The content of the informatics course in elementary school. Computer science in elementary school

Propaedeutic course of computer science: goals, objectives, features of teaching methods.

• According to the new BUP, the subject "Computer Science and ICT" is presented in grades 3-4 as a mandatory 20-25 hour training module "Practice of working on a computer (using information technology)" within the framework of the subject "Technology".

• "Informatics and ICT" can be studied at the elementary level general education as an independent subject at the expense of the hours provided for by the curricula of educational institutions for elementary school training for the regional component and / or the component of the educational institution (by decision of the competent governing body of the educational institution).

• The document developed in the Ministry of Education of the Russian Federation in 2002 "draft of the federal component of the state educational standard of general education in computer science and information technology" defines the directions and content of the course "Computer science and information technology" in general education school. This document defines the mandatory minimum content of the main educational programs at three levels.

The study of computer science and information technology in primary school is aimed at achieving the following goals:

• - development of skills to navigate in the information flows of the world;
• - mastery of practical ways of working with information: search, analysis, transformation, transfer, storage of information, its use in educational activities and Everyday life;
• - formation of initial computer literacy and elements of information culture;
• - development of skills that allow you to exchange information, communicate using existing technical means(telephone, tape recorder, computer, TV, etc.).

It is advisable to form in younger students not only the elements of computer literacy, but also the initial knowledge of the basics of computer science, to carry out propaedeutics of its fundamental concepts and methods of activity, i.e.:

• - Formation of ideas about the capabilities of a computer in the field of information processing (a computer draws, calculates, writes ...), information storage (a computer remembers pictures, numbers, texts) and information transfer (from a person to a computer, from a computer to a computer, from a computer to person).
• - Acquaintance with the basic concepts and their relationships, both general: information, language, knowledge, model, algorithm, structure, etc., and private: data, data tables, objects, names, values, conditions, record structures of procedural responses.
• - Formation of skills in working with the keyboard (typing, typing numbers, motion control and fixing objects on the display screen, selecting operating modes from the menu).
• - Mastering the methods of activity that reflect the specific methods of computer science: formalization (description of conditions and solutions to problems with a focus on their computer execution), algorithmization (recording for a certain type of procedural answers of the simplest structure such as "branching", "choice", "cycle"), solution practical tasks using a computer (keeping computer diaries when observing the weather, the life of plants and animals).

The tasks of teaching computer science in elementary school:

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

The lines of teaching informatics in elementary school correspond to the lines of the main school, but are implemented at the propaedeutic level.

The three-year cycle of teaching informatics in elementary school is aimed at developing in students the ability to apply the knowledge gained in informatics lessons to other subjects using ICT tools.

A feature of teaching computer science in elementary school is the gradual increase in the computer component of the course. In the third grade, students are ready to use TCO and ICT tools with teacher support in computer science lessons and in teaching other subjects, as in the second grade they have already become familiar with these teaching aids in computer science lessons.

• - examination homework(up to 5 minutes),
• - study of new topic(approximately 7 minutes, using technical teaching aids, including a computer),
• - fixing the material (about 7 minutes),
• - practical or design task (approximately 10 minutes using technical training aids and research and design tools),
• - discussion of the results (5 minutes).

During the lesson, it is necessary to conduct physical education (1-3 minutes).

Target: To achieve students' understanding of the fundamental principles of building the content of education in the course "Computer Science" for elementary school, as well as the system for selecting the most effective forms of organizing education.

Learning objectives: a) know the main content lines that form the propaedeutic course of informatics.

b)be able to choose the most effective form of organizing training, taking into account the course implementation option.

v)understand the principles of choosing one or another training option.

Equipment:working materials, presentation powerpoint.

Plan.

1.1.

2.2. Approximate content of a computer science course in primary education.

2.3. Forms of organization of teaching informatics in elementary school.

During the classes.

I. Orientation-motivational stage of the lesson.

1.1. Factors affecting the change in the content of education in primary school.

Problem question.

- In modern teaching practice teaching computer science, one important feature appeared: the design of the course, its content and forms of work depends largely on the teacher and the school.

- How is the computer science course formed in elementary school? What factors contributed to its introduction and the separation of its various variants?

II. Operational-executive stage of the lesson.

2.1. Continuity of informatics in elementary, middle and senior classes.

One of the factors that ensure the effectiveness of education is continuity and continuity in education. At the same time, under continuity it should be understood that there are consistent goals of learning tasks throughout education, passing into each other and ensuring a constant, objective and subjective, progress of students forward in each of the successive time periods. Under continuity refers to continuity at the boundaries of different stages or forms of learning.

There are several stages of mastering the basics of computer science and the formation of information culture of students in the process of continuous learning. this course at school.

First stage– propaedeutic (grades 1-4). At this stage, the initial acquaintance with the computer takes place, the main elements of information culture are formed in the process of using game programs, the simplest computer simulators.

Second phase(grades 5-6). There is a deepening of initial knowledge, consolidation of skills in using computers in everyday life.

Third stage(grades 6-9). A basic course that provides a mandatory general education minimum for training students in computer science.

Fourth stage(grades 10-11). Continuing education in the field of informatics as a profile education, differentiated in scope and content depending on the interests of schoolchildren.

The continuity of the informatics course in the primary, middle and senior grades is ensured by the fact that the content lines of teaching informatics in elementary school correspond to the content lines of studying the subject in primary school, but are implemented at the propaedeutic level.

2.2. Approximate content of a computer science course in elementary education

Basic concepts of computer science.

Information and its properties: meaning, description, evaluation. The role of man in the transformation of information and the creation of new information. Processing, transmission, storage of information using technical devices. Types of information: text, number, image, sound. Ways of organizing information: tables, diagrams, catalogs, etc. Organization of human activity to transform information. The concept of the algorithm. Algorithm properties. Algorithm executor. Teams. Prescriptions. Examples of algorithms.

Initial ideas about the computer, information and communication technologies.

The computer as an executor of the algorithm. Basic computer devices. Organization of information in a computer. Basic commands understood by the computer. Converting numerical, textual, graphic and sound information using a computer. Storing information using a computer. Transferring information using a computer. Computer networks. Using networks to obtain information.

Information in the life of society and man.

The concept of human information activity. Organization of socially significant information. Moral and ethical standards of work with information. The concept of information security of the individual and the state.

The subject "Informatics" implements interdisciplinary connections, i.e. when studying it, it is advisable to fill practical tasks in informatics with various subject content. Exemplary topics for integrating subjects within the framework practical tasks in informatics were proposed by the authors of the kits, for example, A.V. Goryachev (integration with all subjects of primary education), A.L. Semenov (projects).

The practical component of the content of the subject "Informatics" is formed from tasks in informatics with subject content (computer-free component of education) and computer practical tasks. In this regard, it is required to provide access to information technology tools for all participants in the pedagogical process in accordance with the level of school equipment.

2.3. Forms of organization of teaching computer science in elementary school

There are several options for learning computer science. Education is provided by primary school teachers.

Option 1. Non-computer study of informatics within one lesson in integration with subjects.

Informatics education, combined with such subjects as mathematics, rhetoric, drawing, labor, music, "The world around", in a non-computer version of training, it is possible to implement according to the scheme: one lesson in informatics and the use of practical tasks in the content of other subject lessons. Teaching is conducted by the teacher primary school without dividing the class into groups. It is recommended to place a computer science lesson in the schedule after
or before the lessons recommended for integration by the authors of the manuals (see
Appendix).

