Organization of independent activity of students in informatics lessons
Alina N. Echina
3rd year student of the faculty of Mathematics and Science Education
Belgorod State National Research University,
Belgorod
Scientific supervisor
Alexander V. Markov
senior lecturer
Foreign languages department
NRU BSU
ABSTRACT
The article presents the theoretical foundations of the organization of students' independent work in the learning process at an informatics lesson. An analysis of the practice of applying modern methods and the author's methodological development of the organization of independent work in informatics lessons are given.
Keywords: computer science, independent work, Federal State Educational Standards, information technology, methodological development, Binom Laboratory, author's educational and methodological complex, grade 7, federal curriculum, electronic textbook.
The main objective of the course on the basics of informatics and computer technology is to prepare students to work on the computer, to use it as a tool for the development of the student. In this case, the computer from the object of study (how it is arranged, what it consists of) turns into a means through which it is possible to solve the tasks set, and, in addition, acquire new knowledge. The organization of independent work is just one of the forms and methods of training to achieve the goals.
The problem of organizing independent activity in the classroom has always been relevant in the system of the educational process. With the advent of computer technology and such a subject as informatics in schools, there was a need to improve this type of work, to find methods that would make this process continuous and efficient. The essence of the methods is that all students acquire new knowledge independently and consciously, by studying the material in detail and comprehending it, studying the facts found in it, examples and the theoretical conclusions that follow from them, at the same time, with the assimilation of knowledge, students acquire the skill independently work with information [6].
In the conditions of modern education, the main activity of teaching and educating a computer science teacher in a lesson should be based on the information educational space, which is based on information and communication technologies (ICT), on the use of methods and teaching aids, which, in addition to causing interest in the subject, but also motivate students to self-study using ICT.
Different types of independent work depend on the same principles. The first principle is to work on tasks aimed at developing and building basic concepts in the learning process. Another important principle is the presentation of independent work in order to develop professional and general pedagogical skills. The system of independent work is also characterized by constant difficulties in a number of methods of mental activity used in internal work or its use. Each function of the system must achieve a specific goal. All types of independent work must be combined. There are several types of independent work:
• building independent work in such a way that the acquired skills are well formed and consolidated;
• creation of creative activity, by conscious transfer of knowledge to the solution of typical situations;
• independent work that develops the skills and abilities to find answers beyond certain patterns.
• creative work, in which students acquire basic new knowledge, develop the skills of independent search for knowledge, self-education, and problem solving.
Teachers should have different skills for organizing independent work and using different collections. The most important types of work that can be used effectively are:
1. Work with books, encourage students to work with books, read and do assignments, in the classroom and at home;
2. Exercises and assignments are often used to reinforce previously discussed topics;
3. Pupils apply practical knowledge during practical work and laboratory;
4. Research, independent surveys, when you look at this work, it is immediately clear who knows who prepared it, who understood the material;
5. Demonstrate how students can select useful and useful information, search in different sources, and read different books while performing activities such as lectures and reports;
6. Home experiments, observations develop students' thinking and cognitive skills;
7. In engineering and design work, students develop such mental abilities as designing or forming an object, fantasy.
In independent work, the teacher must maintain personal relationships with students, identify problematic stages in the work of each student, help overcome them and promote a student-oriented educational process. Any type of independent work has its own characteristics in the development of the student's personality, so the teacher should purposefully approach the selection of students' independent activities in relation to pedagogical tasks solved in a student-oriented educational process [5].
An analysis of the Federal State Educational Standard for Basic General Education made it possible to identify methodological and pedagogical issues that need to be addressed [3]. Basically, this concerns the necessary organization of independent work, taking into account the individual characteristics of students. This requirement in pedagogy is known to everyone, but at the same time it should not be ignored and should be constantly under control.
Depending on the type of teaching in the field of informatics and ICT, the essence of independent work in this area lies in its own specifics. Instructions for studying this course:
1. An extended form of objectivity. There is no other option in school subjects. Multifunctional academic work and the mastery of computer science by students are confirmed by examples from various disciplines, which are then used to study these disciplines.
2. In connection with the modernization of computers and information technology, software updates are required on didactic devices.
3. When students study computer science, they understand real world algorithms and methods, analysis and problem solving.
4. In computer science, computers are not only subjects and textbooks, but also means of solving problems [4].
A number of questions arise related to the implementation and organization of educational activities, taking into account the set professional goals and the nature of independent work on the topic of informatics:
1. According to the main plan of the Russian program for the implementation of the general education program, the subject "Informatics and ICT" is taught in grades 7-9 of primary grades - 35 hours in class and in parallel (1 hour weekly). This time is not enough not only to achieve the main goals of learning, but also to effectively organize an individual approach, a way in which each student can fully demonstrate their personal abilities.
2. The main requirement for the implementation of the common task of students and teachers is effective communication in learning. The results of interaction are closely related to the quality of information work in the learning process, compliance with criteria that ensure the completeness, stability and effectiveness of information used to make pedagogical decisions [3].
