Home Smell from the mouth Methods and techniques. “Improving the quality of computer science lessons through the development of various methodological techniques and forms of work in class and in extracurricular activities “Non-standard entrance to the lesson”

Smell from the mouth

Methods and techniques. “Improving the quality of computer science lessons through the development of various methodological techniques and forms of work in class and in extracurricular activities “Non-standard entrance to the lesson”

2014-2015 academic year

The reform of the national school, which has been going on for decades, has entered a new stage. Today we can say that the reality of the transformations planned in the school largely depends on the reality of the widespread use of information and communication technologies (ICT). However, the process of informatization is not only about providing schools with computer equipment, but also about solving content problems, introducing new pedagogical technologies, new methods, forms and techniques of educational work.

The federal component of the state standard, developed taking into account the main directions of modernization of education, is focused “not only on the knowledge, but primarily on the activity component of education, which makes it possible to increase the motivation of learning and to realize to the greatest extent the abilities, capabilities, needs and interests of the child.” Therefore, it is no coincidence that one of the main goals of studying the subject “Informatics and ICT” at the level of general education is the development of students’ cognitive activity.

The goal of a computer science and ICT teacher is to promote the formation of an individual capable of living in an information society.

Method - a way of joint activity between a teacher and a student in order to solve certain problems.

Classification of teaching methods.

One of the acute problems of modern didactics is the problem of classifying teaching methods. Currently there is no single point of view on this issue. Due to the fact that different authors base the division of teaching methods into groups and subgroups on different criteria, there are a number of classifications.

The earliest classification is the division of teaching methods into teacher methods (story, explanation, conversation) and student work methods (exercises, independent work).

A common classification of teaching methods is based on the source of knowledge. In accordance with this approach, the following are distinguished:

a) verbal methods (the source of knowledge is the spoken or printed word);

b) visual methods (the source of knowledge is observed objects, phenomena, visual aids);

c) practical methods (students gain knowledge and develop skills by performing practical actions).

Let's look at this classification in more detail.

VERBAL METHODS. Verbal methods occupy a leading place in the system of teaching methods. Verbal methods are divided into the following types: story, explanation, conversation, discussion, lecture, work with a book.

Working with a textbook and book - the most important teaching method. There are a number of techniques for working independently with printed sources. The main ones:

- Note taking

- Drawing up a text plan

- Testing

- Quoting

-Annotation

- Review

-Drawing up a formal logical model

-Compilation of a thematic thesaurus

The second group in this classification consists of visual teaching methods.

VISUAL METHODS. Visual teaching methods are understood as those methods in which the assimilation of educational material is significantly dependent on the visual aids and technical means used in the learning process. Visual methods are used in conjunction with verbal and practical teaching methods.

Visual teaching methods can be divided into two large groups: the illustration method and the demonstration method.

M illustration method involves showing students illustrative aids: posters, tables, paintings, maps, sketches on the board, etc.

Demonstration method usually associated with the demonstration of films, filmstrips, etc.

PRACTICAL METHODS. Practical teaching methods are based on the practical activities of students. These methods form practical skills. Practical methods include exercises, laboratory and practical work.

Currently, the most common active learning methods are:

practical experiment ;

project method - a form of organization of the educational process, focused on the creative self-realization of the student’s personality, the development of his intellectual and physical capabilities, strong-willed qualities and creative abilities in the process of creating new products that have objective or subjective novelty and have practical significance;

group discussions - group discussions on a specific issue in relatively small groups of students (from 6 to 15 people);

brainstorm - a specialized method of group work aimed at generating new ideas, stimulating the creative thinking of each participant;

business games - a method of organizing the active work of students, aimed at developing certain recipes for effective educational and professional activities;

role-playing games - a method used to acquire new knowledge and practice certain skills in the field of communication. A role-playing game involves the participation of at least two “players,” each of whom is asked to conduct targeted communication with each other in accordance with a given role;

basket method - teaching method based on simulating situations. For example, a student is asked to act as a guide to a computer museum. In the preparation materials he receives all the necessary information about the exhibits presented in the hall;

trainings - training, in which, during living or simulating specially specified situations, students have the opportunity to develop and consolidate the necessary knowledge and skills, change their attitude towards their own experience and the approaches used in work;

training using computer training programs ;

Let's look at some techniques that allow you to intensify the cognitive activity of students in computer science and ICT lessons.

Technique one: appeal to the life experience of children.

The technique is that the teacher discusses with students situations that are well known to them, understanding the essence of which is possible only by studying the proposed material. It is only necessary that the situation be truly vital and not far-fetched.

So, when studying topics on Databases, the following situation can be cited as a striking example - the purchase of a product. First, together with the children, you need to decide on the type of product to purchase. For example, this will be a monitor. Then the question of its technical characteristics is resolved (let’s note another advantage of such a conversation - children, unnoticed by themselves, simultaneously repeat previously studied material from the topic “PC Hardware”). Next, you need to consider all the possibilities of purchasing a monitor with the characteristics called by children. The options offered by children are very diverse, but such a method will certainly come up as searching for a company specializing in sales of office equipment via the Internet. Thus, it is possible to search for specific information in databases, which, by the way, is the main topic of the lesson.

I would like to note that turning to the life experience of children is always accompanied by an analysis of one’s own actions, one’s own state, and feelings (reflection). And since these emotions should only be positive, it is necessary to impose restrictions on the choice of what can be used to create motivation. Allowing children to get carried away by reasoning about some idea that has arisen can easily lose the main direction.

Technique two: creating a problematic situation or resolving paradoxes

There is no doubt that for many of us this technique is considered universal. It consists in the fact that students are presented with a certain problem, overcoming which, the student masters the knowledge, skills and abilities that he needs to learn according to the program. We think that creating a problematic situation does not always guarantee interest in the problem. And here you can use some paradoxical moments in the described situation.

The deliberate creation of a problematic situation in the title of the lesson topic also works very effectively. “How to measure the amount of information”, in our opinion, is much more interesting than the dull “Units of measurement of information”. “How calculations are implemented in a computer” - instead of: “Logical principles of computer operation.” “What is an algorithm” - instead of the usual “Concept of an algorithm”, etc.

Third technique: role-playing approach and, as a result, a business game.

The use of such a lesson form as a business game can be considered as the development of a role-playing approach. In a business game, each student has a very specific role. Preparing and organizing a business game requires comprehensive and thorough preparation, which in turn guarantees the success of such a lesson among students.

Playing is always more interesting for everyone than learning. After all, even adults, while playing with pleasure, as a rule, do not notice the learning process. Usually, business games are convenient to conduct as a repetition of material.

The fourth technique: solving non-standard problems using ingenuity and logic.