Option 2. Organization of computer support for the subject "Informatics" within one lesson without dividing into groups.

In this case, it is necessary to take into account the availability of computers in primary school (for example, a teacher's computer or 3-7 computers in a classroom), electronic teaching aids and the readiness of primary school teachers to use computer support in computer science lessons.

When teaching computer science with computer support, it is also possible to use an integrated approach according to the scheme of option 1 using a 15-minute computer workshop. In this case workshops it is possible to conduct it several times: in a computer science lesson with one group of students, in a lesson on studying other subjects - with other groups using computer programs from the list of electronic teaching aids recommended for elementary education.

A computer workshop can be individual (one student at one computer) and demonstration. At the same time, one teacher's computer in the classroom can be used as an "electronic board".

Option 3. Lesson of informatics with division into groups in the informatics classroom of the school within one lesson.

When a school chooses a form of teaching informatics with computer support using a school computer room (12 places), it is recommended to involve the informatics teacher of the school in conducting an informatics lesson (1 hour) for the joint parallel conduct of classes by two teachers: an elementary school teacher and an informatics teacher in blocks of 15 minutes. Theoretical part the lesson is held in the first group, computer - in the second, then the groups change places.

III. Reflective stage lesson.

What is the peculiarity of the machine and non-machine options for teaching computer science to schoolchildren? What do you think are the advantages and disadvantages of each?

Control questions

1. List the stages of mastering the basics of computer science and the formation of the information culture of schoolchildren in the learning process.
2. How is succession implemented at different stages of schooling?
3. How, in your opinion, can the course of informatics be integrated with other subjects of the school curriculum?

Literature.

1. methodical letter.http://www.zankov.ru
2. Programs of educational institutions. Primary grades (1-4) in two parts. Part 1. Compiled by T.V. Ignatieva, L.A. Vokhmyanina.
3. Annex No. 1 to the letter of the Ministry of Education Russian Federation dated December 17, 2001 No. 957/13-13. (Tsvetkova M.S. - Chief Specialist of the Department of Educational Programs and Standards of General Education).
4. Annex No. 2 to the letter of the Ministry of Education of the Russian Federation of December 17, 2001 No. 957 / 13-13. (Tsvetkova M.S. - Chief Specialist of the Department of Educational Programs and Standards of General Education).

Methodological materials for primary school (Tsvetkova M.S. - chief specialist of the Department of educational programs and standards of general education, Methodological Bulletin No. 10/2, 20002). View course work Language Russian Date added 10.06.2014 file size 61.5K

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Introduction

Chapter 1. Federal state educational standard. The objectives of studying the course of computer science in primary school. Its description and general characteristics

1.1 Federal state educational standard. The difference between the new generation standard and the previous one

1.2 The goals of studying the course of computer science in primary grades. Its description and general characteristics

Chapter 2. Methods used in teaching computer science in primary grades. The content of the computer science course

2.1 Methods of teaching computer science in elementary school

Conclusion

Bibliography

Introduction

The relevance of research. Among the many issues discussed in connection with the study of computer science in elementary school, the problem of using (or not using) a computer in teaching elementary school students constantly appears. There is no unity in resolving this issue among the authors of programs and textbooks.

The comparative novelty of the subject of informatics, the diversity of hardware and software, the insufficient development of particular methods of teaching informatics forces teachers of this subject to return again and again to the selection of means and methods of teaching the course. Moreover, the choice of means and methods of teaching, as a rule, is carried out by the teacher, taking into account the peculiarities of work in a particular class.

Combining the capabilities of a TV, VCR, book, calculator, being a universal toy that can imitate other toys and a wide variety of games, modern computer at the same time, it is for the child that equal partner, capable of very subtly responding to his actions and requests, which he sometimes lacks.

The use of computers in the educational and extracurricular activities of the school looks very natural from the point of view of the child and is one of the effective ways increasing motivation and individualization of his teaching, development creativity and creating a favorable emotional background.

The game form of studying complex concepts, skills and abilities is very effective for children, however, as well as for adults. Recall that many of us already in adulthood took part in business games at various seminars, meetings, professional courses. For children 5-10 years old, the game prevails over other types of activity. In a regular lesson, the teacher has to spend a lot of time and effort on maintaining discipline and concentrating the attention of students, in this case the child does not always accept and understand the material being studied, because he did not feel it, did not discover it for himself.

The computer plays an increasing role in the activities of modern children and in the formation of their psychophysical qualities and personality development

The relevance of studying computer science in primary school is expressed in the fact that sooner or later (rather early) children begin to use a computer - not as a subject of study, but as a convenient means of solving certain everyday tasks. So why not teach your child how to properly interact with a computer, just as we teach him at school to hold a pen correctly and sit correctly while writing? Moreover, it is obvious that the basic user skills are better learned at an early age. Therefore, in our opinion, the problem should be unambiguously resolved in favor of using a computer in elementary school. It's all about finding the right teaching methods.

The purpose of the course work reveal the methodology for teaching computer science in grades 1-4 under the program of the Federal State Educational Standard (Federal State Educational Standard)

Based on the purpose of the work, we put the following tasks:

Consider the integration of informatics in the educational environment of elementary school;

Explore computer science teaching methods.

Object of study: Federal State Educational Standard).

Subject of study: elementary grades.

Research methods: analysis and generalization of psychological, pedagogical, methodical literature; comparison; generalization; specification; systematization.

Study structure: This course work consists of an introduction, two chapters, conclusions for each chapter, conclusion, bibliography and applications.

Chapter 1. Federal Stateeducational withstandard. The objectives of studying the course of computer science in primary school. Its description andgeneral characteristics

1. 1 Federal state educational standard.The difference between the new generation standard and the previous one

computer science education elementary grade

From September 1, 2011, all educational institutions switched to teaching in the first grades according to the Federal State Educational Standards for Primary General Education (FSES IEO).

One of the priority areas of the presidential initiative "Our new school”is the transition to new standards.

The transition to new educational standards is:

1. Transition from standards containing a detailed list of topics in each subject that are mandatory for each student to study, to new standards - requirements for school programs, the results of mastering programs by students, and the conditions created at school to ensure the achievement of these results.

2. new standard contains two parts: obligatory and formed by the participants of the educational process. The older the stage, the greater the choice.

3. The new standard provides for extracurricular work.

4. The result of education is not only knowledge, but also the ability to apply them in everyday life.

5. Creation of personnel, material and technical and other conditions in the school that ensure the development of educational infrastructure in accordance with the requirements of the time.

6. Financial support will be built on the principles of per capita financing. At the same time, the funds will go to the municipalities, and to each school according to the standard, regardless of the form of ownership.

Approval of the federal state educational standard of the second generation for primary school is already underway in 14 constituent entities of the Russian Federation. Very soon this document will become the main one for the entire pedagogical community of Russia. What is the new standard? Today, the standard is understood as a system of requirements:

Requirements for the results of the development of basic educational programs;

Requirements for the organization of the educational process;

Requirements for the conditions for the implementation of basic educational programs.

In 2010-2011, many schools began to implement the second generation standard in the first grades. The teams faced a number of questions:

How is the second generation standard fundamentally different from the previous one?

What will it give students, parents and teachers?

What and how, in accordance with the new standards, will we have to teach children?

First difference.

The standards of the first generation (2004) contained stringent requirements for the content of education, up to a list of topics that for the teacher became the subject of teaching, and for the students - the subject of assimilation.

