Computer science, cybernetics and programming
Selected questions of the methodology of teaching informatics EXCURSIONS IN COMPUTER SCIENCE AND THE METHODOLOGY OF THEIR CONDUCTION UROKEXCURSION The very term excursion comes from the Latin word excurro excurro which means I run out. Therefore, the very name of the excursion indicates one of the essential features of this form of organization of educational work, namely, taking students outside the school to the object being studied. Thus, the excursion is characterized by three essential features: firstly, on the excursion, training and education are carried out on the basis of ...
Lecture number 2. Selected questions of methodology of teaching informatics,
EXCURSIONS IN COMPUTER SCIENCE AND THE METHODOLOGY OF THEIR CARRYING OUT
LESSON-EXCURSION
The very term "excursion" comes from the Latin word excurro (excurro), which means "I run out." Consequently, the very name of the excursion indicates one of the essential features of this form of organization of educational work, namely, the removal of students from the school to the object being studied.
Excursion There is one of the types of educational work, which is carried out on the basis of direct perception of the object under study at the place of its usual location and is accompanied by going beyond the school.
Thus, the excursion is characterized by three essential features:
- Firstly, on excursions, training and education are carried out on the basis of direct perception by students of the object being studied.
- secondly, learning is linked to the study of the subject at its location,
- thirdly, it requires going beyond the school and moving towards the object being studied.
Excursions exist to combine the educational process at school with real life and allow students to directly observe the studied objects and phenomena in their natural form and in their natural environment.
If the excursion combines several academic subjects, then it is called complex. Tours perform a number of the following functions:
- provide the principle of visibility in the learning process;
- strengthen the connection of learning with practice and life;
- allow students to broaden their horizons, since during excursions they can directly observe objects or the technological stages of their manufacture;
- can guide the student in choosing a future profession.
The main tasks of educational excursions are transferred to the lessons-excursions:
- enrichment of students' knowledge;
- establishing a connection between theory and practice, with life and technical phenomena and processes;
- development of creative abilities of students, their independence, organization;
- fostering a positive attitude towards learning.
Most often, excursions are associated with the study of software educational material, therefore they are planned for the whole year and are held on special days that are reserved for excursions, i.e. free from other activities. To streamline excursions at the school, a special plan is drawn up.
If the excursions meet all the requirements pedagogical requirements, then they help to accumulate knowledge and life facts, contribute to the development of attentiveness, moral and aesthetic attitude to reality, curiosity, age culture.
- thematic, covering one or more topics of one subject;
- complex, based on the content of interrelated topics of two or more subjects.
According to the timing of the topics studied, the lessons-excursions distinguish between:
- introductory;
- related;
- final.
The form of conducting lessons-excursions is very diverse. This is a “press conference” with the participation of representatives of an enterprise, institution, museum, etc., and a historical excursion on the subject being studied, and a film, video or television excursion, and a lesson of generalizing repetition on a topic, section or course in the form of an excursion .
However, structural elements various kinds lessons-excursions are sufficiently certain. The thematic lesson excursion should have the following structure:
- message of the topic, goals and objectives of the lesson;
- updating the basic knowledge of students;
- perception of the features of excursion objects, the primary awareness of the information embedded in them;
- generalization and systematization of knowledge;
- summarizing the lesson and issuing individual tasks to students.
There are three main points in the method of excursions.
- preparation of the excursion;
- departure of students to the selected object and their assimilation of the material on the proposed topic;
- systematization of the material and summing up.
Its positive result and success depends on the thoroughness of the preparation by the teacher of the excursion. Before the excursion, the teacher should thoroughly study its object and place. He must outline for himself the goals, objectives and content of the excursion, think over the methodology, ways to involve students in the active perception of the object being shown. It would be nice to involve a specialist in the story, who must be instructed in advance about the goals of the excursion.
, Extracurricular work , MHC and ISO, Competition "Presentation for the lesson"
Presentation for the lesson
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Attention! The slide preview is for informational purposes only and may not represent the full extent of the presentation. If you are interested this work please download the full version.
