Themes of scientific projects on informatics. Individual project in informatics

Ministry of General and Vocational Education of the Russian Federation

Municipal educational institution

Secondary school No. 1

Analytical report

for the inter-certification period

(2005-2010)

IT-teacher

Gribovskaya Natalya Ivanovna

2 k.k.

Kamyshlov 2010

Introduction……………………………………………………………………………………….......... 3

1. Analytical part…………………………………………………… 5

1.1 Theoretical basis teaching by the method of creative projects.. . 5

1.2 Advantages of the project method……………………………………….. 8

1.3 Topics of projects……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

1.4. Stages of design……………………………………………………………………15

1.5 Evaluation of a creative project, evaluation criteria……………….18

1.6 Application of the project method in the course of mastering the basic course of informatics……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

1.7 Table of indicators of the quality of education…………………………….24

2. Analysis of the conditions for the professional growth of a teacher in the inter-certification period………………………………………………….26

Project part……………………………………………………….......28

Conclusion……………………………………………………………......31

Literature……………………………………………………………........32

Appendix………………………………………………………………..33

INTRODUCTION

Activity is the only way to knowledge

Bernard Show

The main tasks of modernizing Russian education are to increase its accessibility, quality, and efficiency. This implies not only large-scale, structural, organizational and economic changes, but, first of all, a significant renovation, bringing it in line with the requirements of the time and the tasks of the country's development.

In today's conditions, it is no longer enough for a high school graduate to have deep and solid knowledge, he needs to

• developed thinking;
• the ability to use knowledge in any changed situation;
• the ability to competently and creatively solve problems;
• the ability to defend one's point of view;
• be spiritually rich;
• striving for an active independent working life.

In this regard, the teacher must structure his work in such a way as to ensure the holistic development of the student's personality.

To carry out pedagogical activities at the teacher level, an analysis was made of the state of teaching informatics from the standpoint of implementing the methods of creative projects. In general, all this is aimed at promoting the general moral development of the individual.Thus, it is possibleidentify the following contradictions:

1. Between the requirements of the State Educational Standard and the level of education of some of the school graduates.
2. Between the theoretical nature of teaching and the reality of the practical activities of students.
3. The presence of ideas about the need to form a holistic knowledge and insufficient knowledge of the techniques, means and methods of cognitive activity.
4. Between the knowledge of phenomena and the inability to transfer this knowledge into the sphere of practical activity.

On the basis of the identified contradictions, the analysis of psychological and pedagogical literature, the problem of the study is to develop and theoretically substantiate the use of the project method in the process of forming an appropriate system of attitudes towards learning among students.

Based on the above, the topic of the analytical report was determined:

"Using the project method in the development of students' creative thinking."

Object of study- the process of professional self-development in the inter-certification period

Subject of study – pedagogical conditions for the development of students' creative abilities in informatics lessons as a condition for professional self-development

Purpose of the analytical report:

To analyze the conditions conducive to the formation of students' research skills through educational activities, professional self-development during the inter-certification period

Hypothesis: implementation The method of projects in pedagogical activity contributes to the communicative competence of students and creative thinking.

Based on the goal, hypothesis and taking into account the specifics of the subject of research, the following TASKS:

1. To study the level of formation of research skills of students.
2. To form the ability of students to generalize, systematize the knowledge gained.
3. Identify problems in the development of students' creative abilities.
4. Increase professional and personal potential through self-education and coursework.

1. Analytical part.

1.1 Theoretical foundations of teaching by the method of creative projects

The computer science teacher faces the most important task: not only to inform students of a certain amount of knowledge in accordance with the modern requirements of social and scientific and technological progress, to develop their skills and abilities, but, most importantly, students should be instilled with a desire for continuous improvement of knowledge, the ability to independently replenish and apply them in practice.

Modern education should be guided by the interests and needs of students and be based on personal experience child. The main task of education is the actual study of the surrounding reality. Teacher and students walk this path together, from project to project.

The basis of the project method is the development of cognitive, creative skills of students, the ability to independently construct their knowledge, the ability to navigate in the information space, the development critical thinking. A curriculum that consistently applies this method is built as a series of interrelated projects that flow from various life tasks. For the implementation of each new project (conceived by the child himself, the group, the class, independently or with the participation of the teacher), it is necessary to solve several interesting, useful and real-life problems. The child is required to be able to coordinate his efforts with the efforts of others. To succeed, he has to acquire the necessary knowledge and use it to do specific work. An ideal project is one that requires knowledge from various fields to solve a whole range of problems.

The project method can be applied in the study of all subjects. Examples of the use of the project method in the work of various educational institutions made it possible to highlight the positive aspects of the project method that are significant for pedagogy:

focus on individualization of education;

activation of the teaching;

· stimulation of initiative and growth of creative possibilities.

Of course, a modern analytical view of the pedagogy of the project method reveals and weak sides this method:

Insufficiency in the formation of students' theoretical thinking;

reduction of the teacher's role only to a consulting one;

inability to develop common approaches to problem solving.

Project-based learning is dictated by time. Scientific and technological progress requires the development of effective means of independent learning activities available to any person. Project thinking also includes the fundamental methods of cognition that are necessary in any creative activity, its development is seen by specialists as a necessary component of the general education system. But at the same time, for the formation of project thinking, it is necessary:

Continuity in the formation of a project culture;

Sufficiency of a "critical" mass of project culture carriers, whose training and education prepares and provides a certain understanding of integration various knowledge;

· the presence of an established communication system for the free distribution of the project culture.

The fundamental provisions essential for the use of the project method in the educational process are:

Independent individual or joint activities of students in groups working on a project;

the ability to use research, problematic, search methods, methods of joint creative activity;

Possession of a culture of communication in different small teams (the ability to listen calmly to a partner, to express one's point of view with reason, to help partners in difficulties that arise in the course of work, focusing on a common, joint result);

· the ability to assign roles (responsibilities) to perform a common task, fully aware of the responsibility for the joint result and for the success of each partner.

The development of students' creative abilities is carried out in many ways: special knowledge in the form of educational games, solving entertaining problems, competitions; developing creative activities for each age group of students, and of course, creative projects.

The project method solves many learning problems: they are teaching, developing, and educational. When performing a project, children generalize all their knowledge in this area, learn something new.

E. S. Polat gives the following definition of the project method in the modern sense:"... a method" that implies "a certain set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students with the obligatory presentation of these results."

Design - is the activity of implementation in the environment (natural and artificial). Projective education is education that involves, on the one hand, the development of knowledge in the form of projects, and on the other hand, training in the use of old and new knowledge in the form of new projects.

Modern multimedia educational complexes provide, of course, great opportunities for effective learning school disciplines, the project method, like no other method, improves the quality of education in computer science, forms interdisciplinary connections and increases the efficiency of studying the school discipline for which the project was implemented.

The project method contributes to the formation of adequate self-esteem in students, raising their image in the environment, strengthening “I myself”, “I will do it”, “I can do it”. Preservation and enhancement of the innate "independence" of the child is the most important task of educating the younger generation;

The project method is based on a humanistic approach to technology and a creative design and technological system for teaching schoolchildren. With this approach, technology is created not to win, but to solve technological problems that improve human life, ensure the happy longevity of the child, preserve and multiply the human environment, outer space.

With this approach, students should study not just technology, but technology, in which technology is a means of resolving technological processes that meet the requirements of ergonomics and design. We are talking about the creation and study of such technological (non-technical) systems that would be aimed at improving human life, preserving and enhancing native nature. At the center of such technologies is the happy longevity of a person.

A thing created by one's own mind and made by one's own hands, taking into account the achievements of scientific and technological progress, the requirements of design and technoethics, makes a person kinder, more humane, more economical. Labor upbringing of students in the process of comprehension of technological culture, design and technological activities through educational-playing, educational-experimental and educational-industrial activities.

It is important to note that creative projects should be varied according to a certain scheme - from simple to complex: warm-up - cognitive tasks designed to prepare the child to perform creative tasks (projects); logical search tasks - for the development of memory, attention, imagination, observation; partially - search tasks of different levels - for the development of independent, non-standard thinking; and, finally, creative tasks, which are designed for search activities, the creative application of one's knowledge.

1.2 Advantages of the project method.

• Students see the end result in front of them - a video that they made themselves, put their soul into it, and for this it is worth working hard. Creating beauty with your own hands exalts a person in his own eyes, educates morally.
• Conducting lessons by the method of creative projects makes it possible to identify and develop the creative abilities and abilities of students, teach them to solve new non-standard tasks, and identify the business qualities of a new type of employee.
• Professional self-determination - it is during the implementation of a creative project that students think about the questions: what am I capable of, where to apply my knowledge, what still needs to be done and what to learn so as not to be superfluous on the path of life.
• When choosing a project topic, the individual abilities of students are taken into account: strong - complex, weak - according to their real capabilities. Individual work with students is also the knowledge of the personality of each, character traits and habits. Accepting the student as he is, you need to do everything possible so that the good and kind in the soul, combined with desire and abilities, become the basis for creating the intended product.
• Teaching by the project method develops the social aspect of the student's personality by including him in various activities in real social and industrial relations, helps to adapt in a competitive environment, instills vital knowledge and skills in students.