The new standard sets a general framework for resolving issues related to the education, upbringing and development of younger students:

Recognition of the self-value of age in the process of personal formation and psychophysical development of the child;

Recognition of the importance of the first stage for all subsequent education as a stage in the life of a child associated with the development of a new social position and a new social role student, with the formation of the foundations of the ability to learn, with the formation of the foundations of civic identity and worldview;

Taking into account the educational needs of children with handicapped(special federal state educational standards will be established for them);

The planned results of mastering the main educational program (personal, meta-subject and subject) are considered as a mechanism for implementing the requirements of the standard, to the results of students and serve as the basis for objectivity in assessing the level of education of students;

The implementation of the main educational program is based on a system-activity approach, which involves a change in the model of building the educational process: it is necessary to move from the “What to teach?” model. to the "How to teach?"

Second difference.

Second difference? new content. Any standard is a system of requirements for something. State standard general education (2004) contained norms and requirements defining the mandatory minimum content of the basic educational programs of general education, the maximum volume study load students, the level of training of graduates of educational institutions.

GEF is a set of requirements that are mandatory for the implementation of the main educational program of primary general education by educational institutions and includes requirements for the results of mastering the main educational program, the structure of the main educational program and the conditions for its implementation.

Third difference.

The 2004 standard was based on the selection of a new content of education; there was not a word about education in it.

The new standard is aimed at reviving educational work. The new standards contain clearly formulated state and public guidelines for the development of the education system.

The main educational goal of the new standards is the formation of an active citizenship in order to strengthen Russian statehood. The school should form in its students a sense of civic identity, educate Russian patriots, form educational motivation, the desire for knowledge, the ability to communicate, a sense of responsibility for their decisions and actions, critical thinking, tolerance and much more.

According to the Minister of Education of the Saratov Region Garry Tatarkov: “All children are talented. It's just that we are accustomed to narrowing the criteria for evaluating a person. We often consider gifted only those who can program, solve problems in mathematics and physics. But what about others? Why don’t we create conditions for their full-blooded development?”

Fourth difference.

The fourth difference between the standards is the ability to implement it only in cooperation with the family, the media, cultural institutions, religion, which will allow the student to develop an emotional, spiritual, moral, intellectual, socialized personality, and will reveal the talents of children in various fields life and creativity.

Fifth difference

The fifth difference is that the 2004 standards did not take into account the desires and preferences of the population to receive general education. The new standard implies a focus on the desires and needs of students and their parents, implies avoiding the overload of students through a reasonable choice of the necessary subjects, courses and circles. I would like to draw attention to the fact that the center of gravity of responsibility for the result of education is shifting from the student to the municipality, educational institution and in equally for a family.

School standards set new standards for the family. As for the participation of the family in the formation of requirements, then, according to Alexander Kondakov, this issue has become very serious. “Today we are witnessing a situation where a family often brings a child to school with the words: “Please, return to us a student of a prestigious university after 11 years.”

"The task of the school is to build its work and the work of the family in such a way as to achieve the maximum result for the child," he said. "This, of course, is a very serious educational task."

The main educational program of primary general education of an educational institution is a stabilizing component in the activities of the school. The requirements of the standard for the program: the number and name of sections (there are 9 in total, including an explanatory note); the content of each section; the ratio of parts (mandatory and formed by the participants in the educational process).

The structure of the educational program.

1. Explanatory note.

2. Planned results of the development of the OP.

3. Curriculum.

4. The program for the formation of UUD

5. Programs of individual subjects.

6. The program of spiritual and moral development, education of students

7. Healthy and Safe Lifestyle Culture Program

8. Program of corrective work.

9. System for assessing the achievement of planned learning outcomes.

The most important part of the main educational program is academic plan, which contains a mandatory part and a part formed by the participants in the educational process, and includes extracurricular activities students, the volume of which can be up to 1350 hours for 4 years of study, that is, 10 hours per week.

The basis for the implementation of the main educational program of primary general education is a system-activity approach and involves an orientation towards achieving the main result - the development of the student's personality. Requirements for the results of mastering the main educational program. (see table 1)

Table 1 Requirements for the results of mastering the main educational program

Personal achievements	Metasubject Achievements	Subject Achievements
Self-determination: the internal position of the student; self-identification; self respect and self esteem	Regulatory: management of their activities; control and correction; initiative and independence	Fundamentals of the system of scientific knowledge
Meaning formation: motivation (educational, social); limits of own knowledge and "ignorance"	Communicative: speech activity; collaboration skills	The experience of "subjective" activity to obtain, transform and apply new knowledge
Value and moral and ethical orientation: orientation towards the implementation of moral and ethical standards; the ability to solve moral problems on the basis of decentration; evaluation of one's actions	Cognitive: work with information, training models; the use of sign? symbolic means, general schemes solutions; performing logical operations of comparison, analysis, generalization, etc.	Subject and meta-subject Actions with educational material

1.2 The objectives of studying the course of computer science in primary school. Its description and general characteristics

The most important goal of primary education is the creation of a solid foundation for subsequent education, the development of skills to independently manage their educational activities. Which involves not only the development of basic knowledge and skills, but also the development of the ability to cooperate and reflect.

Informatics is considered in a general education school in general and in elementary school in particular in two aspects. The first is to form a holistic and systematic view of the world of information, about the generality information processes in wildlife, society, technology. And from this point of view, at the propaedeutic stage of education, schoolchildren should receive the necessary primary ideas about the information activity of a person. The second aspect of the propaedeutic course of informatics is the development of methods and means for obtaining, processing, transmitting, storing and using information, solving problems using a computer and other means of information and communication technologies. This aspect is connected, first of all, with the preparation of primary school students for continuing education, for the active use of educational information resources: music libraries, video libraries, multimedia educational programs, electronic directories and encyclopedias on other academic subjects, when performing creative and other design work.

The course of informatics in elementary school has a complex character. In accordance with the first aspect of computer science, theoretical and practical computer-free training is carried out, which includes the formation of primary concepts about human information activity, about the organization of socially significant information resources (libraries, archives, etc.), about moral and ethical standards for working with information.

In accordance with the second aspect of computer science, practical user training is carried out - the formation of primary ideas about the computer, including the preparation of students for educational activities related to the use of information and communication technologies in other subjects.

Thus, the most important result of studying computer science at school is the development of such personality traits that meet the requirements of the information society, in particular, the acquisition by students of information and communication competence (ICT competence).

The author's program of the informatics course for primary school was developed in accordance with the requirements of the Federal State Educational Standard for primary general education and is aimed at ensuring the implementation of three groups of educational results: personal, meta-subject and subject.

General characteristics of the subject "Informatics" in elementary school

Since the experimental introduction of informatics in elementary school, significant experience has been accumulated in teaching informatics to younger students. Teaching informatics in elementary school is aimed at the formation of primary schoolchildren's ideas about the properties of information, how to work with it, in particular, using a computer. It should be noted that the informatics course in elementary school makes a significant contribution to the formation and development of the information component of UUD (universal educational activities), the formation of which is one of the priorities of primary general education. Moreover, informatics as a subject, on which the skills and abilities of working with information are purposefully formed, can be one of the leading subjects in the formation of UUD.

An important problem in the implementation of a continuous informatics course is the continuity of its teaching at different educational levels. Any training course should have internal unity, which is manifested in the content and teaching methods at all levels of education. The structure of the course, its main content lines should ensure this integrity.

Therefore, it is assumed that the content lines of teaching informatics in elementary school correspond to the content lines of studying the subject in basic school, but are implemented at the propaedeutic level. At the end of the training, students should demonstrate the formed skills and abilities of working with information and apply them in practical activities and everyday life.