In another way, we call this type of work“We’re scratching our heads”

Here are some of these tasks:

Example 1. Caesar Cipher

This encryption method is based on replacing each letter of the text with another by moving the alphabet away from the original letter by a fixed number of characters, and the alphabet is read in a circle. For example, the wordbyte when shifted two characters to the right, it is encoded as a wordgvlt.

Unscramble the wordNULTHSEUGCHLV , encoded using the Caesar cipher. It is known that each letter of the source text is replaced by the third letter after it. (Answer:Cryptography - the science of the principles, means and methods of transforming information to protect it from unauthorized access and distortion.)

Example 2.

When studying programming, we offer a poem written in the 60s by programmer S.A. Markov, in which it is necessary to count the number of words associated with the syntax of a programming language (reserved words, operator names, types of values, etc.)

Start light spring

The forests are green arrays

Blooming. AND linden trees, And aspen

AND ate thoughts are clear.

To yourself appropriated this May

The right to dress with foliage branches ,

AND whole a month in the shower tags

He places it randomly...

AND easy to write line ,

AND brushes are torn on the sketchbook,

Leaves lie in the guise truths ,

And I tell her: Bye !

Example 3. Classic problem: “tea - coffee”

The values of two quantities a and b are given. Exchange their values.

The solution: a = b, b = a will not give any result. What should I do?

And since there is an exchange of the contents of two cups, one of which contains coffee, and the other contains tea. Need a third cup! That is, a third auxiliary variable is required. Then: c=a, a=b, b= c.

But it turns out that the third variable need not be used. Usually children say: “It can’t be!” It turns out that it can, and even in several ways, for example: a=a+b, b=a-b, a=a-b.

Fifth technique: games and competitions

We all know how difficult it is to keep a child's attention during a lesson or lesson. To solve this problem, we offer game and competitive situations of the following nature:

Example 1: Game “Believe it or not”

Do you believe that...

The founder and head of Microsoft, Bill Gates, did not receive a higher education (yes)

There were the first versions of personal computers that did not have a hard magnetic drive (yes)

If the contents of two files are combined into one file, then the size of the new file can be less than the sum of the sizes of the two original files (yes)

In England there are the cities of Winchester, Adapter and Digitizer (no)

Example 2. Competition “Look for answers in the given text”

Children are given texts in which some consecutive letters of several words form terms related to computer science and computers. For example,

“Thisop process nitologists call migration"

“This old comod eat I inherited it from my grandmother.”

“He always had in mindpas cal culators"

Sixth technique: crosswords, scanwords, puzzles, creative essays, etc.

Methods of monitoring knowledge that are familiar to children (and many teachers!), such as tests, independent work, dictations, etc., cause them discomfort and anxiety, which affects the results.

You can test your students’ knowledge by offering them work both in solving crossword puzzles and in developing them independently. For example, after studying the “Test Editor” section, as a final work, students need to create a crossword puzzle on one of the topics in this section using a table. A similar type of work can be done using spreadsheets.

Also very effective in junior and middle levels is this type of work such as writing a fairy tale. , a fantastic story or story, the main characters of which may be computer devices, programs, etc. studied in lessons.

Project work allows studentsacquire knowledge and skills in the process of planning and executing gradually more complex practical project tasks. When organizing project work, I try to subordinate the maximum number of stages and tasks of the project to the didactic goals of the educational work. Those. I try to ensure that project work does not distract students from completing the program material, solving the required range of practical problems, and also does not lead to a significant increase in the teaching load.

Students perform the following project work: “My Portfolio” (editorMSPowerPoint), “Use of tabular methods in various fields of knowledge” (tabular processorMSExcel), “My database” (DBMSMSAccess), “They greet you by their clothes” (comparative analysis of operating systems and antivirus programs)

Essay Writing Technique

"Internet. Friend or foe?

The answer to this difficult question can be endless. And argue until you are hoarse about who is right.

An example of a task on universal logical actions.

Five athletes took part in the running competition. Victor failed to take first place. Grigory was overtaken not only by Dmitry, but by another athlete who was behind Dmitry. Andrey was not the first to reach the finish line, but not the last either. Boris finished immediately after Victor.

Who took what place in the competition?

The main distinguishing feature of rational interactive teaching methods is the initiative of students in the educational process, which is stimulated by the teacher from the position of a partner-assistant. The course and result of learning acquires personal significance for all participants in the process and allows students to develop the ability to independently solve assigned problems.

ORGANIZING TIME

"Fantastic supplement"

The teacher complements the real situation with fiction. For example, the teacher says: “Guys, some time ago I found out that an alien spaceship landed on our planet, on board which sensational recordings were found: nomtsyaifrayi, ifraianomtk, kptoemur. Let's try to decipher what is written here. (information, computer science, computer). Let's explain to aliens who arrived from another planet what it is.

"Sayings of the Great"

The teacher begins the lesson with a statement from an outstanding person(s) related to the topic of the lesson.

He who owns the information owns the world
W. Churchill

A well-informed person is worth two
French proverb

Man gives cybernetic machines the ability to create and thereby creates a powerful assistant for himself
Nobert Wiene

Information, unlike resources, is designed to be shared.
Robert Kiyosaki

Information is the driving force behind the development of society. Not owning a computer means being illiterate

Those who have the best information are the most successful
B. Disraeli

If you are not on the Internet, then you do not exist.
Bill Gates

"Problematic situation"

A situation of contradiction is created between the known and the unknown. For example,

Arrange the units of length in increasing order: kilometer, meter, millimeter, centimeter
Arrange the units of mass in increasing order: gram, ton, kilogram, ton
Arrange the units of information in order of increasing size: terabyte, byte, megabyte, bit.

"Non-standard entrance to the lesson"

A universal technique aimed at involving students in active mental activity from the first minutes of the lesson. The teacher begins the lesson with a controversial fact that is difficult to explain based on existing knowledge. For example, when studying the topic “Transmission of Information,” the teacher says: “Today in class we will learn how the poet A.S. is connected. Pushkin and computer science,” later in the course of the lesson, based on Pushkin’s works, we draw up information transfer schemes.

"Associative series"

For the topic or specific concept of the lesson, you need to write down association words in a column. The output will be as follows:

if the series turns out to be relatively correct and sufficient, give the task to compose a definition using the written words;
then listen, compare with the dictionary version, you can add new words to the associative row;
leave a note on the board, explain a new topic, come back at the end of the lesson, add or erase something.

HOMEWORK CHECKING STAGE

"Troika"

3 students are called to the board. The first one answers the question, the second one adds or corrects the answer, the third one comments on the answer.