Independent work should be built in such a way that it does not lose its main qualities: continuity, timeliness and practicality in the course of implementation by teachers and students. At the same time, an analysis of the nature of the interaction of subjects, which does not involve the use of any means of technical communication in the traditional organization of the educational process, shows a radical dissatisfaction with all these requirements. For effective assimilation of the material, it is not enough only to present the material being studied by the teacher; for its better understanding and acceptance, a correctly selected method of independent work is important.
We will evaluate the modern methods of independent work of students and author's methods of teaching computer science and ICT by L.L. Bosova for the 7th grade, publishing house "Binom Laboratory". The author's educational and methodological complex (AMC) includes: the author's curriculum in informatics, a textbook in printed and electronic form, as well as an electronic supplement to the textbook, a workbook, an educational and methodological complex for a teacher.
Studying each book in this series is very easy. Keywords are placed at the beginning of the chapter. Often the main topics of the program are summarized in the text of the textbook. Then the main idea of the text of the paragraph, as well as a brief description and structure of the material being studied, goes to the “Most Important” section. The book has a navigation bar with special graphics that orients students to the main information of the section, allowing you to combine all the elements of educational material into one collection. Navigation tools in the textbook activate the constructive nature of the study of the material of the section, consolidating the skills of working with information in printed and electronic form.
The content of the textbook meets the conditions of the modern information and educational environment. Each section contains links to online sources. In particular, there are many links to the Unified Collection of Digital Educational Reading Resources, the Federal Educational Information Center, and textbook resources for additional visual information resources, interactive models, and visual effects resources on display devices.
Students should also use the online tools and resources to find answers to some of the questions in the Questions and Activities section at the end of each section. The content of the lesson is based on the rule that it does not change depending on the computer and operating system (Windows, Linux) or software versions. The main attention is paid to the study of the theoretical and practical foundations of informatics, their application to the general pedagogy of the subject. In addition to the study of theory, the textbook contains the study and development of ICT skills for primary and secondary school students.
The textbook for grade 7 has a detailed solution of examples of typical tasks, which will help students to understand and solve problems on their own. Also, at the end of each chapter there are test tasks to test knowledge, by completing the test, the student will be able to immediately check himself by looking at the answers to at the end of the textbook, thereby performing a quick self-test of his knowledge, for example, before an important test.
To the textbook L.L. Bosova provided workbooks. We think this is a very important part. The structure of the workbook exactly corresponds to the content of the textbook: all material is divided into blocks by topic in sections of the textbook. It includes a system of basic, advanced and complex tasks in the form of drawings, diagrams, diagrams, tables, flowcharts, crossword puzzles, as well as research and creative tasks. The tasks are aimed at the development of general educational activities and preparation for the final certification in accordance with the requirements of the Federal State Educational Standard of basic general education.
The electronic supplement to the textbook contains:
•Multimedia presentations on all sections of the textbook;
•Additional educational material;
•File forms (texts, figures) necessary for practical work in a computer class;
• Interactive tests.
To organize independent work, the teacher must form a whole range of methodological support: textbooks, reference books, didactics, manuals for practical exercises, thematic collections of tasks and tests. Such a large-scale creative work of the teacher usually leads to the introduction of new pedagogical technologies into the educational process, which increases the activity of students.
Independent work can be considered as a didactic attitude, through which the teacher creates the student's activity in the lesson and stimulates him to fruitful work, and the correct independent work on homework shows that students have many skills [2].
Independence is considered a means of personal self-regulation, has an impact on the development of a highly creative personality under various types of loads, contributes to the development of the ability to develop and implement a work plan in accordance with the conditions of life, not dependent on external influences. It is important to provide students not only with knowledge, but also with their own methods of work, which are considered basic in subsequent work.
Bibliography:
1. Bosova, L.L. Informatics: a textbook for grade 7 (FSES) / L.L. Bosova, A.Yu. Bosova - M.: BINOM. Knowledge Laboratory, 2017. -182p.
2.Zimnyaya, I.A., Pedagogical psychology: Textbook for universities / I.A.Zimnyaya. - M.: Lotos, 2019. - 249 p.
3. Letter of the Ministry of Education and Science of the Russian Federation dated May 12, 2011. №296 “On the organization of extracurricular activities during the introduction of the Federal State Educational Standard of General Education”. Link to the document: http://www.garant.ru/products/ipo/prime/doc/55071318/.
4. Ugrinovich, N.D. Informatics and ICT: a textbook for grade 8 / N.D. Ugrinovich. – M.: BINOM. Knowledge Laboratory, 2019. - 260 p.
5. Shumilova, N. N. Specificity of independent work / N. N. Shumilova / Specialist. - 2015. -№.: 10.- C. 16-17.
6. Shchukina, G.I., Pedagogical problems of formation of cognitive interests of students / G.I. Schukin. - M.: Vlados, 2018. - 238 p.
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