Design in informatics.

How to get students interested in design?

This formulation of the question already contains the assertion that the core of project activity motivation is the range of interests that is specific to each age group.

Yes, for junior schoolchildren characterized by the desire to reproduce the objects that aroused interest, imitation, the expectation of personal success. Middle school students, although they tend to choose familiar and “necessary” objects, are aimed at a successful result, but they are already showing attempts to achieve originality. High school students are characterized by a focus on comprehending the process, a desire to test their abilities, an anticipation of creativity, although they also have a desire for personal success, trouble-free performance of tasks.

It is also impossible not to take into account the typological features of the personality. Creative children are interested in the very fact of finding solutions, answering questions and problems.

The teacher can use some procedures for generating interest in project tasks, the design process, for example, the following:

Explanation of the essence of the project method - the introduction of the broad concept of "project" on the examples of engineering, design, economic, social and other types of it, as well as presenting it as a way to improve the technical, economic, social, ergonomic and environmental indicators of the production of goods, products and services.

Design goals.

By completing projects, students should gain an understanding of the life cycle products - from the inception of thought to material implementation and use in practice. At the same time, an important aspect of design is the optimization of the objective world, the correlation of costs and the results achieved.

When designing, experience is gained in using knowledge to solve so-called ill-posed problems, when there is a shortage or excess of data, there is no solution standard.

Thus, an opportunity is provided for acquiring creative experience, i.e. combining and upgrading known solutions to achieve a new result dictated by changing external conditions.

Design allows you to achieve an increase in the level of sociability, i.e. expanding the circle of constructive and purposeful communication, updated by the homogeneity of activity.

An important goal of computer science design is diagnostics, which allows you to evaluate the results as the dynamics of the development of each student, as well as identifying creative (“gifted”) children and supporting and stimulating their activities (study) in the future. Monitoring the implementation of project activities allows you to obtain data on the formation of life and professional self-determination of students. It should be considered that the goals of design are achieved when the effectiveness of the pedagogical efforts of the teacher and educational educational process is evaluated by the dynamics of growth of indicators that are recorded for the study group and (or) for each student:

Information security (representations, knowledge, thesaurus, understanding);

Functional literacy (education of attitudes and explanations, written texts, the ability to ask constructive questions);

Handle technical objects, work safely, etc.);

Technological skill (the ability to perform previously learned labor operations, competently using tools and machines);

Achieve a given level of quality, understanding of properties and materials, ensuring personal safety, rational organization of the workplace, etc.;

Intellectual readiness (the ability to verbalize labor operations, understanding the formulation of educational theoretical and practical tasks, sufficiency of memory, comparing objects by size, shape, color, material and purpose, conscious perception of new information, the ability to use literature, etc. for rational planning of activities , including joint with other people);

Volitional readiness (the desire to fulfill the assigned educational tasks, attentive attitude to the teacher’s speech and to the educational situation, maintaining a work culture, friendly interaction with other students, the desire to complete the task (work) at a high level of quality, tolerant attitude to comments, wishes and advice, choice tasks, successful overcoming of psychological and cognitive barriers, the ability to request and receive help, etc.)

The application of the project method contributes to the emergence of such interaction and relations between schoolchildren, with adults, in which, in order to achieve the goal, the creative efforts of the individual are realized, not only the planned result is achieved, but development takes place. inner world growing person. The educational role of design depends on the reflection of these labor relations in the spiritual life of students, in the refraction of their feelings and thoughts, in the breadth and depth of the volitional efforts of the individual. Education of love for work as a core labor education in general, it is possible only when the child is imbued with the beauty of relationships between people that arise in the labor process.

The implementation of a creative project is one of the aspects of education. It aims to make children and adolescents aware of the value labor start life. The moral and value attitude to work includes an understanding of not only its social, but also its personal significance as a source of self-development and a condition for self-realization of the individual. At the same time, the formed ability of a person to experience joy from the process and result of labor, the play of intellectual, strong-willed and physical forces becomes an important factor.

At each stage, the design should combine the meaning of the child with actions and action with thought, humanitarian culture with technical culture, labor with creativity, artistic activity with design and construction, environmental and social consequences of the transformation of the objective world.

The organization of projects requires careful special preparation of teachers and students. The teacher is required to:

the ability to see and select the most interesting and practically significant topics of projects;

Possession of the entire arsenal of research, search methods, the ability to organize research, independent work of students;

· reorientation of the entire educational work of students in their subject to the priority of various types of independent activity of students, individual, pair, group types of independent activity of a research, search, creative plan. This does not mean at all that traditional types of work, explanatory-illustrative and reproductive methods, class-lesson system, collective, frontal forms work. It's about priorities, shifting focus and nothing more.

Possession of the art of communication, which provides for the ability to organize and lead discussions without imposing one's point of view;

the ability to generate new ideas, direct students to find ways to solve problems;

the ability to establish and maintain a stable, positive emotional mood in the project team;

· practical knowledge of the language of the partner, sufficient awareness of the culture and traditions of the people, the state and political structure of the country, its history (international project);

· computer literacy;

· the ability to integrate knowledge from various fields to solve the problems of selected projects.

Students are required to:

Knowledge and mastery of basic research methods(literature analysis, search for sources of information, data collection and processing, scientific explanation of the results obtained, hypotheses, methods for their solution);

Computer literacy: the ability to enter and edit information (textual, graphic), processing the obtained quantitative data using spreadsheet programs, using databases, printing information on a printer;

Possession of communication skills;

the ability to independently integrate previously acquired knowledge in various subjects to solve cognitive problems.

Design Challenges

In the process of completing project assignments, students must acquire various skills (which, of course, will have different levels of success depending on gender, age and individual characteristics).

These include the meaningful execution of the following mental and practical actions:

• Understanding the setting of tasks, the essence of the educational task, the nature of interaction with peers and the teacher, the requirements for presenting the work performed or its parts;
• Planning the final result and presenting it in verbal form, i.e. without limiting their imagination, students should give themselves and others a detailed answer according to the scheme: “I would like to ...”;
• Action planning, i.e. determination of their sequence with tentative estimates of the time spent on the stage, disposal of time budgets, forces, means;
• Implementation of the public design algorithm;
• Making adjustments to previously made decisions;
• Constructive discussion of the results and problems of each design stage, formulation of constructive questions and requests for assistance (advice, additional information, equipment, etc.;
• Expression of ideas, design solutions with the help of technical drawings, diagrams, sketches, drawings, layouts;
• Independent search and finding the necessary information;
• Drawing up a scheme of necessary calculations (constructive, technological, economic), presenting them in verbal form;
• Evaluation of the result in terms of achieving the planned, in terms of the volume and quality of what was done, in terms of labor costs, in terms of novelty;
• Evaluating projects completed by others;
• Understanding the criteria for evaluating projects and their protection, procedures for public defense of projects;

1.3 Topics of projects.

The array of project topics is only indicative, since it is impossible to predict exactly which topics will arouse the greatest interest among specific students. Probably, the way out lies in the constant expansion of the existing topics and the presentation of it by students. Actually, it is intended for the student to formulate an associated new topic, which can already be considered as a creative act.

Students must choose for themselves the object of design, the topic of the project, i.e. a product that they really would like to improve, offer to the market, introduce into the objective world in order to satisfy the real needs of people.

The choice of the topic of the project is subject to requirements that should be perceived by students almost as an instruction, a guide: the object (product) must be well known, understandable, and most importantly, interesting; a future new product must be manufactured by an industrial or handicraft method with a specific release program and a calculation for a mass or single consumer; it is necessary to have a premonition that the object will allow the developer to realize himself in creativity, that he can do it; it is not scary if the topics are repeated in the study group; in the design process, students themselves will understand that no one can offer two identical products (or services) to the market.

Project types

A creative project is understood as an independently developed and manufactured product from its idea to its implementation, which has novelty and is made under the guidance of a teacher. When using project methods, students form:

• Technological literacy, i.e. conscious and creative choice.
• Optimization of ways of activity from the mass of alternative approaches.
• The ability to think systematically and comprehensively, to identify needs and information support for activities.
• The necessary amount of knowledge, skills and abilities that provide the opportunity to enter the future.
• future professional activity.

I use various types of projects in my teaching activities:

1. Development of new technologies
2. Design and technological
3. Design

1.4. Design stages

Work on any project includes certain STAGES OF PROJECT IMPLEMENTATION, which should be clearly planned in order to achieve maximum efficiency of project work.

I stage. Organizational. Includes introducing and creating a group of students to work on a project.

II stage. Selection and discussion of the main idea of ​​the future project. It includes the definition of goals and objectives (why this project, what students will learn and what they will learn upon completion of work on this project); discussion of the strategy for achieving the set goals and clarification of projects (i.e. what topics of future projects will help students learn and learn that, and what is the overall plan for working on a specific project that ensures the achievement of the goal).

III stage. Discussion of methodological aspects and organization of students' work in the classroom and outside of school hours.