The authors of the teaching materials make an attempt to build a multi-level structure of the subject "Informatics", which would be considered as a systematic course that continuously develops the knowledge of schoolchildren in the field of informatics and information and communication technologies.

The authors emphasize the need for schoolchildren to get ideas about the essence of information processes at the earliest stages of education. Information processes are considered on the examples of transmission, storage and processing of information in human information activity, wildlife, technology. In the process of studying computer science in elementary school, the ability to classify information, highlight the general and the special, establish connections, compare, draw analogies, etc. is formed. This helps the child to meaningfully see the world around him, navigate it more successfully, form the foundations of a scientific worldview. The proposed propaedeutic informatics course is based on the fundamental principles of general didactics: integrity and continuity, scientific character combined with accessibility, practical orientation combined with developmental education. In terms of solving the priority task of primary education - the formation of UUD - the ability to build models of the problem being solved is formed, to solve non-standard tasks. The development of the creative potential of each child occurs in the formation of planning skills in the course of solving various problems.

In the 2nd grade, children learn to see the surrounding reality from the point of view of the informational approach. In the process of learning, computer science terms (source / receiver of information, communication channel, data, etc.) are gradually introduced into the thinking and speech of students. Schoolchildren study the device of a computer, learn to work with electronic documents.

In the 3rd grade, students study the presentation and coding of information, its storage on information media. The concept of an object, its properties and actions with it is introduced. The idea of ​​a computer as a system is given. Children master information technologies: the technology of creating an electronic document, the technology of editing it, receiving / transmitting, searching for information on the Internet. Students get acquainted with modern tools for working with information (mobile phone, e-book, camera, computer, etc.), and at the same time learn to use them in their educational activities.

Concepts are introduced as necessary so that the child can talk about his informational activities, talk about what he does, distinguishing and calling elementary technological operations by their proper names.

In grade 4, the topics "World of Concepts" and "World of Models" are considered, students' ideas about working with various scientific concepts are formed, and the concept of an information model, including a computer model, is also introduced. The concepts of the executor and the algorithm of actions, the form of writing algorithms are considered. Children master the concept of controlling themselves, other people, technical devices (tools for working with information), associating themselves with the controlling object and realizing that there is an object of control, realizing the purpose and means of control. Students learn to understand that controls affect the expected result, and that sometimes the result obtained does not meet the goal and expectations.

In the process of conscious control of their educational activities and the computer, schoolchildren master the appropriate terminology, competently build their speech. They learn to recognize management processes in the surrounding reality, describe them in terms of computer science, and give examples from their lives. Schoolchildren learn to see and understand in the surrounding reality not only its individual objects, but also their connections and relationships with each other, to understand that management is a special, active way of relations between objects. Seeing the relationships between the objects of a system is the first active step towards a systemic view of the world. And this, in turn, contributes to the development of systemic thinking in elementary school students, which is so necessary in modern life along with logical and algorithmic thinking. Logical and algorithmic thinking are also the subject of purposeful formation and development in grade 4 with the help of appropriate tasks and exercises.

Description of the value orientations of the content of informatics

The modern child is immersed in a new subject and information environment. However, it is impossible to educate a specialist in the field of information technology or a programmer, if you do not start teaching computer science in the lower grades.

Unlike past times, the reality surrounding the modern child is filled with countless man-made electronic devices. Among them are computers, mobile phones, digital cameras, digital video cameras, players, decoders, etc. Under these conditions, informatics in elementary school is no less necessary than the Russian language and mathematics.

In computer science lessons, students consciously and purposefully learn to work with information (to search for it, analyze it, classify it, etc.), distinguish form from content, that is, meaning, recognize and call objects of the surrounding reality by their proper names in terms of computer science. The study of computer science within the subject area "Mathematics and Informatics" is aimed at the development of figurative and logical thinking, imagination, mathematical speech, the formation of subject skills and abilities necessary for the successful solution of educational and practical problems and the continuation of education.

A special place is given to training in informatics in the subject "Technology". Within this subject, close attention should be paid to the development of children's initial ideas about computer literacy.

The study of the integrated subject "The World Around" is aimed at "comprehension of the child's personal experience of communication with nature and people; understanding of one's place in nature and society. Informatics, teaching to use a universal tool for searching and processing information (computer), expands the ability of children to learn about the world around them and promotes their independence and creativity in the process of learning.

The study of subjects of the aesthetic cycle (art and music) is aimed at developing "the ability to emotionally value perception of works of fine and musical art, to express one's attitude to the surrounding world in creative works." Mastering a graphic editor in computer science classes provides a junior student with the opportunity to create an image in a fundamentally different technique, developing it logical thinking in close connection with the emotional and value perception of the surrounding reality.

The study of Russian and the native language in elementary school is aimed at developing speech, thinking, imagination of schoolchildren, the ability to choose the means of the language in accordance with the conditions of communication - computer science also teaches all this, awakening both cognitive interest in the word, and the desire to improve one's speech in the process of mastering powerful tool for working with information and its software, in particular - a text editor, an electronic notepad, e-book. In computer science lessons, when typing texts in a text editor, students master the ability to write correctly (since the computer highlights all errors with a red underline and offers the correct spelled word), participate in a dialogue (using Skype orally or in writing using chat mode). Learning to work on a computer, children compose written texts-descriptions and narratives of a small volume, master the basics of business writing (writing a note, address, letter).

Based on the fact that talking with children about numbers, information and data, methods and tools for storing and processing them cannot take place at a purely abstract level, both mathematics and computer science are directly related to the content of other disciplines of primary education, in particular, with foreign language. A foreign language in elementary school is studied from grade 2. It develops “elementary communication skills in speaking, listening, reading and writing; develops speech abilities, attention, thinking, memory and imagination of a younger student. Informatics, on the one hand, uses the knowledge gained in the classroom foreign language(the English alphabet, for example), on the other hand, develops communication skills, as it introduces new terms into the speech of schoolchildren and teaches them to communicate using modern ICT tools ( Email, Skype, etc.)

Thus, computer science in elementary school performs an integrating function, forming knowledge and skills in the course of computer science and motivating students to actively use the acquired knowledge and acquired skills when studying other disciplines in the information educational environment of the school.

personal, metasubject and subject results learning computer science.

Taking into account the specifics of the integration of the subject into the educational plan, the goals of the chosen course "Informatics" within a particular educational area are specified in order to achieve personal, meta-subject and subject results. (see Table 2)

Table 2 Personal, meta-subject and subject results of the informatics course

1st group requirements: personal results	These requirements are achieved under the influence of the application of teaching methods and special teacher-student relationships: 1.1) readiness and ability for self-development, formation of motivation for learning and cognition; 1.2) value-semantic attitudes of students, reflecting them individual-personal positions; 1.3) social competencies; 1.4) personal qualities
2nd group requirements: metasubject results	and on a computer, when performing projects outside of school hours, this is the development of UUD: 2.1) cognitive; 2.2) regulatory; 2.3) communicative; 2.4) mastery of interdisciplinary concepts (object, system, action, algorithm, etc.)
3rd group requirements: subject results	These requirements are achieved by mastering the theoretical content of the course, by solving learning problems in the workbook and on the computer, when completing assignments and projects after school hours

From the point of view of achieving the planned learning outcomes, the most valuable are the following competencies reflected in the course content:

Observe the objects of the surrounding world; detect changes that occur with the object, and learn to describe objects orally and in writing based on the results of observations, experiments, work with information;

Correlate the results of observation with the goal, correlate the results of the experiment with the goal, that is, get an answer to the question "Did you manage to achieve the goal?";

Present information about the observed object orally and in writing, i.e. create a text or graphic model of the observed object using a computer using a text or graphics editor;

Understand that the development of information technologies proper (text and graphic editors) is not an end in itself, but a way of activity in the integrative process of cognition and description (description refers to the creation of an information model of text, drawing, etc.);

Identify individual features characteristic of the compared objects; in the process of information modeling and comparison of objects, analyze the results of the comparison (answers to the questions “how are they similar?”, “how are they not similar?”);

Combine objects on a common basis (what is superfluous, who is superfluous, the same as ..., the same as ...), distinguish between the whole and the part. The creation of an information model can be accompanied by simple measurements in various ways. In the process of learning the properties of the objects under study, complex mental activity is carried out using ready-made subject, sign and graphic models;

Solve creative tasks at the level of combinations, transformation, analysis of information when performing exercises on a computer and computer projects;

Independently draw up an action plan (concept), show originality in solving a creative design problem, create creative work(messages, short essays, graphic works), act out imaginary situations by creating the simplest multimedia objects and presentations, use the simplest logical expressions such as: "... and / or ...", "if ... then ...", "not only, but also ..." and give an elementary justification for the stated judgment;

To master the initial skills of transferring, searching, converting, storing information, using a computer; when performing interactive computer tasks and developing exercises - by searching (checking) the necessary information in the interactive computer dictionary, the electronic catalog of the library. At the same time, there is a mastery of various ways of presenting information, including in tabular form, ordering information alphabetically and numerically (ascending and descending);

Gain experience in organizing your activities by completing interactive tasks specially designed for this. These are tasks that provide for the execution of instructions, exact adherence to the model and the simplest algorithms, independent establishment of a sequence of actions when performing an interactive learning task, when an answer is required to the question “In what sequence should this be done in order to achieve the goal?”;

Gain experience of reflective activity by performing a special class of exercises and interactive tasks. This happens when determining ways to control and evaluate one's own activities (answers to the questions “Is this the result?”, “Am I doing it right?”), Finding errors during the exercise and correcting them;

Gain experience of cooperation in the implementation of group computer projects: be able to negotiate, distribute work among group members, evaluate your personal contribution and overall performance.

Compliance with the age characteristics of students was achieved:

Taking into account the individual intellectual differences of students in the educational process through a combination of typologically oriented forms of presenting the content of educational materials in all components of the teaching materials;

The optimal combination of verbal (verbal-semantic), figurative (visual-spatial) and formal (symbolic) ways of presenting educational materials without violating the unity and integrity of the presentation of the educational topic;

Taking into account the diversity of cognitive styles of students through the provision of the necessary educational material for all possible types of educational activities.

In addition, compliance with the age characteristics of students was achieved through the development of the operational-activity component of textbooks, which included tasks that formed research and design skills. So, in particular, the formation and development of skills is carried out:

Observe and describe objects;

Analyze data about objects (objects, processes and phenomena);

Select properties of objects;

Summarize the necessary data;

formulate a problem;

Propose and test a hypothesis;

Synthesize the acquired knowledge in the form of mathematical and information models;

Independently carry out planning and forecasting of their practical actions, etc.

As a result of all of the above, the UUD system is developing, which, according to the Federal State Educational Standard, are the basis for creating training courses.

All components of the teaching materials are a single system that ensures the continuity of the study of the subject in in full. This consistency is achieved:

1) based on through content lines:

Information, types of information (by way of perception, by way of presentation, by way of organization);

Information objects (text, image, audio recording, video recording);

Sources of information (living and inanimate nature, human creations);

Work with information (exchange, search, transformation, storage, use);

Information technology tools (telephone, computer, radio, television, multimedia devices);

Organization of information and data (table of contents, indexes, catalogs, notebooks, etc.);

2) the use of the general semantic structure of textbooks, which makes it possible to carry out the named continuity. The components of this structure are built in accordance with the main stages of cognitive activity:

Section "Repeat" - updating knowledge. It contains interesting and significant information about the world around, nature, man and society, helps students to establish a connection between the purpose of educational activity and its motive (personally significant information). The examples chosen by the authors may be familiar and familiar at first glance, thus provoking surprise about their informational nature and significance from the point of view of vital interests;

Sections "You understood", "You learned" - reflection. Organization of repetition of previously mastered knowledge, skills. Use of means to stimulate students to independent work(or in preparation for a test);

- "Words and terms for memorization" - generalizing knowledge. Generalization and classification;

Practical tasks, including tasks in workbooks and ESM. Formation and development of skills to use the received theoretical knowledge in computer science, skills to structure the content of texts and the process of setting and solving educational problems (culture of thinking, culture of problem solving, culture of design and research activities); formation and development of skills to carry out planning, organization, control, regulation and analysis of their own educational activities, the ability to independently and consciously make their own choice of values ​​and be responsible for this choice (self-government and self-determination); formation and development of skills for finding, processing and using information to solve educational problems, as well as skills for organizing cooperation with elders and peers, organizing joint activities with different people, achieving mutual understanding with them.

Thus, the structure of the presentation of material in textbooks reflects the purposefulness of the formation of general educational skills, habits and methods of activity (UUD), which are formed and developed within the framework of cognitive, organizational and reflective activities. This achieves the full development of all components of educational activities, which include:

learning motivation;

learning goal;

learning task;

Learning activities and operations (orientation, transformation of material, control and evaluation);

Meta-subject educational actions (mental actions of students aimed at analyzing and managing their cognitive activity).

Description of the place of informatics in the curriculum

The main educational program of primary general education provides the school with ample opportunities to include computer science in the curriculum and timetable of primary school due to the time for its variable part. The time allotted for the variable part within the maximum allowable classroom teaching load can be used to increase the hours for studying. individual items the invariant part, for the organization of courses in which the student, parent, teacher, educational institution, subject of the Russian Federation are interested. In the first grade, in accordance with the system of hygienic requirements that determine the maximum allowable load of students, there is no variable part.

The section of the variable part of the educational plan "Extracurricular activities" will allow you to fully implement the requirements of the federal state educational standard for primary general education. At the expense of the hours specified in the educational plan for extracurricular activities educational institution implements additional educational programs, student socialization program, educational programs.

The organization of classes in the areas of the "Extracurricular Activities" section is an integral part of the educational process at school and provides students with the opportunity to choose a wide range of activities aimed at the development of the student, since the hours allocated for extracurricular activities are used at the request of students and their parents. It is important that these hours are aimed at the implementation of various forms of organizing extracurricular activities that are different from the lesson system of education. It is very effective to conduct classes in informatics in the form of circles for the development of information technologies, as well as in the form of group classes for the creation of integrated projects.

Classes can be taught by an elementary school teacher, a computer science teacher or a teacher of additional education. Hours dedicated to extracurricular activities do not count towards the determination of the mandatory student workload, but are mandatory for funding.

It is possible to create various training programs for the course of informatics. The course option depends on the educational area in which the school sees informatics in primary education. At the same time, it is advisable to single out the invariant component of the hourly load for the course of computer science in elementary school in the amount of 34 hours per year, a total of 105 hours for the course of grades 2-4, taking into account reserve hours (1 hour per year).