Project goals:
- Develop your own excursion route around the Toparevsky reserve;
- expand knowledge of the world through acquaintance with the area of Moscow, where our school is located;
- create your own map;
- to form the skills of self-development and self-education;
- continue to develop skills in working with different sources information;
- develop the ability to identify the main thing, clearly formulate thoughts;
- to cultivate love for the native nature, respect for animals, ecological culture among the younger generation;
- develop communication skills of students;
- to promote the development of creative abilities of students.
Project tasks allow:
- expand interdisciplinary connections,
- demonstrate an active approach, demonstrate the formation of students' research skills,
- participate in the project various categories students.
Hypothesis: The tourist route will increase the educational level of students.
Relevance of the topic that the project contributes to attracting the attention of students to the protection of the nature of their native land.
Important rule: each stage of the project should have its own specific product!
Stages of work on the project:
1. Organizational. The purpose of this stage is to prepare students for work on the project, to determine the goals and objectives of the project. A clear definition of goals serves as the basis for activating the work of students, turning them into conscious participants in the educational process, and, ultimately, developing the student's personality. Tasks are formulated.
- Choose a place for the excursion;
- Select objects for the tour;
- Follow the route of the excursion;
- Find information about the objects of the excursion;
- Organize the material;
- Create a route map for excursions around the reserve based on Google Maps technologies;
- Make drawings of the corners of the reserve;
- Create a video film “Nature of the landscape reserve “Troparevsky”;
- Write a report.
- The output of such a project is often a publication in the media, incl. in the Internet.
2. Design (planning)
At this stage, tasks (duties) are distributed among the members of the working group. Choosing the best option for the project. Phased distribution of the research tasks of the project. The entire project, from the definition of the problem and the topic to the presentation, is carried out outside of school hours. The tasks were performed by children individually or in small groups (2-3 students).
3. Information search
In this project, computers were used to search for information, create a map of the route of an excursion around the reserve based on Google Maps technologies, and make drawings in computer graphics. The presence of the Internet in the classroom made it possible to make the computer a guide to museums, and opened up access to information in the library's repositories. The result of this stage of the project was the collection of information about the Troparevsky reserve, with the aim of analyzing it, generalizing and presenting it to a wide audience, as well as choosing a theme and plot for the future drawing of a favorite corner of the park.
4. Product
Preparation of a report on the progress of the project with an explanation of the results obtained (possible forms of the report: oral report, oral report with demonstration of materials, written report).
Scheduled writing:
- The position of the Troparevsky landscape reserve.
- The history of the creation of the Troparevsky landscape reserve.
- Tour route.
- Drawing up an ecological quest.
Making drawings of park views. In the process of working on the project, the students made pencil sketches of interesting places in the Troparevsky Park. Then they created computer versions of their sketches in a graphics editor.
5. Presentation
The presentation itself has a great educational effect. It is very important that the children tell how they worked on the project. At the same time, visual material is also demonstrated, the production of which was devoted to a significant part of the time, the result of the practical implementation and implementation of the acquired knowledge and skills is shown. The presentation project is presented in the form:
- presentation, which includes various effects: sounds, photo and video fragment (a product made on the basis of information technology),
- sketches of the corners of the park, plants and animals, which were made by students in nature (then, already in the classroom, they created graphic and pictorial works, depicted Troparevsky Park in computer graphics);
- virtual tour;
- ecological quest;
- excursion route in the reserve based on Google Maps technologies;
Presentation title: “Excursion around the territory of the landscape reserve “Troparevsky”
Number of slides in the presentation: 16 slides
The environment in which the presentation was made: MS Office PowerPoint 2010;
The film was made using Windows Live Movie Maker and Audacity sound editor.
6. The stage of summarizing the work on the project. The task of this stage is to analyze the work, evaluate the success of achieving the goals and outline the prospects for the future.
Has the goal of the project been achieved?
Problems that arose during the work on the project ______________________________________________
What was successful in the project? ___________________
Conclusion.
The project is a means of step-by-step formation of educational skills and abilities:
- organizational;
- information;
- logical;
- communicative
This project shows children the important role of observation in the process of learning about nature. Each object during the tour was accompanied by text, illustrations, a video clip with short stories of their own, thereby demonstrating their communicative competence, the ability to present the material in an accessible form. From the materials collected by the students during the preparation of this project, a video was created, from photographs taken by the authors, as well as from photographs found on the Internet. The authors also selected suitable musical accompaniment for the video.