IV stage. Structuring the project with the allocation of subtasks for certain groups of students, selection necessary materials. The general simple plan at this stage becomes detailed, the stages and their tasks (subtasks) are distinguished and distributed among groups of students, taking into account their interests, the planned results and methods for their solution and design are determined.

V stage. Actually working on the project. Carefully designed tasks for each group of students and selected (if necessary) material allow the teacher not to interfere in the work of the group, acting as a consultant. An intensive exchange of information, opinions, and results is expected.

VI stage. Summarizing. At this stage, the groups talk about the work done, the results are summarized and presented in the form of a book, magazine, video, newspaper, Web site.

When organizing work on projects, one should begin by studying the interests of students, choosing the topics of projects and preparing students for work on these projects.

First of all, it is necessary to determine the interests: should they be related to the subject being studied or can they relate to a wide range of cognitive and creative interests of students; as far as these interests may turn out to be relevant for the region, for the development of the intellectual and creative abilities of your students. It is necessary to try to see in each sentence of the students a problem, the solution of which could practically help someone in something.

It is very important to pay as much attention as possible to the independent activities of students, which will help each student to reveal their individuality, but this is hardly possible within the framework of the lesson. It is necessary to look for additional forms of organization of independent activities of students. You can refer to the system of reports, abstracts and, of course, projects, term papers on specific issues of the subject being studied. Students, who are alone, who are in pairs, and who are in a small group, can systematically perform independent work that requires them to search for additional information, collect data, analyze, and comprehend facts. These works for different children can be designed for a week or two, for a month or more. Students who need certain conditions for the performance of work will have the opportunity to carry out some types of work directly in the lesson, during hours specially allocated for such work, or after class. Some of these projects can be proposed for joint activities with children from other schools, and telecommunications will provide operational communication between them. This is especially useful in scientific and social terms when it comes to ecology and sociological problems.

So, based on the above, we can make the following generalization. The project method is always focused on the independent activity of students - individual, pair, group, which students perform for a certain period of time. This approach is organically combined with the method of learning in cooperation.

The project method always involves solving some problem, which, on the one hand, involves the use of various methods, and on the other hand, the integration of knowledge and skills from various fields of science, engineering, technology, and creative fields.

The project method is based on the development of students' cognitive skills, the ability to independently construct their knowledge, the ability to navigate in the information space, and the development of critical thinking. The results of completed projects should be, as they say, "tangible", i.e., if it is a theoretical problem, then its specific solution, if practical - a specific result ready for implementation.

Work according to the project method implies not only the presence and awareness of a problem, but also the process of its disclosure, solution, which includes clear planning of actions, the presence of a plan or hypothesis for solving this problem, a clear distribution (if group work is meant) of roles, t .e. tasks for each participant subject to close interaction. The project method is used in the case when any research, creative task arises in the educational process, the solution of which requires integrated knowledge from various fields, as well as the use of research methods.

For the project method, the question of the practical, theoretical and cognitive significance of the expected results is very important (for example, a report at a conference; a joint issue of a newspaper, an almanac with reports from the scene, etc.).

It can be added that project-based learning is an area of ​​scientific knowledge that allows you to move from universal literacy to universal education on the planet, reflecting the processes of intellectualization, informatization and humanization of education, as interdependent processes of the formation of a new stereotype of life - education throughout life in a multicultural environment. planets.

Functions of a teacher when students complete a project:

Assistance in the selection of projects;

Supervise the progress of students;

I provide assistance to individual students and stimulate educational and labor activities;

Maintain a working environment in the classroom;

I evaluate educational and labor activity at each stage;

I standardize the work of schoolchildren;

I analyze and summarize the work of individual students and the group as a whole;

Results of project activities:

1.5 Evaluation of the creative project, evaluation criteria

Evaluation of the results of creativity is always dramatic and contradictory. In any case, it is not necessary to absolutize its correctness. In contrast to the previously existing practice of sole evaluation of progress by the teacher alone, the completed project is first evaluated by the author himself, and then by a jury elected for this purpose, consisting of the teacher and students.

Evaluation criteria.

Evaluation of the results of creativity is always dramatic and contradictory. In any case, it is not necessary to absolute its correctness. Closer to the objective will be the rating assessment, which in total is equal to: average (for the group) + self-assessment + teacher's assessment.

Evaluation of the project and its protection is carried out according to 10 criteria at four levels - 0; 5; ten; 20 points.

Evaluation criteria are easier to enter in a table and offer it to students and teachers who sit on the jury. Thus, the final assessment is more objective.

The dynamics of ratings received for ongoing projects is an important indicator of the dynamics of the development of the personality of a growing person, his life and professional self-determination. The absence of this is an alarming signal that students have not yet found themselves in such activities, have not overcome various psychological barriers. They need extra help, area replacement and design themes.

1.6 Application of the project method in the course of mastering the basic course of informatics.

The question arose for a long time: how, with a small number of hours (1 hour per week), a rather extensive program (everything, but “on top”) and the huge interest of schoolchildren, to make teaching the basic course of informatics interesting, visual, the material being studied is remembered for a long time, and not on one lesson. One of the methods that allow achieving positive motivation for learning and good results in activating cognitive processes is the project method.

In the basic informatics course, in addition to the obligatory theoretical material (number systems, the concept of information, the amount of information, algorithms, etc.), much attention is paid to the initial development of information technologies - text, graphics editor, spreadsheets, databases, Internet technologies. If you have 1 hour a week, it is difficult to achieve stable skills in children, many of whom do not have a computer at home: working out, although necessary, but boring exercises to consolidate a particular skill, does not give a high result. There was a need to overcome such difficulties. The method of projects plays a significant role in this situation.

Using the project method when studying the topic “Graphic Information and Computer” (7th grade)

The study of the topic “Graphic information and computer” in the basic course of informatics takes 5 hours. During this time, students should get acquainted with the past and present of computer graphics, learn how to present graphic information in a computer, get basic information about the purpose and main features of a graphic editor, and form a skill in working in a graphic editor.

In the course of studying this topic, after analyzing the theoretical material, students are invited to complete two projects: “Drawing of your room” and “Greeting card”. The preparatory stage of work on projects is the implementation of training exercises to master the basic techniques of working in the MS Paint graphics editor, preparing a drawing (postcard) on paper. Practical part work is performed at a computer using the basic techniques learned in a graphic editor: drawing straight and curved lines, circles and ellipses, rectangles, copying, cutting, pasting fragments of a picture and other simple operations.

In the lesson, most often you have to use a group form of work, because. children rarely sit at computers one at a time, so students have to solve, in addition to the educational, a communicative task - it is necessary to come to a common opinion, outline and agree on a work plan, and complete it. The more disputes and discussions arise, the more perfect the work is, the better the result.

Summing up, we can say that in the study of the topic “Graphic Information and Computer”, the application of the ideas of the project method is fully justified. Mastering the skills of working in the MS Paint graphics editor using the project method allows you to achieve better results than when working with conventional exercises.

Using the project method when studying the topic “Text information and computer” (7th grade)

6 hours are allocated for mastering the topic in the 7th grade according to the program. During this time, it is necessary to give children an idea of ​​the nature of electronic text, to reveal the positive and negative aspects of electronic text, to explain how characters are encoded for storage in computer memory and to form skills in working in a text editor and processor. As already mentioned, the simple implementation of training exercises does not give high results, because the child has no idea where, in what case he can apply the acquired skills.

Since we are studying a word processor (in our case, it is MS Word), designed to work with text, you need to work with text, but with one that will be interesting and informative for students. In this case, a simple, mechanical retyping of someone else's, often boring and incomprehensible text will not work, but everyone is pleased to see their own text in printed form, and even beautifully designed, without errors, with illustrations. The solution was found easily: the teacher of Russian language and literature gave the children the task of writing a fairy tale, a story on any topic they liked, so the students received marks not only in computer science, but also in Russian language and literature.

At computer science lessons, children had to type their text on a computer, format it, select and insert suitable illustrations. Students are still very slow at typing, but this activity gives them the opportunity to improve their typing skills. The result of working with these projects was an exhibition of students' works and the publication of a literary almanac.

Comparing work with a text editor in the “exercise mode” and in the “project execution mode”, we can say that in the second case, the children received much more knowledge and pleasure. Such work allowed the children to realize the advantages of working with electronic text and they saw the possibility of applying the acquired knowledge and skills in everyday practice.

Using the project method when creating computer multimedia presentations in computer science lessons in grade 8.

7 hours are allotted for the study of this topic. The topic is necessary for students, because. they often have to speak at various kinds of conferences, make reports, reports, defend abstracts. A computer presentation is an effective way of presenting the necessary information, text, illustrations accompanying the report.

MS Power Point is traditionally used to create computer presentations. In the first lesson, the goal is set for students: to create a presentation on given topic. When performing this work, students learn the basics of designing presentations using multimedia technologies, master the MS Power Point application. Children learn how to create new slides using AutoMack, place text, pictures and graphic primitives on them, choose a presentation design, edit and sort slides. In their work, children also use animation effects and sound accompaniment. Much attention is paid to the creation interactive presentation, transitions between slides. After completing the “training presentation”, the children are invited to complete the following project: create a presentation that would highlight some topic from any school course. In the case of creating a full-fledged presentation on the topics of school subjects, the student (or small group) receives an assessment.