SETTING LESSON GOALS, MOTIVATING LEARNING ACTIVITIES

"Bright Spot Situation"

Among the many similar objects, words, numbers, figures, one is highlighted in color or size. Through visual perception, attention is concentrated on the highlighted object. The reason for the isolation and commonality of everything proposed is jointly determined. Next, the topic and goals of the lesson are determined.

"Leading Dialogue"

At the stage of updating the educational material, a conversation is conducted aimed at generalization, specification, and logic of reasoning. The dialogue leads to something that students cannot talk about due to incompetence or insufficient justification for their actions. This creates a situation that requires additional research or action. A goal is set.

"Grouping"

Students are asked to divide a number of words, objects, figures, and numbers into groups, justifying their statements. For example, distribute computer devices into input and output devices. Several information storage devices will remain “superfluous”. Next, we formulate the topic of the lesson “Information storage”

"Speculation"

The topic of the lesson and the words “helpers” are suggested: Let's repeat; Let's study; Let's find out; Let's check. With the help of the words “helpers”, students formulate the goals of the lesson.

"Intellectual warm-up"

You can start the lesson with an intellectual warm-up - two or three not too difficult questions to think about.

Which device is the odd one out? Monitor, mouse, scanner, microphone, joystick (monitor, because it is an information output device)
Describe it in one word. Monitor, speakers, headphones, printer (output devices)
Please indicate the match. A person is a notebook, a computer is ... (long-term memory)

Labels with concepts and terms are posted on the board or presented as a multimedia presentation and students are asked questions. Intellectual warm-up not only prepares students for learning activities, but also develops thinking, attention, the ability to analyze, generalize, and highlight the main thing.

“Basket of ideas, concepts, names”

This is a technique for organizing individual and group work of students at the initial stage of the lesson, when their existing experience and knowledge is being updated. It allows you to find out everything that students know or think about the topic being discussed in the lesson. On the board you can draw a basket icon, in which everything that all the children together know about the topic being studied will be collected.

"Delayed answer"

A technique aimed at activating students’ mental activity in the classroom.

Forms: the ability to analyze and compare facts; ability to identify contradictions; ability to find a solution using available resources.

1 reception option. At the beginning of the lesson, the teacher gives a riddle (an amazing fact), the answer to which (the key to understanding) will be discovered during the lesson when working on new material. For example, when studying the topic “Transmission of Information,” the teacher says: “Today in class we will learn how the poet A.S. is connected. Pushkin and computer science,” later in the course of the lesson, based on Pushkin’s works, we draw up information transfer schemes.

Reception option 2 Give a riddle (amazing fact) at the end of the lesson to start the next lesson with. For example, at home, before studying the topic “Encoding Information”, students are asked to decipher the code of Sherlock Holmes “The Dancing Men”

"DISCOVERY" OF NEW KNOWLEDGE

PRIMARY PERCEPTION AND ASSOCIATION OF NEW THEORETICAL EDUCATIONAL MATERIAL (RULES, CONCEPTS, ALGORITHMS...)

"Lines of Comparison"

Students compare two similar objects, processes, etc. in the table.

For example, comparing relationships between concepts

Stage of initial testing of understanding of what has been learned

"Own support"

The student compiles his own supporting notes on the new material.

It’s great if students have time to explain their supporting notes to each other, at least partially.

"Group work"

Groups receive the same task. Depending on the type of task, the result of the group’s work can either be presented to the teacher for verification, or the speaker of one of the groups reveals the results of the work, and other students complement or refute it.

“Working with flashcards”

Cards must be printed and distributed to students. They contain questions and tasks of various difficulty levels. Working with cards in a student-centered lesson begins with students choosing a task. The teacher does not take any part in the student's card selection process. The role of the teacher when working with cards is reduced to a minimum. He becomes an observer and, at the right moment, an assistant, and not a leader.

When choosing a card, children go through three stages:

Stage 1 – selecting a task (according to content)
Stage 2 – according to degree of difficulty (* – easy, ** – difficult)
Stage 3 – nature of the task (creative, reproductive)

The total number of combinations of all our selection parameters gives us a set of DCs consisting of 6 cards. Each choice parameter is indicated on the recreation center with a corresponding icon: the type of task in terms of content, the degree of its complexity and the nature of the task. These icons help every student make informed choices.

“Solving situational problems”

This type of task is an innovative toolkit that forms both traditional subject educational results and new ones - personal and meta-subject educational results. Situational tasks are tasks that allow the student to master intellectual operations sequentially in the process of working with information: familiarization - understanding - application - analysis - synthesis - evaluation. The specificity of a situational task is that it is clearly practice-oriented in nature, but its solution requires specific subject knowledge. In addition, such a task does not have a traditional number, but a beautiful name that reflects its meaning. An obligatory element of the task is a problematic question, which must be formulated in such a way that the student wants to find an answer to it. For example:

What diseases can be caused by prolonged work at the computer?

Suggest what factors that worsen health a person can eliminate on his own.

Determine how hygienic your computer workplace is.

Conduct a study of the computer science room to ensure compliance with hygiene standards.

Offer options for reconstructing your workplace or computer science classroom.

"Mini-study"

Conduct research on how much time students in your class spend at the computer. Present the data in a diagram (choose the type of diagram yourself).

"Restorer"

Students restore a text fragment intentionally “damaged” by the teacher.

For example,
We will call essential properties the listing of which allows us to determine ______________________ without error.
All essential ______________ of an object constitute the content of_________________ and are included in its ________________.

"Create a passport"

Technique for systematization and generalization of acquired knowledge; to highlight essential and non-essential features of the phenomenon being studied; creating a brief description of the concept being studied, comparing it with other similar concepts. This is a universal technique for compiling a generalized description of the phenomenon being studied according to a specific plan. For example, creating a passport for the concept of file.

GENERALIZATION OF WHAT LEARNED AND ITS INCLUSION INTO THE SYSTEM OF PREVIOUSLY LEARNED ZUN AND UUD

"Test"

Students are asked to choose the correct answer from the given options.

"Own support"

The student compiles his own supporting summary of the topic studied. It makes sense to do this on a large sheet of paper. It is not necessary for everyone to repeat the same topic. For example, let half the students repeat one topic and half another, after which they reveal their supports to each other in pairs.

Cluster (bunch) – fixation of a system concept with relationships in the form:

"Plus - minus"

The purpose of this technique is to show the ambiguity of any social and historical phenomenon, for example: Find the positive and negative aspects of worldwide computerization.

STAGE OF CONTROL AND SELF-CONTROL OF KNOWLEDGE AND METHODS OF ACTION

"Chain Poll"

One student's story is interrupted at any point and continued by another student. The technique is applicable when a detailed, logically coherent answer is expected.

"Three Sentences"

Students must convey the content of the topic in three sentences.