The invariant component can be made up of modules of 17 hours (two modules per year), of a module of 17 hours and project activities for 17 hours per year, as well as from the course as part of the lesson schedule of 34 hours per year or as part of additional teaching hours in the amount of 34 hours.

The variable component of the course includes strengthening practical work students with a computer and project activities and includes from 18 to 68 hours per year to the available invariant load.

In total, from 34 to 102 hours per year, taking into account both invariant and variable components, as well as depending on the division of the class into groups or work in the computer science lesson with the whole class and on the information learning environment.

The main task of primary school is to ensure the development of the child's personality at a higher level.

The source of the full development of the child in primary school is two types of activities. Firstly, any child develops as he masters the past experience of mankind through familiarization with his contemporary culture. This process is based on educational activity which is aimed at the child's possession of the knowledge and skills necessary for life in society.

Secondly, any child in the process of development independently realizes his abilities, thanks to creative activity.

In order for students to successfully master the materials in the subjects, new educational standards appear. One of the leading in our time is the Federal State Educational Standard (Federal State Educational Standard). This program requires not only the acquisition of knowledge in certain disciplines, but also helps teachers to be educational, tolerant. This is one of the distinguishing features of the programs from the previous ones. But in order to achieve these goals, it is necessary to be able to use various teaching methods.

The new standard sets a general framework for resolving issues related to the education, upbringing and development of younger students.

The most important result of studying computer science at school is the development of such personality traits that meet the requirements of the information society, in particular, the acquisition by students of information and communication competence. The structure of the presentation of the material in textbooks reflects the purposefulness of the formation of general educational skills, skills and methods of activity (UUD), which are formed and developed within the framework of cognitive, organizational and reflective activities. This achieves the full development of all components of educational activity.

Chapter 2methods,used in teaching computer science in elementary grades.The content of the computer science course

2 . 1 Methods of teaching computer science in elementary school

The initial course of teaching computer science is the most important stage in the general education of schoolchildren. Its goals go far beyond the standard framework for the formation of information culture elements. There is a pervasive principle of computer science here. In the process of teaching language and mathematics, music and reading, concepts, methods and means of informatics are used and studied, which are naturally intertwined with the goals and objectives of primary education.

The main objectives of the propaedeutic informatics course in elementary school can be summarized as follows:

Formation of the beginnings of computer literacy;

Development of logical thinking;

Development of algorithmic skills and systems approaches to problem solving;

Formation of elementary computer skills (acquaintance with a computer, with elementary concepts from the field of information technology).

In computer science lessons in elementary school, under the conditions of the usual class-lesson system, teachers successfully use the following methods and forms of teaching, which allow them to effectively build studying proccess taking into account the specific characteristics of the student's personality:

Dialogues;

Group work;

Game techniques;

Information minutes;

heuristic approach.

One of the most commonly used methods is gaming.

In computer science lessons in elementary grades, the teacher is always forced to create his own new, combined type of game based on a role-playing game. For example, to consolidate the skills of selecting an object by its properties from a given set, you can play the following game. The whole class is divided into groups. Each group is given a set of pictures (eg cat, sugar, bandage, salt, faucet). Children must come up with a fairy tale game, as a result of which one of the objects of the proposed set will be eliminated, while they play the roles of "cat", "sugar", etc. Different groups of children may give a different answer, for example, a cat -- creature or sugar - consists of two syllables.

The task of the teacher is to help the children to conduct a mini-performance ( role play), the purpose of which is to select an object from a given set. At the end of the game, the teacher should analyze it, note which group correctly solved (played) the task, who successfully played their role, whose idea (the simulated world) is the most interesting, etc.

Computer science lessons in elementary grades often use so-called active learning methods. Here are some examples of the use of active teaching methods in computer science lessons. In elementary school, it is possible to expand children's understanding of the device of a personal computer through information minutes. It is better to choose a group discussion as the main form of holding information minutes, in which the teacher performs the guiding and coordinating functions. From the very beginning, students should understand the meaning of the phrase "information minute": a minute is a time limit, informational - we learn new information. The book by V. Agafonov "Your friend Computer" can be taken as the basis for these minutes. A text file is created with a poetic text, divided into certain "portions", each of which corresponds to a story about a new device. At the first lesson, all schoolchildren received a drawing depicting the main devices of a computer. At each of the subsequent lessons - a certain "portion" of the text with the teacher's explanations. At home, the guys paste these fragments of the poem into a separate notebook or notebook, and at the end of the semester, each student will have a book made by himself, telling about the purpose of personal computer devices. Two methods are combined here - discussion and project method.

But the project method can also be used as an independent teaching method. The method of projects is the creation of some kind of result that can be obtained by solving one or another practically or theoretically significant problem. This result can be seen, comprehended, applied in real practice.

You can use project method elements starting with the second class. When teaching children how to work with the Paint graphics editor, they are offered the following tasks: the topic of the drawing that they must create is discussed, techniques and tools for doing the work are discussed.

In the third grade, when studying a word processor, the children are offered projects on the topic “Greeting Card”.

heuristic method.

The heuristic method used to develop logical and algorithmic thinking is very similar to the game method, with the huge difference that the initiative for the course of the lesson is completely in the hands of the teacher. Students are "passive players".

The purpose of the heuristic method is to create a personal educational product (algorithm, fairy tale, program, etc.). Consider how you can use this method in computer science lessons in elementary grades.

In the heuristic method, five main stages can be distinguished in the organization of students' activities in the lesson:

motivational;

staged;

creating your own product;

demonstration;

reflective.

The motivation stage aims to involve all students in the discussion of familiar algorithms or actions of familiar performers.

At the second stage, the task is set. Students are invited to choose performers who could solve the problem (the choice is made by discussing the capabilities of each performer).

The third (main) stage is that students must create (with the help of a teacher) their own personal educational product, as a rule, an algorithm for solving a task for a selected performer.

The fourth stage consists in demonstrating student products in the classroom or at special creative defenses.

At the stage of reflection, students evaluate their activities and the result of their work.

In computer science lessons in elementary grades, the following teaching methods are also used:

explanatory and illustrative - a visual and consistent explanation of the material. For example, when explaining the work of the Turtle performer, the teacher uses the story and demonstration of the performer's work on an interactive whiteboard;

reproductive - performance and assimilation finished tasks and tasks. For example, after the teacher explains the work of the performer Turtle, the students should reproduce his story;

conversation - is used either to update the basic knowledge (for example, before explaining the work of the Turtle performer, the teacher updates students' knowledge about the algorithm by conversation), or to control knowledge to make sure that students understand the material correctly;

control and self-control - the use of intermediate and final tests, oral answers. As an example, let's take a test in the verses "Rhymed Keys":

To control your knowledge

We will print letters.

If you know the keyboard

You won't lose time!

To write a big

We need to ...... press; (one)

To get a little

We must ...... turn it off. (2)

And there is another option.

It takes a lot of talent here.

We write a capital letter.

Do exactly what you hear: hold on, don't let go (3)

And press the letter!

We learned to print

Very nice work!

Knowledge must be consolidated -

Learn the keyboard!

Switch to Russian font

We will be helped by …… and ……! (4)

Wrote an offer

Oh, how difficult, oh, torment!

Made a little mistake -

And got an error.

What are we to do now?

We can only help ......! (5)

Under the error

you are the cursor

And ...... press - (5)

This letter will disappear in an instant,

It looks like it got lost somewhere!

Del has an alternative.

This is a key……! (6)

Character to the left of the cursor

Removes instead of rubbish!

You know a lot now!

Check yourself quickly.

Tired of sitting bored?