Using the project method in the process of studying the topic "Development of Web sites" (9th grade)

Today, the demands of the times are such that any educated person should be able to use in their work the possibilities of the Internet and Internet technologies. Increasingly, we are faced with the need to use the possibilities of the World Wide Web, e-mail, teleconferencing, various search engines, there are a large number of various competitions, scientific conferences, both for students and teachers. A huge number of periodicals are now published on electronic media and published on the Internet.

Web site development is covered in a simplified way in the basic course, with a total of 16 hours of study on the topic. The project method is used in this topic as follows. After passing the theoretical part of the material and creating a training Web page on the topic proposed by the teacher, students also receive a project task. It consists in creating a small site on one of the proposed topics.

Students can optionally create their own Web page.

Thus, the ideas of the project method in this topic are also successfully applied and give good results.

Using the project method in the process of studying the topic “Modeling” (grade 11)

12 hours are allotted for studying this topic, after studying the theoretical part, students work on creating a graphical model of a process, represent this process.

Purpose: to show the importance of conducting a competent system analysis when building a model. Develop the skill of identifying stages in the observed process.

Educational and pedagogical task: observing the process, highlight the main stages in it. Using system analysis to determine the main features that characterize the modeled object. Build and present a graphical model of the process under study.

Application of the project method in optional classes

Some schoolchildren, attending computer science classes, discover a great interest in computer science and information technology. Optional classes allow you to gain in-depth knowledge on various topics, complete practical tasks more high level than in the classroom, prepare for participation in conferences and competitions. Prospects of work using the project method in the lessons and electives in informatics and information technology.

When studying the topic “Database Management Systems” in grade 11, attempts were made and it is planned to continue work on creating student projects“Library Database”, “Our Class Database”.

The project method is objectively in demand by the school, but the success of development and use project learning, first of all, depends on the formation in the educational space of the school of the necessary and sufficient conditions for its implementation: informatization of education, the formation of a design thinking style among teachers, or, as Russian and foreign experts emphasize, project procedures and educational design tools. Pedagogical Research in this area will help to update the school, including its methodological environment.

The use of the method of creative projects contributes to the development of students' creative abilities, including improving the quality of education of students in the subject of informatics.

1.7 Table of indicators of the quality of education.

Over the past five years, student achievement has increased, since 2007 100%, the percentage of quality in the subject has increased by 9.4%.

Participation of students of MOU secondary school No. 1 in the city round of Olympiads in Informatics

For students in grades 5-11, I have selected Olympiad tasks.

Application No. 1

2. Analysis of the conditions for the professional growth of a teacher in the inter-certification period.

Analysis of the dynamics of professional growth was carried out on the basis of the results of monitoring professional activities.

Based on the results, the following conclusions can be drawn:

1. There is a positive dynamics of the professional and personal potential of the teacher and qualifications.
2. The results of the positive dynamics of professional development are observed in the following indicators:

Competence in the field of self-development;

Social and professional competence;

Subject-professional competence.

During the inter-certification period, my activity as a computer science teacher was subordinated to solving problems aimed at improving technological, meaningful, creative control and evaluation conditions that ensure the quality of training students within the framework of the discipline I am implementing and achieving results that meet the requirements of the SES.

As part of the generalization and dissemination of pedagogical experience, the following was done:

Participation in open events:

I improve my teaching qualifications through coursework:

Speeches

At the teachers' council on the topic "Creating a situation of success in teaching students",

At the methodological week "Health-saving technologies in the organization of the educational process."

I conducted open lessons and extracurricular activities

"Battle of the Scholars"

2008

"Weak Link"

2008

"Logical foundations of computers"

I also work closely with students of the Kamyshlov State Pedagogical College, gave open lessons on the following topics:

• "Computer graphics" (2007 - 2008 academic year)
• "Databases" (2007 - 2008 academic year)
• "Electronic payments" (2007 - 2008 academic year)
• "Logical operations" (2008 - 2009 academic year)
• "Algorithmic structures" (2008 - 2009 academic year)
• "Construction of charts and graphs in spreadsheets" (2008 - 2009 academic year)
• "Personal computer device" (2008 - 2009 academic year)
• "Text editor: main features and functions". (2008 - 2009 academic year)

Based on the foregoing, I can say that all my activities are aimed at increasing the level of professional competence, achieving high-quality results in teaching and educating students. An important condition is your own professional growth.

Design part.

After analyzing and summarizing the results of the work done on the topic “Using the project method in the development of students' creative thinking» a problem has been identified for the following interqualification period:

Involvement of all subjects of the educational process in the system of work to develop the creative abilities of schoolchildren;

Based on the problem that has arisen, I set myself the tasks for the next inter-certification period:

1.Expanding the range of using the method of creative projects in extracurricular and extracurricular activities.

2. To continue work on improving the method of projects in teaching computer science, which ensures the improvement of the quality of knowledge, the communicative competence of students.

4. Distribution of experience on this issue among colleagues.

Professional self-development program for the next inter-certification period.

Conclusion.

Analyzing the results of the work of their own pedagogical activity in the inter-certification period, the following conclusions can be drawn:

1. Studied the psychological and pedagogical literature on the problem;

2. And the use of the project method in the process of studying computer science is an important way to form basic knowledge and skills, their further replenishment and development;

4. She dwelled in detail on the consideration of the technology of the project method, on the expediency and effectiveness of using the method of projects in the technological education of schoolchildren;

5. Compiled Olympiad assignments for students in grades 5-11, selected topics for students' creative work;

6. The use of the project method promotes initiative in obtaining knowledge and independence in expanding the scope of their application, strengthens interdisciplinary connections, and serves as an effective means of education.

However, the use of the project methodology is still inferior to the use of the traditional approach in the learning process. This is due to incomplete or untimely awareness of teachers about the specifics of using this alternative approach in the learning process, the conservative atmosphere of most general education schools, as well as the existing difficulties in using the project methodology on the part of students: different levels of knowledge, insufficient ability for independent thinking, self-organization and self-learning. Therefore, the organization of project work requires, first of all, the study of the basic theoretical and practical foundations for the use of project methodology in the educational process. I hope that the presented experience will help to complete this difficult task.

An analysis of the performance results for the inter-certification period suggests that the implementation of the above points increases the efficiency educational process, contributes to the improvement of schoolchildren's learning, testifies to the positive dynamics of the teacher's professional development, to an increase in the growth of skill.

Literature.

1. Intel "Learning for the Future" (Sponsored by Microsoft): Tutorial. - 5th edition, rev. - M.: Publishing and trading house "Russian edition", 2006.

2. Gein A.G., Senokosov A.I. Handbook of informatics for schoolchildren. - Yekaterinburg: "U-Factoria", 2003

3. Makarova N.V. Informatics. Workshop on information technology. - St. Petersburg: Peter, 2001

4. Programs for educational institutions: Informatics. 2-11 grades. - M.: BINOM. Knowledge Laboratory, 2003. - 205 p., illustration.

5. Selevko G.K. "Modern educational technologies"- Moscow, "People's Education", 1998.

6. Semakin I., Zalogova L., Rusakov S., Shestakova L. Informatics. Basic course. Textbook for 7-9 cells. - M.: Laboratory of Basic Knowledge, 2000 - 2003

7. Ugrinovich N.D. etc. Teaching the course "Computer Science and Information Technologies" in the computer class. Methodological guide for teachers. - M.: Basic Knowledge Laboratory, 2002.

8. Ugrinovich N.D. Informatics and information technologies. Textbook for 10-11 grades. - M.: Basic Knowledge Laboratory, 2002.

9. Ugrinovich N.D. Computer workshop on CD-ROM. Program and methodological support of the IIT course. - M.: Basic Knowledge Laboratory, 2003.

10. Ugrinovich N.D. Workshop on Informatics and Information Technology. Textbook for educational institutions. - M.: Basic Knowledge Laboratory, 2002.

11. Encyclopedia of the personal computer and the Internet of Cyril and Methodius. Modern multimedia encyclopedia on CD, M.: "Cyril and Methodius", 1997, 1999, 2001, 2003 with changes and additions.

Application

Municipal budgetary educational institution

secondary school №4 named after V.V. Klochkov

creative project

"Creating a cartoon on a PC using MS Power Point"

Work done:

Yurasova Natalia Nikolaevna

Shikhotova Maria Alexandrovna

8th grade students

Supervisor:

Vinogradova Elena N ikolaevna

Informatics and ICT teacher

Chkalovsk

2015

By duration

Cartoons are usually over 70 minutes long

(usually about 25-30 minutes)

By way of display

Theatrical cartoon - such cartoons are first shown in cinemas, and later on television and video media. Now, usually only full-length cartoons are shown in this way, although sometimes (for example, with many Disney cartoons) a short cartoon is shown before the full-length cartoon. Previously, before the widespread use of televisions, short cartoons were also shown in cinemas.

A feature-length cartoon, which for some reason was not shown in the cinema.

Short cartoons and which are shown on TV and distributed on video media.