REFLECTION OF ACTIVITY

"Choose the correct statement"

Students are asked to choose the appropriate statement

1) I myself could not cope with the difficulty;

2) I had no difficulties;

3) I only listened to others' suggestions;

4) I put forward ideas….

"Tablet"

Fixation of knowledge and ignorance about any concept (can be located both horizontally and vertically.

"Notes in the margins"

Designation using signs in the margins near the text or in the text itself:
“+” – knew, “!” – new material (learned), “?” - I want to know

« Continue the sentence"

Card with the task “Continue the phrase”:

It was interesting to me…
Today we figured it out...
I realized today that...
It was difficult for me...
Tomorrow I want in class...

"Backpack"

The technique of reflection is used most often in lessons after studying a large section. The point is to document your progress academically, and perhaps also in your relationships with others. The backpack is moved from one student to another. Everyone not only records success, but also gives a specific example. If you need to collect your thoughts, you can say “I’m skipping a move.”

So what is a modern lesson? This is a lesson-cognition, discovery, activity, contradiction, development, growth, step to knowledge, self-knowledge, self-realization, motivation., interest, choice, initiative, confidence. What is the main thing in the lesson? Each teacher has his own opinion on this matter. For some teachers, success is ensured by a spectacular start that literally captivates students as soon as the teacher appears. For other teachers, on the contrary, summing up and discussing what has been achieved is much more important. For others - an explanation, for others - a survey, etc. The novelty of modern Russian education requires the personal beginning of the teacher, which allows him to either “engage in lesson teaching”, filling students with knowledge, abilities and skills, or give a lesson, developing an understanding of this knowledge, abilities, skills, creating conditions for the generation of their values and meanings. You can argue for a long time about what the lesson should be.

One thing is certain: the lesson must be animated by the personality of the teacher.

Relevance of the topic.

In our time of widespread distribution of electronic computers (computers), human knowledge about the nature of information acquires general cultural value. This explains the interest of researchers and practitioners around the world in the relatively young and rapidly developing scientific discipline - computer science.

Today, computer science has emerged as a fundamental science about information-logical models, and it cannot be reduced to other sciences, even to mathematics, which is very similar in the issues being studied. The object of study of computer science is the structure of information and methods of its processing. Differences have emerged between computer science as a science with its own subject area and information technology.

Computer science is one of those subjects in which differentiation of learning is implemented in the most natural way. This is facilitated by the very nature of computer science as a science and the combination of many information technologies, the history of its appearance in school in those years when external conditions contributed to diversity in school education. So, the relevance of the topic of the course work lies in the fact that, despite the fact that the discipline “Informatics” has been introduced into the curriculum of a comprehensive school, at the moment, the methodology for teaching it is unclear and insufficient.

Object of study is a methodology for teaching computer science.

Subject of research is a methodology for teaching the topic “ELEMENTS OF ALGEBRA LOGIC” in grade 9 using a differentiated teaching method.

Target This course work is to develop a methodology for teaching the topic “ELEMENTS OF ALGEBRA LOGIC” in grade 9 using a differentiated teaching method.

Tasks set to achieve the goal:

· analyze educational and methodological literature;

· study the principles of a differentiated teaching method;

· draw up lesson plans on the topic “ELEMENTS OF ALGEBRA LOGIC” for 9 grades of secondary schools;

· develop homework on the topic “ELEMENTS OF ALGEBRA LOGIC” for 9 grades of secondary schools.

The course work consists of an introduction, two chapters, a conclusion and a list of references.

CHAPTER 1. METHODS OF TEACHING COMPUTER SCIENCE.

Methods and techniques for teaching computer science

Computer Science and ICT” is one of the “young” subjects in the school course. But due to the rapid development and prospects of this area, the requirements for the purpose, content and approaches to its teaching also changed rapidly.

The goal of a computer science and ICT teacher is to promote the formation of an individual capable of living in an information society.

To achieve this goal, it is necessary to solve the following tasks:

1. Creation of conditions for the formation of elements of information culture of students;

2. Creating conditions for mastering the skills of self-education and self-development;

3. Integration of teaching computer science and ICT with other subject areas;

4. Creating conditions for identifying students' giftedness.

Every year the education system provides more and more opportunities for building a personal learning trajectory for each student. In the classroom-lesson system there are opportunities for the use of individual forms and methods.

General forms of training are divided into frontal, collective, group, paired, individual, and also with a rotating composition of students. The division of general forms of teaching is based on the characteristics of the features of communicative interaction between the teacher and students, and between the students themselves.

Training is a purposeful pedagogical process of organizing and stimulating the active educational and cognitive activity of students to master knowledge, skills and abilities, develop creativity and moral ethical views.

The form of organization of training is a time-limited design of a separate link in the learning process.

Method (from the gr. methodos - “research”) is a technique, method or course of action; a way to achieve a goal, a certain ordered activity; a set of techniques or operations for the practical or theoretical mastery of reality, subordinated to solving a specific problem.

In the literature, there are different approaches to defining the concept of teaching method:

1. Method of activity of the teacher and students;

2. A set of working methods;

3. The path along which the teacher leads students from ignorance to knowledge;

4. System of actions of the teacher and students.

A teaching method is a system of regulatory principles and rules for organizing pedagogically appropriate interaction between a teacher and students, used for a certain range of tasks in training, development and education.

Classification of teaching methods according to the source of knowledge. There are five methods in this classification.

1. The practical method is based on the acquisition of knowledge through laboratory experimental activities. The teacher’s tasks include setting the task and providing assistance in students’ practical activities. An important stage of such training is the systematization and analysis of information obtained during classes.

2. Visual method. The main role in applying this method is given to the teacher. His tasks include explaining the material using illustrations, diagrams, tables, experiments, conducting experiments and various visual aids. In this method, students are assigned a passive role of perceiving and recording the information received.

3. The verbal method also involves active teaching. The functions of the teacher include oral presentation of the material, according to a pre-thought-out scheme, which must include: posing a question, research and analysis of the content of this question, summing up and conclusions.

4. Working with a book reflects the method of independent work of students, including reading, viewing, note-taking, analysis, systematization and other types of educational activities possible when working with educational literature.

5. Video method - an innovative teaching method using video material and an electronic teacher, used mainly as an additional method to strengthen knowledge or expand it. This method requires the student to have a high level of ability and motivation for self-learning.

When choosing and combining teaching methods, you must be guided by the following criteria:

1. Compliance with the goals and objectives of training, education and development;

2. Compliance with the content of the material being studied (complexity, novelty, nature, possibility of visual presentation of the material, etc.);

3. Compliance with the real educational capabilities of the students in the class: age (physical, mental), level of preparedness (training, development, education, degree of proficiency in information and communication technologies), characteristics of the class;

4. Compliance with the existing conditions (equipping the classroom with appropriate teaching aids, availability of electronic and printed educational materials) and the allotted time for training;

5. Ergonomic conditions (time of the lesson according to the schedule, class size, duration of work at the computer, etc.);

6. Compliance with the individual characteristics and capabilities of the teachers themselves (character traits, level of mastery of one or another method, relationship with the class, previous experience, level of psychological, pedagogical, methodological and information technology training).