The project contributes to the expansion of the horizons of students, develops creative artistic and figurative thinking. In the course of work on the project, the emotional and spiritual sphere, cognitive activity and independent artistic creativity of students are enriched.
The results of this project have methodological, theoretical and practical significance, and can be used not only in the educational process, but also for presentation to a wide audience (guiding tours of the park).
Bibliography.
- Beloborodov N.V. Social creative projects at school. Moscow: Arkti, 2006.
- Guzeev V.V. The project method as a special case of integrated learning technology. // Head teacher. - 1995. - No. 6.
- Konysheva N.M. Artistic and design activity (Fundamentals of design education). - Smolensk: Association XXI century, 2003.
- Pakhomova N.Yu. Method educational project in educational institution. - M., 2005.
- Stupnitskaya M.A. What is a project? Moscow: First of September, 2012.
Lesson topic: The main objects of a text document. Text input.
The lesson is held in the second quarter according to the plan. The lesson uses game methods and other forms of work.
"Basic Objects of a Text Document"
Lesson-excursion "To the park of culture and rest"
Class: 5
Lesson topic: The main objects of a text document. Text input.
Program section: Text Information
Lesson Objectives:
- get acquainted with the main objects of a text document;
Lesson type: a lesson in studying and consolidating the acquired knowledge.
Type of lesson: lesson - virtual tour.
Forms of control: mutual control, self-control, test control
Forms of student work: individual, couples, group.
Student assessment system: During the excursion, during the passage of each attraction, students gain points, at the end of the excursion, the points are converted into grades according to the evaluation table.
Methods and visual aids learning:
a ticket to the park for each student;
darts, darts;
phonogram of the song "Carousel, carousel ..."
questions for the attractions "Carousel", "Boat";
cards with tasks for the ice cream kiosk;
rating table.
Software: MS Word word processor
During the classes
Organizational moment (greeting).
Teacher.Hello guys!
| Ticket |
|||
| Attraction - "Carousel" | |||
| Attraction - "Boat" | |||
| Attraction - "Tir" | |||
| Ice Cream Cafe | |||
| Total amount | |||
| Lesson grade: |
Teacher.So, our tour begins.
Virtual excursion to the park of culture and rest
2.1. Attraction - "Carousel".
Teacher.Children sit in pairs and ask each other questions. Four people are "experts-resters", four are "operators-resters" who ask questions and receive answers; connoisseurs-holidays sit opposite the "operators", they answer in turn the questions of the operators. Then they change places. The carousel is controlled by a mechanic; I, the teacher, will play his role.
During the operation of the attraction, tickets are filled in by operators. For a correct answer, the expert receives one point. This tests knowledge of last topic.
So, all the places on the carousel are occupied, we begin our first attraction. ( n startsThe first round of the carousel.The phonogram of the song "Carousel, carousel ..." sounds.)
Attention! Stop carousel! Please, a question to experts.
Attention experts! Moved to other places clockwise, changed places with the operators.
Questions about the attraction "Carousel".
List the types of information according to the method of presentation. ( Text, numeric, graphic, audio, video)
A person encodes textual information using ...? (letters)
What is textual information? (information presented in the form of a written text)
What was recorded on in ancient times? (stone, clay tablets, papyrus, parchment, birch bark)
Previously, to make changes to the text, what had to be done? (had to rewrite)
The appearance of what device changed the technology of writing? (a computer)
Is the word "ABC" of Slavic origin? (Yes)
How did the Egyptians encode information in writing? (hieroglyphs)
Sit down at your desks, divided into two groups. Sign your tickets.
2.2. Definition of the topic and purpose of the lesson
Teacher. - Look at the slide, read it. “What is written with a pen cannot be cut down with an axe”? What is it? (proverb) Guys, how do you understand the meaning of this proverb? Do you agree with him? What device changed the technology of writing? (a computer)
Guys, look here rather, someone mixed up all the letters in the words. .
What words did you get? (character, line, word, paragraph, fragment). What are these objects? (text document objects)
What is our goal for this lesson? (- get to know the main objects of a text document)
2.3. Trampolines (physical minute)
Teacher. They got up from their desks, went to the blackboard, lined up in two rows, repeat after me.