3. Cartoons: harm or benefit for children?

Almost all children love to watch cartoons. Some kids, frozen with delight, can watch the adventures of cartoon characters for hours. Therefore, many parents ask themselves: “Harm or benefit their children from frequent viewing of cartoons?”. Cartoons, like fairy tales, have a great influence on the development and worldview of children. However, parents need to monitor what their child is watching. There are very instructive cartoons that tell the child how best to act in this or that situation, tell him that it is not good to tease, snitch, be greedy. Such animated films help parents in their upbringing and give children a little life lesson on the example of characters.

But there are also cartoons that do more harm than good. They demonstrate the aggressiveness of the main characters or excessive sexuality. Such cartoons have a negative effect on the weak, not yet formed children's psyche. Children learn information quickly and perceive what they see on the screen literally. Now cartoons about monsters, robots and mutants are presented in abundance. Such "masterpieces" are usually replete with scenes of violence. It has been proven that cartoons in which a child sees violent acts can contribute to the development unmotivated aggression in relation to the surroundings. Of course, boys should grow up strong and brave, because they are future defenders, but it is better for parents to protect little warriors from excessively bloody cartoon scenes. Boys will benefit from films about struggle, courage and heroism, where the main character fights for the truth, but does not commit intentional murders. It’s good if the main character is a person, because cartoons about emotionless killer robots will not bring anything good to the baby’s personality.

It is better for kids to start acquaintance with the world of animation from old Soviet cartoons. These are kind and naive stories about animals, as well as instructive Russian folk tales. Such cartoons teach kids friendship, politeness, kindness and compassion.

In the course of the study, a sociological survey was conducted, as a result of which information was obtained about the meaning of cartoons.

A total of 21 people participated in the survey. During the survey, participants were asked the following questions:

1. Favorite cartoon?

2. The cartoon that causes the most smiles.

3. The cartoon that brings the most tears.

4. Favorite cartoon animal/pet?

5. Do you think cartoons affect the development of a child? If so, how?

Diagram 1. Favorite movie poll results

Diagram 2."The cartoon that brings the most smiles"

Diagram 3. " Cartoon that causes the most tears"

Diagram 4. The results of the survey "Favorite animal (pet) from the cartoon"

Diagram 5."Do cartoons affect the development of children?"

As a result, we made the following conclusions. Basically, all survey participants have a positive attitude towards cartoons. It is believed that they bring up such qualities in children as mutual assistance, mercy, love for the world, diligence, etc. The majority believes that cartoons do not harm the child.

Conclusion

We learned how to create a cartoon on a PC using MS Power Point. We found out what animation is, how and when it appeared, what cartoons are.

Experimentally created a cartoon in the Power Point environment, using animation effects to animate the character. We developed practical recommendations for creating a cartoon in the Power Point environment. We have learned how to organize a continuous cyclic demonstration of a presentation.

Bibliography

1. Informatics: A textbook for grades 5-6. Author L.L. Bosova. (

(frommultiplicatio - multiplication, increase, increase, reproduction) - techniques for obtaining moving images, illusions of movement and / or changing the shape of objects (morphing) using several or many still images and scenes. In particular, characters or scenes from a movie or television movie. Thanks to the animation technique, the animated animation art of cinema and feature television appeared.

After choosing a topic, clarify the form for submitting work with the teacher.

You can suggest your topic; you can complete one project in two subjects (for example, mathematics-informatics).

Computer Science Project Topics for Grade 5

1. Project "Computer and Us" - how the computer affects the health of students

2. The project "Crossword - test your knowledge" - compiling crosswords on the terms of grade 5.

3. Project "Do you know?" interesting facts in computer science

4. Project "Puzzles in computer science".

5. Project "Great Informatics"

6. Project "Various ways of encoding information"

7. Animation Creation Project

8. Project "History of writing"

9. Project "Computer Evolution"

10.Project "Historical perspective: from the abacus to the personal computer"

11. Project "Internet in your life" (Internet for my family, grandmother)

Design work for grade 5 by topic

1. "Information around us"

2. "The computer is a universal machine for working with information"

"Computer of the Future"

3. "Entering information into computer memory"

"The Tale of the Keys"

4. "Computer Management"

"Programs of the Future".

5. "Data storage"

"First Media"

"Paper".

"Magnetic media"

"Carriers of the Future"

6. "Information Transfer"

"Ancient ways of transmitting information".

"Teleboom"(how people will exchange information in the future).

7. "Email"

"What's the @ sign?"

8. "In the world of codes"

"My Code".

"History of Morse Code" Prepare a short message (write on a piece of paper) about when and how Morse code originated, what devices are needed to transmit this alphabet, who uses it today.

9. "Coordinate method"

10. "Text as a form of information presentation"

"Let's play with words"

11. "Text editor"

"Petya and Olya in the country of Informatics" Come up with a fairy tale about the journey of children in the country of Informatics with interesting plot and decorate it colorfully.

"Ecology and us" Write an essay and format it in a text editor. You can add suitable drawings from the Internet, or you can try to draw your own in a graphics editor or scanned pencil drawings.

12. "Representation of information in the form of tables"

"Such different tables"

13. Tabular solution of logical problems "

"Interesting task"

« Why is the problem not being solved?

14. "A variety of visual forms of information presentation"

"Schemes around us".(plan-scheme of an apartment, house, land plot, fire evacuation plan from a school, house, store, neighborhood plan, etc.)

"How to build a house?"

15. "Diagrams"

"Favorite Activities"(survey among friends, family members, acquaintances (15-20 people) about their favorite activities; diagrams reflecting the results in graphical form).

16. "Graphics editor"

"Designer" For your favorite book, draw a few illustrations in a graphics editor.

17. "Lists are a way of organizing information"

"My Lists"

18. "Search for information"

"Animals of the Red Book"

"Why this animal listed in the Red Book"

19. "Transformation of information according to specified rules"

"Number Crossword"(Come up with and arrange a numerical crossword puzzle, where numbers are used as words, and examples are used as questions)

"Transformation of information by reasoning"

"My black box" Design and execute tasks for the black box.

"Developing an action plan"

"Interesting problems about crossings" ( Find it on the Internet or come up with your own interesting task for the crossing. Prepare a description of the problem with pictures, a table with a solution. Invite a neighbor to solve this problem)

"Tabular form of recording an action plan"

"Interesting transfusion tasks" Find it on the Internet or come up with your own interesting task for transfusions. Prepare a description of the problem with pictures, a table with a solution

"Creating Animation"

"My fairytale" Create a presentation with a fairy tale animation of your own design. Think over the plot, find pictures on the Internet or draw yourself. Insert optional text comments.

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1 Final individual project. Approximate topics of final projects in informatics 1

2 - The implementation of the individual final project 2 is mandatory for each student involved in the Individual final project Basic principles: - The individual final project is the main object of evaluation of the meta-subject results obtained by students in the course of mastering interdisciplinary curricula - The individual final project is an educational project performed by the student within one or more subjects in order to demonstrate their achievements in self-mastery of the content and methods of selected areas of knowledge and activities, the ability to design and implement expedient and efficient activities

3 Individual final project Basic principles: - Protection of the individual final project is one of the mandatory components of the materials of the system of intra-school monitoring of educational achievements - The mark for the implementation of the project is set in the column " Project activity” in the class magazine and personal file. In the document of the state standard on the level of education, the certificate of basic general education, the mark is placed in a free line - The results of the implementation of an individual project can be considered as an additional basis for enrolling a graduate of a basic general school in the chosen direction of specialized education in high school 3

4 Requirements for the organization of project activities 1. Students independently choose the topic of the project and the teacher. The topic is approved (by the order of the director, at the MO by the protocol, by the protocol of the NMS) 2. Students, together with the teacher, develop a plan for the implementation of the project. Public defense of the project is required 4

5 Requirements for the content and orientation of the project Practical orientation! Possible types of works and forms of their presentation: a) written work (essay, abstract, analytical materials, review materials, research reports, poster presentation, etc.); b) artistic creative work (in the field of literature, music, visual arts, screen arts), presented in the form of a prose or poetic work, dramatization, artistic recitation, performance of a musical work, computer animation, etc.; c) a material object, model, other design product, such as sewing, technical d) reporting materials on a social project, which may include both texts and multimedia products. 5

6 The composition of the project materials The product of the design activity A brief explanatory note to the project: -Initial intent, purpose, purpose -A brief description of the progress of the project and the results obtained -List of sources used For design projects, a description of the design solution For social projects, a description of the effects from the project student's work (initiative, responsibility, performance discipline, novelty, relevance, practical significance) 6

7 Protection of an individual project At a school conference (within the framework of the Week of Science) During the activities of a specially organized commission Criteria for evaluating an individual project 7

8 A package of methodological materials for the development of an individual educational project in accordance with the Federal State Educational Standard LLC 1. Provision 2. An assessment card for an individual final project of a student at the level of basic general education 3. Instructional materials for the student and a self-assessment card 4. Methodological materials for the project manager 5. Instructional materials and guidelines for public experts 6. Control plan p1ai/library/paket_metodicheskih_materialov_dl ya_razrabotki_indiv_html 8