The goal of the lesson is always consistent with the possibilities of the means to achieve it, and these include the content and methods of teaching. But with different contents, the methods may be different, so when choosing them, all the mentioned criteria are taken into account at once. This requires a comprehensive analysis of the content of educational material and identifying its accessibility for students.

The teacher can choose the form of the lesson at his own discretion: either group, or in pairs, or frontal. Let us only note that organizing group work that produces good results requires the formation of appropriate skills in students.

When choosing a frontal form of teaching, the condition for productive class activity is to take into account the fact that a lesson is not a teacher’s monologue or traditional explanations and surveys, but conversations, discussions of new concepts, joint search and analysis.

Using interactive methods in computer science lessons

under the conditions of the Federal State Educational Standard

Interactive learning is a special form of organizing the educational process, the essence of which is the joint activity of students to master educational material, in the exchange of knowledge, ideas, and methods of activity. Interactive activity in the classroom involves the organization and development of dialogue communication, which leads to mutual understanding, interaction, and the joint solution of common but significant tasks for each participant.

Main goals of interactive learning:

stimulation of educational and cognitive motivation;

development of independence and activity;
education of analytical and critical thinking;
formation of communication skills
self-development of students.

A modern lesson within the framework of the Federal State Educational Standard is a lesson in which it is necessary to use modern technologies, various methods and forms of work.

One of the technologies capable of solving the problems posed by the new standards istechnology for developing critical thinking,

Critical thinking technology allows you to: combine

organize independent work in class;
involve every student in the learning process;
develop in students a positive attitude towards intellectual creative activity;
increase the level of self-organization of students;
master rational methods of self-education;
stimulate mental activity and develop cognitive activity;
develop key competencies that are personally significant for students.

The technology for developing critical thinking is a holistic system that develops skills in working with information through reading and writing. It is a set of various techniques aimed at motivating the student, subconsciously encouraging him to engage in research and creative activity, providing him with conditions for understanding the material and helping him generalize the acquired knowledge.

The main stages of the lesson using the “Critical Thinking” technology:

Call stage.

Conception stage.

Reflection stage.

Technological

stages

Activity

teachers

Activity

students

Possible

techniques and methods

Stage I (phase)

Evocation:

Updating existing knowledge;

Arousing interest in obtaining new information;

The student sets his own learning goals.

Aimed at challenging students’ existing knowledge on the issue being studied, intensifying their activities, and motivating them for further work

The student “remembers” what he knows about the issue being studied (makes assumptions), systematizes information before learning new material, and asks questions to which he wants answers.

Compiling a list of “known information”:

story-assumption using keywords;

systematization of material (graphic): clusters, tables;

true and false statements;

mixed up logical chains;

brain attack;

problematic issues, “thick” and “thin” questions, etc.

Information received at the call stage is listened to, recorded, and discussed. Work is carried out individually, in pairs or groups.

Stage II

Realization of meaning:

Obtaining new information;

Adjustment by the student of the set learning goals.

Aimed at maintaining interest in the topic while directly working with new information, gradual progression from knowledge of the “old” to the “new”

The student reads (listens) to the text using active reading methods suggested by the teacher, makes notes in the margins or takes notes as he comprehends new information

Active reading methods:

"insert";

"fishbone";

"ideal";

maintaining various records such as double diaries, logbooks;

searching for answers to the questions posed in the first part of the lesson

At the stage of understanding the content, direct contact is made with new information (text, film, lectures, paragraph material). Work is carried out individually or in pairs. In group work, two elements must be present - individual search and exchange of ideas, and personal search certainly precedes the exchange of opinions.

III. Reflection:

Reflection, the birth of new knowledge;

Setting new learning goals by the student.

The teacher should: return students to the original assumption notes; make changes; give creative, research or practical tasks based on the information studied

Students correlate “new” information with “old” information, using the knowledge acquired at the stage of understanding the content.

Filling clusters and tables.

Establishing cause-and-effect relationships between blocks of information.

Return to keywords, true and false statements.

Answers to the questions asked.

Organization of oral and written round tables.

Organization of various types of discussions.

Writing creative works.

Research on specific issues of the topic, etc.

At the reflection stage, analysis, creative processing, and interpretation of the studied information are carried out. Work is carried out individually, in pairs or in groups.

Application of technology for developing critical thinking in computer science lessons

Many lessons in learning new material begin with the “Basket” technique; the main ideas of the upcoming lesson are demonstrated on the board or displayed through a projector.

For example, in a lesson on studying “Linear Algorithm,” you can ask students to express how they think which algorithm can be called linear and give examples. During the “Cycle” lesson, ask students to guess what a cycle is and what examples of cyclic actions they can give.

Figure 1. Example of using the “Basket” technique

Class: 7

Information and its properties.

The ZUH mechanism is used (I know, found out, want to know or have a question). Individual work.

Table 1.

An example of using the ZUH technique

I know	Learned new things	I want to know more. Have a question?
Information is a message that people convey to each other. It is contained in books, in the sounds around us, instrument readings, etc.	Information as a signal. Signals can be discrete or continuous. Types of information: visual, gustatory, tactile, olfactory. A person receives basic information visually 80–90%. Information has its own properties: objectivity, reliability, completeness, relevance, understandability.	How do blind people receive information? How to check information for accuracy? Do all properties have to be satisfied for any kind of information?

The information received during the lesson must be included in each column. The “Marking Table” technique allows the computer science teacher to monitor the work of each student in the lesson, his understanding and interest in the topic being studied. You can refer to this table several times during the lesson. At the Challenge stage, the first column is filled in, at the Implementation stage, the second column, and at the Reflection stage, the third column. Here, for example, are the marking tables that were compiled by the children in some lessons.

Grade: 9

Topic: Algorithms and executors.

Reception "Cluster". Work in groups.

At the search and research stage, the class is divided into groups (5 people each).

Assignment: create a cluster based on studying the textbook material. Also, along with creating a cluster, students make a list of questions. Then the groups present their work and discuss the questions that have arisen (all activities are carried out between students, the teacher acts as a coordinator; members of other groups can answer questions that arise, turning to the teacher if they have any difficulties).

A cluster is a graphic organization of material showing the semantic fields of a particular concept. Clustering allows students to think freely and openly about a topic. The student writes down the key concept in the center of the sheet, and from it draws arrows-rays in different directions, which connect this word with others, from which in turn the rays diverge further and further.

