computer Science" from a simple theoretical discipline to a mandatory fundamental subject of secondary education is clearly visible.

This trend is decisive in the development and research of various methodological and psychological-pedagogical moments of teaching computer science in the course of secondary school.

The topic of this methodical work is “Development of logical and algorithmic thinking of students in computer science lessons”.

1. Goals and objectives of the course of teaching computer science in high school and its adaptation

The main goal of the JIHT course is to provide students with a solid and conscious mastery of the fundamentals of knowledge about the processes of transformation, transmission and use of information, the role of information processes in the formation of a modern scientific picture of the world, instilling in students the skills of conscious and rational use computers in their educational, and then in their professional activities.

Goals of teaching computer science at school:the formation of students' ideas about the properties of information, how to work with it, in particular using a computer.

Tasks of teaching computer science at school:

• to acquaint schoolchildren with the basic properties of information, to teach methods of organizing information and planning activities, in particular educational, in solving the tasks;
• give initial ideas about the computer and modern information and communication technologies;
• give ideas about the modern information society, information security of the individual and the state.

Analysis of the state standard, as well as basic normative documents, in particular, approximate scheduling for the subject, showed that in its original form, the EIHT course offered to schools contains many shortcomings and is not adapted to the conditions of the continuous development of information technology.

It was this fact that served as the starting point for the development of a continuous course of teaching EIW at school (grades 2-11), which has been tested since the 2003-2004 academic year. Currently, computer science teachers of the gymnasium are working on this program.

The program mainly consists of the basic school course of OEIT and is complemented by topics contained in the questions of entrance examinations (tests) in computer science in higher educational institutions.

The advantage of the program is its clear structuring in the main sections of informatics and in the years of study, which allows you to painlessly vary the content of the OEIT course depending on the current state of development of information and telecommunication technologies, and at the same time remaining within the requirements of the state standard and regulatory methodological provisions. The structure of the program is shown in the figure.

Purpose of the program achieved by solving the following tasks:

Mastering the language of computer science and the ability to use it to build information models;

Developing computer skills and software for solving practical problems.

In accordance with the program and state standard requirements

Students should know:

• what is information, units of quantity of information;
• basic number systems;
• types of quantities and forms of their representation on a computer;
• a brief history of the development of VT;
• the nomenclature of the main computer devices, their purpose and main characteristics;
• purpose, benefits and general principles organization of computer networks;
• rules of work and safety precautions when working on a PC;
• the concept of an algorithm, its main properties, methods of setting, illustrate them with specific examples;
• ways to organize data;
• names and purpose of the main types of software;
• the main stages of solving problems on a computer;
• basic programming language operators;
• basic techniques for debugging and testing programs;
• work with arrays;
• main types of modeling, what is a mathematical model;
• numerical methods for solving some applied problems.

Students should be able to:

• give examples of the transmission, storage and processing of information;
• convert whole decimal numbers to another number system and vice versa;
• estimate the amount of memory required to store some text with a given encoding system;
• turn on / off the PC, consciously work with the keyboard;
• work with simulators and training programs;
• write programs in a procedural programming language for tasks at the school curriculum level;
• work with ready-made programs (run, enter data in a dialog, understand the meaning of the output results);
• be able to build information models of the simplest systems.

When conducting an informatics lesson, students of each class are divided into two groups, classes in which, according to the depth of study of the topics of the course program, are differentiated according to the composition of the group.

User Course

The importance of the “PC User Course” is increasing every year due to the computerization of society.

The need for a large number of hours of individual practical work on a PC for better assimilation of the material led to the fact that this section of computer science was singled out from the main program as the highest priority.

aim This course is - to instill in students the skills of conscious and rational use of PCs in their educational, and then professional activities.

Basic EIHT course

The purpose of this section academic discipline: formation of interest, equipping schoolchildren with PC programming skills. The content of the course should reveal the social significance of the subject "computer science", and form an information culture.