9 Terms and stages of the individual final project in grade 9 (FGOS LLC) Preparatory (September) Planning (October-November) Work on the project (November-March) Intermediate protection. Correction, evaluation of the result (March) Reflection. Defense of the individual final project (April-May) 9

10 Resources of project activities Internet resources: -teacher's portals -Special platforms "Global Lab", "Gifted children", "Educator", etc. ten

11 11

12 12

13 Topics of individual projects of the number system: Arithmetic operations in positional number systems. Derivation of signs of divisibility in various number systems. Binary number system. Operations on numbers in different number systems. ancient number systems. From the history of number systems. History of number systems. Non-decimal number systems. From ordinary fractions to binary. Positional number systems. Representing numbers using number systems. Signs of divisibility in different number systems. Roman numeral system. Number systems. Number systems of the ancient world. Ways of representing numbers in different number systems. I model computers in ternary number system. 13

14 Topics of individual projects Computer history: Abacus and its varieties. Computer architecture "according to von Neumann". OpenGL and DirectX Libraries: History and Perspectives. Computing tools of the past years. History of the Internet. The history of the development of computer technology. The history of the number system and the development of computers. Who invented the adding machine From counting on fingers to a personal computer. The first electronic computers. Soroban is the favorite abacus of the Japanese. Lathe or mechanical computer. What are punch cards? fourteen

15 Topics of individual projects on algorithms: Algorithms. Algorithms are among us. Algorithms in our life. Algorithms for solving text problems. Algorithms for extracting square and cube roots. Algorithm for solving equations. Algorithms. Structural approach in algorithmization. Ornament manufacturing algorithm. Algorithm for solving equations. fifteen

16 Topics of individual programming projects Automated system for monitoring visits to an educational institution. Automated system for managing personal data of school students. Animation using coordinates. Geometry of linear programming problems. Using computer technology to implement system solutions linear equations. Study of information conduction social networks. Computer program Cryptographic methods of information protection. Simulation in the environment Microsoft Excel and Turbo Pascal. Programming the solution of equations. Program for testing. Application of dynamic programming to solve extreme problems. Application of linear programming problems in agriculture. Application of linear programming in the organization of railway transportation. Designing and configuring a database in 1C. School clinic. Development and use of a network test shell. Modern web programming languages. Creation of a thematic site. Electronic textbook 16

17 Themes of individual projects on Microsoft Excel: Diagrams. Diagrams around us. Diagrams and their use in school practice. Methods for solving systems of linear equations in Microsoft Excel. Plotting curves in Microsoft Excel. Solving systems of equations in Microsoft Excel. Problem solving using MS Excel. Use of a computer for research of functions and plotting. 17

18 Themes of individual projects on presentations: Computer presentation helps to solve problems. Create fun tests. Creation study guide Open office. Calc. Creation of the tutorial “Open Office. Impress. Creation of the tutorial “Open Office. Writer". Creation of an electronic quiz. Student e-portfolio. Methodical manual for work in "Consultant Plus". eighteen

19 Topics of individual projects on graphic editors: Studying sections in stereometry using a computer. Interactive tools of the CorelDRAW program. Using vector graphics editors to construct sections of polyhedra. Computer simulation of developments of regular polyhedra. CorelDRAW toolbar. Consonance of graphics and music (Adobe Photoshop environment). 19

20 Topics of individual projects for creating Flash animations: Alternative energy sources (Flash environment, web). Non-waste production (Flash environment, web) Environmentally friendly transport (Flash environment, website). Ecological urban planning (Flash environment, website). twenty

21 Topics for individual projects on video production and 3D modeling: Vidio world (Adobe premiere environment). Programming Tools for Representing Fun Numbers (Visual Studio Environment). Review virtual museums. Ways to Find a Hamiltonian Cycle (Visual Studio Environment). 21

22 Topics for individual projects General topics: Antiviruses. Antivirus analysis. The influence of the computer on the psyche of children. Using bat files to eliminate the consequences of malware. The computer and its impact on behavior, human psychology. Computer viruses. Internet addiction problem modern society 22

23 Ivanova Natalya Mikhailovna, head of OMO, accountant Informatics MKOU "Novoduginskaya secondary school": :

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Considered Approved at the Council of the Institution by order of MBOU "Lyceum" Minutes dated August 29, 2013 dated August 30, 2013 202 1 REGULATIONS on the final individual project of students in the Municipal budgetary

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Considered by the pedagogical council the protocol from the city “I approve”: Director of MBOU secondary school 5 of Irkutsk T.M. Grebennikova Order of the city. Regulations on an individual project 1. General provisions. Individual final

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The conditions and terms for the implementation of the IP are established by the pedagogical council of the school on the basis of these Regulations. 2.3. IP is assessed according to the following criteria: the ability to independently acquire knowledge

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Considered at a meeting of the Pedagogical Council of MBOU secondary school 72 protocol 5 of February 27, 2018 Approved by order of MBOU secondary school 72 64 of 02/27/2018 Director of MBOU secondary school 72 L.I. Vasyuchkova Regulations on the individual final

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DEPARTMENT OF EDUCATION OF THE ADMINISTRATION OF THE CITY OF DIMITROGRAD

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Regulations on the final individual project of students of 8th grade 9 1. General provisions 1.1. The regulation on the final individual project of students in grades 8-9 was developed in accordance with:

1. General provisions 1.1. This provision has been developed in accordance with the Law 273-FZ "On Education in the Russian Federation", the federal state educational standard for elementary general

State budgetary educational institution Samara region secondary school with. Voskresenka of the Volzhsky municipal district of the Samara Region Methodological recommendations for

1. General provisions 1.1. This regulation is drawn up on the basis of the Federal Law "On Education in the Russian Federation" Part 4, Article 26 of the Federal Law 273-FZ of December 29, 2012. Federal state

Accepted: APPROVED by the Pedagogical Council of the School Director MBU SOSH 80 Protocol of 20 S.V. Babiy 20 REGULATIONS ON PROJECT ACTIVITIES (within the framework of the implementation of the Federal State Educational Standard) of the municipal budgetary general education

1 2.4. The class teacher controls the employment of students in project activities, informs parents about the choice of the topic of the project by students, the date of defense of the IIP. 2.5. Design assignments must be clear

REGULATIONS on the project activities of students in the framework of the implementation of the main educational program of basic general education 1. General provisions 1.1. This provision has been drawn up on the basis of the Federal

Regulations on the project activities of students of MBOU "Secondary School 13" in the framework of the implementation of the Federal State Educational Standard 1. General provisions. This provision is drawn up on the basis of Federal Law 273 of December 29, 2012 "On Education

Municipal treasury educational institution "Nemerzskaya basic comprehensive school" with. Novoselsky Sukhinichsky district Kaluga region ACCEPTED APPROVED by the Pedagogical Council by Order

REGULATIONS on the project activities of students (within the framework of the implementation of the Federal State Educational Standard) 1. General provisions 1.1. This provision has been drawn up on the basis of the Federal Law "On Education in the Russian Federation" dated

1 Zhdan A.A. "Individualization of education as a tool for the implementation of the Federal State Educational Standard" In connection with the introduction and transition to the Federal State Educational Standards of educational organizations of the Russian Federation

3. Requirements for the preparation of the final individual project 3.1. The plan, the project preparation program for each student are developed independently by the project manager. 3.2. Project Manager

"Design and research activities of students in the light of the Federal State educational standards as a component of the formula for the growth of the creative potential of teachers and students" METHODOLOGICAL SEMINAR

The system for assessing the achievement of the planned results of mastering the main educational program of basic general education in accordance with the Federal State Educational Standard at the level of basic general education of the MAOU-SOSH 11 named after V. V. Rassokhin

1 3 1 Aims and objectives of the discipline 1.1 To introduce the basics of modern information technology, trends in their development. 1. Teach the principles of building information models. 1.3 Develop conducting skills

1. General provisions 1.1. The festival of projects and design and research works (hereinafter referred to as the Festival) of students of GBOU secondary school 224 (hereinafter referred to as OO) is a form of final assessment of meta-subject learning results

ST. PETERSBURG GOVERNMENT EDUCATION COMMITTEE State budgetary educational institution secondary school 585 of the Kirovsky district of St. Petersburg Dachny avenue,

1. General provisions 1.1. This provision has been developed in accordance with the Federal Law of the Russian Federation dated December 29, 2012 273-FZ "On Education in the Russian Federation", the Federal State

11. METHODOLOGICAL INSTRUCTIONS FOR STUDENTS ON MASTERING THE DISCIPLINE. The discipline "Fundamentals of Informatics" is focused on the formation of students' information culture, which at the present stage is

A modern electronic or other form, intended for distribution and use in various activities. 1.8. The project activity of students (students) is one of the methods of developing

Methods of Formation and Evaluation of Universal Learning Actions Utkina T.V., Associate Professor of the Department of Natural and Mathematical Disciplines, CHIPPCRO, Ph.D. RESEARCH RESULTS Psychological (from the report

"GU Duysekinskaya Main

comprehensive school"

Topic : The history of the development of computer technology.