Get to work quickly!

Press the desired symbol

And fix the mistake!

And now we will analyze

The situation is this:

Instead of one key

We randomly click on another!

(After all, such a trouble

Does it happen sometimes?

An unexpected prompt appeared on the screen.

What, the computer is off?

How can we be? Here is the question!

Which key to press

To "save" and "run away"

From such a position?

Let's be patient:

Key……maybe (7)

Can canceling a request help?

Jump to the end of the line

...

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As a result of studying this educational module of the subject of Technology, the student should know/understand:

The role of labor activity in human life;

common types of professions related to technology (taking into account regional characteristics);

The impact of human technological activity on environment as well as human health;

scope and purpose of technical devices (including computers);

the main sources of information;

Appointment of the main devices of the computer;

safety rules when working with technical devices and machines (including a computer);

be able to follow instructions when solving educational problems;

organize and plan their own labor activity, monitor its progress and results;

Obtain the necessary information about the object of activity, using drawings, diagrams, sketches, drawings (on paper and electronic media);

make products from available materials according to the sample, using drawings, prefabricated schemes, sketches, drawings; choose materials taking into account properties by external signs;

Observe the sequence of operations in the manufacture and assembly of the product;

create models of elementary objects from the details of the designer and various available materials;

Perform decorative design and finishing of products;

use the acquired knowledge and skills in practical activities and everyday life for:

- Doing housework (self-service, minor repairs of clothes and household items, etc.);

- Compliance with safety rules when working with

Materials, tools, household appliances; means

information and communication technologies;

- creation of various products from available materials according to one's own design;

- cooperation in the process of joint work;

- the ability to solve educational and practical problems using the opportunities

computer;

- search for the necessary information using the simplest queries;

· - transformation and creation of simple information objects on the computer.

The goals of teaching computer science in primary school: the formation of initial ideas about the properties of information, its processing, use and transformation, how to work with it, in particular, using computer technology.

The tasks of teaching computer science in elementary school:

· Acquaintance with the basic properties of information, training in methods of organizing information and planning activities, in particular educational, in solving problems;

· to give an initial idea about the computer, its device and modern information and communication technologies;

· give ideas about the modern information society, information security of the individual and the state.

Approximate content of the informatics course in elementary education: Basic concepts of informatics. Information and its properties: meaning, description, evaluation. The role of man in the transformation, use and creation of new information. Processing, transmission, storage of information using technical devices, including a computer. Types of information: text, number, image, sound. Ways of organizing information: tables, diagrams, catalogs, slides, presentations, etc. Organization of human activity in information transformation. The concept of the algorithm. Algorithm properties. Algorithm executor. Teams. Prescriptions. Examples of algorithms. Initial ideas about the computer, information and communication technologies. The computer as an executor of the algorithm. The main devices of the computer and their functions. Organization and processing of information in a computer. Basic commands understood and used by the computer. Converting various types of information: numerical, textual, graphic and sound using a computer. Storage and transmission of information using a computer. Computer networks. Global Internet networks. Using networks to obtain information. The role of information in the life of society and man. The concept of human information activity. Organization of socially significant information for a person. Moral and ethical standards of work with information. The concept of information security of the individual and the state. Practice in the content of the subject of informatics is formed from tasks in informatics with subject content (without a computer component of training) and solving computer practical tasks. To do this, it is necessary to ensure access to information technology tools for all students in accordance with the level of equipment of the school. Forms of organization of teaching at school. Teaching computer science and information technology can be done in several ways by primary school teachers. 1st option. Computer-free study of computer science within 1 lesson with the inclusion in the content of the program of the use of such subjects as: mathematics, rhetoric, drawing, labor, music, the world around. The training is conducted by the teacher without dividing the class into groups. Option 2. Creation of computer support for the subject "Informatics" within one lesson without dividing into groups. In this case, it is necessary to take into account: the presence of computers in the elementary school (a computer with a CD-ROM device, an audio system (speakers) and, additionally, a media projector with a wall screen or a large-screen TV connected to the computer), electronic learning aids and the readiness of elementary school teachers to the use of computers in informatics classes. One computer in the classroom can be used as an "electronic" board, that is, used when students are called to it to complete tasks or commands provided for by the curriculum. To do this, it is desirable to connect the computer to a projector or large-screen TV for the convenience of working with the class. 3rd option. Informatics lesson with division into groups in the computer science classroom of the school within the framework of 1 lesson. This method is possible if there is a sufficient material base (computer class, computer programs), the readiness of the teacher to teach the subject of Informatics, we denote that the use of computer technology in each lesson of informatics both in elementary school, as well as in middle and senior education is not necessary. Therefore, even if there is only one computer class at school, it can be used both for teaching computer science and for use in teaching other subjects. In the presence of computer technology in teaching computer science, it is necessary to comply with safety precautions, requirements for equipment of the office with computer technology, sanitary standards for organizing the work of children at the computer. Work at the computer must be completed with special preventive exercises for vision (1 min) and posture (1-2 min).

Approximate thematic list of electronic educational tools:

*Computer alphabets and primers for familiarization and facilitating work with text

*Keyboard trainers with normal speed

*Computer coloring and geometric constructors

*Computer labyrinths for facility management

*Computer mosaics

*Logic games on the computer

*Computer encyclopedias, travel

*Computer topological diagrams (district, metro)

* Computer textbooks with illustrations and tasks (on safety, traffic rules), satisfying the possibility of using fragments of 5 minutes with further training

*Computer computing gaming and algorithmic environments

*Computer sound synthesizers

*Crossword and alphabet games on the computer in foreign languages

*Computer environment for executor management.

Basic rules of behavior for students in a computer class:

Entering, leaving, moving around the classroom is possible only with the permission of the teacher.

You only need to take workplace assigned by the teacher to the student.

Students are not allowed to turn on or off the computer and devices connected to it, connect removable media and CDs without the permission of the teacher.

Connection to the work of CDs for educational purposes is carried out by a teacher or a laboratory assistant.

In order to save time, materials on the organization of training posted on the Internet can be prepared in advance and used by the teacher in the classroom. The lesson must begin with an organizational minute, reminding the children of the rules of conduct in the office for security purposes.

The equipment of a computer workplace must comply with standards, sanitary norms and rules. recommendations for organizing the student's workplace are reflected in the application.

The arrangement of computer tables should be done so that all current-carrying parts of devices and connectors are on the side of the wall of the room.

To prevent injury to children, electrical wiring must be equipped with special boxes, sockets must be located behind the vertical wall of the computer desk

The cabinet must be equipped with a power disconnect device.

Leaving children in a computer lab without a teacher is strictly prohibited.

Computer science in elementary school

N.V. Matveeva,

Candidate of Pedagogical Sciences, Senior Research Fellow of the State Scientific Institution of International Relations (IOSO RAO), Member of the Federal Expert Council of the Ministry of Education

Computer science in elementary school is a special subject that has already become the norm rather than the exception.

However, there are still many unresolved problems that concern many. Let us briefly list some of them.

1 problem. What is "information education"? If we rely on the opinion of A.Ya. Fridland (which I fully share), published in his monograph and defended in the form of a doctoral dissertation, then computer education concerns the study of only technical means of collecting, storing, transmitting and processing information. If the process is informational, then Information system must necessarily include people, satisfy their information needs. This conceptual problem has not been solved so far and requires a speedy solution.