In the senior classes, it is planned to consistently study separate, but logically interrelated topics, aimed at achieving the following goals: the development of systemic, logical and algorithmic thinking of students, the skills and abilities of building information, mathematical or physical models, technical skills of interacting with a computer that acts as technical means learning.

I would like to pay special attention to course design and solving applied problems. The solution of applied problems involves the merging of two disciplines: computer science and mathematics (physics). Some tasks from the course of higher mathematics with the help of computer science can be considered already in high school. This allows you to achieve the following goals:

• increase students' interest in both subjects;
• arouse interest in cognitive and research activities.

Course design serves the same purpose. This is an innovation in the teaching of computer science. The course design methodology provides for the solution by students of a problem formulated in any subject area and related to formalization and subsequent decision with the help of a computer. Such a task, as a rule, requires a significant amount of time to solve, a systematic approach to development, has a large amount of programming. In the process term paper skills of programming and debugging of programs are being worked out, students feel a significantly new socially significant level of competence, develop professional-determining personality traits, and early socialization takes place.

In this way, this program Informatics course contributes to the initialization of various activities: cognitive, practical, heuristic, search and personality-oriented.

Information Technology Course

Education involves the gradual expansion and significant deepening of knowledge, the development of skills and abilities of students, a deeper study of the material.

The ability to use a computer to solve problems is based on a deep understanding of the meaning of the links of the main technological chain (object - information model - algorithm - program - result - object) and the relationship between them. At the same time, the key to the ability to use a computer correctly and efficiently is an understanding of the method of information modeling.

In this course, the emphasis should be shifted from the means (computer and its software) to the goal (solving specific problems), i.e. the technological chain "object - information model - algorithm - program - result - object" should be studied in its entirety with an emphasis on the leading link "object - information model".

Course objective: to teach the method of computer modeling and its application in various (selected) subject areas.

The overall goal of the entire program is to develop a specialist complex.
Under the complex of a specialist is understood:

• the student's ability to independently search for ideas;
• ability to make decisions;
• necessary system of knowledge and skills.
• The knowledge system includes at least the following:
• knowledge of programming languages. (the school has the following language minimum: Basic);
• possession of such approaches to programming as structural and object programming;
• possession of mathematical apparatus;
• knowledge of the principles of program development;
• knowledge of the principles of algorithm development;
• good knowledge of user applications.

Thus, the use of this program not only makes the school course of informatics "real", i.e. reflective state of the art development of ICT, but also methodologically sound for use in the educational process of secondary school.

1. Psychological and pedagogical aspects of using a computer as a technical means of education

Cognitive processes: perception, attention, imagination, memory, thinking, speech - act as the most important components of any human activity. In order to satisfy his needs, communicate, play, study and work, a person must perceive the world, pay attention to certain moments or components of activity, imagine what he needs to do, remember, think, and express judgments. Therefore, without the participation of cognitive processes, human activity is impossible, they act as its integral internal moments. They develop in activities, and are themselves special activities.

The development of human inclinations, their transformation into abilities is one of the tasks of training and education, which cannot be solved without knowledge and the development of cognitive processes. As they develop, the abilities themselves improve, acquiring the necessary qualities. Knowledge of the psychological structure of cognitive processes, the laws of their formation is necessary for the correct choice of the method of education and upbringing.

In order to successfully develop cognitive processes in educational activities, it is necessary to look for more modern means and methods of teaching. The use of the computer, with its enormous versatility, will be one such means.

With the development of modern information technology, the “man and computer” system has quickly become a problem that concerns all members of society, and not just specialists, so the impact of a person with a computer must be ensured. school education. The sooner we start this, the faster our society will develop, because modern society information requires knowledge of working with a computer.

Subject of study- the process of development of cognitive processes of schoolchildren, namely, logical and algorithmic thinking in computer science lessons.