We'll raise our hands higher
Let's hear the information:
"Clap one, clap two,
There is shooting ahead of us."
2.4. Attraction - "Tir"
Teacher. Darts hanging on the board
Give examples of text documents? (article, invitation, report, greeting card, poem, announcement).
Hypertext is a way of organizing a document so that you can quickly find the information you need. Where do we most often find hypertext with hyperlinks? (Internet)
A fragment is an arbitrary sequence of characters. What can be a fragment? (word, line, paragraph, page, all input text)
2.5. Attraction - "Boat"
Teacher. Our next attraction is the Boat. We will be divided equally into two teams. Each of you receives a card, you must connect these statements with the yes boat or with the no boat.
Card-task for the attraction "Boat"
Teacher. (The correct answer is on the slide.) Teams, exchange cards with your neighbors, compare answers with the sample. One correctly drawn line is one point. Count the number of points, and enter in the empty box in the ticket in front of the Boat attraction.
To 
art-answer to the attraction "Boat"
2.6. Attraction "Slot machines"
Teacher. Being in the park of culture and rest, we cannot pass by slot machines. The role of slot machines will be played by computers. You must complete the assigned task. When entering text on a computer, you must follow the rules. (video showing).
Children do practical work.
2.7. Ice Cream Cafe
Teacher. Now I propose to go to a cafe and “eat” ice cream. Go to the counter and choose any “ice cream” you like, then sit down at the table and “eat”, i.e. do test which is written in reverse side ice cream cards. For a correctly completed task, you will receive one point.
P 
exemplary type of cards - "ice cream"
Questions for cards - "ice cream" (I level):
| A text editor is a program designed to: |
|
| work with textual information; |
|
| work with images in the process of creating game programs; |
|
| PC resource management when creating documents; |
|
| automatic translation from symbolic languages to machine codes. |
4. What is missing in the series: “character - ... - line - text fragment”:
page;
When typing, one word is separated from another:
space;
colon.
(II level)
A text editor is a _______________ designed to work with information. The input device for text information is _____________. The device for outputting textual information is _______________. When typing, one word is separated from another by ________________.
Reference words: spacebar, program, monitor, keyboard
Teacher. Now check the correctness of the completed task yourself. Look at the slide. Put points on the ticket.
3. Summing up the lesson. Grading.
Teacher. Our tour has come to an end. What is the topic of our lesson? Let's remember the purpose of the lesson? How do you think we achieved it?
Summarize. Find the sum of points scored for the lesson. I'm posting a table for converting scores to grades.
| Number of points | |||
| Grade |
On the back of the ticket, put your score. And now, the first to hand over the tickets are those who received a rating of "five", the second - a rating of "four", ...
p. 8, No. 111
Reflection.
There are little men on the table, attach them to the ladder of success, to the place where you think you are?
This concludes our lesson. . Goodbye!
Literature:
Bosova L.L. Informatics and ICT Textbook for grade 5. – M.: Binom. Knowledge Lab, 2011
Bosova L.L. Informatics: workbook for grade 5. – M.: Binom. Knowledge Lab, 2011
View document content
"Technological map of the lesson"
Belitskaya T.A. , MBOU "Akbulak secondary school No. 2", 2016
Routing lesson. Bosova LL. Informatics. Grade 5 GEF.
The date: 30.11.2016
Lesson 11The main objects of a text document. Entering text
Lesson Objectives:
To give students an idea of the main objects of a text document;
To consolidate ideas about software tools - text editors and word processors;
Remind students of the basic rules for entering text;
Update the existing skills of using special keys and their combinations when entering text;
Demonstrate the importance of the ability to work with text;
Develop fast typing skills.