Artist: Inna Smol

Grade 6 Duysekinskaya school

Zhelezinsky district

Pavlodar region

Supervisor:

Kasymzhanova Madina Kairatovna,

Informatics teacher, Duysekinskaya secondary school

Relevance

Introduction

First steps in the development of counting devices

The development of computing technology in the early 20th century

The emergence and development of computer technology in the 40s of the 20th century

The development of computing technology in the 50s of the 20th century

The development of computing technology in the 60s of the 20th century

The development of computing technology in the 70s of the 20th century

The development of computing technology in the 80s of the 20th century

The development of computing technology in the 90s of the 20th century

The role of computing in human life

My research

Conclusion

Bibliography

Relevance

Mathematics and computer science are used in all spheres of modern information society. Modern production, computerization of society, the introduction of modern information technologies require mathematical and information literacy and competence. However, today in the school course of computer science and ICT, a one-sided educational approach is often offered, which does not allow to properly improve the level of knowledge due to the lack of mathematical logic in it, which is necessary for the complete assimilation of the material. In addition, the lack of stimulation of the creative potential of students negatively affects the motivation for learning, and as a result, at the final level of skills, knowledge and skills. How can you study a subject without knowing its history. This material can be used in the lessons of history, mathematics and computer science. Nowadays it is difficult to imagine that one can do without computers. But not so long ago, until the beginning of the 70s, computers were available to a very limited circle of specialists, and their use, as a rule, remained shrouded in a veil of secrecy and little known to the general public. However, in 1971, an event occurred that radically changed the situation and with fantastic speed turned the computer into a daily working tool for tens of millions of people.

Introduction

People learned to count using their own fingers. When this was not enough, the simplest counting devices arose. Special place among them was occupied by ABAK, which received in ancient world wide use. Then, after years of human development, the first electronic computers (computers) appeared. They not only accelerated computational work, but also gave impetus to man to create new technologies. The word "computer" means "computer", i.e. computing device. The need to automate data processing, including calculations, arose a very long time ago. In that, no doubt significant year, the still almost unknown Intel company from a small American town with the beautiful name of Santa Clara, California, released the first microprocessor. It is to him that we owe the emergence of a new class of computing systems - personal computers, which are now used, in fact, by everyone, from students primary school and accountants to scientists and engineers. At the end of the 20th century, it is impossible to imagine life without a personal computer. The computer has firmly entered our lives, becoming the main assistant to man. Today in the world there are many computers of different companies, different complexity groups, purpose and generations. In this essay, we will consider the history of the development of computer technology, as well as a brief overview of the possibilities of using modern computing systems and further trends in the development of personal computers.

The development of computing technology

early 20th century

1904 The well-known Russian mathematician, shipbuilder, academician A.N. Krylov proposed the design of a machine for integrating ordinary differential equations which was built in 1912.

English physicist John Ambrose Fleming (1849-1945), studying the "Edison effect", creates a diode. Diodes are used to convert radio waves into electrical signals that can be transmitted over long distances. Two years later, triodes appear by the efforts of the American inventor Lee di Forest.

1907 American engineer J. Power designed an automatic card puncher. Petersburg scientist Boris Rosing applies for a patent for a cathode ray tube as a data receiver. 1918 The Russian scientist M.A. Bonch-Bruevich and the English scientists V. Eckles and F. Jordan (1919) independently created an electronic snout, called the trigger by the British, which played a big role in the development computer technology.

In 1930, Vannevar Bush (1890-1974) designs a differential analyzer. In fact, this is the first successful attempt to create a computer capable of performing cumbersome scientific calculations. Bush's role in the history of computer technology is very great, but his name most often pops up in connection with the prophetic article "As We May Think" (1945), in which he describes the concept of hypertext.K Konrad Zuse created the Z1 computer, which had a keyboard for entering the conditions of the problem. Upon completion of the calculations, the result was displayed on a panel with many small lights. The total area occupied by the car was 4 sq.m.

Konrad Zuse patented a method of automatic calculations. For the next Z2 model, K. Zuse came up with a very ingenious and cheap input device: Zuse began to encode instructions for the machine, punching holes in used 35 mm film.

AT 1838 American mathematician and engineer Claude Shannon and Russian scientist V.I. Shestakov in 1941 showed the possibility of the apparatus of mathematical logic for the synthesis and analysis of relay-contact switching systems.

In 1938, the Bell Laboratories telephone company created the first binary adder (an electrical circuit that performed binary addition), one of the main components of any computer. The author of the idea was George Stibits, who experimented with Boolean algebra and various parts - old relays, batteries, light bulbs and wiring. By 1940, a machine was born that could perform four operations of arithmetic on complex numbers.

Appearance and

in the 40s of the 20th century.

AT In 1941, IBM engineer B. Phelps began work on creating decimal electronic counters for tabulators, and in 1942 he created an experimental model of an electronic multiplier. In 1941, Konrad Zuse built the world's first working program-controlled binary relay computer, the Z3. Simultaneously with the construction of ENIAC, also in secrecy, a computer was being created in Great Britain. The secrecy was necessary because a device was being designed to decipher the codes used by the German armed forces during the Second World War. The mathematical decryption method was developed by a group of mathematicians, including Alan Turing. During 1943, a 1500 vacuum tube Colossus machine was built in London. The developers of the machine are M. Newman and T. F. Flowers. Although both ENIAC and Colossus worked on vacuum tubes, they essentially copied electromechanical machines: new content (electronics) was squeezed into the old form (the structure of pre-electronic machines). In 1937, Harvard mathematician Howard Aiken proposed a project to create a large calculating machine. The work was sponsored by IBM President Thomas Watson, who invested $500,000 in it. The design of the Mark-1 began in 1939, the New York company IBM built this computer. The computer contained about 750 thousand parts, 3304 relays and more than 800 km of wires. In 1944, the finished machine was officially handed over to Harvard University. In 1944, the American engineer John Eckert (John Presper Eckert) first put forward the concept of a program stored in computer memory. Yiken, who had the intellectual resources of Harvard and a functional Mark-1 machine, received several orders from the military. So the next model - Mark-2 was ordered by the US Navy Ordnance Department. Design began in 1945, and construction was completed in 1947. The Mark-2 was the first multitasking machine - the presence of several buses made it possible to simultaneously transfer several numbers from one part of the computer to another.

AT In 1948, Sergey Aleksandrovich Lebedev (1990-1974) and B.I. Rameev proposed the first draft of a domestic digital electronic computer. Under the leadership of academician Lebedev S.A. and Glushkov V.M. domestic computers are being developed: first MESM - a small electronic calculating machine (1951, Kyiv), then BESM - a high-speed electronic calculating machine (1952, Moscow). In parallel with them, Strela, Ural, Minsk, Hrazdan, Nairi were created. 1949 put into operation an English machine with a stored program - EDSAC (Electronic Delay Storage Automatic Computer) - designer Maurice Wilkes (Maurice Wilkes) from the University of Cambridge. The EDSAC computer contained 3,000 vacuum tubes and was six times more productive than its predecessors. Maurice Wilkis introduced a system of mnemonic notation for machine instructions, called assembly language. In 1949. John Mauchly created the first programming language interpreter called "Short Order Code".

Development of computer technology

in 50s of the 20th century.

In 1951, work was completed on the creation of UNIVAC (Universal Automatic Computer). The first sample of the UNIVAC-1 machine was built for the US Census Bureau. The synchronous, sequential computer UNIVAC-1 was created on the basis of the ENIAC and EDVAC computers. It worked with a clock frequency of 2.25 MHz and contained about 5000 vacuum tubes. The internal storage device, with a capacity of 1000 twelve-digit decimal numbers, was made on 100 mercury delay lines.

This computer is interesting in that it was aimed at relatively mass production without changing the architecture, and special attention was paid to the peripheral part (I / O). Forrester patented magnetic core memory. For the first time, such memory was used on the Whirlwind-1 machine. It consisted of two cubes with 32x32x17 cores, which provided the storage of 2048 words for 16-bit binary numbers with one parity bit. This machine was the first to use a universal non-specialized bus (the interconnections between various computer devices become flexible) and as input systems - The output used two devices: cathode-ray tube Williams and a typewriter with punched tape (flexowriter).

"Tradis", released in 1955 - the first transistorized computer from Bell Telephone Laboratories - contained 800 transistors, each of which was enclosed in a separate case. G. Simon, A. Newell, J. Shaw created GPS - a universal problem solver. 1958 Jack Kilby of Texas Instruments and Robert Noyce of Fairchild Semiconductor independently invent the integrated circuit. 1955-1959 Russian scientists A.A. Lyapunov, S.S. Kamynin, E.Z. Lyubimsky, A.P. Ershov, L.N. Korolev, V.M. Kurochkin, M.R. Shura-Bura and others created "programming programs" - prototypes of translators. V.V. Martynyuk created a symbolic coding system - a means of accelerating the development and debugging of programs. 1955-1959 The foundation of programming theory (A.A. Lyapunov, Yu.I. Yanov, A.A. Markov, L.A. Kaluzhin) and numerical methods (V.M. Glushkov, A.A. Samarsky, A.N. Tikhonov) was laid ). Schemes of the mechanism of thinking and processes of genetics, algorithms for diagnosing medical diseases are modeled (A.A. Lyapunov, B.V. Gnedenko, N.M. Amosov, A.G. Ivakhnenko, V.A. Kovalevsky, etc.). 1959 Under the leadership of S.A. Lebedev created the BESM-2 machine with a capacity of 10 thousand operations / s. Launch calculations are associated with its application. space rockets and the world's first artificial earth satellites. 1959 The M-20 machine was created, chief designer S.A. Lebedev. For its time, one of the fastest in the world (20 thousand operations / s.). On this machine, most of the theoretical and applied problems related to the development of the most advanced areas of science and technology of that time were solved. Based on the M-20, a unique multiprocessor M-40 was created - the fastest computer of that time in the world (40 thousand operations / s.). The M-20 was replaced by the semiconductor BESM-4 and M-220 (200,000 operations/s).