It has been proven that the process of teaching schoolchildren can be more effective if a computer is used to explain certain tasks, since:

• its use optimizes the activity of the teacher;
• the use of color, graphics, sound, modern video equipment allows you to simulate the difference between the situation and the environment, while developing the creative and cognitive abilities of students;
• it allows to strengthen the cognitive interests of the student.

The computer naturally fits into the life of the school and is another effective technical tool with which you can significantly diversify the learning process. Each lesson causes an emotional upsurge in children, even lagging students willingly work with a computer, and the unsuccessful course of a lesson due to gaps in knowledge encourages some of them to seek help from a teacher or independently seek knowledge.

On the other hand, this method of teaching is also very attractive for teachers: it helps them to better assess the child's abilities and knowledge, understand him, encourages them to look for new, non-traditional forms and methods of teaching. This is a great area for the manifestation of creative abilities for many: teachers, methodologists, psychologists, everyone who wants and knows how to work, can understand today's children, their needs and interests, who loves them and gives himself to them.

In addition, the computer allows you to completely eliminate one of the the most important reasons negative attitude to learning - failure due to misunderstanding, significant gaps in knowledge. Working on a computer, the student gets the opportunity to complete the solution of the problem, relying on the necessary help. One of the sources of motivation is entertainment. The possibilities of the computer are inexhaustible here, and it is very important that this entertainment does not become a prevailing factor, that it does not obscure the educational goals.

The computer allows you to qualitatively change the control over the activities of students, while providing flexibility in managing the educational process. The computer allows you to check all the answers, and in many cases it not only fixes the error, but quite accurately determines its nature, which helps to eliminate the cause that causes its occurrence in time. Students are more willing to answer the computer, and if the computer gives them a "deuce", then they are eager to correct it as soon as possible. The teacher does not need to call students to order and attention. The student knows that if he is distracted, he will not have time to solve the example or complete the task.

The computer contributes to the formation of students' reflection of their activities, allows students to visualize the result of their actions.

Based on the foregoing, we can conclude that it is optimal and necessary to use a computer as a technical learning tool, and not only in computer science lessons. The only limitation in this regard is the sanitary and hygienic standards for using a PC in the educational process.

1. Development of logical and algorithmic thinking of students in computer science lessons

The subject of informatics very easily implements interdisciplinary connections, that is, when studying it, it is advisablepractical tasksin informatics to fill with various subject content. Some examples of such integration are shown in the table.

The educational process in informatics, aimed at developing students' skills of logical and, together with it, algorithmic thinking, consists of three stages:

The first stage is preparatory - students get acquainted with some sections of exact knowledge that form the foundation of the above-mentioned complex of a specialist.

The second stage - the study of work techniques - students master the methods and techniques of working on a computer, several programming languages ​​and acquire the skill of solving applied problems.

The third stage - solving big problems - the student is immersed in a big problem, so complex and time-consuming that it can be considered a task for a professional programmer. The purpose of this stage is to master the methodology for designing a large and logically complex program.

Basic methodological principles and ideas

1. Individual nature of learning- An individual program is built for each student.
2. Applied nature of the theory.

This means that the theory:

Gives a method for solving a problem.

Explains the ongoing processes and phenomena. (This point is especially important, because according to it, the student is offered theoretical knowledge that does not have a direct application to the task, but is necessary for its development.

1. Determining the pace of learning by the abilities of the student (differentiated learning technology).

For each type of work performed by a student, there is a certain minimum of independence, which is determined largely intuitively, from experience with a particular student. It is assumed that failure to meet this minimum means ordinary laziness. The mandatory minimum tends to increase in the course of training. This is reasonable, since the student in the process of learning not only masters the amount of knowledge, but develops his ability to learn, to think in general. In other words, the learning process has not only speed, but also acceleration.

1. The core of the educational process is applied tasks.

The student improves by going from task to task. Each task is his small, but obvious, practical success, giving a charge for further movement. A difficult task encourages the acquisition of missing knowledge. A labor-intensive task encourages the development of their labor skills and the skills of organizing intellectual work. A big task develops the ability to interact with partners in its development, etc.