| Lesson stages | Lesson material | Student activities | UUD at the stages of the lesson |
|
| Organizing time | Hello guys! Today we will conduct a correspondence excursion to the park of culture and recreation. There are several attractions in the park, we must visit each one. You have a ticket to the park, there is a free seat opposite the name of the attraction. Points will be added here after passing each attraction. The higher the score, the higher the grade you will receive at the end of the lesson. | The children are seated. Check for accessories. | Personal UUD: - formation of self-organization skills Formation of writing skills |
|
| 2.1 Updating knowledge - attraction "Carousel" | Children sit in pairs and ask each other questions. Four people are "experts-resters", four are "operators-resters" who ask questions and receive answers; connoisseurs-holidays sit opposite the "operators", they answer in turn the questions of the operators. Then they change places. The carousel is controlled by a mechanic; I, the teacher, will play his role. | Children read the questions and answer them by scoring tickets | Personal UUD: - development of literate speech - mutual control and evaluation Cognitive UUD: Actualization of knowledge gained in previous lessons; |
|
| 2.2. Definition of the topic and purpose of the lesson | - Look at the slide, read it. “What is written with a pen cannot be cut down with an axe”? What is it? Guys, how do you understand the meaning of this proverb? Do you agree with him? What device changed the technology of writing? Guys, look here rather, someone mixed up all the letters in the words. Let's try to put everything back in place . - What words did you get? What are these objects? So the topic of the lesson today is: The main objects of a text document. What is our goal for this lesson? | Proverb A computer -character, line, word, paragraph, fragment -text document objects - | Regulatory: Development of the ability to formulate the topic and purpose of the lesson in accordance with the tasks and norms of the Russian language |
|
| 2.3. Trampolines - physical minutes | We got up, went to the board, lined up in two rows, repeat after me. We'll raise our hands higher Let's hear the information: "Clap one, clap two, There is shooting ahead of us." | Do the exercises | Personal UUD: Formation healthy lifestyle life |
|
| 2.4. Attraction - "Tir" | And now we will check which of you is the most accurate. We are in dash. ( Darts hanging on the board). You are invited to each throw a dart. Then you have the opportunity to supplement your knowledge with information. A document is any text created with a text editor. Give examples of text documents? Hypertext is a way of organizing a document so that you can quickly find the information you need. Where do we most often find hypertext with hyperlinks? Symbol - digit, letter, punctuation mark, etc.) Word - an arbitrary sequence of characters, limited on both sides by service characters (space, comma, brackets) A string is an arbitrary sequence of characters between the left and right borders of the document. A paragraph is an arbitrary sequence of characters, limited by special characters for the end of a paragraph. A fragment is an arbitrary sequence of characters. What can be a fragment? | Article, invitation, report, greeting card, poem, announcement Internet Word, line, paragraph, page, all input text | Cognitive UUD: Updating information from personal experience; Formation of reading skills Formation of skills for searching for the necessary information in a printed source Literacy development; Development of cognitive activity; Personal UUD: - the ability to apply knowledge in practice; Development of logical thinking Communicative UUD: Formation of the ability to communicate with peers, respect for classmates; The ability to contain emotions. |
|
| 2.5 Fixing - Attraction - "Boat" | Let's do the exercises in the workbook: No. 106, 107, 113 Our next attraction is the Boat. We will be divided equally into two teams. Each of you receives a card, you must connect these statements with the yes boat or with the no boat. | № 106, 107, 113 Perform tasks in teams; Mutual check; | Personal UUD: - memory development - mutual control and evaluation Communicative UUD: Ability to work in a group |
|
| 2.6 Attraction "Slot machines" - practical work at the computer | Being in the park of culture and rest, we cannot pass by slot machines. The role of slot machines will be played by computers. You must complete the assigned task. When entering text on a computer, you must follow the rules. Guys, let's remember the topic of the lesson and the goal. | View video Children do practical work - p. 113-114 Tasks #1, #2 | Personal UUD: Formation of touch typing skills Communicative UUD: Ability to work in pairs Development of dialogic speech |
|
| 2.7. Ice Cream Cafe | Now I propose to go to a cafe and “eat” ice cream. Go to the counter and choose any “ice cream” you like, then sit down at the table and “eat”, i.e. complete the test task that is written on the back of the “ice cream” card. For a correctly completed task, you will receive one point. Now check the correctness of the completed task yourself. Look at the slide. Put points on the ticket. | Perform the test Carry out a self-test | Personal UUD: Development of reading skills, Development of analytical skills Self-monitoring and evaluation |
|
| Summing up the lesson. Grading. | Our tour has come to an end. What is the topic of our lesson? Let's remember the purpose of the lesson? How do you think we achieved it? Summarize. Find the sum of points scored for the lesson. On the slide you see a table for converting points into grades. | Basic text document objects Familiarize yourself with the basic objects of a text document Give yourself ratings | Personal UUD: - memory development, The ability to succinctly formulate an idea, |
|
| Instruction on homework | §eight ; RT: No. 111 | Working with diaries | Personal UUD: Formation of writing skills |
|
| Reflection | There are little men on the table, attach them to the ladder of success, to the place where you think you are? Was it easy for you or were there difficulties? What did you do best and without mistakes? Which task was the most interesting and why? How would you rate your work? This concludes our lesson. . Goodbye! | Determine their position on the "Ladder of Success" | Personal UUD: Reflection of methods and conditions actions, and process evaluation and performance |
View presentation content
"Presentation1"
The park
culture and
recreation
isvmlo
acorts
voslo
batsaz
tnemgarf
symbol
word
line
paragraph
fragment
Subject:
Target: get to know the basic objects of a text document
Trampolines
We'll raise our hands higher Let's hear the information: "Clap one, clap two, Shooting ahead of us
Attraction "Tir"
- . After any character, press the key Space ?