Development of computer technology

in the 60s of the 20th century.

AT In 1960, for a short time, the CADASYL (Conference on Data System Languages) group, led by Joy Wegstein and with the support of IBM, developed a standardized business programming language COBOL (Comnon business oriented language). This language is focused on solving economic problems, or rather, on information processing. In the same year, J. Schwartz and others from System Development developed the Jovial programming language. The name comes from Jule's Own Version of International Algorithmic Language. Procedural NED, version of Algol-58. It was used mainly for military applications by the US Air Force. IBM developed the powerful Stretch computing system (IBM 7030). 1961 IBM Deutschland implemented the connection computer to a telephone line using a modem.Also, the American professor John McCartney developed the LISP language (List procssing language - language for processing lists).J. T.Kilburn's leadership created the Atlas computer, which was the first to implement the concept of virtual memory.The first minicomputer (PDP-1) appeared until 1971, the time of the creation of the first microprocessor (Intel 4004).In 1962, R.Griswold developed a programming language Snobball focused on string processing Steve Russell developed the first computer yuther game. What kind of game it was, unfortunately, is not known. E.V. Evreinov and Yu. Kosarev proposed a model of a team of calculators and substantiated the possibility of building supercomputers on the principles of parallel execution of operations, variable logical structure and constructive homogeneity. D. Slotnik from Wesinghouse Electric published an article about the SOLOMON system project. IBM released the first external memory devices with removable drives. Kenneth E. Iverson (IBM) has published a book called "A Programming Language" (APL). Initially, this language served as a notation for writing algorithms. The first implementation of APL/360 was in 1966 by Adin Falkoff (Harvard, IBM). There are versions of interpreters for PC. Due to the difficulty of reading the programs on the nuclear submarine, it is sometimes referred to as "Chinese Basic". It's actually a procedural, very compact, super-high-level language. Requires a special keyboard. Further development - APL2. 1963 The American standard code for information exchange - ASCII (American Standard Code Informatio Interchange) has been approved. The General Electric company created the first commercial DBMS (database management system). 1964. W. Dahl and K. Nyugort created the modeling language SIMULA-1.B 1967 under the direction of S.A. Lebedev, V.M. Melnikov

Development of computer technology

in the 80s of the 20th century.

1981 Compaq released the first laptop. Niklaus Wirth developed the MODULA-2 programming language. Created the first portable computer - Osborne-1 weighing about 12 kg. Despite a fairly successful start, the company went bankrupt two years later. 1981 IBM releases the first personal computer, the IBM PC, based on the 8088 microprocessor. 1982 Intel releases the 80286 microprocessor. The American computer company IBM, which until then held a leading position in the production of mainframe computers, began manufacturing IBM professional personal computers PC with MS DOS operating system. Sun began producing the first workstations. Lotus Development Corp. released the Lotus 1-2-3 spreadsheet. The English company Inmos, based on the ideas of Oxford University professor Tony Hoare about "interacting sequential processes" and the concept of an experimental programming language by David May, created the OKKAM language. Intel released a 32-bit microprocessor 80386, consisting of 250 thousand transistors. FROM eymur Krey created the CRAY-2 supercomputer with a capacity of 1 billion operations per second. Microsoft released the first version of the Windows graphical operating environment. The emergence of a new programming language C ++.

Development of computer technology

in the 90s of the 20th century.

1990 Microsoft released Windows 3.0. Tim Berners-Lee developed the HTML language (Hypertext Markup Language - hypertext markup language; the main format of Web documents) and the prototype of the World Wide Web. Cray launched the Cray Y-MP C90 supercomputer with 16 processors and 16 Gflops speed. 1991 Microsoft releases Windows 3.1. JPEG graphics format developed Philip Zimmerman invented PGP, a public-key message encryption system. 1992 The first free operating system with great features appeared - Linux. Finnish student Linus Torvalds(the author of this system) decided to experiment with commands Intel processor 386 and what happened, posted on the Internet. Hundreds of programmers different countries the world began to finish and remake the program. It has evolved into a fully functional working operating system. History is silent about who decided to call it Linux, but how this name appeared is quite clear. "Linu" or "Lin" from the name of the creator and "x" or "ux" - from UNIX, because the new OS was very similar to it, only now it also worked on computers with the x86 architecture. DEC introduced the first 64-bit RISC Alpha processor. 1993 Intel released a 64-bit Pentium microprocessor, which consisted of 3.1 million transistors and could perform 112 million operations per second. MPEG video compression format has appeared. 1994 Power Mac launches Apple Computers' Power PC series. 1995 DEC announced the release of five new models of personal computers Celebris XL. NEC announced the completion of the development of the world's first chip with a memory capacity of 1 GB. The Windows 95 operating system appeared. SUN introduced the Java programming language. The RealAudio format appeared - an alternative to MPEG. 1996 Microsoft releases Internet Explorer 3.0, a fairly serious competitor to Netscape Navigator. 1997 Apple releases the Macintosh OS 8 operating system.

Conclusion

The personal computer has quickly become part of our lives. A few years ago it was rare to see any personal computer - they were, but they were very expensive, and not even every company could have a computer in their office. Now, in every third house there is a computer that has already deeply entered a person's life. Modern computers represent one of the most significant achievements of human thought, the impact of which on the development of scientific and technological progress can hardly be overestimated. The field of application of computers is huge and is constantly expanding.

My research

Test for knowledge of the history of computer development

1. The first tube computer was called:

a) Ural - 11; b) ENIAC; c) Dnieper.

2. Which of the following scientists is not associated with the history of the creation of computers:

a) Charles Babbage b) Isaac Newton;

c) Blaise Pascal.

3. The first computers were created in the XX century ...

a) in the 40s; b) in the 60s; c) in the 70s.

4. The main element base of the fourth generation computers are:

a) electromechanical circuits; b) VLSI.

c) vacuum tubes;

The test results showed that students in grades 5-9 have information about the development of computer technology

Increase in the number of computers in students:

The rise of computers in schools

Conclusion

Unfortunately, it is impossible to cover the entire history of computers within the framework of the abstract. One could talk for a long time about how in the small town of Palo Alto, California, at the Xerox PARK research and development center, the color of programmers of the time gathered to develop revolutionary concepts that radically changed the image of machines and pave the way for computers. end of the 20th century. As a talented schoolboy, Bill Gates and his friend Paul Allen met Ed Robertson and created the amazing BASIC language for the Altair computer, which made it possible to develop application programs for it. As the appearance of the personal computer gradually changed, a monitor and keyboard, a floppy disk drive, the so-called floppy disks, and then a hard disk appeared. A printer and a mouse became essential accessories. One could talk about the invisible war in the computer markets for the right to set standards between the huge IBM corporation and the young Apple, which dared to compete with it, forcing the whole world to decide what is better Macintosh or PC? And about many others interesting things that took place quite recently, but have already become history. For many, a world without a computer is a distant history, about as distant as the discovery of America or the October Revolution. But every time you turn on the computer, it is impossible to stop being amazed at the human genius that created this miracle. Modern personal IBM PC - compatible computers are the most widely used type of computer, their power is constantly growing, and the scope is expanding. These computers can be networked, allowing tens or hundreds of users to easily exchange information and share databases at the same time. E-mail facilities allow computer users to send text and fax messages to other cities and countries and receive information from large data banks using the ordinary telephone network. The Internet global electronic communication system provides an extremely low price for the possibility of promptly obtaining information from all corners of the globe, provides voice and facsimile communication, facilitates the creation of intracorporate information transmission networks for firms with branches in different cities and countries. However, the capabilities of IBM PC - compatible personal computers for processing information are still limited, and their use is not justified in all situations. To understand the history of computer technology, the reviewed abstract has at least two aspects: first, all activities related to automatic calculations, before the creation of the ENIAC computer, were considered as prehistory; the second - the development of computer technology is defined only in terms of hardware technology and microprocessor circuits.

Bibliography:

1. Guk M. "IBM PC Hardware" - St. Petersburg: "Peter", 1997.

2. Ozertsovsky S. “Intel microprocessors: from 4004 to Pentium Pro”, Computer Week #41 magazine -

3. Figurnov V.E. "IBM PC for the user" - M .: "Infra-M",

4. Computer science grade 5-6, Belyaeva N.A., Davydenko S.P.