GENERAL ISSUES
The publishing of the 300th issue of the INFO magazine coincided with the approval of the Passport of the National Digital Economy Program. One of the Program' task is the development of the promising Digital Educational and Methodological Complexes (DEMC) that should transform the informatics’ classes at the public school. This event is considered as a step to the digital transformation of the Russian school.
Digital transformation is considered as harnessing digital technologies to increase the productivity and value of an enterprise. Digital transformation of education is considered as the controlled and/or spontaneous process of the transformation of the content, methods and organizational forms of educational activities, which is aimed at improving the quality of schools in a rapidly developing digital environment to meet the requirements of the digital economy.
The development of Digital Educational and Methodological Complexes, smart simulation and training apps and virtual laboratories provided by the Passport of the National Digital Economy Program for the implementation of general secondary and vocational education programs for areas of “Mathematics”, “Informatics” and “Technology” is аn important step towards the digital transformation of education. The DEMC for informatics curriculum that will be created under the Digital Economy Program has to predetermine the formation of digital literacy of the younger generation in the next decade. The features of the promising DEMC for informatics, which the author would like to see in it, are discussed.
PEDAGOGICAL EXPERIENCE
The article describes the training methods in the course “Information Technologies” for the future bachelors of the directions “Economics”, “Management”, “Finance”, “Business Informatics”, the development of metasubject competencies of the student while his use of tools for data processing by means of the language R. The metasubject essence of the work is to update traditional economic knowledge and skills through various presentation forms of the same data sets. As part of the laboratory work described in the article, future bachelors learn to use the basic tools of the R language and acquire specific skills and abilities in R-Studio using the example of processing currency exchange data. The description of the methods is presented in the form of the traditional Key-by-Key technology, which is widely used in teaching information technologies.
The current understanding of the electronic educational resource is analyzes in the article. The definition of an electronic educational resource is given in the National Standard. The properties of the electronic educational resources, such as interactivity, multimedia, modifiability, cross-platform, are identified. The effectiveness of the use of the electronic educational resources in the educational process depends, among other things, on the level of interactivity, which is determined by the forms of user interaction with content and grows from conditionally passive forms to active, then to activity-related and, finally, to research. The complexity of creating electronic educational resources increases with increasing interactivity. Today, there are many software tools for creating electronic educational resources that technologically ensure the development of the necessary components and properties of electronic educational resources, besides interactivity that characterized by active or actionable forms of user interaction with content with research elements. The work presents the electronic educational resources developed at the Psychological and Pedagogical Faculty of Smolensk State University, in the creation of which students took part. The tools for resources development was the Mathematica environment.
Within the implementation of the national strategy for improving financial competency and financial education in Russia, aimed at the broad masses of the population, any experience in promoting financial competency among young people, accumulated in the system of training bachelors of Economics, will be useful. The purpose of the article is to present the methodological and practical aspects of teaching the basics of financial calculations of future economists and the formation of computer modeling skills in the field of financial and economic activity. The reason for writing the article was the problem of interdisciplinary integration in the system of financial and economic education. The analysis of educational literature and curricula of the system of secondary and higher professional education, as well as the study and generalization of pedagogical experience showed weak integration of mathematical and economic disciplines with information technologies. The article also presents the problems associated with the calculations in the financial and economic activities with the use of computer modeling. The elements of the presented methods of teaching the basics of financial computing in conjunction with the modeling of financial problems on the computer can be useful for both school teachers and university teachers of mathematics and computer science.
The presented topic deserves attention because of its extreme usefulness, simplicity of its impact on the initial training in programming. This article discusses the basics of programming and features of work in the Logo environment, focused on the education and use of information technology, includes tools that allow you to display images in the style of commands of the Logo programming language.
The inclusion of the elements of the Logo environment and the recursiveness underlying this language into interactive mathematical environments, for example, in GeoGebra, allow learners to create programs for solving a particular class of problems, which allows us to speak about the object approach when studying the content line of the school informatics course “Basics of algorithms and programming”, and the procedural programming approach characteristic of the Logo environment allows the formation of the corresponding features (logical, algorithmic thinking of students). A sufficiently easy to learn programming language in the Logo environment allows students to create programs and demonstrate unlimited possibilities for implementing mnemonics. The examples are series of simple examples of execution of command systems by the virtual executor “turtle” and the results demonstrating the creation of images with the help of a turtle are given.
PEDAGOGICAL STAFF
The article discusses the possibilities of using mental maps in training of bachelors of pedagogical specialties. Technological and didactic features of online services for developing mental maps, such as Mindmaps, Mind42, etc. are described. Methodical aspects are presented also by the description of the principles of introduction of mental maps in training process accompanied with concrete examples.
The organization of work on using mental maps in real educational process has to be determined by a number of the methodical principles among which, in particular, one can indicate the principle of freedom of choice of a format of representation of the described object and communications between its elements. Such a choice assumes a possibility of some variation of this or that basic configuration depending on preferences of the student. The principle of activity is to provide conditions for purposeful mastering by students separate actions to build mental maps and operating with them, as well as combinations of these actions of varying degrees of generality. The principle of full coverage involves creation of various opportunities of effective use of mental maps at all stages of educational process (an explanation of new material at lectures, fixing it on laboratory and practical classes, self-preparation for the current and final assessment).
The proposed methodological solutions were successfully tested in Penza State University with second and third year students of the Faculty of Physics, Mathematics and Natural Sciences in the study of the discipline “Programming”. As a result of approbation, students had accumulated a kind of bank of mental maps of various formats and different degrees of generality. This bank was actively used in the course of the current and final diagnostics of students’ preparation in the subject. As a result of approbation, the significant advantages of using mental maps in terms of the quality of students’ preparation in the discipline, which was especially clearly manifested in relation to the initially lagging students, were found out.
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