- . Is there a space before a punctuation mark?
- . The paragraph ends with a keystroke Enter ?
- . Do all letters and numbers on the keyboard belong to the Special Key Group?
- . Lines automatically wrap to another line?
Card-answer to the attraction "Boat"
1. After any character, press the key Space ?
2. Is there a space before a punctuation mark?
3. The paragraph ends with a keystroke Enter ?
4. Do all letters and numbers on the keyboard belong to the Special Key Group?
5. Are lines automatically wrapped to another line?
Attraction "Slot machines"
Practical work at the computer
Subject: Basic Text Document Objects
Target: get to know the basic objects of a text document
Test answers:
Question number
Summarizing:
Number of points
Homework instruction: p. 8, workbook No. 111
4. Rajabaliyev G. P., Kurbanov A. R. Interactive whiteboard as a means of enhancing the learning process/ Interactive technology in professional education: SB. article Interuniversity student conference. Makhachkala, 2015.
POSSIBILITIES OF EXCURSIONS IN THE TRAINING OF COMPUTER SCIENCE
Radzhabaliev G.I., Candidate of Technical Sciences, Associate Professor Nurmagomedova N.Kh., Candidate of Pedagogical Sciences, Associate Professor of FSBEI HE "Dagestan State Pedagogical University"
Annotation. The article considers the educational and cognitive possibilities of excursions in teaching computer science. Questions on planning, organizing and conducting excursions are analyzed.
Key words: Didactics, motivation, visibility, scientific character, training, potential, stage.
POSSIBILITY OF EXCURSIONS IN THE TRAINING INFORMATICS
Radzhabaliyev G.P., c. tech.n., associate professor, Nurmagomedova N. H., c-ped.n Dagestan state pedagogical University
abstract. The article examines the educational possibilities of excursions in the teaching of Informatics. Analyzed in planning, organizing and conducting tours.
Keywords: Didactics, motivation, presentation, science, education and training in radiation, potential, stage.
The didactic purpose of excursions in computer science is the formation of missing information and facts by direct
observations of all kinds of objects, processes and phenomena. In the process of conducting excursions, students observe the studied objects, processes and phenomena under the direct instruction of the teacher.
As an educational and cognitive process, the excursion implements many essential educational functions, the most important of which are:
Implementation of the principle of visualization of training;
Increasing the scientific nature of education and strengthening its connection with life, with practice.
Excursions in computer science provide the implementation of the didactic principle of linking theory with practice.
Excursions in computer science are listed as a very effective form of organizing educational work and in this regard they implement a number of important didactic functions:
The excursion provides visualization of learning, as students directly and in dynamics get acquainted with the studied objects, processes and phenomena;
Excursion increases the scientific nature of education and strengthens the relationship of being with practice;
The excursion achieves polytechnic education, as in the course of its implementation, students get acquainted with production processes and the use of scientific achievements in this area;
The excursion provides professional orientation of students to production activities.
A tour of informatics contributes to the successful solution of the main tasks of teaching and educating students of all age groups:
Promotes the emergence and formation of students' interest in knowledge, curiosity, encourages an independent search for the latest information, motivation for learning;
Expands the horizon of interests of schoolchildren;
Teaches to analyze objects, facts and phenomena of processes in interconnection, comparing them with each other, to generalize them.