1. Programming languages ​​and application programs play the role of a tool and are studied as tools.

In such cases, two options are possible:

the student is given a task in which the main problem is the use of language constructs or a special method (the task’s own complexity is not great);

the student continues to study as usual, but the tasks he receives urgently require a new method.

1. An obligatory element in solving almost every problem is the apparatus (mathematical, physical, etc.)

Perhaps this is too loudly said, but after all, everyone has their own level of knowledge, and research can also be done in the field of arithmetic. No one guarantees the student that he knows everything necessary to solve the problem. By and large, no one even guarantees that this problem can be solved! It may well turn out that the condition is formulated, not quite correctly, it may happen that special research is required to find out what the program actually does. Ultimately, the student must not only solve the problem and test it with a couple - three test cases - he must be able to defend his solution in the face of any criticism.

1. A certain freedom of the student in the choice of problems to be solved.

No one knows exactly what a student is capable of. What is clear is that he should strive to increase his knowledge base. Apparently, the teacher, from his experience and knowledge, can suggest which path will be most effective for the student. Therefore, the teacher determines a set of problems that the student can deal with, but this set is wide enough, and the student has the opportunity to choose (the beginning of the educational process is an exception. It seems that when a person does not master the subject completely or almost completely, he cannot have an opinion (justified ) where to move.).

1. Self-value for the development of mastery is knowledge of theory.

In parallel with solving the problems of developing programs, the most capable students are stimulated to study scientific disciplines. Such study by the student is carried out semi-independently, the teacher plays the role of a consultant.

1. Using the project method to consolidate the material

The main requirements for using the project method are as follows:

1. The presence of significant research, creative plan problems or tasks that require integrated knowledge, research search for its solution. In this regard, tasks in computer science are the best suited for the implementation of this provision, which once again confirms the correctness of the choice of the direction of the course;
2. Practical, theoretical, cognitive significance of the expected results;
3. Independent (individual, pair, group) activities of students.

To topics classes, the following definitions can be applied. First, observed typicality , i.e. it is supposed to master the methods of solving the most typical tasks. Secondly, providedpithinesstasks, and, thirdly, implementednon-triviality, because the course contains a minimum of similar problems solved by one algorithm.

The general scheme for studying the material can be represented as such a scheme:

Thus, using the entire arsenal of available forms and methods of working with students, based on the technology of differentiated learning, and applying broad integration with the subjects of the school cycle, you can get significant results in the development of schoolchildren's thinking, which cannot but affect the overall results of academic performance and the quality of knowledge.

Of course, it is still too early to talk about any concrete results, since the work on the author's program has only been going on for the third year, but we can say with confidence today that such a comprehensive implementation of the methodology for teaching a special subject, coupled with information technology and such integration, can give certain results. .

1. Conclusion

It can be concluded that with the development of logical and algorithmic thinking of students, new opportunities for development appear:

social and cognitive activity children: this refers to the level of subjective control of the student, intellectual initiative;

the competence of the student as a student: this refers to his independence, information literacy, self-confidence, manifested in the ability to make a decision, as well as orientation to the task and the final result, responsibility, social independence;

the child's ability to self-realization: in particular, the desire to implement knowledge in software products, in cognitive extracurricular activities, the success of implementation, satisfaction with the results of activities;

Harmonious individuality, the ratio of practical and verbal intelligence, emotional stability, the ratio of humanitarian interests and information needs, the activity of the child and his competence. NIT determines a special pedagogical activity that provides the creation of conditions for the development of children's intellectual activity, flexible open thinking, the ability to work collectively, to instill responsibility for decisions made.

And the task of educators-researchers is to seek, test and implement new forms and methods of work that lead to such results.

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Some abbreviations and notations

KUVT - a complex of educational computer technology

VT - computer technology

JIHT - fundamentals of informatics and computer technology

COMPUTER - electronic computer

PC - personal electronic computer

PC - personal computer

ICT - information and communication technologies