The cluster technique is convenient to use as an intermediate assessment of students’ work and their understanding of the concepts discussed. So, for example, before moving on to getting acquainted with the performer Robot, you can ask the children to depict a connection with all the concepts they have studied, starting from the keyword Algorithm (at the same time, this cluster can be accessed throughout the course, supplementing it with new components).

Figure 2. Example of using the “Cluster” technique

Grade: 9

Topic: Information technology and society.

Reception "Zigzag". Work in groups.

At the search and research stage, the class is divided into groups (4 people each).

Stage 1. Numbers from 1 to 4 are distributed within the group.

Stage 2. Students are seated at tables in accordance with the chosen number, study the textbook material in a group, and draw up reference diagrams:

Figure 3. Layout of groups of students

1 table . Prehistory of computer science;

2 table . History of numbers and number systems;

3 table. History of computers;

4 table . History of software and ICT.

Stage 3. They return to home groups, take turns telling new material - mutual learning.

Grade: 9

Topic: Ways to search on the Internet.

Reception "Research project". Individual work.

At the reflection stage, the teacher invites students to write down in their notebooks a question or topic that they would like to know more about. Homework: search for the answer to your question using the Internet. Analyze the effectiveness of search engines (at least three), which one is personally preferable to them, justify your answer point by point:

1. Which search engines do you use most often? Why do you prefer them?

2. Write the advantages and disadvantages of the selected search engines.

3. Which of the selected search engines gave you the most optimal answer to your question? Draw conclusions based on the work done.

"Brainstorm"

When working, pay attention to the hierarchy of questions that accompany each stage of Brainstorming:

Level I - what do you know? Level II - how do you understand this? (application of other knowledge, analysis) Level III - application, analysis, synthesis

In addition to well-known examples of using Brainstorming techniques, when students are asked to consistently answer questions at different levels

For example:

Level I - Give examples of performers; Level II – What algorithms do your performers perform? How are they similar and how are they different?

Level III – Do we need performers?

Or:

Level I – What cyclic algorithms do you encounter every day? Level II – Is the number of repetitions in your cycles always known in advance? Level III – What would happen if cycles disappeared from our lives?

In computer science lessons, it is convenient to use this method to solve the following type of problems:

Reception "Basket" of ideas, concepts, names...

This is a technique for organizing individual and group work of students at the initial stage of the lesson, when their existing experience and knowledge is being updated. It allows you to find out everything that students know or think about the topic being discussed in the lesson. You can draw a basket icon on the board, which will conventionally contain everything that all students know together about the topic being studied.

Many lessons in learning new material begin with the “Basket” technique; the main ideas of the upcoming lesson are demonstrated on the board or displayed through a projector. For example, in a lesson on studying “Linear Algorithm,” you can ask students to express how they think which algorithm can be called linear and give examples. During the “Cycle” lesson, ask students to guess what a cycle is and what examples of cyclic actions they can give.

Inverted logical chains (link a sequence of information elements in the desired sequence)

I will give several examples of using this technique in the classroom.

Breakdown into clusters (constructing a logograph—selecting blocks of ideas)

Cluster is a graphic organization of material showing the semantic fields of a particular concept. The word cluster in translation means a bunch, a constellation. Clustering allows students to think freely and openly about a topic. The student writes down the key concept in the center of the sheet, and from it draws arrows-rays in different directions, which connect this word with others, from which in turn the rays diverge further and further.

Technique “Notes in the margins” (insert) (“v” - I thought so, “+” - new information, “+!” - very valuable information, “-” - it’s different for me, “?” - not very clear, I'm surprised)

This technique requires the student not to read the usual passively, but actively and attentively. It obliges you not just to read, but to read into the text, to monitor your own understanding in the process of reading the text or perceiving any other information. In practice, students simply skip what they do not understand. And in this case, the “question” mark obliges them to be attentive and note what is unclear. The use of labels allows you to correlate new information with existing ideas.

A very convenient technique when it is necessary to cover a large amount of material in a lesson, especially when it is theoretical in nature. Since students work with workbooks, this is quite easy to do, this technique will work especially well in lessons on studying topics such as Auxiliary Algorithm, Conditions in the Robot Language, Variables, Input, Output of Data.

Reception "Cube"

In computer science, many problems have several solutions, and the choice of the optimal possible solution depends on the criteria that we apply to solving the problem.

So, let’s imagine that the cube is a certain condition of the problem, and its faces are possible ways to solve it. This technique can be implemented both individually and in groups.

You can see examples of such tasks below:

Sinkwine is a way of creative reflection - a “poem” written according to certain rules

Acquaintance with syncwine is carried out according to the following procedure:

1. The rules for writing syncwine are explained.

2. Several syncwines are given as an example.

3. The theme of the syncwine is set.

4. The time for this type of work is fixed.

5. Options for syncwines are heard at the request of the students.

Teacher

Soulful, open

Loving, searching, thinking

Many ideas - little time

Vocation

Or:

Teacher

Fussy, noisy

Explains, explains, waits

When will this torture end?

Poor guy

Synquains are useful for students as a tool for synthesizing complex information. For the teacher - as a snapshot of assessing the conceptual and vocabulary knowledge of students. Cinquain - summarizes information, expresses complex ideas, feelings and perceptions in a few words.

You can use syncwines when studying any subject.

The use of syncwines is possible in virtually every lesson, both at the beginning, as an initial reflection, and as a conclusion to the lesson.

I will give several examples of syncwines written by students while studying a computer science course in the 6th grade.

Cycle

Complex, different

Repeats, works, loops

You can't peel potatoes without a cycle.

Important

Or:

Fork

Full, shortened

Offers, chooses, decides

You need to choose the right path

Problem

Essay Writing Technique

The meaning of this technique can be expressed in the following words: “I write in order to understand what I think.” This is a free letter on a given topic, in which independence, manifestation of individuality, discussion, originality of problem solving, and argumentation are valued. Usually the essay is written directly in class after discussing the problem and takes no more than 5 minutes. In lessons within the framework of this program, this technique is convenient to use in terms of final reflection, when an important educational topic has been discussed or a serious problem has been solved, as an option when there is not enough time for oral reflection at the end of the lesson.working hours .

There are a great many techniques for developing critical thinking, and their use in the classroom is also unlimited. Lessons using such techniques make classes more entertaining and productive, and also give the teacher a broad picture of the students' level of awareness and understanding of the material being studied.

Digital educational resources complement the traditional technology of teaching any school subject or its individual sections and topics. They contain clearly structured educational information in text form, many visual images in the form of diagrams, drawings, tables, video clips, equipped with animation and sound effects.