Excursions in computer science should be clearly planned and carefully prepared.
You need to plan the following main parts of the excursions:
Subject;
Location;
Time spending;
Progress report.
The topic of the informatics excursion and the place of its holding are chosen so that practical value and implementation under these conditions. In this case, the embodiment must be rich, perfect and favorable for contemplation. In other words, the topic and objects for the computer science tour should be chosen in such a way that they are consistent with local conditions. These conditions determine the time of the excursion, which is regulated curriculum and lesson schedule. The report and registration of the excursion is made taking into account the needs of the office, school, and the entire educational process.
The preparation of an informatics excursion takes place in the following sequence:
Detailed acquaintance with the object of the excursion. Revealing those components of an object or technological process that are of interest;
Choice of tour guide. Perfect for this case, it can be assumed, is the candidacy of the teacher. But at industrial facilities, the teacher's intelligence may be insufficient. In this case, as a rule, the excursion is conducted by an employee of the enterprise, with whom the purpose of the excursion and the level of preparedness of the students were previously agreed;
Conducting a conversation with students who are informed of the topic and purpose of the excursion, the necessary theoretical material is repeated and they are armed with questions that need to be answered during the excursion.
At the agreed time, students gather at the school, and a guided tour is conducted under the guidance of the teacher. It is good that one of the older students, or another teacher, would help the organizer. With this in mind, complex excursions, when students are led by several teachers, are of particular interest. During the tour, students:
Listen to the teacher's explanation and look after the objects;
By writing down the teacher's explanations and drawing the objects shown, they save the information received for the preparation of the report.
Then, the result of the work done in special classes is necessarily summed up. Students share their impressions, give answers to questions that the teacher posed before the tour. A written report on the excursion is issued. They make presentations, stand-conclusions are made with materials obtained during the excursion. The teacher necessarily summarizes the results of the excursion, explains the same material that the students did not understand well during the excursion.
The structure of the lesson-excursion
Formulation of the problem. Motivation.
The formulation of the goals and objectives of the tour, the result that will be obtained during the tour.
Activity planning.
Project implementation.
Independent implementation of student activities.
Information and analytical stage.
Excursions in computer science in the modern sense have their own specifics. It lies in the fact that during the tour, in addition to educational goals information problems feasible for schoolchildren can be solved. It is necessary to organize the activities of students in such a way that it is aimed at identifying violations in information activities. Preliminary conversation will help to keep students interested.
Summing up, it is possible to carry out in the form of a conversation with an assessment of the knowledge gained and the work performed.
So, the excursion methodology includes the following stages: I. Preparatory work for the excursion:
a) a clear definition of its purpose,
b) the choice of the object of study;
c) posing specific questions to students;
d) visiting the object of the tour by the viewer, deciding who will
act as a guide - he himself or an employee of the enterprise. Agrees with him about the purpose of the excursion, its content, the method of explanation.
III. Summing up, summarizing what students learned new during its implementation.
Literature:
1. Glushanok T. M. Huuskonen, N. M. Practice of excursion activities. St. Petersburg: Gerda Publishing House, 2006.
2. Dolzhenko G.P. Excursion business. - M.: ICC "Mart", 2005.
3. Smirnova E. O. Child psychology. M.: Vlados, 2003.
4. Kharlamov I.F. Pedagogy. - M.: Gardariki, 1999.
1. Glushanok T. M. Huuskonen, N. M. Practice Excursion activities. SPb.: Publishing house Gerda, 2006.
2. Dolzhenko G. P. tour. - M: IKTS "March", 2005.
3. Smirnova E. O. child psychology. M.: Vlados, 2003.
4. Kharlamov I. F. Pedagogy. - M.: Gardariki, 1999.
FUNCTIONS OF INTERACTION OF EDUCATION WITH ECONOMIC INSTITUTIONS OF THE SOCIETY
Khaibulaev Magomed Khaibulaevich, Candidate of Pedagogy, Professor of the Department of Pedagogy and Vocational Education Technologies, FSBEI HE "DSPU"
Annotation. The article deals with the problem of the interaction of education with the economic institutions of society. Functions Considered