2 problem. What should be studied junior schoolchildren in computer science classes in elementary school? Solve developmental problems and develop thinking? Which? Algorithmic, systemic, creative, informational, informatic? This should finally be defined and consolidated in the Standard so that an elementary school teacher or a computer science teacher who teaches in an elementary school does not rush through the multitude of inherently incompatible author's concepts of teaching computer science. Each of the existing concepts has certain advantages and disadvantages, and the school, at its own peril and risk, chooses one of them in elementary school, after which in high school inconsistencies with recommended textbooks begin and teaching aids.

3 problem. The introduction of various components (federal, regional and school) is a sly philosophizing, a game of cat and mouse, where the state is a cat, and parents, teachers and children are mice. If you want, please, but finance yourself and be responsible for everything yourself, and if something happens, it’s your own fault, we didn’t ask you about it. It will turn out well - you see how democratic we are - we allow you everything. Each school knows what it takes to organize teaching of informatics in elementary school at the expense of regional and school components. The federal component is that part of the educational process in primary school for which the state is responsible, that is, the state must provide financially, meaningfully, methodically, personnel and materially. The regional component is that part of the educational process for which the region takes responsibility. But at the same time, the federal component is obligatory, and the regional, and especially the school one, is if the child has time and energy left, since there are all sorts of sanitary restrictions (number of hours per week, etc.). The state must take responsibility and not shift it onto someone else's shoulders. To do this, it is necessary to take a number of important organizational steps on a national scale, but this requires a certain understanding: what is computer science in elementary school, who should teach it (a computer scientist or an elementary school teacher), how many computers should be in an informatics lesson in elementary school - one for each or one for all? If the state (represented by the Russian Academy of Education, the Duma, the Government and the Ministry of Education) knew the answer to these questions, then there would be no need to arrange a “pandemonium” on the topic of the obvious - computer science in elementary school is necessary, perhaps in the form of integration into some existing disciplines .

4 problem. The content of computer science in elementary school.

At one time in Moscow (7 years ago) an international conference on teaching computer science in elementary school was held. In particular, it was said that primary education is 80-90% computer science training, but in an implicit form. The elementary school is only engaged in teaching to encode, decode, present information on different media in different types and forms, etc. But the elementary school teacher “does not know” this, that is, does not use terms specific to this field of knowledge (information source, receiver, information carrier, communication channel, and so on). In the course of studying computer science, younger students purposefully master various techniques and methods of working with information. That is, by implementing information processes of various kinds, a modern child, if he does not have an informatics lesson, gets acquainted with the concepts of informatics outside of school and, as a rule, thinks that informatics is “something about a computer”. This is fundamentally the wrong state of affairs. In elementary school there should be a lesson where children purposefully learn to work with information according to relevant programs and methods, calling a spade a spade. Mastering the ways of working with information is a complex and lengthy path that a junior student takes in all lessons in elementary school, but in a computer science lesson, he learns that when he writes, he encodes information, when he reads, he decodes, that there are different ways of encoding and much more. All this is directly related to the formation of learning skills - the main task of elementary school.

Already in elementary school, the student must learn the stages of working with information and certain rules of information activity, which happens in the process of teaching computer science in elementary school in almost every lesson.

Computer science in elementary school is not a dry and boring course about computers and information technology. This course is about the living word, manifesting itself in oral speech and which can be reflected in writing on paper or in computer memory. A living word carries meaning and energy for communication.

5 problem. The place of the computer in primary education.

The computer is a brilliant human invention. But he cannot occupy a central place in computer science lessons at school. It quickly becomes boring and of little interest to children. Elementary school children are bored in the classroom without an intellectual developmental load.

But even without a computer in elementary school is bad. However, the place of the computer should be no more than the place of a pencil and a notebook. First of all, a computer is a mysterious object for a child and therefore a very attractive object. He understands that this is both a wonderful tool for working with information and an object of knowledge.

It is no coincidence that there is an opinion that if younger students get into a computer class, then very quickly interest in computers disappears completely. And it's completely natural. To know the computer seriously is not yet too tough. And there are no information needs (learning tasks) that require computer power yet. And what? Boring, uninteresting. If you give an intellectual load corresponding to age characteristics, and use the computer as a manual, as an electronic board, it's another matter. It's like a candy, which is very tasty, while it is one or two: give a kilogram - no one will eat it. This is a serious argument in favor of theoretical computer science in elementary school.

Children want to know everything - how to use a computer, and how it works. In computer science lessons in elementary school, you can discuss any issue related to theoretical computer science. For example, the arithmetic foundations of computers, the structure, architecture and hierarchy of programs and files, and much more. But this is only if this conversation is directly related to the "here and now", with his school or extracurricular educational activities (learning activities in this age period are leading (according to A.N. Leontiev): there is a conversation about oral speech "The child is interested, but the computer can work with sound? Yes, the teacher says, and talks about how it happens without going into great details. And that's enough for now. There is a conversation about writing and letters. The teacher asks the children how they are think, but a computer can work with letters, with text? Yes, maybe, the teacher confirms. But how is a letter written in computer memory? With the help of a special code. And what is a code? ... Questions that are brought up for discussion in elementary school should naturally "flow" from the child's information needs.In the process of teaching elementary school, it is always necessary to build on the child's life experience, on what interests and worries him, that is, on his nature. tvennye necessities of life.

In elementary school, a child should get acquainted with a computer at a functional level, as with an amazing device that can do a lot: work with sound, text, drawing, can transmit texts, drawings, video images and human voice over long distances almost instantly. The child must learn that everything that a computer can do, it can only do under the control of human programs.

Every computer science lesson in elementary school is another small step along the path of comprehending the secrets of communication, information exchange, the secrets of ubiquitous information processes and the secrets of a computer created by man, which reflects all the knowledge accumulated by mankind over many millennia.

The mystery that surrounds the wonderful world of the computer in the child's mind does not in the least prevent him from using the computer in games and in the classroom. The mystery of the unknown attracts him, fascinates, but does not frighten.

A computer science teacher in an elementary school (or an elementary school teacher) should in every possible way identify, support in the mind of the child and develop the connection between the computer world and the natural world. To do this, the logic of learning should be built not from a computer and its all-consuming significance for a person in the age of the information revolution, but from nature, which gradually reveals its secrets to a person, but whose creative wisdom a person can never surpass.

The teacher in the process of teaching computer science must convey to the understanding of children that by observing and studying nature, a person creates magnificent analogues of natural creations, creates with his own hands something similar to the creations of nature. The computer largely repeats the functions of the human brain. But to exceed the beauty, grace, variety, strength and effectiveness of natural creations is not given to man. Nothing created by human hands can be more beautiful and graceful than a mosquito or an ordinary wild flower. No arbitrarily perfect robot created by human hands can be compared with a living person. At the lessons of computer science in elementary school, it is possible and necessary to cultivate an attitude towards nature as an inexhaustible source of information.

The computer was created by human hands. But no computer can match the capabilities of the human brain. Only the human brain is able to reflect the world in all its brilliance and variety of sounds, colors, light, smells, forms, perceiving the world in motion and development, highlighting individual objects and systems and at the same time not losing the integrity of this wonderful world.

Teaching computer science in elementary school should go through the feelings and emotions of the child, which naturally arise in the process of learning about the surrounding reality, people and oneself.

Thus, it should be understood that no discipline school education does not have such a powerful potential for the development of the child as computer science, because it is built on the foundation of philosophy and linguistics, natural science and mathematics, logic and psychology, formalism and poetry at the same time. This is her strength and this is her weakness. Computer science intersects science and art, mysticism and craft.