Today, ICT implementation is carried out in the following areas:

1. building a lesson using software multimedia tools:
training programs and presentations, electronic textbooks, videos.
2. implementation of automatic control:using ready-made tests, creating your own tests using test shells.
3. organizing and conducting laboratory workshops with virtual
models.
4. processing of experiment results.
5.development of methodological software tools.
6. use of Internet resources.
7. communication technologies:distance Olympiads, distance learning, network methodological association.

Methodological materials, thematic collections, software to support educational activities and organize the educational process.

LearningApps.org is a Web 2.0 application to support learning and teaching through interactive modules. Existing modules can be directly incorporated into training content and can be modified or created on the fly. The goal is also to collect interactive blocks and make them publicly available. Such blocks (so-called applications or exercises) are not included for this reason in any programs or specific scenarios. They have their own value, namely interactivity.

website http://standart.edu.ru )

The use of COR in lessons is possible in various forms:

Interactive (interaction) – alternate statements (from the provision of information to the performed action) of each of the parties. Moreover, each statement is made taking into account both the previous own and the statements of the other side;

Multimedia - presentation of resources and processes not with a traditional text description, but with the help of photos, videos, graphics, animation, sound;

Modeling - modeling of real resources and processes for the purpose of studying them;

Communicativeness - the ability to communicate directly, promptly provide information, control over the state of the process;

Productivity is the automation of uncreative, routine operations that take a lot of human effort and time. Quick search for information using keywords in the database, access to unique reference and information publications.

The need to acquire new knowledge is inherent in small children by nature. According to psychologists, by the middle school level this need sharply decreases, since the child is already overwhelmed with information. Here it is possible to use other natural needs of the child for a given age: the need for communication, self-expression and self-realization, the need for new types of activities

Children may perform poorly as a result of deliberate avoidance of learning. Some children, who are quite smart, refuse education, believing that it is not worth the work they have to do to get it.

It is known that motivation in general refers to the processes that determine movement towards a set goal, as well as factors (external and internal) that influence the activity and passivity of behavior.

To increase motivation you need to:

provide students with a feeling of progress, an experience of success in their activities, for which it is necessary to correctly select the level of difficulty of tasks and deservedly evaluate the result of the activity;

use all the possibilities of the educational material in order to interest students, pose problems, and activate independent thinking;

organize student cooperation in the lesson, mutual assistance, and a positive attitude towards the subject as a whole;

build relationships with students yourself and be interested in their successes;

see the individuality of each student, motivate each one, based on his personal motives.

We all know about the conditions listed above for the development of sustainable motivation to learn. But the question remains how to implement this in practice.

At the beginning of studying a new course, section or topic, we often say something like the following words: “In modern society, a person cannot be successful without knowledge of computer science (physics, chemistry, biology, history, ... - you can substitute any subject from the school curriculum here).” But in reality, children see that many poorly educated people live much better than school teachers and university professors . So, unfortunately, this method of creating motivation is ineffective in our time. Contrary to popular belief that students have a high level of interest in computer science, maintaining this interest is becoming increasingly difficult every year. You can often hear the phrase from students “Why do I need computer science? I’m not going to be a programmer.” Usually this happens when there is a need to study the mathematical aspects of computer science (the theory of algorithms, logic, calculation methods, i.e. something that causes difficulties in understanding).

For many years, the primary motivation for studying computer science was interest in the computer. However, every day for most children the computer becomes virtually a household appliance and loses its mysterious aura, and with it its motivational power.

You have probably often noticed that the words “I won’t learn this because it will never be needed” are heard much more often than “I won’t teach it because it’s not interesting.” Thus, we can take into account the fact that in creating motivation, INTEREST always takes precedence over pragmatics, especially among junior and middle-level students. In high school, in accordance with age characteristics, motivation should be predominantly pragmatic.

After analyzing articles related to motivation in the classroom, I noticed that there are a number of techniques that can motivate children to study. Each of these techniques, consciously or intuitively, is used by every teacher during his lessons. To me I would like to talk about the techniques and methods of creating motivation that I use in my lessons and which, in my opinion, allow you to study the material most effectively.

Method one: appeal to the life experiences of children.

So, when studying topics on Databases, the following situation can be cited as a striking example - the purchase of a product. First, together with the children, you need to decide on the type of product to purchase. For example, this will be a monitor. Then the question of its technical characteristics is resolved (let’s note another advantage of such a conversation - children, unnoticed by themselves, simultaneously repeat previously studied material from the topic “PC Hardware”). Next, you need to consider all the possibilities of purchasing a monitor with the characteristics called by children. The options offered by children are very diverse, but this method will certainly sound like searching for a company specializing in sales of office equipment via the Internet. Thus, it is possible to search for specific information in databases, which, by the way, is the main topic of the lesson.

In addition, appealing to children's experiences is not only a technique for creating motivation. More importantly, students see the applicability of the knowledge they acquire in practical activities. It is no secret that in many school disciplines, students do not have the slightest idea how they can apply the knowledge they acquire. Which, by the way, I try to talk about in almost every lesson - it’s like a summary of many topics. Why is this topic important and how it will be useful to us in life.

Technique two: creating a problem situation

There is no doubt that for many of us this technique is considered universal. It consists in the fact that students are presented with a problem, overcoming which, the student masters the knowledge, skills and abilities that he needs to learn according to the program.

Example s

The deliberate creation of a problematic situation in the title of the lesson topic works very effectively.

An interesting formulation of topics is found in the textbook “Informatics and ICT. Entry level”, ed. Makarova N.V. “What is hidden in the menu bar?”, “One assistant is good, but two are better,” “Algorithms in our lives.” But such topics do not occur in the middle and senior levels. Therefore, I myself transform the topic, formulating it problematically. “How to measure the amount of information?” instead of “Unit of measurement of information.” “An algorithm is ...” instead of the usual “Concept of an algorithm.” “Editor functions” instead of “Editing a document” 2) Questions asked during the lesson. In computer science textbooks, many tasks and questions are proposed. For example:

What is a chip?

All these questions are aimed at ensuring that, after reading a textbook or listening to a teacher’s explanation, children can reproduce the information that they understood and remembered. The action includes such cognitive processes as attention, perception, memory, and representation. But can we say that children think when answering these questions? imagine? Most likely no. Why? Because the questions are reproductive in nature and do not involve schoolchildren in a state of mental difficulty and contradiction. In other words, questions do not create a problematic situation. Obviously, it is impossible to do without reproductive issues in education, since they make it possible to control the degree to which students understand and assimilate information and factual material. It is known that “an empty head does not reason” (

What is an information model?	Can this model be called informational?
What actions can you perform on folders?	What actions can be performed on folders, but not on files (or vice versa)?
What is a chip?	Is the chip a microprocessor?
Name the main devices of a computer.	Is the mouse the main device of a computer?
What is meant by computer performance?	Is the number of elementary operations performed in one minute the performance of a computer?

P.P. Blonsky). However, we cannot get by with reproductive issues alone; we can reformulate them, turning them into problematic ones. These issues are already problematic. Their main feature is that they cause in the subject, the schoolchild, a state of conscious contradiction between knowledge and ignorance, the way out of which can only be a search for an answer to the question. This state is a problematic situation. 3) We present to your attention a problematic problem with a contradictory solution. While studying the topic “Types of addressing in an MS Excel spreadsheet” (9th grade), I propose a problem of summing numbers from two columns. An indispensable requirement of the task is that the sum formula must be copied. The solution to the problem goes without any visible problems using the autocomplete function. Next, I propose to solve the same problem by making small changes - adding another column - “amount in rubles” and a cell with the current dollar exchange rate. The condition for copying the formula is preserved. To solve the problem, students write the formula =E6*G1. When copying the formula in column F, the most unexpected results will be obtained. With the help of questions (what do you get in column F? What should you get? Why don’t you get what you need?) the conversation is brought to the concept of “absolute addressing”. Thus, this task creates a problem situation that was built by me purposefully.

Thirdtechnique: solving non-standard problems.

Problems of this nature are offered to students either as a warm-up at the beginning of the lesson, or for relaxation, changing the type of work during the lesson, and sometimes for additional solutions at home. As a rule, I use such tasks to motivate educational activities when studying the topics “Number systems”, “Information coding”, “Logic”, taking into account such age-related quality of children as curiosity.

It is almost impossible to explain to students where in real life they might need the ability to convert numbers from one number system to another, and is of no interest to students. But the topic “Number Systems” is in the existing educational standard, which means it is required to be studied. To increase interest in studying this topic, I use the following tasks:

Example 1:

In the Cartesian coordinate system, construct figures based on points, the coordinates of which you will obtain by converting the corresponding pairs of numbers into the given number systems.

When studying the topic “Encoding Information” (5th grade), I show the children how to encrypt text and images. Children really like this.

Prim er 2 :

Example 3 . "ABOUT know the proverb"

Here is a programmerRussian versions of famous Russian proverbs and sayings. Try itcall them what they sound like in the original

1. Tell me what kind of computer you have and I will tell you who you are ( Tell me who your friend is and I'll tell you who you are)

2. You can’t ruin your computer with memory ( You can't spoil porridge with oil)

3. The computer world does not live by Intel alone ( Man does not live by bread alone)

4. Bit byte saves ( A kopeck saves the ruble)

5. To be afraid of viruses - do not go on the Internet ( If you're afraid of wolves, don't go into the forest)

Example 4 Rebuses.

When studying the topic “Solving Logical Problems” (grade 10) I tell the guys about the “Einstein Problem”. Firstly, the very name of this scientist already attracts the attention of the guys. And when they solve this problem on their own, they have a situation of success and it seems that they can handle all other tasks.

Example:

Einstein's riddle is a well-known logical problem, the author of which, according to a popular opinion on the Internet, probably incorrectly, is attributed to Albert Einstein (sometimes Lewis Carroll). According to legend, this puzzle was created by Albert Einstein during his childhood. There is also an opinion that it was used by Einstein to test candidate assistants for logical thinking ability.

Some attribute to Einstein a reasoning in which he claims that only two percent of the world's population is able to mentally operate with patterns associated with five signs at once. As a particular consequence of this, the above puzzle can be solved without the use of paper only by those who belong to these two percent.

On one street there are five houses in a row, each with a different color. Each one contains a person, all five are of different nationalities. Each person prefers a unique brand of cigarette, drink and pet. Besides:

The Norwegian lives in the first house.

An Englishman lives in a red house.

The green house is to the left of the white one, next to it.

The Dane is drinking tea.

Someone who smokes Marlboro lives next to someone who raises cats.

The one who lives in the yellow house smokes Dunhill.

The German smokes Rothmans.

The one who lives in the center drinks milk.

The neighbor who smokes Marlboro drinks water.

Anyone who smokes Pall Mall raises birds.

The Swede raises dogs.

A Norwegian lives next to the blue house.

The one who raises horses lives in a blue house.

Anyone who smokes Winfield drinks beer.

They drink coffee in the green house.

Question:

Who breeds fish?

Fourthadmission: research and practice-oriented projects.

Creating a project is a complex process, but it encourages research and search activities. All students participate in such work with interest. This type of educational activity allows students to develop logical thinking and develop general educational skills. Previously colorless performances, sometimes not even supported by illustrations, turn into bright and memorable ones. In the process of demonstrating their work, students acquire public speaking experience, which will certainly be useful to them in the future. Involving a student in creative work develops his ability to independently collect information and illustrative material, creative ingenuity, design abilities, and most importantly, he develops satisfaction from the results of his work and a sense of self-sufficiency, which is the primary motive for a high school student.

An important motivation for middle school students when studying topics such as “Computer graphics and animation” and “Creating presentations” is to complete projects to create demonstration materials for lessons in elementary school.

Example.

Sometimes in class it is necessary to complete a small presentation-project. And, if possible, I try to change the guys in groups so that they see what their classmates did with the same set of initial data. Thus, at the beginning of the next lesson, you can summarize the variety of uses of various means (for example, presentations) and be sure to show such an action. Which none of the guys used (usually this is movement along a given trajectory)

So, for example, in the 8th grade the guys and I did a Tetris project " When studying the “Multimedia Tools” section. When working with presentations, students think that they already know everything and sometimes they are not interested in creating presentations.

See presentation 5th grade

"This op process nitologists call migration"

"This ancient I'm eating a chest of drawers I inherited it from my grandmother.”

"He always had apas cal culators"

Sixth technique: crosswords, scanwords, puzzles, etc.

To monitor educational achievements, methods of knowledge monitoring that are familiar to children (and teachers!) are widely used, such as tests, independent work, dictations, etc., But you can test students’ knowledge by offering them work on both solving crossword puzzles and independent development of such. For example, after studying a section, as a final work, students need to create a crossword puzzle on one of the topics in this section, using a Word or Excel table. As an incentive, you can add points for the originality of the created crossword puzzle.

Also very effective, especially at junior and middle levels, is the type of work such as writing a fairy tale, fantasy story or short story, the main characters of which may be computer devices, programs, etc. studied in class.

A very important factor in the formation of positive motivation, which cannot be ignored, is the friendly mood of the lesson. To do this, you need to pay attention to each student, you need to praise children for every new result, even if insignificant, that they themselves obtain. The teacher must behaveI correctly and always come to the aid of the child. This is exactly how I try to conduct my lessons. And this is another step towards the formation of positive motivation for learning.